CREATING THE MOST EFFECTIVE TOOLS TO FLIP YOUR FOREIGN LANGUAGE CLASSROOM (TEACHING EXPERIENCE IN RUSSIAN AS A FOREIGN LANGUAGE)

Author(s):  
Alisa Al-Kaisi ◽  
Olga Rudenko-Morgun ◽  
Alla Akhangelskaya
Author(s):  
Yu Ling

Twenty-first Century is a global information age with rapid development of science and technology, and the information technology represented by multimedia and computer network changes our life and learning mode at extraordinary speed. Nowadays, the quality education is paid attention to by everyone. To further comply with the requirements of the new era curriculum teaching and personnel training, one of the general goals of the “English curriculum standards for senior high schools” promulgated by China in 2003 is to cultivate the “students’ comprehensive use of language skills” and to advocate the basic idea of “concern for students’ emotion”. Relying on the “Internet plus” background, this paper realizes the maintenance of basic data (thesaurus, question bank, article Library) through developing computer assisted foreign language teaching system, and teaching system is mainly to complete the overall design of the teaching system, which not only provides the basic data for the learning and testing of the foreign language assisted teaching system, but also lays a good foundation for the design and realization of the teaching system, and develops the game teaching interface. It has important research value to construct and innovate the new foreign language classroom teaching mode.


Author(s):  
Jing Wang ◽  
Baihan Gao

With the progress of new sensor technology and Internet technology, wearable devices have gradually become the new favorite of the science and technology industry. They have been applied to various fields because of their wearability, mobility, user-centered, interactive, integrated and augmented reality characteristics. Given the shortcomings of traditional foreign language education at university, wearable technology is introduced into foreign language classroom as an auxiliary form of traditional teaching. This article chooses two courses (171 and 172 courses) to test whether wearable devices have an impact on college English teaching. The English level of these two classes is similar. With the assistance of wearable technology, level 171 is selected as the experimental course; 172 is a regular course, using only traditional teaching methods, and the experiment lasted for a semester. Practical teaching is also carried out in the class. Practical teaching results show that wearable technology assisted English teaching can not only improve students’ ability to master knowledge, but also greatly enhance students' interest in learning English.


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