论文本与学生对话在化学教学中的实施策略

教学文本与学生对话是新课改中培养学生自主性的重要手段，它对传统文本观、师生观、教学观产生了极大冲击。在化学教学中，可从激发动机、创设问题、生成矛盾、升华意境四个方面实施教学文本对话。     

这是对话式教学吗

对话式教学是指在语文课堂教学中，教师、学生以文本为介质的语言互动与沟通，是学生借助教师的导向力对文本真谛的探索与交流过程。然而在对话式语文教学的实践中，教师常常会忽略一些问题，从而影响了语文教学的效果。     

解读文本例谈

解读文本，是教学的前期工作。因为“怎样教”的前提，是首先明确“教什么”，老师对文本的解读很大程度上决定了教学目标、教学重点和教学方法。解读文本，就是要与文本展开对话，教师与文本对话，学生与文本对话。但从实际情况来看，教师把握教材，解读文本的能力，却不容乐观。     

初中语文非连续性文本的阅读指导

非连续性文本是语文教学过程中不可或缺的一部分内容，其简洁直观，具有较强的实践性和客观性，对提高学生信息获取与分析能力有着很好的作用。为此，在初中语文教学中，如何提高学生的非连续性文本阅读能力成为教师需要重点探讨的问题。为了更好地指导学生进行非连续性文本阅读，教师应该在非连续性文本资源、阅读方法、阅读训练、评价等方面加以探索和实践。     

核心素养视角下多元文本解读在高中英语阅读教学中的实践与探索

分析高中英语阅读教学现状和原因。结合教学实践，提出如何通过多元文本解读提高学生的英语学科核心素养。认为教师应引导学生从文本主题、文本内容、文本情感、文本文体、文本问题语境等方面解读文本，从而充分发挥英语阅读教学在语言能力、思维能力和情感价值观等方面的育人功能，实现核心素养教学的落地。     

课堂教学辩证法之点与面——教学实践中“点与面”问题的价值追问

有价值的教学问题，总是来自真实的课堂。我们自己做课和观摩优质课，常常在对比中感到困惑：面对信息量极大的文本材料，要么我们不知道从何着力，要么我们感到处处都非常重要而不能割舍：而名家做课，对文本取舍有度，详与略、精与泛，大气着手，伸缩自如。研读与处理文本是否还有一个技行问题？     

让学生乐意深入语文文本

语文学习通过深入解读文本获得难以体验的升华过的间接经验。因此我想，高中语文课堂教学最需要解决的问题就是想办法让学生进入文本，与文本交流，与作者沟通，形成一种乐而学、学而得、得而乐的良性循环。为达到此目的，我在教学中进行了如下尝试：     

潜心解“文”,立足高效

文章的魅力是从语言文字中流淌出来的,不从文本下手,语文教学就如"无源之水""无本之木"。而现今教学中,师生都不同程度地存在着不重视文本的问题。本文从立足文本立论,强调通过挖掘文本、超越文本、回归文本来实现语文课堂教学的有效与高效。     

为育人价值的挖掘和转化而教

"价值问题"是语文教学安身立命的问题,因而是其存在与发展的首要问题。语文教学的价值聚焦点是文本与人的关系问题,即对文本的阅读、理解和表达在人的发展过程中的作用。换言之,语文教学要解决的核心问题是:所教的这篇文本对学生的生命发展有何独特的不     

语文教学不能脱离文本

如何处理文本,是语文教学中的一个至关重要的问题。纠缠于文本,以弄清文本内容为唯一目的的语文教学肯定是不妥当的;然而,置文本于不顾,使文本成为可有可无的点缀,甚至使文本仅仅成为课堂教学的话题”,也是不符合语文教学规律的。一、语文教学必须紧扣文本。语文的外延与生活相     

Selection,Frequency, and Functions of Literary Texts in Finnish General Upper-Secondary EFL Education

Although the number of studies on literature in language education has increased in the past two decades, the subject is still in need of empirical research. This case study examines literary texts, their selection, frequency, and functions in Finnish general upper-secondary English as a Foreign Language (EFL) education. The data was collected from 21 Finnish EFL teachers using a survey, and the content was thematically analyzed. In these contexts, literary texts had a marginal role. The texts were mostly twentieth-century poetry and novels. Selections by teachers were primarily based on the texts. Often students chose texts independently. Literature was mainly used to teach language, particularly reading skills, and secondarily as content. In light of EFL teaching, the results suggest a need for a conceptual expansion of literature, the wider use of literary texts with visual components, and the use of literary texts for developing students’ intercultural competence.     

鲁迅小说教学中的文本细读——以作品中的“农民形象”为例

在鲁迅的小说教学中,若一味向学生讲述文学史上现有的结论还不足以让学生领略作品的实质内涵,在实践教学中,最好能从文学作品出发,在文本细读中找出问题,分析问题,得出结论,方能让学生充分理解作品,切实提高学生对作品文本的分析能力。     

对语文文本“师本化”、“生本化”的思考

语文课堂中＂教什么＂是远比＂怎么教＂更重要、更须先行解决的问题。对语文文本＂师本化＂、＂生本化＂的思考,就是在探讨教师＂教什么＂、学生＂学什么＂的问题。     

提高课堂英语教学的几点建议

许多中学，尤其在广大农村，在课堂英语教学中存在问题，大多数学生仍学的是“聋子”和“哑巴”英语，教师仍是满堂灌学生，学生通常没有机会在课堂上进行口头交流，针对课堂教学存在的问题就如何提高课文和对话教学和引导学生理解课文提出建议。     

思政教育与古代文学无缝衔接的探讨

本文通过对青年学生的思想教育现状分析,提出了思想政治教育与古代文学无缝衔接的问题。古代文学作品中那些陶冶人思想感情的篇章,皆是思想政治教育的良好素材。通过对作品的阐述和可行性分析。最后提出了思想政治教育与古代文学无缝衔接的方法。本研究试图探索如何将思政教育与古代文学中的思想精华进行紧密结合,为在新的历史时期下进行学生的思想政治教育探索新的方法。     

Literary English and the Challenge of Multimodality

How to understand and argue for the nature and place of literary texts and experience in contemporary English curriculum has been and continues to be the subject of much debate. While literature as traditionally conceptualised remains an important presence in much English curriculum, the notion of what ‘literature’ is, or what the category of ‘literary’ texts and cultural forms might encompass, in a context where literacy is understood as multimodal and English and literacy curriculum addresses multimodal literacies accordingly, is less clear. This paper addresses two areas with respect to literature and literature teaching in the digital age: first, issues surrounding the ways in which national curriculum guidelines in England and Australia envisage the teaching of literature, in principle and in practice; and second, the challenges presented to print-based conceptions of literature and literature teaching within English by significantly broader conceptualisations of literature encompassing a range of aesthetic multimodal texts and forms. The kinds of insights, experience and understandings generated through the study and creation of literary and aesthetic texts in English, it is argued, are now needed more than ever. However, as literary experience becomes increasingly transmodal, how English seeks to manage media shift to encompass both print and digital forms remains a challenging issue.     

职业院校英语课文的教学策略

文章分析了职业院校中英语课文教学的重要性以及存在的某些问题,并且提出了三种课文教学的策略：1．感知信息,进行整体语言教学;2．精讲多练,加强学生综合训练：3．超越书本,培养学生创新能力。     

Fostering the “Intercultural Reader”? An Empirical Study of Socio-Cultural Approaches to EFL Literature

The work presented here is a qualitative study of socio-cultural approaches to literary texts in a selection of upper secondary English as a Foreign Language (EFL) classrooms in Norway. The article explores opportunities and challenges related to the fostering of competent “intercultural readers” in foreign language (FL) educational contexts by examining how notions of interculturality are implicated in the teaching materials and classroom discourse. The analysis indicates that the examined text interpretation processes rely on a complex interplay between literary texts, tasks and classroom participants in such respect. Two particular strands of the analysis, pertaining to how issues of intertextuality and the emotional dimension of literary reading play a role in the data, are highlighted. The article concludes by discussing the didactic implications of findings.     

Reading Philosophically in a Community of Enquiry: Challenging Developmentality with Oram and Kitamura’s Angry Arthur

Meanings in a picturebook are constructed in the space between words, images and reader. Contemporary picturebooks are ideal vehicles for a deep reading of, and philosophical engagement with, texts that move beyond literary and literacy knowledge. Philosophy with picturebooks also offers an alternative to personal responses to these texts that are individual, subjective and anecdotal. The use of these works of art for teaching demands an epistemological reorientation with ethical and political implications. First, it is argued how picturebooks’ ambiguity and complexity demand the ‘community of enquiry’ pedagogy that positions its participants (including young children) as able meaning-makers and problem-posers. Secondly, it is shown how philosophical knowledge changes the questions lecturers, teachers and primary children ask and how these can disrupt naturalised psychological discourses about child and childhood. The argument is supported by showing how the picturebook Angry Arthur by Oram and Kitamura can be used in teacher education to teach key theoretical distinctions in the philosophy of emotions and how these ideas challenge the still current discourse of developmentality through deep readings that are also literal and not symbolic or figurative as often assumed. Angry Arthur is therefore suggested as a useful text in teacher education especially in combination with the community of enquiry pedagogy.     

‘In Quest of Narrative’: A Teacher’s Furore and Textual Returns

This paper explores a teacher’s furore? my own ? by asking how such furores might be considered ‘in quest of narrative’. If so, which one? The answer, I suggest, lies in revisiting the source texts for such a furore, allowing the texts to illuminate the curricula and teaching, rather than the reverse. In so doing, the ethical claim of the texts in which such a furore originates might be recovered, in order to clarify one’s implication in webs of violence. Interspersed with an exploration of Katabatic narratives and curricula ? the vehicle for my furore to teach about violence ? are three narrative vignettes that emerged from revisiting the texts that inspired my teaching.