让学生快乐写作——浅谈高中作文教学

“快乐写作”,就是写作主体用自己的心灵观照事物和表现事物,是一种充满快乐的个体行为,写作主体因快乐而写作,因写作而快乐。文章从培养学生兴趣,引导学生观察生活、积累素材,培养发散思维能力和创新批改等方面,对在高中作文教学过程中如何让学生快乐写作进行阐述,论述让学生快乐写作的途径和方法。     

Teachers' talk on students' writing: Negotiating students' texts in interdisciplinary teacher teams

This paper examines how a team of teachers in a Norwegian upper secondary school responds to, negotiates, and evaluates students' writing in and across different disciplines. The purpose is to identify discourse strategies and professional development as the teachers discuss students' texts, and to explore how the teachers develop a shared understanding of how writing relates to students' learning. The findings show how the teachers' discourse reflects an emerging understanding of how writing is both a subject-specific and interdisciplinary skill conducive to learning, but also how institutional traditions and discipline-specific concerns together allow for and constrain teachers' learning.     

Examining fourth-grade mathematics writing: features of organization,mathematics vocabulary,and mathematical representations

Increasingly, students are expected to write about mathematics. Mathematics writing may be informal (e.g., journals, exit slips) or formal (e.g., writing prompts on high-stakes mathematics assessments). In order to develop an effective mathematics-writing intervention, research needs to be conducted on how students organize mathematics writing and use writing features to convey mathematics knowledge. We collected mathematics-writing samples from 155 4th-grade students in 2 states. Each student wrote about a computation word problem and fraction representations. We compared mathematics-writing samples to a norm-referenced measure of essay writing to examine similarities in how students use writing features such as introductions, conclusions, paragraphs, and transition words. We also analyzed the mathematics vocabulary terms that students incorporated within their writing and whether mathematics computation skills were related to the mathematics vocabulary students used in writing. Finally, we coded and described how students used mathematics representations in their writing. Findings indicate that students use organizational features of writing differently across the norm-referenced measure of essay writing and their mathematics writing. Students also use mathematics vocabulary and representations with different levels of success. Implications for assessment, practice, and intervention development are discussed.     

中小学作文教学心理探析

中小学作文教学心理包括教师教学心理和学生写作心理两方面的内容。要改变当前作文教学难的现状,就要从学生写作心理出发激发学生的写作兴趣、拓展学生写作的思路;同时,教师也要调整自己以宽容、欣赏的心态引导学生写作。这样通过教与学的和谐,可以改观作文教学费力多、收效微的现状。     

Metacognition and Middle Grade Mathematics Teachers: Supporting Productive Struggle

Communicating mathematical ideas through writing, listening, and verbalizing allows students to think about how they “think” about mathematics. By focusing this communication on a reflection of how one thinks about mathematics, metacognitive writing engages students as mathematicians and learners. In this article we describe a professional development that we implemented with middle grade mathematics teachers focused on metacognitive writing as a tool to support productive struggle in the mathematics classroom. Thus, this practitioner article adds to the knowledge base on how to develop middle grade teachers metacognitive writing through engagement in productive struggle. Recommendations for practice are included.     

关于高校英语专业写作教学的思考

从学生和教师两方面入手来分析现阶段高校英语专业写作教学中存在的问题及原因,并就如何改进英语写作教学提出三点建议:激发学生用英语写作的兴趣,帮助学生避免汉语式英语,多种教学方法。     

Teaching writing to middle school students: a national survey

A random sample of language arts, social studies, and science middle school teachers from the United States were surveyed about their preparation to teach writing, beliefs about responsibilities for teaching writing, use of evidence-based writing practices, assessment of writing, use of technology, and adaptations for struggling writers. The findings from this survey raised concerns about the quality of middle school writing instruction. Many teachers believed their preservice and inservice preparation to teach writing was inadequate. Middle school students spend little time writing or being taught how to write. While most teachers used a variety of evidenced-based writing practices and made adaptations for struggling writers, such methods were applied infrequently. Most teachers did not appear to use assessment data to shape how they taught writing, and computers played a relatively minor role in middle school writing instruction. Even though teachers generally agreed that writing was a collective responsibility, language arts teachers placed a greater emphasis on writing instruction than social studies and science teachers.     

对英语写作中遣词与炼句的探析

在英语写作中,遣词与炼句是写好一篇文章的基本要素,而如何进行遣词与炼句,是英语写作课的教学重点之一。本文将就这两条脉络针对英语写作中的实际问题进行具体的阐述和翔实的分析,并分别阐释写作中遣词与炼句的特点、种类、技巧等,以期在教学中帮助学生提高英语写作能力。     

梁启超作文教学法及其实践应用研究

梁启超在其教学论著中精辟阐述了作文教学中教师应如何指导学生获取写作材料、如何教会学生结构文章之法,如何开展作文训练等一系列重大问题,创立了颇具特色又行之有效的作文教学法。梁启超的作文教学法至今产生积极影响。     

支架式教学模式对英语写作教学的启示

支架式教学模式是建构主义教学模式之一,支架式教学模式及其在英语写作教学中的运用,可以降低学生英语写作中的困惑度,以及在写作过程中了解写作、学习写作和解决写作问题的作用。     

大学英语课堂写作教学探析

文章主要从大学英语课堂写作教学法角度提出如何培养学生的写作兴趣和信心,提出来了写作前先采访、看漫画写作、趣味写作三种写作教学策略,提倡教师批改结合小组合作学习评价相结合的作文批改方式。     

The Development of Young Writers in an English Classroom: Opening Up Dialogue with Year 8 Students

This essay explores what the development of writing might look like and how it might take shape in a secondary English classroom. The study problematises current definitions of progress. In direct opposition to standards-driven models, I propose an alternative way of thinking about the development of writers through a series of narrative accounts that shed light on actual learning moments. The study explores the potential of gaining insight into a learner’s writing history, their attitudes and feelings towards writing, the potential of fostering writing communities and finding alternative ways of responding to writing. I argue that current assessment regimes misrepresent how writers develop and thus tend to have a negative impact on learners’ confidence and enjoyment of writing.     

作文教学要重视发挥学生的主体作用

新的语文课程标准提出要让学生学会“自主作文”,这就要求教师在作文教学中从关注学生的写作兴趣出发,引导学生积极主动地参与作文教学的整个过程,在获得更多的写作经历和自主体验中逐步做到乐写、会写。通过交流展示等活动,增强学生写作的自信心。     

中介语石化现象与高职院校英语写作教学

简述中介语理论及中介语石化现象,探讨石化现象的成因以及石化现象对高职院校学生英语写作的干扰,提出改进英语写作教学的建议。     

“You Oughta Have My Life!”: The Story of Jamie,A Resistant Writer

This article offers ways to understand how a fifth‐grade resistant writer positioned himself socially and academically within classroom writing practices and how these positions influenced literacy learning. Classroom writing practices enabled the student to explore the possibilities of who he was as he determined what types of learning were socially available to him. The student's voice is heard to describe how he was using writing in creative ways to position himself. He engaged in positional writing practices to create spaces for himself to influence and to examine his and others' positions. Effective instructional approaches and implications for teaching are discussed.     

Integrating Writing into the Early Childhood Curriculum: A Frame for Intentional and Meaningful Writing Experiences

Despite the importance of early writing development to children’s school success, research documents that early childhood teachers spend little time actively supporting children’s writing development in preschool classrooms. This article provides a framework for integrating writing experiences across the early childhood curriculum. Practical examples are given regarding how writing opportunities can be incorporated into existing activities and play settings. The metaphor of backgrounding and foregrounding writing experiences is used to illustrate ways that teachers can set writing rich environments and activities in a manner that makes it easier for teachers to bring these experiences into everyday learning opportunities. Attention is given to how teachers can bring writing to the foreground of the curriculum by drawing attention to writing materials, making natural connections with children’s interest and play, and scaffolding children’s early writing attempts and experiences.     

Use of Facebook,students’ intrinsic motivation to study writing,writing self-efficacy and writing performance

The study aimed to scrutinise how incorporating Facebook into a conventional writing class might impact on students’ intrinsic motivation, self-efficacy and writing performance, and to uncover how best to provide corrective feedback on students’ writing posted on Facebook. Sixty-four subjects from an intact group were recruited by means of purposive sampling. All participants sat the pre-test measuring intrinsic motivation to study writing, writing self-efficacy and writing performance. Following the pre-test, participants attended a regular conventional writing class incorporating Facebook for four months. At the conclusion of the study, participants sat the post-test and were interviewed regarding their learning experience. Participants were also requested to indicate which type of feedback provided on FB is preferred and to justify their responses. It was found that students’ intrinsic motivation and self-efficacy, as well as writing performance, improved markedly in the post-test and that direct corrective feedback is more favoured by students. Overall, the study suggests that not only does incorporating Facebook into a conventional writing class benefit students academically, but it also helps boost their intrinsic motivation to study writing and writing self-efficacy – two critical variables that dictate success in foreign language learning.     

衔接手段的使用与高中英语写作

根据韩礼德和哈桑于1976年出版的《英语的衔接》一书中的衔接与连贯的理论,分析如何教授衔接知识使学生加强使用衔接手段的意识并通过对其有效使用来促进作文质量的提高.     

论地方本科院校学生毕业论文写作能力的培养——以铜仁学院“古代文学”论文为例

目前,很多地方本科院校正处于向应用技术型大学转型的热潮之中。在转型的理念下,各个学科均积极开展教学改革。然而,在改革过程中,除思考教学如何贴近地方社会经济现实,如何培养学生知识应用能力,如何增强毕业生就业竞争力外,还须重视对学生本科毕业论文写作能力的培养。结合近几年指导学生毕业论文的实践情况,从选题、收集、分析、材料整理、提纲撰写、科学论证、语言规范等方面对地方院校本科古代文学学科毕业论文写作能力的培养进行全面探讨。