Both educators and students in schools across the globe have faced unprecedented and sweeping changes to teaching and learning due to the 2019 coronavirus disease pandemic (COVID-19). This paper focuses on the case of remote learning in BNU-HKBU United International College (UIC) during the spring semester 2019/2020. Based on two surveys conducted respectively at the beginning and the end of the semester on students' experiences with online learning, this paper explores and summarizes students' retrospective views on several aspects of remote learning, including technical difficulties, potential challenges and drawbacks of online courses across different provinces in Mainland China. In doing so, this paper aims to depict the paradigm of how students adjusted their study habits for independent learning during the coronavirus lockdown.
Third space refers to the co-created hybrid spaces that bring people together, similar to how Coronavirus-related disruption has brought people 'together apart'. In the education context, it can be described as the 'in-between' space attempting to integrate binaries and open-up new possibilities for re-articulation of identity, learning and knowledge. This article provides a perspective on embracing classroom diversity by crossing the boundaries and intersection between the teacher/learner role, theoretical/practical knowledge, on-campus/online learning and STEM/humanities discipline. Strategies for creating third space are inclusive of teaching and learning, such as the student agency, students as partners, inquiry as stance, HyFlex model, curriculum integration, which are briefly discussed. Third spaces in teaching and learning also serve as a bridge, navigational and transformational space which can transform a linear classroom lesson into a more vibrant environment for effective learning.
This paper reviews literature on cultural models, knowledge structures shared by members of a culture, and having profound effects on speech, understanding, and the propagation of certain beliefs. After addressing the construction of these models and their relationship to schema theory, some examples of models which have negative effects on people's sense of self and cross-cultural communication are discussed. Cultural models are part of people's cognition, and thus discussion of the related notions of conceptual metaphor and thinking for speaking are useful for understanding and seeing the possibility of cultural models as part of a language curriculum. The notion of cultural models needs more attention and development, as it provides a starting point to create more equal societies and better international cooperation through language and literacy education.
射道源自古代的射礼文化，它立足于射箭运动的同时，又超越射箭运动本身而上升到文化涵养的高度。从2013年开始，射道正式成为UIC全人教育体育文化模块中的一个选修课程——中华射道。发展至今，本课程已经成为UIC全人教育教学实践的一大特色精品项目。中华射道课已经开设了14期课程，共有585名学生选修，其中男生占57.26%，女生占42.74%，整体教学效果良好。射道课的教学遵循“德成而上，艺成而下”的教学理念，以“射箭”“射礼”“射义”“德行”等四大方面为主要的教学内容，着重“榜样式传授(Teaching by exampling )”和“体验式学习(Learning by doing )”的教学方式,让学生学会传统射箭技艺，体知做人做事的正面态度与方法，培养其专注、坚毅、果断、反省等品格，以及启发学生追求更高之人生境界。
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