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Characteristics of Constructivist Learning & Teaching

Why Teach with Project-Based Learning?

2019下半年小學(xué)英語(yǔ)學(xué)科教師資格證面試試題（精選）第三批

輸出假設: 回顧與展望 The Output Hypothesis: Its History and Its Future （大會(huì )發(fā)言提要 - 外語(yǔ)教學(xué)與研究出版社）

教師發(fā)展 | 教學(xué)中的反思，你知道多少？

2019教學(xué)革新：摘要

E-Learning of Second Language Speaking Skills

A Research on the Application of CALL in English langage teaching

Value of Interdisciplinary Teaching

Adventures with Cell Phones

why use cases ?

Dogme language teaching

全班平均成績(jì)92分怎么辦

英語(yǔ)南陽(yáng)教師南陽(yáng)老師評職稱(chēng)工作總結

A Language Teacher's Personal Opinion UNIT1 text A

How teachers learn technology best

‘How to say’ is more important than ‘what to say’

Multiple Intelligences Theory and English Language Teaching

Flipped classroom

激發(fā)中學(xué)生英語(yǔ)學(xué)習動(dòng)機的研究和實(shí)踐

英文說(shuō)課高中

Barriers to Learning in Distance Education Jill M. Galusha University of Southern Mississippi

Task-based language learning

雅思寫(xiě)作話(huà)題分類(lèi)詞匯——教育與學(xué)業(yè)

Research-oriented learning