標(biāo)題: Titlebook: Developing Global Awareness for Global Citizenship Education; English Language Tea Hongtao Jing Book 2023 The Editor(s) (if applicable) and [打印本頁] 作者: 富裕 時間: 2025-3-21 19:50
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書目名稱Developing Global Awareness for Global Citizenship Education讀者反饋
書目名稱Developing Global Awareness for Global Citizenship Education讀者反饋學(xué)科排名
作者: 缺乏 時間: 2025-3-21 21:52
2520-1735 ers’ practice for cultivating global human resource in Asia.This book has explored in depth the beliefs and practices of foreign language teachers regarding global awareness in the context of a Chinese senior high school. This book defines global awareness as a combination of global knowledge, globa作者: violate 時間: 2025-3-22 01:41 作者: 種子 時間: 2025-3-22 06:46
S. Prakash Sethi,Olga Emelianovaby looking at the first teacher’s teaching method through reading global and local issues in an English newspaper, and then examine the second teacher’s classroom activities related to performing Christmas. Finally, I discuss the third teacher’s drama class.作者: 土坯 時間: 2025-3-22 11:40 作者: Mortar 時間: 2025-3-22 13:19 作者: Mortar 時間: 2025-3-22 18:01
Classroom Practices of Three Canadian English Teachersby looking at the first teacher’s teaching method through reading global and local issues in an English newspaper, and then examine the second teacher’s classroom activities related to performing Christmas. Finally, I discuss the third teacher’s drama class.作者: 平躺 時間: 2025-3-22 23:01
Conclusionsgn, and assessment. Then, I will consider the limitations of the project in relation to research methods and participants. Finally, I will offer suggestions for future research to develop global awareness.作者: 公共汽車 時間: 2025-3-23 04:39 作者: BIDE 時間: 2025-3-23 09:05
Preparing Language Teachers for Intercultural/Global Citizenship Education (CLIL); and global Englishes. Language teachers can implement these approaches and principles in the classroom to help students develop IC and become global citizens. In addition, teachers can also improve their teaching skills to become intercultural and global teachers.作者: 組成 時間: 2025-3-23 13:01 作者: Obstruction 時間: 2025-3-23 16:13 作者: Ligneous 時間: 2025-3-23 21:25
Globalization and Regional Economic Modeling is about models of teachers’ beliefs and practices. It focuses on introducing the concept of teacher cognition and also reviews some important empirical research about teachers’ beliefs and practices regarding communicative language teaching.作者: 玉米 時間: 2025-3-24 01:03
Globalization and Regional Economic Modelingng intercultural language teaching in the Chinese setting after reviewing ICC models. Finally, I will examine Chinese research on citizenship education, global citizenship education, and intercultural citizenship education.作者: biosphere 時間: 2025-3-24 04:44
https://doi.org/10.1057/9780230348578ss; (2) factors that shape teachers’ beliefs; (3) teachers’ classroom practices regarding global awareness; and (4) the relationship between teachers’ beliefs and practices. I used these four analytic categories to analyze the findings.作者: conscribe 時間: 2025-3-24 06:51
Global Awareness, Intercultural Communicative Competence, and Global Citizenship’ practices in intercultural language teaching. The third section concerns global/intercultural citizenship education in English language teaching. It will discuss the theories and practices of intercultural citizenship education and global citizenship education.作者: 尖叫 時間: 2025-3-24 13:53 作者: 安心地散步 時間: 2025-3-24 14:59
Global Awareness and Intercultural Language Teaching in Chinang intercultural language teaching in the Chinese setting after reviewing ICC models. Finally, I will examine Chinese research on citizenship education, global citizenship education, and intercultural citizenship education.作者: 注視 時間: 2025-3-24 21:39
Teacher Cognition, Practice, and Global Awarenessss; (2) factors that shape teachers’ beliefs; (3) teachers’ classroom practices regarding global awareness; and (4) the relationship between teachers’ beliefs and practices. I used these four analytic categories to analyze the findings.作者: indenture 時間: 2025-3-25 02:26
S. Prakash Sethi,Olga Emelianovaal awareness. The study explores effective intercultural teaching approaches that policymakers and language teachers can use to develop global citizenship in senior high schools. Findings may also help teacher trainers design effective training programs to develop teachers’ intercultural competence.作者: Override 時間: 2025-3-25 07:15 作者: Spinal-Fusion 時間: 2025-3-25 08:06
Developing Global Awareness for Global Citizenship EducationEnglish Language Tea作者: muscle-fibers 時間: 2025-3-25 14:35 作者: Eosinophils 時間: 2025-3-25 18:05 作者: COWER 時間: 2025-3-25 20:05
Global Awareness, Intercultural Communicative Competence, and Global Citizenshipenship education. The literature review is divided into three sections. The first section reviews the concept of global awareness. This section includes the concept of global awareness and empirical research on global awareness. The second section concerns foreign language teachers’ cognition and in作者: CROAK 時間: 2025-3-26 02:51
Global Englishes, Global Learning, and Teacher Cognitionction briefly discusses the relationship between World Englishes and intercultural communication and then examines some recent studies about teachers’ attitudes to World English, students’ perceptions of Global English, and teacher education program. The second section is about the theory and practi作者: 鳴叫 時間: 2025-3-26 07:58 作者: 災(zāi)難 時間: 2025-3-26 10:26
Teachers’ Beliefs and Reported Practices Regarding Global Awarenesshich includes knowledge, skills, and emerging attitudes.?I then examine participants’ beliefs about global awareness in the curriculum, including the purpose of language education, the importance of global awareness in the curriculum, and the relationship between language, culture, and global awaren作者: 分散 時間: 2025-3-26 15:48
Factors That Shape Teachers’ Beliefs About Global Awarenesst affected teachers’ beliefs and practices: teachers’ intercultural experience, teacher training, international study visits, students, the school culture, the National College Entrance Examination, and the textbooks and other teaching materials.作者: Ingest 時間: 2025-3-26 18:32 作者: FECT 時間: 2025-3-26 21:44 作者: voluble 時間: 2025-3-27 01:13
Teacher Cognition, Practice, and Global Awareness about language teachers’ cognition and practices regarding global awareness (Jing, ., ., ., ., ., .), I will explain how to integrate and synthesize the findings in the previous relevant literature described in Chapters ., ., and .; I will use the findings to answer the research questions and discu作者: aspect 時間: 2025-3-27 06:50
Preparing Language Teachers for Intercultural/Global Citizenship Educationareness for cultivating global citizens. In this chapter, I take a close look at five areas that have been proposed to develop ICC among language teachers: intercultural teaching and learning approaches; ICC assessment; online intercultural exchange; content and language integrated language learning作者: 使成整體 時間: 2025-3-27 11:35 作者: Palter 時間: 2025-3-27 14:55
Hongtao JingExplores the true practice of developing global leaders in English education in China.Addresses the gap between educational policy and teachers’ practice for cultivating global human resource in Asia.作者: motor-unit 時間: 2025-3-27 19:56
Intercultural Communication and Language Educationhttp://image.papertrans.cn/d/image/269736.jpg作者: 空洞 時間: 2025-3-28 01:26 作者: 殘廢的火焰 時間: 2025-3-28 05:12
978-981-99-4181-0The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapor作者: GRIEF 時間: 2025-3-28 06:53
Introducing the Global Awareness Studys regarding global awareness in foreign language teaching in China before discussing the research methods including the rationale for using a qualitative approach, site and participant selection, research design, data collection, and analysis. Finally, I review the organization of the book.作者: Cpap155 時間: 2025-3-28 11:21 作者: AER 時間: 2025-3-28 15:42 作者: 縱欲 時間: 2025-3-28 21:36
https://doi.org/10.1057/9780333985458s regarding global awareness in foreign language teaching in China before discussing the research methods including the rationale for using a qualitative approach, site and participant selection, research design, data collection, and analysis. Finally, I review the organization of the book.作者: 啜泣 時間: 2025-3-29 01:55 作者: chlorosis 時間: 2025-3-29 06:21
https://doi.org/10.1057/9780333985458s regarding global awareness in foreign language teaching in China before discussing the research methods including the rationale for using a qualitative approach, site and participant selection, research design, data collection, and analysis. Finally, I review the organization of the book.作者: 使長胖 時間: 2025-3-29 07:14
Ian Sue Wing,William P. Andersonenship education. The literature review is divided into three sections. The first section reviews the concept of global awareness. This section includes the concept of global awareness and empirical research on global awareness. The second section concerns foreign language teachers’ cognition and in作者: 無效 時間: 2025-3-29 15:20 作者: Platelet 時間: 2025-3-29 18:03
Globalization and Regional Economic Modelingin language education, with a particular emphasis on language teacher cognition. In this chapter, I look at studies on the above theories in the Chinese setting.?I begin by looking at global awareness and ICC in the Chinese school curriculum. In section two, I investigate Chinese perspectives on glo作者: 潛移默化 時間: 2025-3-29 22:24
Towards a Conclusion: Policy Implicationshich includes knowledge, skills, and emerging attitudes.?I then examine participants’ beliefs about global awareness in the curriculum, including the purpose of language education, the importance of global awareness in the curriculum, and the relationship between language, culture, and global awaren作者: recession 時間: 2025-3-30 01:30 作者: 要求比…更好 時間: 2025-3-30 05:56
S. Prakash Sethi,Olga Emelianova). This chapter describes seven Chinese English as a Foreign Language (EFL) teachers’ classroom practices of global awareness in one senior high school. Findings showed that global awareness is facilitated through different teaching activities like vocabulary, grammar, multimedia lessons, and teache
