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Results DynEd consistently reduces time to fluency by 50% or more.

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Presentation on theme: "Results DynEd consistently reduces time to fluency by 50% or more."— Presentation transcript:

1 Results DynEd consistently reduces time to fluency by 50% or more.

2 CET 4 Results First Half of 2006 UIBE 121 points (29%) higher than the average test results for all students from Beijing universities and 131 points (34%) above the average for China’s top 100 universities. 4th Year Students Number Listening Reading Integration Writing Total Score (710 Max) Project 211 Universities 170072 81 165 103 44 392 Beijing Universities 58595 83 169 105 45 402 UIBE (DynEd) 1240 108.02 224.43 132.04 58.58 523.07 A Brief Introduction to Project Project 211 is the Chinese government's new endeavor aimed at strengthening about 100 institutions of higher education and key disciplinary areas as a national priority for the 21st century. I The Objectives of Project 211 The implementation of Project 211 is an important measure taken by the Chinese government in its effort to facilitate the development of higher education in the context of the country's advancement in social and economic fields. Primarily aiming at training high-level professional manpower to implement the national strategy for social and economic development, the project has great significance in improving higher education, accelerating the national economic progress, pushing forward the development of science, technology and culture, enhancing China's overall capacity and international competitiveness, and laying the foundation of training high- level professional manpower mainly within the educational institutions at home. II The Overall Goals and Missions of Project 211 During the 9th Five - Year Plan period, the government will initiate actions to strengthen a number of institutions of higher learning and key disciplinary areas. It is envisaged that after several years' efforts some l00 institutions 0f higher learning and a group of key disciplinary areas will have greatly improved their quality of education, scientific research, management and institutional efficiency. In addition, these institutions will also have made remarkable progress in reforming the management system and consequently become the bases for training high-level professional manpower and solving major problems for the country's economic construction and social development. As a result of such efforts, this group of institutions will set up national standards in overall quality, with some of the key universities and disciplinary areas approaching or reaching the advanced international standards. The majority of them will have enhanced their physical conditions and staff competence, in addition to noticeable achievements in human resources training and scientific research. Adapting to regional and sectional development needs, these institutions are expected to play a key and exemplary role. Main Components of the Project Project 211 consists of the following three major components for development, namely the overall institutional capacity, key disciplinary areas, and public service system of higher education. 1. The Improvement of Overall Institutional Capacity. This requires great efforts in bringing up a large number of academic leaders and competent teachers who have high academic attainments and prestige both at home and abroad. In particular, the training of young academic leaders should be accelerated, so as to maintain a stable teaching and administrative contingent with political integrity and academic quality, rational structure and professional competence. The reform of education and teaching will be carried out in depth in order to optimize the structure of academic programs (specialties) and to enhance the overall student development in moral, intellectual and physical aspects, thus ensuring substantial improvement in the quality of education. Measures are to be taken to enhance the infrastructure and laboratory facilities indispensable for teaching and research, thus creating necessary conditions for training as well as attracting outstanding talents. Steps are to be taken to improve efficiency through moderate institutional expansion, enhance scientific research, and strive for the commercialization of research findings so as to accelerate the pace of transferring scientific achievements into productivity. While facilitating the reform of the administrative as well as the internal management system of universities, efforts will be made to strengthen international exchange and co-operation in higher education, and raise the international profile of Chinese higher education institutions. 2.The Development of Key Disciplinary Areas The main thrust of the development of key disciplinary areas is to enhance the capacity of training high-level manpower in the capacity of training high-level manpower in the frontier fields of science and technology. Among the institutions with favorable conditions, efforts will be made to identify key research bases, which can exert significant impact on the country's social and economic development, scientific and technological advancement, and the national defense. These bases will have the capacity to deal with major problems in science and technology and have the prospect for breakthroughs in relevant fields. Improving the experimental facilities for the training of professional manpower, efforts will be made to broaden the coverage of various disciplines, and foster the emergence of groups of disciplines, and foster the emergence of groups of disciplines, and foster the emergence of groups of disciplinary areas and research bases. With common theoretical foundation and inherently close relationships, these groups are favored for resources sharing and have unique features and advantages in developing a capacity for the training of high-level professional manpower in a sustainable manner. Efforts will also be made to establish a system of key disciplinary areas covering major professions and sectors for national economic and social progress, facilitating the development of academic disciplines and science and technology, optimizing the division of labor, and achieving mutual reinforcement. 3.The Development of the Public Service System of Higher Education The development of the public service system of higher education comprises three components: the Chinese Education and Research Network (CERNET), the Library and Documentation Support System (LDSS) and the Modern Equipment and Facilities Sharing System (MEFSS). Linking up all major universities in China and the INTERNET, the CERNET will provide information service to the sectors of education, science and technology, and customers from all walks of life in China. The LDSS. backed by the CERNET, will establish a national comprehensive documentation center and a number of documentation centers for various disciplines, thus forming a documentation and information sub-network with extensive connections to similar systems both at home and abroad. In light of regional conditions and development priorities of the disciplinary areas, the MEFSS service center will be set up in major cities where a large number of universities are located so as to raise the efficiency in facility utilization. Plans and Tasks of Project 211 During the 9th Five-Year Plan Period 1. Top Priority will be given to the strengthening of universities to help them approach and reach the advanced international standards for the overall quality of teaching, scientific research, and the training of professional manpower, so as to establish their international prestige and position among universities in the world. 2. Priority will be accorded to the upgrading and improvement of the infrastructure for teaching and research in about 25 universities, which, with a high concentration of key disciplinary areas, have an important bearing on China's socialist modernization drive, and shoulder a larger share of responsibility in developing the public service system. These institutions are expected to greatly upgrade their quality of training for professional manpower and have some of the key disciplinary areas approaching and reaching international standards, thus playing a key and exemplary role among universities in China. Emphasis will be place on supporting the development of institutions and key disciplinary areas which are closely related to the basic and pillar sectors of the industry, and on the improvement of the training capacity of high-level professional manpower and technical personnel who are urgently needed for national development. This clearly indicates that Project 211 is mainly oriented to economic development of China. Efforts will be made to strengthen about 300 key disciplinary areas which have important bearing on social and economic development, scientific and technological advancement, and the national defense, thus enhancing the long-term training capacity for high-level professional manpower in response to the needs of socialist market economy. Steps will be taken to establish a basic framework for the public service system of higher education. The Mode of Implementation of Project 211 In principle, projects aimed at strengthening key disciplines and the public service system of higher education will be integrated in an overall plan and implemented in selected universities for consolidation, upgrading, and improvement, so as to effectively utilize financial resources and bring into full play the overall efficiency of higher education institutions. A small number of key disciplinary areas and other development projects will be accommodated in other institutions of higher learning. III Funding for the Project The funding required for Project 211 can be generated through a co financing mechanism involving the State, local governments and higher education institutions. In line with the existing administrative system of higher education, funding will be mainly raised by the central departments and local governments that have the jurisdiction over the universities concerned. Special funds earmarked by the State serve to initiate, support, guide and readjust the development of the Project. The special funds allocated by the central departments and local governments will accord priority first of all to meeting the need of the State key disciplinary areas and the public service system of higher education, and secondly to the infrastructure development which is imperative for universities to upgrade their standards. The special funds of the State will be used mainly to subsidize the development of the national key disciplinary areas and the public service system of higher education, and the infrastructure improvement in a small number of universities that is necessary for raising the overall institutional quality. IV Project Procedure, Organization and Management Project 21 1 has been incorporated as a national key development project in the 9th Five - Year Plan, as well as China's medium and long-term social and economic development program with implementation starting in The State Council has set up a ministerial level coordinating group for Project 211. The group is responsible for coordination and decision-making on major policy issues. Members of the group come from the State Council, the State Planning Commission (SPC), the Ministry of Education (MOE), and the Ministry of Finance (MOF). An office under the coordinating group has been set up, charged with the responsibility for the project implementation, management, review, and evaluation. The office, which is located in the MOE, consists of officials from the MOE, the SPC, and the MOF. 2. The approval and management procedure of Project 211 are subject to the same provisions for the State's capital construction projects. It is incumbent upon the responsible central departments and provincial autonomous region, municipality governments, in consultation with the MOE, to conduct preliminary examination of the candidate universities and disciplinary areas that have applied for Project 211. After the preliminary examination, the departments concerned will submit project documents to the MOE and SPC, In accordance to the overall progress and national funding capacity, the MOE together with responsible departments of local governments then submit to the SPC a report on the project feasibility studies. The SPC will make an overall assessment and approve projects on the case by case basis according to specific objectives, project merits, the availability of funds raised by the central departments, local governments and institutions, and the possibility of special funding from the State. For those higher education institutions which meet Project 211 requirements, and are closely related to the national development priorities, equipped with self-raised funds, and do not need the State's special funding support, they can also be incorporated in the program for priority development and enjoy relevant preferential policy treatment. 3. Project 211 will adopt owner's responsibility system in management. All departments concerned will take specific responsibility in the management of projects under their jurisdiction, and ensure quality and timely completion according to the overall planning and the implementation progress requirements. V The Progress of Project 211 At present, under the direct guidance of the CPC Central Committee and the State Council, and with the coordination of the State Planning Commission, Ministry of Education and Ministry of Finance, Project 211 is being carried out smoothly. 101 institutions of higher learning nationwide have gone through sector preliminary examination as scheduled, and Project 21 1 has come to the implementation phase. Based on the sector preliminary examination, the Office of Inter-ministry Coordinating Group has instructed the above- mentioned universities to demonstrate and verify their feasibility study for Project 211. The State Planning Commission has so far approved the project feasibility study reports of 61 universities. As a result, these projects have been incorporated in the Ninth Five- Year National Plan, and have already been launched. The examination and approval of the project feasibility study reports submitted by the other 40 universities are now in full progress. Among the Public Service System of Project 211, Chinese Education and Research Network (CERNET) and the Library and Documentation Support System (LDSS), having got the approval of the State Planning Commission (SPC), have been incorporated in the national priority projects and are now under construction. CET4 statistical data released by China’s College English Testing Center for the first half of 2006

3 CET 6 Data shows DynEd Advantage Advanced Level – Up 28%
4th Year Students Number Listening Reading Integration Writing Total (710 Max) Beijing Universities 16031 102 178 93 58 431 UIBE (DynEd) 85 122.27 233.84 126.27 73 555.38 CET6 statistical data released by China’s College English Testing Center for the first half of 2006

4 DynEd Course Questionnaire Result
Item Number Item Contents Ave Score 1 Like DynEd courses on the computer. 4.2 2 Will seriously study the course on the computer. 4.3 3 Hope to continue to study this course next semester. 4.7 4 Think that this course system is helpful in improving your listening and speaking skills. 4.6 5 Think this course is helpful in consolidating what you have learned from the traditional English class. Dyned Courseware questionaire Item Question Average score Do you like to study Dyned courses? Will you take it serious and work hard on it? Do you want to use the courses next semester? Do you think your listening and speaking skills haven been improved? Do you think Dyned courses helped to review what you have learned in your textbooks?

5 Dongguan City Final Term Exam Scores Middle School Students spoke to computers for oral test and then teachers graded the test. Class Ave Score DynEd Experimental Class 92 Control Class of the school 80 Speech Recognition Score in Final Exam of DongGuan shcools Class Average score Experimental Regular

6 Score Comparison Final Term English Exam
Classes Ave Score of Listening Ave Score of Writing Pass Rate DynEd Experimental Class 18.5 70 92.1% Control Class 12 60.5 73.5% English Test Score Comparison Class listening Written Eligibility Experimental Regular

7 Total Study Hours/per Student of Class 05d1c
Average practice hours: 112 112/6 = 18:40hours/month 18:40 hours/4wks = 4:40hours/week 4:40hrs/6days = about 46mins/day This course is demanding and intensive and requires serious commitment from both students and teachers. Students’ self-study on focused units and topics on computers Dyned scientifically designed courseware makes it possible for the students follow the correct language learning path Step one: Listening to the focused unit and trying to get from general to detailed understanding of the information without using text support but icons; Step Two: Shadowing—repeat each sentence several times to build up better understanding and fluent students’ own speech Step Three: Recording each sentence, listening to their own recording and comparing with the native speaker model Step Four: Work on different exercises for details. This focused, task oriented, intensive practice will step by step help effectively build solid language foundation of the learners’, especially in fluency, accuracy, and clarity with long term memory. And at the same time it makes the learners more confident in communication.

8 Repetition is the key for practice
Module Average SR-C and SR-A Frequency Per Student (Class 05D1c) Average Module Function Key Use per Hour in Each Module Modules Av.Time/ per student Av.Rep/ Hr Av.Mic/ Hr/ Stu Av.Head/ Hr/ Stu Av.SR-A/ Hr/ M1 6.04 97 42 41 32 M2 6.08 19 M3 18.26 147 61 53 21 M4 14.25 140 51 43 10 M5 16.32 113 56 47 16 M6 4.21 103 45 40 3

9 Improvement of Oral Practice
Owing to the frequent,regular and task oriented practice, they made steady progress. Compare the correctness retail between Module 3 and Module 5from 43% to 62%?

10 All Time of NDE, DBE, FIB & EBN
All Time of DBE

11 Placement Test Score Improvement

12 Placement Test Score Improvement

13 Time to Oral Fluency – DynEd Differential
TF = A(p,L,e,T,I) f(t) / [1+∇] ∇ = S(t)N(t)Q(t) = fluency accelerator p=initial placement level L=native language e=daily language environment coefficient T=teacher coefficient I = age/personality factors N= number of micro-learning steps Q= quality coefficient of learning steps S = study score, quality of learning activity

14 Copyright © 2000-2007 DynEd International, Inc. All rights reserved
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15 DYNED Thank you! 22 24


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