Foreign Language Teaching Methodology Versus Foreign Language Teaching Strategy: Contrastive Teaching Theories

From the viewpoint of empiricism and revisionism, relativism has practically changed the conception of English teaching from the late 19th century up to nowadays and the idea of teacher-centered instruction as well as student-centered instruction has become optional focus by teacher's thinking and for students' needs. Therefore not only empiricism and revisionism can be regarded as the reflection of relativism but also teacher-centered instruction and student-centered instruction can be regarded as the scheme from relativism.As a matter of fact, the orientation of teacher-centered instruction and student-centered instruction in English teaching mostly lies in teacher's teaching goals and students' competence indicators, in which some teaching respects are relatively considered including the selecting of teaching materials, the using of teaching methods, the deciding of teaching strategies, and the implementing of teaching assessment as well as evaluation. For the purposes of reaching instructional ideal of teacher's teaching goals and students' competence indicators, teacher-centered instruction and student-centered instruction must be not only practiced separately but also realized integratively. In the developing processes of English teaching, teaching-centered instruction has prevailed when the grammar-translation method went well since the late 19th century and then was challenged greatly by student-centered instruction when the communicative approach became popular since the early 1970s.The theory and practice of English teaching (such as teaching materials, teaching methods, teaching strategies, and teaching assessment & evaluation) have been experienced and revised successively from the 19th century up to the present, in which the ups and downs have been proved individually, the creations have been replaced one by one, or the influences have been developed step by step. For this reason, how to enhance the English teaching for teacher's teaching function and students' learning effect will be focused on making good using of teacher-centered instruction and student-centered instruction together so as to be wonderful and successful in English education developments.No matter how great the challenge on English teaching may be, the creating and replacing processes of English teaching will be developing continuously. As a matter of fact, the traditional teacher-centered instruction has practiced its path independently before the 1970s, and the current student-centered instruction has excelled the predecessor since the 1970s. Therefore, empiricism and revisionism will constantly influence the changing and the developing of English teaching by way of teacher's suitable consideration and decision for student's practical needs.

Our teaching activity was constantly oriented towards developing speaking and writing skills that are so important for the legal professions. To develop writing skills they practised writing essays and standardized business letters, which favour concision, coherence and efficiency in communication. Since writing skills are so important in the legal careers, the current paper reveals the teaching methodology used to improve writing skills with the students of the Faculty of Law. Our observations and commentaries are based on significant types of teaching activities and assessment. We also analyse the writing section of the Language Proficiency Test for the admission to the Bachelor’s Degree Exam, to check the efficiency of the study strategies in relation with the practical requirements of the future professional life. Students opted either for an essay or a letter. The essays were well structured; argumentation was most of the time clear, while in case of letters, in spite of their good content, the standardized form was seldom respected. It seems that students do not pay too much attention to the layout of a formal letter, being unaware of the cultural and social importance of writing properly a letter. Our Legal English Practical Course aims to develop harmoniously all four language skills, in a specific professional context. Nevertheless, taking into consideration their future professional needs, we should focus more on communication skills that may help them both with their present legal studies and their future legal careers.

The purpose of this pilot study was to describe intentions to adopt innovative teaching strategies in clinical educators who have participated in an online course focusing on the role of clinical teaching (N = 71). Innovative teaching strategies were defined as those that embrace the tenets of sociocultural theory, a student-centered approach whereby the role of the nurse educator is to motivate and support the student and, in mutual process, to push students to reach toward their learning potential by using guiding techniques that can be erected or gradually reduced based on the individual student's learning needs. Participants stated that three factors proposed in the Rogers theory of diffusion of innovation (compatibility, trialability, and relative advantage) would be most influential in the adoption of innovative teaching strategies. Encouraging students to explore and apply new knowledge was described as the teaching strategy most likely to be adopted. Intent to adopt innovative teaching strategies may provide insight into the development of organizational climates in schools of nursing that could foster needed changes in clinical teaching.

The Language is the mechanism that allows us to share all the knowledge acquired in the learning and teaching process. Through it the scientific knowledge is arranged. The language’s communicative property is the most meaningful ability which allows man to report, to reason or to refute an idea. The teaching strategies which aim to develop scientific enculturation, bring science closer to the school routine, introducing distinguished conceptions that favour problematic teaching. The investigative methodologies lead the student to develop communication abilities, specially reasoning, in scientific speech perspective. Knowing about this difficulty that the students, specifically the ones of the seventh grade of the primary school of brazil’s state school, have in understanding certain parts of the contents in the subject of Science, most of the times lacking in a concrete referential idea, the theme of microorganisms was chosen to substantiate the investigative activities proposed. Therefore, the goal of this paper is to identify and to analyse the communicative abilities of language, regarding argumentation and its development, as the improvement of semantic and pragmatic aspects of language. To organize this activity of investigation, the approach of the National Research Council was used, as well as the assumption idealized by S. Toulmin, regarding the argument structure. The pragmatic and semantic abilities were referred through the theory of the Speech Acts. Analyzing the obtained data, it was possible to ascertain that some students were benefited with this methodology and were able to absorb concepts that substantiated and contributed to the structural quality of the argument. Besides that, it was realized that the improvement of the semantic and pragmatic aspects framed an efficient communication.

The ”practical project” course is a new curriculum for vocational high schools since ”the 95 Temporary Course Outlines’ implemented. Most vocational schools have set this course in the third year and it is the third year implementing this new course. Yet, there is short of some sorts of mechanism for guiding instructors and schools. The purpose of this study, therefore, is aimed at developing an implementation mechanism for this course with the purpose of effectively guiding course teaching and upgrading learning efficiency, to build up school core course system and to promote the project’s features.The development of the mechanism adopted the method of instructional system design. The researcher further developed a five-stages-procedure to serve as the basis of the mechanism, including analyzing, designing, developing, assessing, and revising. The following results were concluded by the study:1. The content of the implementing mechanism include ”teaching strategies ”,” teaching resources”, ”project-based developing ”, ”learning results”, ”project-based competitions”. The 3 stages for implementing mechanism are Launching, Developing, and presenting.2. The mechanism starts from strategic dimension, integrating instructional resources, developmental process, evaluation of the final results, and, finally, brings into some other relating activities. By this way, the mechanism has not only met the needs of the schools, but also integrating every kind of resources together.3. In order to promise the effectiveness of the operation, the mechanism also includes a revising function as well as the corresponding strategy.4. This is the first study to develop a holistic mechanism for vocational schools in accordance to the newly implemented course. The method used in this study not only met the academic specification, but conformed the spirit of the School-Based-Curriculum with which the instructional objectives would be expected to be achieved for sure.

Foreign language (FL) is playing a predominant role in daily life, however, there are numerous problems in university FL teaching. Through comparing project management and FL teaching, the paper finds out the similarities between the two and imports project management ideologies and methods into FL teaching to realize optimization and improve its practical character and efficiency.

Background and purpose: Changes in medicine and medical education has yield to employment of new teaching methods and a shift to more student centered strategies in education. E-learning is one of these methods that can be used with greater flexibility and has the potential to enhance medical education. For our universities, using e-learning strategies in current curricula and continuous education is an inevitable issue and universities have begun their way in this era.<br />Methods: we reviewed the websites of 9 type 1 Iranian universities of medical sciences including Ahvaz (http://ajums.ac.ir),Iran(http://www.iums.ac.ir),Isfahan(http://www.mui.ac.ir),Kerman(http:/<br />/www.kmu.ac.ir),Mashad(http://www.mums.ac.ir)ShahidBeheshti (http://www.sbmu.ac.ir), Shiraz (http://www.sums.ac.ir), Tabriz (http://www.tbzmed.ac.ir) and Tehran (http://www.tums.ac.ir)<br />universities of medical sciences.<br />We tried to access these sites twice per week for two weeks. Two of the authors performed the search within these sites separately as follows: the homepages’ main menus were reviewed to find links to any kind of e-learning activity. This was done for the homepages of vice-chancellors of education too.<br />Then if the site had a search option, the keywords of “e-learning”, “blended learning” and “electronic learning” were searched both in English and Persian. Then existing e-learning activities were assessed according to formal site utilization, providing interactive content, registration option for students and faculties and tracking option for students’ activities. The results of two authors were compared to reach a consensus.<br />Results: Among these 8 universities, there was just one straight link to distance learning office in Shiraz University of Medical Sciences’ website and a link to online continuous medical education in Tehran University of Medical Sciences’ website. Others had no link for an office or a kind of<br />e-learning activity in their homepages.<br />Conclusion: We concluded from our search of Iranian medical universities that our universities have a long way toward deployment of effective e-learning in medical education and it seems that current efforts are performed individually, not as an organized activity. For establishment of successful e-learning systems, universities should pay more attention to this area, provide facilities and encourage qualitative implementation of e-learning in medical education.<br />Key words: E-LEARNING

Questionnaire survey of case teaching was conducted among medical marketing majors,the results showed that case method was widely used in the teaching for medical marketing majors and was approved by most students,however,deficiencies still existed including lack of required teaching skills,outdated teaching concept,low-quality cases,inappropriate teaching methods,few participation,etc.To solve these problems,during the preparation and implementation of case teaching,teachers must update their teaching concept,participate in more training programs,improve case qualities,reengineer case activities and evaluate the effects at each phase. Key words: Medical marketing major; Case teaching; Case quality; Teaching strategy

Based on the digital and network environment, this paper analyzes the problems existing in the teaching of traditional orthopedics in medical colleges and universities, including single teaching form, neglecting the students' practical skills and the phenomenon of students' poor learning initiative. It points out that the orthopedics teaching under the digital and network environment should be integrated through interactive teaching, multimedia teaching, WeChat network teaching, simulation teaching, practice teaching and other teaching forms and should pay attention to the reasonable use of teaching methods, make clear teachers and students' subject status, pay attention to students' learning ability training, so as to improve the teaching quality of orthopedics in medical colleges. Key words: Orthopedics; Teaching method; Approach

The objective of this paper is to know how to teach collaborative strategic reading and teaching reading by using CSR. This paper uses descriptive qualitative method by searching any references to accomplish this analysis. The data were collected through observation, teaching learning process and evaluation. This program contains the planning, how to implement the students’ reading comprehension through Collaborative Strategic Reading (CSR). The post-test was a mean to evaluate the action conducted in this field study. The teacher uses collaborative strategic reading to get the goal of teaching. In general, the results of this field study show that teaching English reading comprehension through collaborative strategic reading has advantages, disadvantages, and impacts: (1) The advantages are improving students’ ability in reading comprehension and increasing students’ English learning motivation, (2) The disadvantages are some group`s members lack contribute to the activity and seriousness is lacking, (3) The impacts are students are working and learning together and also collaborative strategic reading allows students to be more engaged and involved in the learning process, instead of being just passive learners. K eywords: Teaching, Reading, Collaborative Strategic Reading

Nursing simulation teaching is one of the important measures in nursing teaching reform. As an advanced medical teaching model, SimMan synthetic simulation has been recognized by medical educators both at home and abroad for its advantages of high simulation, repeatability, case diversity and process controllability. Our country has relied on the SimMan synthesis simulation person to carry on the nursing simulation teaching for many years, usually as a teaching strategy into the course of teaching. Its advantages and innovation are affirmed by nursing educators and learners, but still face challenges in the design of simulation teaching, the development of functions and the improvement of equipment utilization. It is worthy discussing deeply by nursing educators. Key words: SimMan comprehensive human analogue; Nursing education; Simulation teaching

The purpose of this study is to investigate beginner and experienced Korean science teachers' perceptions about the science teacher preparation courses from which they graduated, and to compare them. The study was conducted as a qualitative study using in-depth interviews. For the study, interview questions were developed by the authors based on the questionnaire of 'The IMPPACT project' that was being conducted in America. The interview tool includes questions about their experience of science subject matter content knowledge, science pedagogical content knowledge, and general pedagogical content knowledge in their preparation courses. For the interview, seven beginning science teachers, less than five years of teaching experience, and five experienced science teachers, more than five years of teaching experience, were sampled from secondary schools in Korea. The research results are as follows: First, most of the beginner and experienced science teachers perceived that the teaching methods in the classes of science subject matter were not good model for teaching science in their secondary school, because they were not diverse enough and entailed mostly knowledge transfer just through lecture without teacher-student interaction. Second, most of the beginner science teachers perceived that they were affected positively by the teaching strategies and evaluation methods in the classes for science pedagogical subject matter and they could apply those strategies and methods in their current science teaching. Lastly, most of the beginner and experienced science teachers perceived that general pedagogical subject matter is important and prerequisite for science teaching in their schools, but the courses that they experienced at their university were not appropriate for their current teaching.

According to the property of the course detection principle and technology,the teaching method based on innovative experiments is proposed to improve ability of the students to using their knowledge to solve the practical problems.This paper illustrates the construction of this course from the aspects of teaching thought,experiments subjects,teaching contents,process control,assessment method and teaching analysis.This student-centered and teacher-assisted teaching model emphasizes the students’ ability to solve the practical problems,especially their practical ability.By combining with the theory teaching,students can be guided to develop the application research aimed the engineering problems.At the same time,the students’ cooperation capacity can be trained.

The purpose of this study was to investigate, through the use of case study approach, changes in students' approaches to learning when exposed to teaching strategies aimed at promoting metacognitive learning. The case study approach used in this research to address the research question was characterised by three stages: - Identification of the initial learning characteristics of the students. - Identification of any changes in these learning characteristics following the exposure to teaching strategies aimed at promoting metacognitive learning. - Monitoring the students’ perceptions of their own learning during this time using a variety of data sources. Stages one and two were firstly applied to the class as a group, and provided a framework within which the more detailed investigation of the individual case studies were situated. The use of the Learning Process Questionnaire (LPQ) as a means of identifying the general learning characteristics of the students was successful. The approach to learning identified by the LPQ for an individual student was very often confirmed by the other data sources. A second application of the LPQ did uncover changes in individual student’s approaches to learning, which, through student reflection sheets, semi-structured interviews and teacher reflection, were able to be investigated further. The results seemed to indicate that in some cases, these changes in approaches were influenced by the teaching strategies used, but the extent to which metacognitive motives and strategies were adopted depended very much on their acceptance of the class and the individual students.

In this paper,the meaning and feasibility of bilingual teaching were analyzed and discussed.Besides,a demonstration bilingual teaching system concerning the teaching purpose,textbook,teaching mode,teaching method,teaching strategy,examination,teacher's qualification and quality evaluation was put forward in course of physical chemistry. Key words: Bilingual teaching; Physical chemistry; Teaching system