试论高中语文选修教材的“学本化”和教师工作方式的完善

高中语文选修课"学本化"教材存在一些缺憾,而这恰恰给广大教师工作方式的完善预置了更广阔的空间。"学本教材"数量过多,与精品尚有距离,需要教师引导学生选择并创造性地使用;"学本教材"存在"泛人文化"倾向,需要教师引导学生有效探究;"学本教材"依旧存留"学术化"痼疾,一线教师可积极参与教材编写。     

大学英语口语机考实证研究

通过计算机辅助口语测试和面试的相关性研究,探讨计算机辅助口语测试与面试的可替代性,同时结合问卷调查,了解学生对计算机辅助口语测试的态度、影响口语测试的因素。研究结果表明,计算机辅助口语测试和面试的成绩显著相关,两者具有可替代性;大多数学生认同计算机辅助口语测试这一形式;影响口语测试的主要因素是题目和材料的熟悉程度。     

Collaborating with front-line teachers to incorporate self-regulated learning in Chinese language classes

This study aimed to initially explore the possibility of helping front-line teachers to integrate the principles of self-regulated learning (SRL) into Chinese reading instruction in a 1-year collaborative project. A total of 197 Secondary 3 students and 6 Chinese language teachers from a secondary school in Hong Kong participated in the study. The findings of quantitative and qualitative data in this study generally support the feasibility of incorporating the elements of SRL in Chinese reading instruction. Students improved their comprehension performance, intrinsic motivation, strategic knowledge, and strategy use after this learning experience. Teachers also expressed positive attitudes towards the new instruction and made constructive changes on the instructional materials and activities. However, the study found teachers' traditional beliefs might affect theimplementation of SRL instruction. The implications of these findings for understanding Chinese students' capacity for SRL and planning effective reading instruction to enhance their SRL abilities are discussed.     

发挥读写结合价值提升语文综合能力探赜

语文教学中读写结合是一种重要的教学方式,可以帮助刚接触语文写作的学生迅速了解写作方法,感悟语言文字的魅力。教师需帮助学生积累阅读文本中的优美词句和写作技巧与手法,通过写作训练锻炼学生的语言思维,促使学生灵活使用从文本中积累的素材,进而逐步培养学生的语文综合能力,提高学生的语文综合素养。     

专题式经典诗文语块运用于对外汉语写作实验研究

留学生在汉语写作中,不仅普遍采用汉语口语语体写作,且语言苍白平淡,表达手段单调贫乏．主要原因在于汉语书面语输入不足。根据语块理论,我们设计了相关实验：选用一些古今经典诗文让留学生进行写前阅读,并通过练习的方式强化其习得效应,然后促使他们将所习得的语块运用于写作。实验结果表明,有目的地输入经典书面语语块可有效提高留学生汉语写作水平,读写同步训练可有效改善写作质量。因此我们建议应多选择一些经典诗文语篇作为范文进入写作教材,阅读、写作教学也应彼此打通,相得益彰。     

Matching and Multiple-Choice Cloze Tests

Abstract

Few reliable and valid measures of reading achievement are available to evaluate programs for elementary English-as-a-second-language (ESL) pupils. Four variations on the cloze procedure, which has been previously used with disadvantaged and ESL elementary pupils, were evaluated using randomly assigned groups of fourth and fifth grade students. Matching and multiple- choice variations were selected for comparison because they are in greater consonance with current psycho- linguistic theories of the reading process than are other types of reading comprehension measures. Although the overall results were quite similar for the four cloze variations examined, the matching cloze procedure seems to be preferable for elementary ESL students since these tests produced better item characteristics and were more easily constructed.     

关于聋生书面语技能的培养及训练

聋生汉语书面语学习是一个重要的讨论话题 ,本文从聋生生理、心理及教育研究的特点出发 ,对聋生汉语尤其书面语学习的现状进行了分析 ,并从思维发展角度、书面语氛围的营造及语文教学活动等方面对聋生书面语的阅读及表达 ,提出了一系列培养、训练的方法。     

2011年高考文言文阅读试题评析

2011年高考语文试题中,文言文阅读在要求考生能读懂浅易文言文的基础上,命题相对保持平稳,设题难易适中,落实基础,注重测试识记、理解、分析综合和鉴赏评价等多种能力。对全国高考17套试题的文言文阅读命题进行研究和评析,有利于帮助教师和学生总结规律,探析其命题规律和发展趋势,有效促进新一届高三文言文阅读复习备考指导的有效性。     

可理解性输入对大学生英语词汇习得的作用

美国语言学家S．D．Krashen的二语习得理论五个假设对我国大学生外语环境下习得词汇有指导意义。有3，000以上词汇基础的大二以上学生加大课后以获取信息为目的的自主阅读量，即进行可理解性自然语言阅读输入，不仅能有效增加词汇量，而且能有效提高已知词汇的运用能力。     

浅谈小学语文课外阅读能力的培养

培养学生的课外阅读能力是小学语文教学的重要任务。本文先简单阐述了小学生课外阅读的作用,然后围绕读什么、怎么读、读出来三个层面探讨了小学语文课外阅读能力培养策略,最后研究了小学生课外阅读的兴趣培养、习惯养成和分享协作。     

Ethnic DIF in Reading Tests With Mixed Item Formats

This article presents a study of ethnic Differential Item Functioning (DIF) for 4th-, 7th-, and 10th-grade reading items on a state criterion-referenced achievement test. The tests, administered 1997 to 2001, were composed of multiple-choice and constructed-response items. Item performance by focal groups (i.e., students from Asian/Pacific Island, Black/African American, Native American, and Latino/Hispanic origins) were compared with the performance of White students using simultaneous item bias and Rasch procedures. Flagged multiple-choice items generally favored White students, whereas flagged constructed-response items generally favored students from Asian/Pacific Islander, Black/African American, and Latino/Hispanic origins. Content analysis of flagged reading items showed that positively and negatively flagged items typically measured inference, interpretation, or analysis of text in multiple-choice and constructed-response formats. Items that were not flagged for DIF generally measured very easy reading skills (e.g., literal comprehension) and reading skills that require higher level thinking (e.g., developing interpretations across texts and analyzing graphic elements).     

职业学校语文阅读测试的几点思考

阅读测试是阅读评价的一种重要方式。因为教学对象、教学目标的不同,职业学校的语文阅读测试应该有自己的特点。职校生的阅读能力应该更加注重认读与理解能力,尤其是信息的阐释与运用能力,因而测试内容着重于获取信息、解释文本;测试材料宜选择文质兼美的文学型文本和典型实用的信息型文本;测试试题的题型与难度要和学生实际相符;测试评分尽可能制作评分指导。     

略谈鲁迅作品中的几种语言现象

由于历史的原因，鲁迅作品中的一些语言现象已与现在有所区别。为了保持鲁迅作品的原貌，在再版及选入中学语文课本时并没有按现在的语言习惯和规范进行改动，广大师生在阅读教学时必须引起注意，学会鉴别，并藉此提高言语能力。     

中韩学生中文阅读学习策略比较研究

本文对目的语环境中的韩国留学生与中国中学生中文阅读学习策略进行了调查,结果表明：（1）阅读中文时,两国学生最常用的是推测策略和语境策略,最不常用的是母语策略和互动策略。在阅读观念上差异不显著,在管理策略和母语、预览和略读等阅读学习策略的使用上差异极其显著。韩国学生更多地使用语境和标记策略,中国学生更多地使用选材、母语、略读、预览和推测策略。（2）韩国学生的预览策略对其学习成绩具有预测力,而文本观念和互动策略对其学习成绩具有轻微的负预测力。对中国学生来说,推测策略对其学习成绩具有预测力。     

Language and Mathematical Performance: a Comparison of Lower Secondary School Students with Different Level of Mathematical Skills

This study investigated the connection between language (i.e., word comprehension, reading comprehension and spelling skills) and mathematical performance. The sample consisted of grade nine students (N?=?810) in 14 lower secondary schools in the Swedish speaking areas of Finland. Standardized tests for reading and writing skills, and mathematical performance were used. Based on the mathematics test the students were categorized into eight performance groups. Many students had problems in both mathematics and language performance. On the whole data level reading skills were a powerful predictor for math performance, the reading factor explained 52% of the variance in the model. Hence, the reading skills focusing on understanding of the text are important in solving mathematical tasks at the end of compulsory school.     

基于聋人语言认知基础的综合语言教育模式构建

课题通过系列实验研究探讨了聋人手语、唇读、中文阅读与语篇理解的认知基础:(1)手语是语言,有助于促进听觉障碍学生认知能力的发展。(2)唇读是一项复杂的视觉语言认知活动,能通过语音编码进行语音识别,与听觉语言认知具有相同的机理。(3)听觉障碍学生与正常学生尽管在中文阅读与语篇理解过程中认知加工方式的相似性大于差异性,但听觉障碍学生明显滞后于正常学生。据此,我们提出了构建聋人综合语言教育模式的思路,聋校在采用综合语言教育时不可偏废某种语言交流方式,应该根据听觉障碍学生个体的特点或者群体的特点来作出有效的选择。     

试谈报刊语言教学中的固定表达

对外汉语教学中的报刊语言课是一门特殊的阅读课，在教学中尤其要注意固定表达的特点及其他相关问题，从而培养学生阅读报刊的实际语言能力。固定表达可以分为固定词组和固定格式两种形式，二者具有的语法特点和教学中的重点难点密切相关。     

中国学生阅读过程中的策略使用程度

源于本世纪七十年代的语言学习策略研究已取得了一定的成果 ,但大部分研究仅限于第二语言学习的各个方面 ,并未对母语学习过程中使用的策略给予足够的关注。本文基于对中国大学生母语和英语阅读过程中策略使用程度的调查 ,试图对英语教学提出一些建议。     

单元整合视域下的语文微项目式学习刍论

项目式学习是一种教学方法,即学生通过一段时间内对真实的、复杂的问题进行探究,从中获得知识和技能.在单元整合视域下把教材原生单元视作一个系统进行微项目式学习,教师可通过抓住单元语文要素,制定单元学习目标,设计梯度单元微项目式学习活动,打通课文与课文之间、读与写之间、课内外阅读之间的壁垒,有效提升语文教学效果.文章从单元整...     

语文教学中学生多向思维能力的培养

思维与语言是密不可分的。语文教学在培养学生的多向思维能力方面具有得天独厚的优势。它的培养可从多个方面进行,例如:加强字词教学,丰富学生的语言词汇,培养学生思维的准确性和规范性;创设教学情境,启发学生生疑,培养学生的思维兴趣和习惯;欣赏性地广泛涉猎语言材料,引导学生与文本对话,培养学生思维的广泛性与深刻性;倡导个性阅读和理性思考,强调对文本思想内容的自主判断,培养学生思维的独立性和批判性。