浅谈大学英语听说混合式教学模式中的监控体系

高校英语听说课肩负着培养和提高学生英语听说能力的主要任务。论文结合大学英语专业听说课教学实际研究探索如何在英语听说课程教学中建立科学有效的、可操作性强的教学模式探讨出在建构主义理论指导下的"课堂E-teaching课外E-learning"混合型教学模式以期改善教学效果帮助学生提高英语听说水平。     

听说一体化教学改革探讨

高校实行听说课一体化教学模式,主要是充分利用光碟、录像、电影等多媒体教学手段,将直观情境和语言教学结合起来,从而创造跟母语学习相类似的认知过程。这不但可以激发学生们学习的兴趣,也能引导学生们在视、听、说等多模态中感知,从整体上把握知识。听说课一体化教学主要是通过创造情景来进行学生们交际能力和语言能力的培训,尤其是对于学生们以听说为重点的跨文化交流和语言技巧等训练。因此,高校实行听说课一体化教学模式对学生英语水平的提升有着积极的作用,对提升学生们听说能力有着非常重要的价值。本文通过对一体化教学模式的介绍,从多方面分写了英语听说一体化教学的具体方案。     

网络自主学习模式下听说课教师的角色转换

网络环境下以学生为中心的自主学习的新教学模式正方兴未艾。教学模式的变革意味着教师角色的转换。本文以新模式下的听说课教学实践为基础,以中介理论为依据,阐述了听说课教师角色转换的必要性,探究了听说课教师应担当的新的课堂角色,分析了如何在课堂活动中实现新角色的转换,从而培养学生自主学习的能力,有效提高学生听说水平。     

新时期大学英语听说课教学模式探析

本文针对目前大学英语听说课教学的现状及存在的问题,以Krashen和Bialystok的输入与输出理论以及以学生为中心的自主学习理论为基础,探讨新时期大学英语听说课教学模式,为大学英语听说课教学改革提供一些新的思路。     

以学案导学为辅助的听说交际英语教学模式初探

笔者尝试将以学案导学为辅助的交际英语教学模式引入初中英语听说教学。该教学模式有助于激发和保持学生对英语听说课的兴趣,有助于提升学生的英语听说交际能力。     

基于微课的经贸汉语听说课抛锚式教学模式研究

经贸汉语听说课具有强专业性、强交际性,重在培养学生的听说能力."微课"作为引领学生学习的方式,已成为越来越重要的辅助教学手段.以建构主义理论为指导的抛锚式教学模式以培养学生的探究合作学习能力为主旨,"微课"与抛锚式教学模式相结合,是对传统教学模式的突破,有利于培养学生探究解决问题的能力,做到学以致用.     

网络自主学习环境下提高大学生英语听说能力的途径

随着我国大学英语教学改革的深入和发展,培养学生的听说能力已成为教学重点之一。目前,网络自主学习环境下的英语听说教学正在成为一种新的教学趋势。本文分析了网络自主学习环境下听说课的教学模式,探讨了目前网络环境下大学英语听说教学存在的问题,阐明了新的教学模式下提高学生听说能力的具体措施。     

初中英语听说课有效教学模式初探

听说课是初中英语教学中一种常见的课型。培养和提高学生英语的听说能力是英语教学的重要内容之一。探讨一套适合中学生学习特点和扎实有效的听说课教学模式对提高学生的听说交际能力有重要意义。本文以外研版初三上册Module7 Australia Unit1 I’m looking for the photos that you took in Australia为例,对英语听说课的有效课堂教学模式进行探讨。     

以内容为依托的大学英语混合式听说教学模式实证研究

本研究总结了大学英语听说课教学中普遍存在的问题,将CBI(以内容为依托)教学法主题模式引入大学英语听说课教学,并与混合式教学模式结合产生一种新的教学模式。本文以60名非英语专业本科生为实验对象,运用实验和测试问卷等方法开展该教学模式与传统教学方法的对比研究,结果表明,这种教学模式有利于提高学生的英语听力水平和语言应用能力,有助于培养学生的学习策略,并帮助他们形成适合自己的学习方法。     

利用慕课与微课翻转大学英语的听说课堂

随着互联网技术的升级换代,教学方式也逐渐受益于技术的支持而发生变化。教师不再局限于传统的课堂教学,慕课与微课成为教学的新型替代品,受到越来越多教师的青睐。目前,大学英语教学最薄弱的环节是听说教学,而要想培养出能够适应国际化挑战的人才,就要思考如何改变和弥补传统教学的弊端,改善听说教学环节。在这一方面,利用慕课与微课翻转课堂就是很好的选择。本文论述了慕课与微课翻转课堂在大学英语听说教学中是如何打破传统教学模式弊端,突出以教师为主体、学生主导的教学观念的,以期为大学英语听说教学提供比较新鲜的教学模式。     

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

This paper examines students’ achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students’ interest. So far, however, most research either focused on knowledge or motivation (both on the students’ as well as the teachers’ side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N = 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi‐method approach in combining data obtained from test‐instruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi‐level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students’ achievement; the effect was mediated by cognitive activation. Teachers’ motivation predicted students’ interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students’ interest, nor teacher motivation students’ achievement. This implies that in order to improve students’ cognitive as well as affective outcomes, both teachers’ knowledge but also their motivation need to be considered. © 2016 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 54:586–614, 2017     

论学生场依存--独立型认知方式与语文阅读教学的关系

阅读是学生个体复杂的认知活动 ,必然受到认知方式的影响。在教学中 ,教师要在遵循学生认知方式发展规律的基础上开展阅读教学 ,并采用相宜的教学策略帮助学生进行认知方式的改组与整合 ,才能更有效地提高阅读教学的效率。场依存 -独立型认知方式的研究为语文教师更好地认识学生认知方式的特点提供了指导 ,也为学生认知方式与阅读教学关系的研究提供了理论依据。     

不同学科教师的教育观念、教育方式及其关系的研究

本以普通中学和职业学校的、理及其它学科教师为被试，探讨了不同学科教师的教育观念、教育方式及其关系。结果表明：理科教师与其它学科教师在学生观上存在显差异；普通中学其它学科教师比职业学校其它学科教师更倾向于采用专制、放任等消极的教育方式；教师的教育观念与其教育方式之间的相关显；教育观念对教育方式有显的影响作用，且不同学科教师的教育观念与教育方式的关系存在一定差异，理科教师的遗传观和对学生的知能发展期望对其教育方式有重要的影响作用，其它学科教师对学生的知能发展期望和个人效能感对其教育方式有重要的影响作用。     

原型理论在日语精读教学中的应用

认知语言学产生于新兴认知科学被引入语言学研究领域的过程中。学习外语的过程是对不同文化的认知过程,教师在教学中,要从不同的文化角度帮助学生提高语言认知能力。日语精读课是日语专业学生接触最频繁、最基础的一门课程,其教学质量的好坏直接关系到学生高年级后的专业知识的学习。本文将探讨认知语言学的原型理论在日语精读教学中应用问题。这一理论将有助于学生对一词多义、同义句型等方面的掌握理解。     

认知策略在英美文学教学中的应用

在英美文学教学中,教师应有意识地贯彻科学的认知策略,包括注意策略、编码与组织策略、精细加工策略、复述策略等。将认知策略有机运用于英美文学教学中,能显著提高教师的教学效果,促进学生的学习效率,实现师生之间信息交流的畅通,在拓宽学生知识视野的同时培养其创新思维能力。     

从记忆机制看口译中的图式功能——以现场口译为例

以认知心理学中的记忆模型为理论基础,以大型会议或记者招待会的现场口译为实例,具体分析形式图式和内容图式在口译中的作用。提出在口译教学中,教师要根据学生的认知水平,提供足够图式,降低口译材料的难度,控制任务的内在负荷,从而提高口译教学的效率。     

Food Science Education and the Cognitive Science of Learning

In this essay, I argue that the traditional view of teaching, that the teacher's responsibility is to present information that students are solely responsible for learning, has been rendered untenable by cognitive science research in learning. The teacher can have a powerful effect on student learning by teaching not only content, but how to study and think about information. Student learning is a shared responsibility between teacher and students, and effective teaching is much more challenging than traditionally believed.     

Sources of Self-efficacy in a Science Methods Course for Primary Teacher Education Students

Self-efficacy has been shown to be an issue of concern for primary teacher education students – many of them have low self-efficacy and this can negatively affect their future teaching of science. Previous research has identified four factors that may contribute towards self-efficacy: enactive mastery experiences, vicarious experiences, verbal persuasion and physiological/affective states. It could also be argued that there are additional sources of self-efficacy that apply to primary teacher education students, namely cognitive content mastery, cognitive pedagogical mastery and simulated modelling. The main purpose of the present paper was to investigate the relative importance of the various sources of self-efficacy in a primary science methods course. Data on changes in self-efficacy and sources of self-efficacy were collected throughout the course using formal and informal surveys. It was found that the main source of self-efficacy was cognitive pedagogical mastery.     

Hear our voices: Student teachers' experiences during practical teaching

Abstract

Practical teaching forms an integral part of teacher training. Teacher education programmes at the University of South Africa (Unisa) are no exception. However, there are two sides to this coin. On the one side, research studies led to the conclusion that teaching practice is a valued and a very necessary part of teacher education for students to become competent teachers. On the other side, it was also concluded that teaching practice was less than satisfactory because of deficiencies in the quality of supervisor teachers and in the application of theory in practice. Given the critical importance of practical teacher education, there has been a concern among lecturers at Unisa about how student teachers experience their teaching practice periods. A survey based on two unstructured questions and open-ended semistructured questions as a data collection instrument was undertaken with a sample population of third-year teacher training students to determine the negative and positive experiences of student teachers during their teaching practice. It was evident from the findings that the most outstanding positive experience of the student teachers concerned was the support system offered to them by the supervisor teacher. Negative experiences included exposure to bad discipline in the classrooms and the enlistment of students as cover teachers, thus precluding the presentation of lessons as planned. These findings compelled the researchers to prepare students during their training more thoroughly for what they might experience while doing their teaching practice.     

现代教育技术媒体运用于教学设计的理论研究

现代教育技术媒体已成为各学科教学中非常重要的认知表现工具,这就迫切地需要教学者能够结合教育技术学的思想将教育媒体运用到教学当中去,使得教育媒体被充分、高效地运用,使得学生在这样的教学过程之中不断提高自己的创造性思维能力,从而达到优化教学的效果.