Susanne and her two mothers

It is circle time at the Happy Baby Childcare Center. Little three-year-old Susanne is sharing with her class her latest visit to the zoo. “Well, Mama said that monkeys are smarter than us and Mommy said that they are very friendly.” The teacher pauses and then asks, “Susanne, did you go to the zoo with your mother and grandmother?” Susanne says, “No, I went to the zoo with Mama and Mommy!” The teacher is clearly bewildered and would like to clarify for herself who Mama and Mommy are, but the rest of the children in the group are becoming restless. She leaves her questions for another time.     

倾听鸟儿歌唱

科学家们早就注意到公的斑胸草雀在它们独处时和附近有一只（可能成为配偶的）母雀时的鸣叫声有着细微的差别。为研究这一现象，有些研究人员决定把注意力集中在听到公雀鸣叫的母雀的反应上。他们竖起了一个长长的鸟笼子，在笼子两头各安上喇叭。一边播放公雀独处时唱的歌；而另一边则播放公雀专为某只母雀唱的歌。     

讨论出真知

从小我们就知道,彩虹由红、橙、黄、绿、青、蓝、紫几种颜色组成,仿佛这就是世间最漂亮的颜色了。其实,颜色有很多种,有的甚至很难用语言去形容。比如。奥巴马夫人的肤色是什么颜色呢？     

Listening to grandmothers

In this column, three proud grandmothers share their unique stories and eloquently describe the transforming experience of becoming a grandmother and the joy associated with witnessing their daughters giving birth.     

Listening to Students,Listening to Myself: Addressing pre-service teachers' fears of mathematics and teaching mathematics

This paper describes a self-study in which I, as a teacher educator, seek to understand how to respond effectively to my pre-service students' fears about learning and teaching primary mathematics. I studied my students' response to a new mathematics methods course that is tied to practicum. Results include the importance of listening closely to students' feelings about learning and teaching math, responding with opportunities to re-learn primary math concepts in a collaborative and hands-on environment, and providing opportunities for pre-service teachers to experience success with math teaching in primary school settings. What I did not realize at the outset was that the students and I would be on a parallel journey. While I endeavored to listen to their voices, I struggled with my limited voice as a sessional instructor. While they struggled to feel like “real” math teachers, I struggled to feel like a “real” math professor. Fear of teaching math to young children was mirrored by my fear of pioneering a new course. Examination of a key incident in the first year of the course and of the role of a critical friend helped me to see and understand these parallel paths.     

课堂听力与应试听力教学探究

听力在个体日常生活交流中起着重要角色,同时也是学生学习英语的障碍之一。然而英语听力教学在外语教学中并没有受到相应的重视。听力一直是英语教学中的薄弱环节,很少有教师设计专门的听力课,听力练习则主要集中于听课文和课本习题。课堂听力和应试听力是英语听力教学最重要的两个方面,外语教师要考虑学生因素,合理设计,多运用一些方法丰富听力教学,提高学生听力能力,为学生将来进行良好的交流奠定基础。     

女性与哲学:倾听不同的故事

自哲学伊始,理性能力就将女性拒斥于千里之外,女性主义研究也因理性与感性之争,精神与体验之辨,而被哲学推到边缘的地带,这让女性自认为占有哲学的劣势,女性主义的研究同时也是举步维艰。这其实也是对于哲学初衷的误解,当代哲学应该更多倾听不同的声音,将女性问题纳入到其宽容的胸怀。     

Listening: The key to early childhood music

Developmentally appropriate music education is often unintentionally neglected in many preschool, kindergarten, and primary grade programs. Some early childhood teachers may fail to take advantage of opportunities to support children's musical development because they are insecure with their own musical abilities. Other teachers devote relatively little time to music activities because they are unable to locate good quality, age appropriate music tapes, books, and records. This neglect is particularly acute in kindergarten and primary grades, where the current emphasis on basic skills instruction forced on classroom teachers relegates the music curriculum to about thirty minutes of instruction a week from a specialist music teacher. This short dose of music study, removed from the context of classroom and group activities, is not enough to give children an understanding and appreciation of music in their lives. Early childhood teachers themselves must take a more active role in teaching music if children are to develop knowledge, skills, and positive attitudes about music.Kathryn Woodson Barr is a Graduate Assistant at the Barbara K. Lipman Early Childhood School and Research Institute. Memphis State University. John M. Johnston is an Associate Professor of Early Childhood Education, Department of Curriculum and Instruction, Memphis State University.     

Listening to Student Voices

This study explores the perspectives of rural and suburban adolescents on the nature of schools, teaching, and leadership that influences learning. Middle and high school students with and without disabilities offer relevant insights to educators who are seeking to promote greater engagement, community, and success in their schools. Results suggest that student voices can be a powerful tool for school improvement.     

如何改进听力

<正>One of the students has an important question.He wants to know how to improve his listening.He wants to know what the best way is.一位学生提了一个重要问题,他想知道如何提高听力,最好的方法是什么。Our teacher says,Good listening skills are very important for communication2.If you don't know what people are saying,it will be difficult for you to speak with them.There are a lot of     

教师的“言说”与“倾听”:超越博弈 走向共生

教师的"言说"和"倾听"的关系历来复杂,呈钟摆式在两极摆动。从历史演进的角度考察,二者经历了"言说遮蔽倾听"和"倾听回归教学"两个阶段。从当今现实的角度考察,"只重言说"和"只重倾听"的做法非常普遍。教师的"言说"和"倾听"的博弈体现了教师对"言说"和"倾听"关系的不同理解以及在这种理解下的教学存在价值选择乃至因为选择而形成的教学方式与教学样态的不同。"言说"和"倾听"具有本源的一致性和统一性,倾听是言说的前提,为言说奠基;言说是倾听的生长和发展,为倾听升华。教师的"言说"和"倾听"要超越博弈,走向共生。     

如何把握机会射门

射门是足球运动中重要的进攻内容.把握射门的机会是得分致会,就要具备射门的条件.本文从三个方面对此进行了论述.     

窄式听力策略在大学英语新闻听力教学中的应用

学习者对词汇和背景知识的具备是其有效听取英语新闻的必要条件,利用窄式听力策略可以帮助学习者积累相关主题的词汇和背景知识.文章首先分析了窄式听力与窄式阅读以及窄式输入的关系,然后探讨了窄式听力的理论依据,建议在大学英语新闻听力教学中尝试使用窄式听力的方法,帮助学生提高其听取英语新闻的效率和自学能力.     

Listening to Mothers II: A Lamaze Educator's Response

A Lamaze Certified Childbirth Educator and labor-support doula who provides services in two major, metropolitan areas shares her reactions and education experiences in dealing with the findings of Listening to Mothers II. She found that her first response to the survey findings involved assisting a community-wide effort to raise the awareness of women about their childbirth options, with a special emphasis on providers who practice in adherence to The Coalition for Improving Maternity Service's Mother-Friendly Childbirth Initiative. In addition, she added a component to her classes to help her students proactively explore why so few women feel they can assert their rights to refuse unnecessary interventions during childbirth.