语文课程的基本理念与语文教学改革

语文课程的基本理念包括目的理念、过程理念、学习方式理念和内容理念。只有正确把握这些基本理念的内涵,才能明确语文教学改革的方向。     

试论主体发展性语文教学

主体发展性语文教学认为学生是语文教学的根本主体。从学习论的意义上说,主体发展性语文教学强调学生语文学习的主体性和发展性;从教学论的意义上说,主体发展性语文教学主张遵循“自主、合作、体验、拓展” 的教学理念;从课程论的意义上说,主体发展性语文教学提倡课程的开放性和整合性。     

节奏:语文教学的生命展现

教学节奏与教学质量和效率有十分密切的关系。在语文课堂教学中,教师要充分发挥自己的教育机智,从宏观角度来说,要力图设计出节奏鲜明的教学结构;从微观角度来说,要注重采用灵活多样的教学方法、抑扬顿挫的教学语言和新颖别致的教学板书。     

文化意识--提高英语教学效率的新空间

从社会建构主义理论出发,探讨文化意识在英语教学中的作用,以实例说明社会即文化环境与学生、教师三者之间的关系,在不同的层面寻求培养文化意识与英语教学的结合点,使学生在教师指导下,在文化意识的背景下构建对语言的理解和运用,从另一个角度探索提高英语教学效率的新途径,寻求英语教学中素质教育的新思路。     

古代语文教育的探索与思考

古代语文教育是文科综合教育,目的是传道,内容偏重读写。研究古代语文教育,了解其利弊,对推动今天的语文教育教学改革很有益处。     

浅谈语文教学中的讲议练

在语文课堂教学中讲议练结合,讲在要处,议在惑处,练在点上,可以充分发挥学生的主体作用,优化课堂教学,更好地实现教学目标。     

以学生为主体建立语文教学新模式

近年来，为了改变传统语文教学效率低下的现状，我认真学习魏书生、钱梦龙等语文教育名家的教育思想和改革经验，以学生为主体，大胆实践，积极探索形式多样，生动活泼的教学新模式，取得了良好的效果。为了打破教师独占讲台，学生被动听讲的局面，给语文教学带来一些新鲜活力，我尝试让那些思维活跃，基础扎实，语言表达能力强的学生讲课。在指导学生备课的过程中，我不用自己的思维、框框限制学生，而是鼓励学生放开手脚，独立思考，标新立异，大胆设计。有一位学生自选鲁迅的《祝福》，他不是象老师那样讲背景、理情节、析人物、研环境、…     

体态语言在生物教学中的应用

曾记得，初中的物理学科定理、定律较多，我总容易将它们张冠李戴，混淆不清。然而，脑海中却对右手安培、左手定则记忆深刻。打开手掌，磁场方向、受力方向、电流方向一目了然，乾坤尽数在自己小小的指掌之间……现在回想起来，这大概是非言语教学中体态语言——手势语言在教学中成功应用的一个典范例子吧。     

电影语言与《英语视听说》教学

在《英语视听说》教学中运用电影语言进行教学可以丰富课程的教学内容，使学生获得语言知识、获取相关知识，培养和提高学生的思维能力与创新能力，是实现视听说教学目标的一种重要手段。     

The core components of reading instruction in Chinese

The present study aimed at identifying core components of reading instruction in Chinese within the framework of the tiered intervention model. A curriculum with four teaching components of cognitive-linguistic skills was implemented in a Program school for 3 years since Grade 1. The findings showed that the Tier 1 intervention was effective in enhancing the literacy and cognitive-linguistic skills of children in the Program school. The positive effects were maintained at the end of Grade 2. Progress in both word-level and text-level cognitive-linguistic skills predicted significantly progress in reading comprehension. Based on the present findings, the four core reading components in Chinese were proposed—oral language, morphological awareness, orthographic skills, and syntactic skills. Comparing the Big Five in English and the four core components in Chinese reflects different cognitive demands for reading diverse orthographies.     

The effects of multisensory structured language instruction on native language and foreign language aptitude skills of at-risk high school foreign language learners

Research findings suggest that most students who have foreign language learning problems have language-based difficulties and, in particular, phonological processing problems. Authors of the present study examined pre- and posttest scores on native language and foreign language aptitude tests of three groups of at-risk high school students enrolled in special, self-contained sections of first-year Spanish. Two groups were instructed using a multisensory structured language (MSL) approach. One of the groups was taught in both English and Spanish (MSL/ES), the other only in Spanish (MSL/S). The third group (NO-MSL) was instructed using more traditional second language teaching methodologies. Significant gains were made by the MSL-ES group on measures of native language phonology, vocabulary, and verbal memory and on a test of foreign language aptitude; the MSL/S group made significant gains on the test of foreign language aptitude. No significant gains on the native language or foreign language aptitude measures were made by the NO-MSL group. Implications for foreign language classroom instruction of at-risk students are discussed.     

语文愉快教学

论述语文学科的愉快教学概念、性质、作用及实施的原则、形式以促进愉快教学这一教学形式的研究、探索 ,提高语文学科质量     

教师态势语应用的原则和技巧研究

态势语是一种通过人的面部表情、体态动作、服装饰品、空间位置而传递信息的伴随性语言。它同时作用于学生的视觉和听觉,极大地拓宽了信息传播渠道,起到补充信息、沟通情感、集中学生注意力的重要作用。它是整个教学环节不可或缺的重要一环,但在课堂教学多媒体程度越来越高的今天,态势语的运用却有了退化的倾向。因此,为保证教学质量,创设互动课堂,教师应加强态势语表达技巧,提高态势语表达水平。     

高校外语人才培养改革途径刍议

为了满足当前社会发展的需要,为社会输送更多的高质量外语人才,改革高校外语人才培养模式势在必行。通过分析高校公共外语教学的现状,提出了改革高校外语人才培养模式的途径和举措。