主题演讲人
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Prof. Shuo Zhao Communication University of China Topic: European Bilingual Education Policy and Model in Bologna Process Abstract: First it will introduce CLIL education policy in EU (Content and Language Integrated Learning). Then development of bilingual education in EU will be discussed. Based on bilingual education model curriculum design of bilingual education in European Union is expounded with case analysis of bilingual education in Luxemburg and France. Evaluation on bilingual education will be put forward at last. |
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Prof. Jan Treur and Dr. Gülay Canbaloğlu Vrije Universiteit Amsterdam and Koç University Topic: Computational Analysis and Simulation of Organisational Learning Abstract: Organisational learning emerges as a cyclic interplay of various mechanisms at different levels. To analyse and simulate organisational learning computationally, the self-modeling network modelling approach from AI provides a powerful means to address the complexity of the interaction of different mechanisms and the control over them. In this keynote speech, recent developments are presented showing how this approach can be used to analyse and simulate complex processes of organisational learning. This covers both feed-forward learning to learn shared team or organisation mental models out of individually learned personal mental models and feedback learning to let individuals learn personal mental models from shared mental models. It is shown how by a self-modeling network, the different types of learning can be modeled using a first-order self-model for the learning and a second-order self-model level for the control over the learning. It will be discussed how this may be applied in the context of improving safety in health-related organisations such as hospitals. |
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Prof. Dehong Luo and Asso. Prof. Shouwei Wu Huaihua University Topic: Effects of Home Language and Socioeconomic Status on Modern Standard Written Chinese Literacy Abstract: The effects of home language (HL) on academic language literacy have been extensively discussed. However, previous research has mostly focused on Indo-European languages. This study extended previous studies and the literature by using data (n = 17,600) collected in a diversified language area: Guangxi, China. We examined the effects of four HLs and four socioeconomic factors by using modern standard written Chinese literacy as an outcome across three developmental levels (ages 10.45, 12.31, and 14.72). The results support the bilingual advantage of literacy and the effect of socioeconomic factors on literacy, significantly indicating that (a) monolingual Putonghua speakers at home performed poorest in school grades 3-8, (b) participants speaking dominant Putonghua and monolingual heritage language performed the best in Grades 7-8, (c) monolingual heritage language speakers performed the best in Grades 5-6, and (d) maternal and paternal occupation classes were more influential for Grades 3‒6 and Grades 7‒8, respectively, while the availability of books contributed more to Grades 3-6 than to Grades 7-8. We discuss our findings from the social perspective and explain why monolingual heritage is its own form of bilingualism. We conclude with suggestions for further research. |
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Prof. Zhengqi Ma Communication University of China Topic: Translation to Cultural Others of China Made Films and TV Dramas Abstract: Translation plays a key role in film and TV drama exchange between different cultures. China has vast experience in translating foreign films and TV dramas in the past 70 years. In the context of “One Belt One Road”, translation of China made films and TV dramas plays an important role in building a favourable image of the country. The speech reviews the current practice of film and TV drama translation to cultural others, focusing on C-E translation theories and methods with case studies. It covers 3 topics. 1. Three linguistic features of movie texts, including sociality, theatricality and synchronization. 2. Translation principles, based on those features, comprising lifestyle, characterization and rhythmic equivalence. 3. Three case analyses of movie Shadow and TV drama Return of the Pearl Princess to illustrate the three principles. |
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Prof. Jin Su Jeong University of Extremadura Topic: Sustainable mathematics education with active methods in cognitive and affective domain research Abstract: The mathematics education for sustainable development (MESD) has been contemplated as a critical establishment while its idea is connected with the typical ecology and economy issues in higher education institutions (HEIs). Thus, in mathematics education, information, and communication technologies (ICTs) are adjusting its teaching and learning. Here, the active flipped classroom for SD is a pedagogical method in which the traditional classroom setting is flipped. With this methodology proposed, normal lectures inside of the classroom are delivered outside of the classroom. Therefore, the in-class time were utilized to complete students-centered learning activities related with solving problems/case studies, discussions and collaborative activities for SD. Flipping the classes for SD supports a more powerful learning and teaching because it deals with students who can more effectively participate in the learning outcomes. Likewise, it can accomplish better their cognitive and affective domain. Consequently, the active flipped classroom model for SD can indicate a promising tendency in mathematics education in HEIs. In particular, it can promote students’ positive outcomes, cognitive and affective domain. It could finally be used to confirm the most important flipped mathematics education for SD conforming to educational settings in more long-term education. |
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Prof. Weibin Zhang Ritsumeikan Asia Pacific University, Japan Topic: Complexity Theory and the General Economic Theory – Economic Growth, Education, and Health Abstract: The speech shows how to deal complexity of public health and education with the vision of chaos theory (Synergetic Economics) and a broad socioeconomic theory (The General Economic Theory. First, I will introduce complexity theory (exchangeablly chaos theory, catastrophe theory, self-organization, synergetics, nonlinear science…) and broadly illustrates the importance of the contemporary advances in sciences for understanding complex phenomena of man and society and why almost all theories in social sciences and economics deal with only a part of reality. Nonlinear phenomena, such as bifurcations, chaos, catastrophe, structural changes, the emergence of new structures, self-organization, and nonlinear interdependence, can only be effectively explored with modern mathematics and computer. I developed synergetic economics, a modern generation of Samuelson’s Foundation, in the late 1980s under the influence of Prigogine’s and Haken’s works. Then, I will illustrate the general economic theory, an integration of Samuelson’s Economics, which I have constructed in the last three decades. The general economic theory is composed of a set of mathematical equations which treats all the main economic theories from Adam Smith till the contemporary within a single comprehensive framework. The theory is technically possible because of Synergetic Economics and computer. Finally, I mention how to examine the unlimited complexity of public health and education in the light of complexity theory and general socioeconomic theory. |
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Dr. Lan Yang Department of Curriculum and Instruction, EdUHK, China Topic: Assessing the power of feedback orientation in learning-related emotions Abstract: This study focused on examining the associations of four feedback orientations (feedback utility, feedback self-efficacy, feedback accountability, and feedback social-awareness) in education (Linderbaum & Levy, 2010; Yang, 2021) and students’ learning-related emotions (i.e., the emotional quality of individual students’ experiences of learning) (Pekrun et al., 2011). We surveyed feedback orientations and learning-related emotions with a large sample size of secondary students in mainland China by using the education version of Feedback Orientation Scale (Yang et al., 2014) and a short form of learning-related achievement emotions (Yang, 2015). The results showed significant positive correlations among the four feedback orientations and three positive emotions (enjoyment, hope, and pride). Two further SEM analyses revealed that feedback utility was the strongest predictor of positive emotions, followed by feedback accountability and self-efficacy in using teacher feedback. Feedback accountability predicted learning-related enjoyment most, followed by learning-related hope and pride. Feedback self-efficacy predicted learning-related hope most, followed by learning-related enjoyment and pride. Unexpectedly, feedback social-awareness was not a significant predictor of the three positive emotions after simultaneously controlling the other three feedback orientations. The results indicated the significance of understanding students' feedback orientations to unpack its power in affecting students' positive emotions in learning situations. We will discuss implications and future directions. |
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Dr Faryal Razzaq CEO, The FEEEL (PVT) LTd. & Director, Center for Ethics, Karachi School of Business & Leadership, Pakistan. Topic: Emotional Wellbeing in VUCA times Abstract: We are living in a volatile, uncertain, complex and ambiguous time (VUCA). The ever changing VUCA times have brought a lot of unforeseen stress affecting our mental wellbeing and emotional states. Emotions are an integral part of being human. Our wellbeing, decision making, and relationships are driven by emotions. Researchers contend that Emotional Intelligence (EQ) is the skill of the future, and post-COVID-19, EQ is the most essential skill! Emotional Intelligence is to understand your own & others’ emotions and apply this knowledge in an effective way to influence behaviors. Since the rational brain is overpowered by the limbic brain in extreme emotional distress, it is important to know how to maintain mental robustness in situations like, work stress, anxiety, anger, frustration etc. The focus of the talk is to change mindset & changing perspectives to realize the false mental conditionings for emotional wellbeing. To lead a productive and meaningful life myths of emotional & societal beliefs about how emotions should be approached and handled needs to be busted. It is important to realise why emotional wellbeing matters and how we can learn to become emotionally intelligent. |
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