Ideologies in Language Education in China: Past, Present and the Future

2014 ◽  
pp. 159-167
Author(s):  
Lin Pan
Keyword(s):  
Language Education ◽  
The Future ◽  
Education In China

scholarly journals Researching Classroom-Based Assessment for Formative Purposes

2020 ◽  
Vol 43 (2) ◽  
pp. 150-168
Author(s):  
Peter Yongqi Gu ◽  
Guoxing Yu
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Teacher Researchers ◽  
Teacher Professional ◽  
Research Questions ◽  
Key Features ◽  
Education In China ◽  
Viable Model ◽  
Assessment Research

Abstract This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment (CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research (FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.

scholarly journals Researching Classroom-Based Assessment for Formative Purposes

2020 ◽  
Author(s):  
Yongqi Gu ◽  
Guoxing Yu
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Teacher Researchers ◽  
Teacher Professional ◽  
Research Questions ◽  
Key Features ◽  
Education In China ◽  
Viable Model ◽  
Assessment Research

This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment (CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research (FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.

scholarly journals Reflections on the Joint Cultivation of Undergraduate Animation Education in China and Thailand

2020 ◽  
pp. 129-134
Author(s):  
Chaochu Xiang ◽  
Keyword(s):  
Future Development ◽  
Cross Border ◽  
The Future ◽  
Belt And Road ◽  
The Cross ◽  
Asean Countries ◽  
Education In China ◽  
The Belt And Road

In recent years, with the advancement of the “The Belt and Road”, the cooperation between China and ASEAN countries is increasingly close, and the cross-border exchange of education between China and ASEAN has been further promoted. This article will research targeted at undergraduate animation education in Thailand. By studying the current educational pattern of the animation major in Thai universities and exploring the roots of the existing issues, combining the characteristics of the animation major in the College of Chinese & ASEAN Arts, try to put forward some ideas for the construction of a collaborative cultivating curriculum system for Chinese and Thai undergraduate talents. In order to provide some useful thoughts for the future development of international educational cooperation based on the College of Chinese & ASEAN Arts.

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