Marton, F. and Saljo, R. (1976) On Qualitative Differences in Learning II: Outcome as a Function of the Learner’s Conception of the Task. British Journal of Educational Psychology, 46, 115-127. https://doi.org/10.1111/j.2044-8279.1976.tb02304.x

has been cited by the following article:

• TITLE: In-Depth Teaching Design of Integrating Moral Education into College Foreign Language Teaching

  AUTHORS: Yuhua Zhou

  KEYWORDS: Integrating Moral Education into Foreign Language Teaching, In-Depth Teaching, Teaching Design

  JOURNAL NAME: Open Access Library Journal, Vol.9 No.10, October 17, 2022

  ABSTRACT: This paper discusses the in-depth teaching design of integrating moral education into college foreign language teaching based on the ADDIE model and in-depth teaching. This design consists of three stages and nine links. In three stages, the teaching is divided into three parts: preparation, implementation and evaluation, to integrate moral education into the whole process of college foreign language teaching. The nine links evolved from the implementation of ADDIE, and are designed to increase learning engagement, stimulate deep thinking and foster the reflective abilities of the students. This design takes the teachers as the teaching guide to integrate virtues into all aspects of foreign language teaching, to guide students’ deep learning, and to promote what has been learned and gained by students.