English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Foreign language teachers not only bear the heavy responsibility of language teaching, but also the bridges and guides of dialogue between different languages and civilizations. Regular training by teachers is a necessary part of the professional development of teachers in France, the United Kingdom and Africa. How to improve teachers' professional ability and professional quality in a short period of time, making training more time-sensitive, targeted and comprehensive is a common challenge and urgent problem for foreign language teachers. Based on the past experience of teacher training, combined with modern information technology and foreign language teaching concepts, needs and new trends in the new era, this paper has explored and practiced in improving the timeliness, pertinence and comprehensiveness of training in the target language environment. The advanced QCLI training mode is “information-oriented, case-based, learning and learning, combining input and output”. Foreign language teachers not only bear the heavy responsibility of language teaching, but also the bridges and guides of dialogue between different languages and civilizations. Regular training by teachers is a necessary part of the professional development of teachers in France, the United Kingdom and Africa. How to improve teachers' professional ability and professional quality in a short period of time, making training more time-sensitive, targeted and comprehensive is a common challenge and urgent problem for foreign language teachers. Based on the past experience of teacher training, combined with modern information technology and foreign language teaching concepts, needs and new trends in the new era, we have explored and practiced in improving the timeliness, pertinence and comprehensiveness of training in the target language environment. The advanced QCLI training mode is “information-oriented, case-based, learning and learning, combining input and output”. The training model is analyzed and explained below. 1. The basic structure and design concept of QCLI mode 1.1 The basic structure of QCLI Q is "Question-oriented", C is "Case study", L is "Learning and teaching", I is "Input and output" (Input and output) )for short.That is combining with the foreign language education standards and requirements of different countries and the actual needs of foreign language teachers, through the mother tongue foreign language education knowledge and teaching skills, culture, intercultural communication ability and inclusion of values, education, practice and quality The foreign language teachers know and can train in four dimensions to deepen teachers' understanding and cognition of native language education, enhance their deep understanding of the target language culture and enhance teachers' foreign language teaching expertise and professionalism. International vision and innovative ability, help new teachers to witness self-cultivation from maturity to maturity, from qualified to excellent. At the same time, building a foreign language education online workshop and communication platform set up by a nationalized foreign language teacher with training platform to expand teachers exchange and cooperation in the field of foreign language education worldwide to provide sustainable support for their career development. 2018 International Conference on Education, Psychology, and Management Science (ICEPMS 2018) Copyright © (2018) Francis Academic Press, UK DOI: 10.25236/icepms.2018.122 --558-1.2 The basic structure and design concept of QCLI mode The QCLI model is designed based on the actual needs of foreign language teachers, aiming at improving the timeliness, relevance, practicality and comprehensiveness of pre-job training. details as follows: First, focus on the students. The concept of “student-centered” is embodied in three levels: (1) the trainee level. That is, according to the background of the students, the country, the region, the teaching objects, etc., the students will be integrated into the ethnic groups and tailored appropriate training programs for different ethnic groups; Training faculty level. According to the student's ethnic integration model, relevant scholars and experts are hired for training. From the perspectives of macro and micro, theory and practice, culture and language, experts and scholars with different backgrounds, from different regions and with different levels of education are classified and combined to improve the effectiveness and pertinence of training through the whole experience model; (3) The level of the training process. Change the past top-down trainer-led passive training, increase the dialogue and communication between trainees and trainers, mobilize the initiative of the trainees and increase their participation so that the training can be transformed into active mode which is more suitable for the needs of the expatriate and the needs of the trainees. Second, improve timeliness. Timeliness is mainly reflected in two aspects: Firstly, the training time is the longest, that is, the training time before the post is limited. Therefore, the training must be arranged reasonably and the limited time should be utilized to enable the students to have sufficient time to immerse themselves in the training. Secondly,the second is the immediate effect of the training effect. ——The purpose of pre-job training is to enable students to quickly acquire the knowledge and ability of overseas teaching through training. Therefore, how to accelerate the conversion of students from “his knowledge” to “self-knowledge” needs to be worked out to improve the conversion speed of their own quality and ability process. Third, targeted. When the training is being prepared, organizing teachers and experts who has experience of training teachers’ national teaching experience, discuss and exchange sufficiently according to the characteristics, training methods, classroom organization, the present problems and the training focus of different countries, and based on the training course questionnaire, the system has sorted out 100 highly targeted problems, which are not only have macro concepts, but also include micro techniques. These problems are interlinked, thus ensuring the targeted character of the training. Fourth, enhance comprehensiveness. QCLI training adopts a unified and integrated training model combining unified training with group training: it not only pays attention to common qualities of the training, but also pays attention to the different qualities of different backgrounds, cultures and teaching objects of training; It not only pays attention to macro policy theory, vocational training and other qualities of the training, but also pays attention to the micro-level quality training of regional categories, teaching objects, cultural knowledge and teaching skills; It not only pays attention to basic knowledge and skill combing, but also pays attention to the whole process experience and practice of trainees. Fifth, enhance practicality. "Teaching" and "learning", "input and output" are important parts of training. Only on the basis of a lot of practice can we truly realize the goal of internalizing knowledge and improving our own skills and abilities. QCLI training also runs through practice in every link of teaching, which is mainly manifested as: in the aspect of language teaching ability training, based on the teaching of core language teaching theories and methods, the training emphasizes the internalization and deepening of teaching ability through large-scale simulation trial teaching experience, country-specific and class-based practical teaching observation, internalizing and deepening of teaching ability; in the aspect of intercultural communication, a large number of intercultural cases of different countries are used for explanation and analysis, meanwhile, experts and scholars engaged in cultural communication in different countries and regions are also invited to talk with students to answer questions and solve puzzles; in the cultural teaching module, overseas teachers can improve their understanding of the target language culture through thematic

Analysis of QCLI Mode of Foreign Language Education Teacher Training