Analysing Teachers’ Needs Victor GAO Zhejiang Institute of Education Sino-UK ELT Trainer Training Conference

Analysing Teachers’ Needs （ 1 ） Victor GAO Zhejiang Institute of Education Sino-UK ELT Trainer Training Conference

Outline Education background in ZJ Ways to identify teachers’ needs Understanding teachers’ needs Designing a training program Reflections

Education background in ZJ

Ways to identify teachers’ needs

Understanding teachers’ needs

Designing a training program

Reflections

Topography of East China Jiangsu Zhejiang

Population distribution 41,400,000 JIANGXI 42,380,000 LIAONING 67,440,000 HEBEI 59,860,000 ANHUI 92,560,000 HENAN 34,710,000 FUJIAN 60,280,000 HUBEI 64,400,000 HUNAN 86,420,000 GUANG DONG 90,790,000 SHANDONG 46,770,000 ZHEJIANG 74,380,000 JIANGSU POPULATION PROVINCE POPULATION PROVINCE

Population growth in China

Map of Zhejiang

Map of Zhejiang

Education in Zhejiang General situation Statistics in education in Zhejiang, 2004 浙江基础教育展示版 .doc

General situation

Statistics in education in Zhejiang, 2004 浙江基础教育展示版 .doc

Problems with teacher training We always assume that teachers would like ways we want to them to be trained When the result of a training program is not satisfactory, we blame the teachers or policy makers We believe that we are doing an honest job and are a bit worried about the assessment of the training course

We always assume that teachers would like ways we want to them to be trained

When the result of a training program is not satisfactory, we blame the teachers or policy makers

We believe that we are doing an honest job and are a bit worried about the assessment of the training course

Why to analyze needs We know where to start the training It helps to see teachers’ problems It helps to understand what they want to learn /know when they are on a training course We can know how they prefer to learn and in what way they don’t

We know where to start the training

It helps to see teachers’ problems

It helps to understand what they want to learn /know when they are on a training course

We can know how they prefer to learn and in what way they don’t

Ways to identify teachers’ needs The major ways we use are: questionnaires direct observations interviews tests work samples

The major ways we use are:

questionnaires

direct observations

interviews

tests

work samples

Ways to identify teachers’ needs Questionnaires Questionnaires can be very comprehensive and complicated both in the process and the contents 中小学英语教师现状调研问卷 .doc Or can be a simple one with a few questions, which can be done fairly conveniently in an informal way

Questionnaires

Questionnaires can be very comprehensive and complicated both in the process and the contents 中小学英语教师现状调研问卷 .doc

Or can be a simple one with a few questions, which can be done fairly conveniently in an informal way

Ways to identify teachers’ needs Classroom observations Many teachers can fail to identify certain needs they should have for their classroom teaching. A video of classroom teaching can offer convincing information on teacher’s teaching methods, beliefs, language competence and problems existed 2004 高歌初中 105 课云和讲座最新版 .doc

Classroom observations

Many teachers can fail to identify certain needs they should have for their classroom teaching.

A video of classroom teaching can offer convincing information on teacher’s teaching methods, beliefs, language competence and problems existed 2004 高歌初中 105 课云和讲座最新版 .doc

Ways to identify teachers’ needs Interview Interview can be carried out consciously or sub-consciously. Questions asked should be based on some major principles covering diverse areas. 教师访谈话题提纲 .doc 学生访谈问题提示 .doc The interviewers should be trained, and rehearsals are needed.

Interview

Interview can be carried out consciously or sub-consciously. Questions asked should be based on some major principles covering diverse areas. 教师访谈话题提纲 .doc 学生访谈问题提示 .doc

The interviewers should be trained, and rehearsals are needed.

Map of Zhejiang

Location of the survey Location

The data collection Usually before giving a talk on ELT methodology, I would ask the teachers to answer three questions related to their daily teaching and compulsory training. The following is a collection of the teachers’ headaches, needs and preference

Usually before giving a talk on ELT methodology, I would ask the teachers to answer three questions related to their daily teaching and compulsory training.

The following is a collection of the teachers’ headaches, needs and preference

Describing the questions What are the top three problems in your daily teaching? If you were on a short-term teacher training course, what do you want to learn? In what ways do you prefer to learn, and in what ways you do not?

What are the top three problems in your daily teaching?

If you were on a short-term teacher training course, what do you want to learn?

In what ways do you prefer to learn, and in what ways you do not?

Describing the subjects 113 participants participated of whom 20 were primary teachers, 21 senior high school teachers, while the rest 72 were junior middle school teachers. Their average years of teaching are over three and they are regarded as “a bit below average level” in teaching compared with their colleagues

113 participants participated of whom 20 were primary teachers, 21 senior high school teachers, while the rest 72 were junior middle school teachers.

Their average years of teaching are over three and they are regarded as “a bit below average level” in teaching compared with their colleagues

Describing the process The reasons for the survey were given first and then the participants were asked to answer anonymously. The host trainer demonstrated how to answer the questions The teachers were given ten minutes completing their answers The answer sheets were then colleted

The reasons for the survey were given first and then the participants were asked to answer anonymously.

The host trainer demonstrated how to answer the questions

The teachers were given ten minutes completing their answers

The answer sheets were then colleted

Categorizing the feedback The variety of the answers was almost out of control as the 113 teachers listed altogether 100 problems for the first question, 22 suggestions on what they want to learn, and 5 ways about how they would like to study These answers were then grouped into major and minor areas based on the number of each type

The variety of the answers was almost out of control as the 113 teachers listed altogether 100 problems for the first question, 22 suggestions on what they want to learn, and 5 ways about how they would like to study

These answers were then grouped into major and minor areas based on the number of each type

Results from Question One Major problems How to motivate learners 49 How to use the 45mins efficiently 49 How to deal with underachievers 42 How to teach student to speak English 29 Analysis:

Major problems

How to motivate learners 49

How to use the 45mins efficiently 49

How to deal with underachievers 42

How to teach student to speak English 29

Analysis:

Results from Question One Language/study skill problems 38 How to teach spelling skills 15 How to teach grammar in an interesting way 9 How to teach writing 5 How to teach phonetics 3 How to improve learners’ reading skills 3 How to help learners pass exams 2 How to teach listening 1

Language/study skill problems 38

How to teach spelling skills 15

How to teach grammar in an interesting way 9

How to teach writing 5

How to teach phonetics 3

How to improve learners’ reading skills 3

How to help learners pass exams 2

How to teach listening 1

Results from Question One Classroom management problems 27 Classroom management 8 How o teach a large-size class with students of mixed-ability 8 How to develop autonomy with learners 5 How to build up an English environment 4 How to assess learners 2

Classroom management problems 27

Classroom management 8

How o teach a large-size class with students of mixed-ability 8

How to develop autonomy with learners 5

How to build up an English environment 4

How to assess learners 2

Results from Question One Minor problems 8 I teach too many classes to teach them all well 3 I need ICT skills and facilities 3 How to do action research and write a research paper 2 Analysis:

Minor problems 8

I teach too many classes to teach them all well 3

I need ICT skills and facilities 3

How to do action research and write a research paper 2

Analysis:

Results from Question Two What I want to improve: language teaching skills 52 improve my spoken English 46 activity design and management 29 language acquisition theory 14 language skills and study skills 14 Analysis:

What I want to improve:

language teaching skills 52

improve my spoken English 46

activity design and management 29

language acquisition theory 14

language skills and study skills 14

Analysis:

Results from Question Two What I want to learn/need: Motivation strategies and individual differences 11 Research methods 11 Reflective lesson planning 11 Learn from successful and experienced teachers 5 Provision of practical teaching materials 5

What I want to learn/need:

Motivation strategies and individual differences 11

Research methods 11

Reflective lesson planning 11

Learn from successful and experienced teachers 5

Provision of practical teaching materials 5

Results from Question Two What I want to learn/need: Classroom management 4 Analysis of reading texts 2 Classroom observation skills 4 English culture emersion 4 Analysis:

What I want to learn/need:

Classroom management 4

Analysis of reading texts 2

Classroom observation skills 4

English culture emersion 4

Analysis:

Results from Question Three How I want to learn: Classroom observations followed by reflections and discussions 58 Application of theories into practice 25 Lectures on practical topics 18 Full-time training course 5 Language skill development 1

How I want to learn:

Classroom observations followed by reflections and discussions 58

Application of theories into practice 25

Lectures on practical topics 18

Full-time training course 5

Language skill development 1

Results from Question Three The ways that I don’t like: Long and boring talks addressed to an large audience on theoretical issues only 59 Correspondence degree course ( I feel that I learned little) 7 Mass training （千人大会式） 5 Analysis:

The ways that I don’t like:

Long and boring talks addressed to an large audience on theoretical issues only 59

Correspondence degree course ( I feel that I learned little) 7

Mass training （千人大会式） 5

Analysis:

专家做空洞理论讲座的会场效果

Strength of the survey Easy to conduct Easy to be accepted Easy to train for use Easy for analysis

Easy to conduct

Easy to be accepted

Easy to train for use

Easy for analysis

Limitation of the survey Audience are less clearly targeted Answers are less controlled Confusions can be caused by the briefness of the questions

Audience are less clearly targeted

Answers are less controlled

Confusions can be caused by the briefness of the questions

Improving from this mini survey Education and experience of the teachers Motivation of the teachers Learning style of the teachers teaching requirements versus present skill levels Specific interests or biases of teachers Whether to design open or closed questions for the survey

Education and experience of the teachers

Motivation of the teachers

Learning style of the teachers

teaching requirements versus present skill levels

Specific interests or biases of teachers

Whether to design open or closed questions for the survey

An ongoing progress design implement develop analysis evaluation

Impact on training programs Challenge our current training course to meet the teachers’ needs Repeat the survey a couple of times for validity reasons Present the survey result to teachers for their response Work out a new training program Help teachers to work out a self-development project

Challenge our current training course to meet the teachers’ needs

Repeat the survey a couple of times for validity reasons

Present the survey result to teachers for their response

Work out a new training program

Help teachers to work out a self-development project

Examples of teachers’ needs What is learning? How does learning relate to teaching? (identified from the video) What do we teach or focus on? Texts, grammar, vocabulary or language skills? (exam driven) How do we teach them to pass tests well? (exam driven)

What is learning? How does learning relate to teaching? (identified from the video)

What do we teach or focus on? Texts, grammar, vocabulary or language skills? (exam driven)

How do we teach them to pass tests well? (exam driven)

Example of teachers’ needs I have to prepare my students for examinations, which focuses on the language knowledge rather than communicative skills. Therefore the foreign ways of teaching does not work in my class. (exam driven, attitude to change)

I have to prepare my students for examinations, which focuses on the language knowledge rather than communicative skills. Therefore the foreign ways of teaching does not work in my class. (exam driven, attitude to change)

Example of teachers’ needs The students rely heavily on me in their English learning. How can I encourage them to become independent learners? (teacher-centered, care-taker oriented)

The students rely heavily on me in their English learning. How can I encourage them to become independent learners? (teacher-centered, care-taker oriented)

Example of teachers’ needs My students are from the countryside. They do not seem interested in learning English. How can I motivate these students? (motivation)

My students are from the countryside. They do not seem interested in learning English. How can I motivate these students? (motivation)

Example of teachers’ needs Many students tell me that they find it extremely difficult to remember new words, and I don’t have any effective solutions. How can you help me with this? (vocabulary skills)

Many students tell me that they find it extremely difficult to remember new words, and I don’t have any effective solutions. How can you help me with this? (vocabulary skills)

Example of teachers’ needs My students do not like to speak English in class. This is always my headache. (motivation and activity design)

My students do not like to speak English in class. This is always my headache. (motivation and activity design)

Example of teachers’ needs I am a new teacher. My problem is that I cannot get the class under control. Does this mean that I am too bad a teacher to be able to make them interested in my teaching? If so, how can I improve myself? (classroom management)

I am a new teacher. My problem is that I cannot get the class under control. Does this mean that I am too bad a teacher to be able to make them interested in my teaching? If so, how can I improve myself? (classroom management)

Example of teachers’ needs In my class, there is a great difference in language levels between the good students and the poor ones. I cannot please them all at the same time. So I follow mainly the language achievers’ responses and progress. The result is, of course, the underachievers are desperate and tend to give up, which causes discipline problems. I know that I am to blame, but where is the solution? (teaching a large class)

In my class, there is a great difference in language levels between the good students and the poor ones. I cannot please them all at the same time. So I follow mainly the language achievers’ responses and progress.

The result is, of course, the underachievers are desperate and tend to give up, which causes discipline problems.

I know that I am to blame, but where is the solution? (teaching a large class)

Example of teachers’ needs I want to manage a change in my teaching towards to a skill-oriented approach. Bu the textbooks I use are very structural and boring. I have to adapt the activities in the textbook, but I do not now how. Reluctantly I return to the old way. (syllabus design)

I want to manage a change in my teaching towards to a skill-oriented approach. Bu the textbooks I use are very structural and boring. I have to adapt the activities in the textbook, but I do not now how. Reluctantly I return to the old way. (syllabus design)

Examples of teachers’ needs What are qualities that a good teacher must posses? (teacher factors) What are qualities that a good learner must posses? (learner factors)

What are qualities that a good teacher must posses? (teacher factors)

What are qualities that a good learner must posses? (learner factors)

Example of teachers’ needs I can speak English but other teachers say my intonation is terrible and I do have a local accent. I feel embarrassed and discouraged and tend to speak less. Can you help me with this? (language acquisition and competence)

I can speak English but other teachers say my intonation is terrible and I do have a local accent. I feel embarrassed and discouraged and tend to speak less. Can you help me with this? (language acquisition and competence)

Example of teachers’ needs I believe that a good teacher is the one who can always answer students’ questions in English wherever and whatever. But this is rejected by my teacher Mr. GAO who says getting answers from the students is a better way. But my students do not want to speak in class, what shall I do? (learner development)

I believe that a good teacher is the one who can always answer students’ questions in English wherever and whatever.

But this is rejected by my teacher Mr. GAO who says getting answers from the students is a better way.

But my students do not want to speak in class, what shall I do? (learner development)

Example of teachers’ needs My students are very poor in grammar. I believe if they study grammar well, they won’t have any problems. (language acquisition and micro skills)

My students are very poor in grammar. I believe if they study grammar well, they won’t have any problems. (language acquisition and micro skills)

Example of teachers’ needs I want to do some research in my classroom that’s why I attended a number of ELT workshops. But returning to my own classroom, I seem to be at lost again. Where and how should I start with my research? (classroom-based research)

I want to do some research in my classroom that’s why I attended a number of ELT workshops.

But returning to my own classroom, I seem to be at lost again. Where and how should I start with my research? (classroom-based research)

Example of teachers’ needs I feel sorry for my students. They are always busy with all the subjects and never have time for themselves. How can I reduce their burden without letting them fall behind in their English study? (learner autonomy)

I feel sorry for my students. They are always busy with all the subjects and never have time for themselves.

How can I reduce their burden without letting them fall behind in their English study? (learner autonomy)

Example of teachers’ needs I don’t have the confidence when I check the students’ compositions. How to mark the students’ writing? Do I need samples for all the papers I check? How can I improve students’ writing? (language proficiency and writing skills)

I don’t have the confidence when I check the students’ compositions. How to mark the students’ writing? Do I need samples for all the papers I check? How can I improve students’ writing? (language proficiency and writing skills)

Example of teachers’ needs It is very hard for me to teach a long text. Both my students and I feel exhausted before we finish it. My question is how to teach reading? (reading strategies and teaching reading)

It is very hard for me to teach a long text. Both my students and I feel exhausted before we finish it. My question is how to teach reading? (reading strategies and teaching reading)

Example of teachers’ needs I wonder if it is very important to let the students recite all the texts. As this has been regarded as extremely important by the majority of teachers in China, therefore being able to recite all the texts is believed to be the guarantee for English language learning in China. What do you think of this? (learning English in a local and cultural setting)

I wonder if it is very important to let the students recite all the texts. As this has been regarded as extremely important by the majority of teachers in China, therefore being able to recite all the texts is believed to be the guarantee for English language learning in China. What do you think of this? (learning English in a local and cultural setting)

Example of teachers’ needs The parents and the schools pay their major attention to examination results rather than skills or ability that students should acquire. This greatly discouraged me to manage any change in teaching. (external factors)

The parents and the schools pay their major attention to examination results rather than skills or ability that students should acquire. This greatly discouraged me to manage any change in teaching. (external factors)

Example of teachers’ needs I have to spend a lot of time explaining grammar of the text, therefore I do not have time to teach them how to read. (teacher factors and teaching skills)

I have to spend a lot of time explaining grammar of the text, therefore I do not have time to teach them how to read. (teacher factors and teaching skills)

Example of teachers’ needs Some of my students keep looking out of window while others mocking or talking secretly in class. How miserable it is to be a teacher in a class like this! (motivation, reflection)

Some of my students keep looking out of window while others mocking or talking secretly in class. How miserable it is to be a teacher in a class like this! (motivation, reflection)

Example of teachers’ needs How to adjust the relationship between oral and written English? Some students are interested in speaking but their bad at writing and get bad scores. I cannot convince their parents that they are achieving in English. (fluency and accuracy)

How to adjust the relationship between oral and written English? Some students are interested in speaking but their bad at writing and get bad scores. I cannot convince their parents that they are achieving in English. (fluency and accuracy)

Example of teachers’ needs Sometimes my students do not want to do anything in class. They cannot understand what I say and they cannot remember new words. What should I do then? (skills to teach a multi-level class)

Sometimes my students do not want to do anything in class. They cannot understand what I say and they cannot remember new words. What should I do then? (skills to teach a multi-level class)

Example of teachers’ needs I don’t know how to attract my students’ attention in class, because they are of different levels and the time for class is limited. (skills to teach a multi-level class)

I don’t know how to attract my students’ attention in class, because they are of different levels and the time for class is limited. (skills to teach a multi-level class)

Example of teachers’ needs My school is a private school in which the students’ levels are more varied than in a public school. If I divide the class into three groups, perhaps it will be easier to teach. But it is so difficult to carry it out. And it is very risky to do so. (Howto teach a multi-level class, and groupwork skills)

My school is a private school in which the students’ levels are more varied than in a public school. If I divide the class into three groups, perhaps it will be easier to teach. But it is so difficult to carry it out. And it is very risky to do so. (Howto teach a multi-level class, and groupwork skills)

Example of teachers’ needs There are urban students and rural students in my class. They are separate in many ways. They are aware of their own groups. How can I narrow the gap between them? (regional culture conflict, people skills )

There are urban students and rural students in my class. They are separate in many ways. They are aware of their own groups. How can I narrow the gap between them? (regional culture conflict, people skills )

Example of teachers’ needs I want to encourage my students to read more in English after class, how can I do that? I told them to read more but they didn’t actually do it. (how to use readers )

I want to encourage my students to read more in English after class, how can I do that? I told them to read more but they didn’t actually do it. (how to use readers )

Example of teachers’ needs What is the interesting way to teach grammar? Grammar teaching is so boring but important for exams. (teaching grammar for meaning)

What is the interesting way to teach grammar?

Grammar teaching is so boring but important for exams. (teaching grammar for meaning)

Grouping the needs Language acquisition theories Language competence Teaching methodology Micro teaching skills Designing activities Classroom management People skills Dedication

Language acquisition theories

Language competence

Teaching methodology

Micro teaching skills

Designing activities

Classroom management

People skills

Dedication

Grouping the needs Language learning theories Teaching methodology Language competence Teaching micro skills Designing activities Classroom management People skills Dedication

Language learning theories

Teaching methodology

Language competence Teaching micro skills

Designing activities

Classroom management

People skills

Dedication

Further grouping the needs Language learning skills or language proficiency improvement Language teaching skills Creativity and imagination

Language learning skills or language proficiency improvement

Language teaching skills

Creativity and imagination

Current major solutions Our current approach: Needs analysis based on trainers’ constant training of the in-service teachers Design a program to target the needs

Our current approach:

Needs analysis based on trainers’ constant training of the in-service teachers

Design a program to target the needs

Current major solutions Our current approach: Designing a program to the needs Lectures on diverse areas covering mainly language teaching and with some on language learning Research methods & essay writing Teaching observations Reflective discussions 2005 年浙江省第一期县级初中培训最新计划稿 .doc

Our current approach:

Designing a program to the needs

Lectures on diverse areas covering mainly language teaching and with some on language learning

Research methods & essay writing

Teaching observations

Reflective discussions 2005 年浙江省第一期县级初中培训最新计划稿 .doc

The Chinese solutions Running training programs Running ELT workshops Giving lectures on ELT Observing classroom teaching

Running training programs

Running ELT workshops

Giving lectures on ELT

Observing classroom teaching

The Chinese solutions Running training programs Lectures by trainers on professional development cooperative learning teaching micro-skills observation skills lesson planning activity design 2005 年浙江省第一期县级初中培训最新计划稿 .doc

Running training programs

Lectures by trainers on

professional development

cooperative learning

teaching micro-skills

observation skills

lesson planning

activity design 2005 年浙江省第一期县级初中培训最新计划稿 .doc

The Chinese solutions Running training programs Research methods Research paper seminar Research paper workshop

Running training programs

Research methods

Research paper seminar

Research paper workshop

The Chinese solutions Running ELT workshops Lesson-plan pools A lesson-plan share and discussions Classroom teaching observations and discussions Promoting school-based action research

Running ELT workshops

Lesson-plan pools

A lesson-plan share and discussions

Classroom teaching observations and discussions

Promoting school-based action research

Current major solutions ELT workshop/seminar Model: (by Trainers/ research fellows and model teachers) Action Research Model: Research-fellow-led lesson-planning-teaching-evaluation group (not popular yet) Reflective Model: Videoed / recorded lesson analysis, longitudinal (by Trainers)

ELT workshop/seminar Model: (by Trainers/ research fellows and model teachers)

Action Research Model: Research-fellow-led lesson-planning-teaching-evaluation group (not popular yet)

Reflective Model: Videoed / recorded lesson analysis, longitudinal (by Trainers)

Reflections （ 1 ） We are still at a preliminary stage, a sound and systematic understanding of and research on teacher training is needed. We need to learn from our British counterparts their valuable experience as well as lessons in their training programs.

We are still at a preliminary stage, a sound and systematic understanding of and research on teacher training is needed.

We need to learn from our British counterparts their valuable experience as well as lessons in their training programs.

Reflections （ 2 ） We need to be trained to learn how to train teachers Trainers need serious training We need to share among trainers

We need to be trained to learn how to train teachers

Trainers need serious training

We need to share among trainers

Reflections （ 3 ） Needs analysis in large scale is badly needed Education authorities should be well-aware of its importance Models of training programs need to be established Access to and exchange with trainers overseas need to be promoted and formulized

Needs analysis in large scale is badly needed

Education authorities should be well-aware of its importance

Models of training programs need to be established

Access to and exchange with trainers overseas need to be promoted and formulized

Reflections （ 4 ） Methodology and language proficiency complement each other. Without language proficiency, methods can be of little use. Language skills training should be incorporated into a methodology program.

Methodology and language proficiency complement each other. Without language proficiency, methods can be of little use.

Language skills training should be incorporated into a methodology program.

Reflections （ 5 ） Action research following a training program should be formulized and developed

Action research following a training program should be formulized and developed

Reflections （ 6 ） An analysis of such a research needs to be conducted Implementation of approaches, methods and techniques Improvement in language proficiency Confidence and creativity Research skills

An analysis of such a research needs to be conducted

Implementation of approaches, methods and techniques

Improvement in language proficiency

Confidence and creativity

Research skills

Reflections （ 7 ） Localize the current or imported materials through school-based teaching, training and research

Localize the current or imported materials through school-based teaching, training and research

Reflections （ 8 ） How do trainer train/develop themselves constantly to catch up with the constant change and progress

How do trainer train/develop themselves constantly to catch up with the constant change and progress

Reflections （ 9 ） Using a reflective approach in trainers’ training

Using a reflective approach in trainers’ training

Reflections （ 10 ） We have to learn by doing it.

We have to learn by doing it.

Data from videos Video available

Video available

Themes for training Management of a large, mixed ability class, Quality and quantity of student to student interactions in the target language, Introduction of communicative /interactive techniques Development and maintenance of the motivation of students. The action-research approach

Management of a large, mixed ability class,

Quality and quantity of student to student interactions in the target language,

Introduction of communicative /interactive techniques

Development and maintenance of the motivation of students.

The action-research approach

What we have being dong so far Running ELT workshops Classroom observations Demonstration classes followed by refelctions and discussions and lesson share

Running ELT workshops

Classroom observations

Demonstration classes followed by refelctions and discussions and lesson share

What we have being dong so far Running training programs Presentation by trainees Trainees offer presentations on their class-based teaching and research Assessing the program 第三次反馈表 .doc

Running training programs

Presentation by trainees

Trainees offer presentations on their class-based teaching and research

Assessing the program 第三次反馈表 .doc

We are on a long march Thank you all and you are welcome to contact Victor GAO to give you comment on this presentation VICTOR GAO Zhejiang Education Institute Hangzhou, Zhejiang, China

Thank you all and you are welcome to contact Victor GAO to give you comment on this presentation

VICTOR GAO

Zhejiang Education Institute

Hangzhou, Zhejiang, China