英语课堂教学中的教师提问与课堂互动

交互式教学理论认为教师在课堂教学过程中应该有认知信息乃至情感信息的交流与互动,教师只是学生与知识之间的中介者.而教师通过课堂提问可以鼓励学生参与语言活动,引起并促进课堂教学的互动性.本文拟从教师课堂提问的角度探讨教师应该提问什么、怎么提问,以促进英语课堂的互动式教学,从而促进学生对知识的理解.     

浅谈英语课堂活动的开展与设计——感悟新编高中英语教材

本着英语学科课堂教学既传授学生知识又发展学生智力的精神,教师应积极探索新教材,把握其编排新颖、涉及各种形式的英语活动的特点,并巧妙设计英语课堂活动以提高英语课堂效率。     

Classroom Provocateurs and Ethical Classroom Practice

This article is based upon a larger study that considered three high school literature units in the US. Through a close analysis of one classroom discussion between a teacher and a provocative 8th grade student named Fish, I argue that it is not only ethically responsible to position the Fishes of this world as laudable, but that doing so is beneficial for critically focused English classes as a whole. Further, I argue that my reading of Fish as a provocateur can be productively transferred to other student‐provocateurs in our English classrooms who vex the smooth doing‐of‐school in different ways than Fish did.     

Classroom

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. Wemay suggest strategies for dealingwith them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science.     

Classroom

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. This project was done as part of the Research Education Advancement Programme held over weekends at the Bangalore Association for Science Education, Jawaharlal Nehru Planetarium, Bangalore.     

Classroom

In this article, I present arguments in support of teaching biology as one of the integrating natural science domains at the higher secondary school and the undergraduate levels and not as phylogenic group-based subdisciplines like botany, zoology and microbiology or functional subdisciplines like genetics and biochemistry. This is possible only if we conceptualize biology and try to understand its philosophical underpinnings.     

Classroom

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science.     

Classroom

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. Benzene is a special molecule. There is hardly any other molecule that has captured the imagination of generations of chemists. It was isolated first in 1825 byMichael Faraday but took more than 100 years before the actual structure was nailed down. This article intends to highlight one crucial discovery: the actual determination of the crystal structure of hexamethylbenzenewhich solved the riddle about the structure of benzene conclusively.     

Classroom

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science.     

Classroom

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation.Wemay suggest strategies for dealingwith them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science.     

Classroom

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science.     

Classroom

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science.     

Classroom

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science.     

Classroom

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. Wemay suggest strategies for dealing with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science.