探索性实践:外语课堂研究新途径

探索性实践是一种以实践者为主体的教育研究途径。通过梳理探索性实践的提出、涵义、其原则的演变和发展,分析探索性实践与行动研究的区别,发现探索性实践为外语课堂研究提供了崭新的视角,是实现教师专业化发展、提升教师职业生涯品质的有效途径。     

任务型教学法应用于英语“第二课堂”的探索与实践

通过阐述英语“第二课堂”活动的必要性及存在的问题，分析任务型教学法应用于英语“第二课堂”活动的重要意义及可行性，并探讨了其应用的一些模式。     

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.     

教师课堂教学语言之于第二语言习得

教师教学语言之于第二语言习得有其广泛的理论基础,教师的教学语言在第二语言习得中有着在其他学科中不可比拟的特殊性,它既作为学习者的目标语,同时又是教师教授语言的媒介。因而就要分析教师教学语言的现状,归纳提出了教师教学语言的基本特点,以引起教师对课堂教学语言的关注,更好的发挥教师话语在第二语言习得中的作用。     

融合微课的C语言程序设计翻转课堂的研究与实践

文章介绍了翻转课堂的本质特点和优势,指出了实施翻转课堂应具备的条件,给出了实施翻转课堂的步骤和课堂组织形式:课前学生通过教师制作的微课和测试题自主完成知识传授的过程;课上教师采用项目驱动法、分组教学法和不完全翻转法来组织课堂活动,引导学生完成知识内化的过程。翻转课堂法是一种自学辅导式的教学模式,实现了以学生为主的教学过程,能够提高学生自主学习的能力,利于学生形成终身学习的习惯,利于形成学习型社会的信息化支撑服务体系。     

点亮语文课堂

随着新课程改革的不断深化,中学阶段的语文教学理念和教学模式都发生了重大的变化,尤其要对课堂教学进行创新,点亮语文课堂。对如何实现语文课堂教学效率的提升,谈一些自己的观点和认识。     

“教师口语”课浅谈

“教师口语”课是师范生的必修课,要重视对这门课程的建设,它的含义是广义的,它的教学是以训练为主线,由浅入深地进行,实践性强是“教师口语”课的最大特征,这决定了教师的授课应有较好的示范性,应坚持理论与实践相结合,课内外训练相结合,应有针对性。     

English Classroom Language and Teaching Efficiency

Classroom language is an extremely important form of talk.In a foreign language classroom,the teacher has to organize language teaching by using the target language.Therefore,classroom language in foreign language teaching seems more important.     

Stancetaking and Language Ideologies in Heritage Language Learner Classroom Discourse

Drawing on linguistic anthropological notions of language ideologies and sociolinguistic approaches to stance, this study examines the meaning-making resources through which Spanish heritage language (HL) learners orient toward ideological perspectives on language value and linguistic expertise in classroom interaction. Part of a larger ethnographic study, data in the present study include about 26 hours of audio and video recordings from three different intermediate Spanish HL classrooms and filmed interviews with the students. The analysis indicates that discourses of legitimacy and expertise are embodied within multiple levels of classroom interaction, including affective stancetaking, expert/novice positioning, and the reframing of both ascribed social positions and previous discourse. Results suggest that the role of language ideologies in HL learning can be better understood through an examination of stancetaking in interaction and that the construction of different kinds of expertise should be an important consideration in the development of HL instructional practices.     

论课堂教学艺术就是运用语言的艺术——评言岚老师《朗读的技巧》公开课

课堂教学艺术就是运用语言的艺术，教学语言应该标准清晰，准确鲜明；形象生动，感情深厚，逻辑严密，富于哲理；语调和谐，节奏鲜明。     

课堂教学语言艺术论

该文通过对课堂教学语言艺术的重要意义、作用、特征及其要求的论述 ,旨在进一步提高广大教师对课堂教学语言艺术的认识 ,自觉加强课堂教学语言艺术的修养 ,以取得课堂教学的最佳效果 ,全面提高课堂教学质量     

Language Facilitation Within the Classroom

Dr Watson is lecturer, Professional and Curriculum Support Studies, at Moray House College, Edinburgh. She is joint author of a report on provision in Scotland for pupils with communication difficulties. In this article she relates recent research into children's language development to the survey's questions to teachers and others in specialised language units.     

立足课堂的语言构建

语言构建是语文学习的基础步骤,也是语文核心素养的重要组成部分。随着新课程改革的推进,语言构建与运用越来越成为语文教学的重点内容。在低年级语文教学中,运用多种方式培养学生的语言构建能力,能够为学生进行灵活的语言运用奠定基础,从而不断丰富学生的语言素养,促进学生进行长远的语文学习。     

Literature in the Language Classroom

Introduction Literature in language teaching has a long pedigree．It was a fundamental part of foreign language teaching in the‘classical humanist’paradigm,where an understanding of the high culture and thought expressed through literature took precedence over mere competence in using the lan- guage．Indeed,in the teaching of European classical lan- guages,such as Greek and Latin,the literature was virtually all that remained of the language．     

语言教学中的课堂互动

交际能力是语言教学中要着力培养的关键能力,而课堂教学是一项最稳定、最经常、占用时间最多的活动.教师要充分利用课堂教学的优势,有针对性地组织设计各类课堂活动,使学生们能够在互动中提高自己一种的交际能力.     

语言学习观念与课堂活动

师生的语言学习观念存在分歧。以课堂活动为切入点,对60位大学英语老师和120位大学一年级的学生进行问卷调查发现:在所列课堂活动中,师生对绝大多数的课堂活动观念基本一致;师生间的观念分歧主要表现在纠错、课文解释、词汇学习、传授人生道理和听磁带录音等活动上。     

大语文与小课堂--对文学课教学改革的思考与实践

语文教学不仅可以丰富学生的知识,陶冶学生的人格,提高学生的鉴赏力,同时还可以帮助学生热爱生活表现生活.音乐艺术,影视艺术,日常生活都可以走进语文课堂从而丰富语文课堂.语文课堂也可以演绎多彩的生活,文学更可以指点生活,丰富人们对于生活的感受.语文教学要善于打通文学与艺术的通道,打通文学与生活的通道,从而让学生的思维有一个健康而广阔的发展空间.     

以学生为主体的外语教学与课堂活力

随着外语教学的改革与发展,许多新的教学理论和教学方法被运用到教学实践当中,以学生为主体的语言教学法便是其中之一。本文探讨了此教法的优势和对课堂活力的保持和促进以及教师在其中的作用。     

对英语课堂用语的认识与思考

英语课堂用语,作为英语教师在课堂上从事和组织教学所使用的语言,它不仅是教师进行英语教学的工具,同时也是学生学习英语时一个重要的语言输入来源。课堂用语的数量和质量在某种程度上决定着英语课堂教学的成败。因此,对当前英语教师课堂用语的使用进行深入认识与思考对于英语教学具有重要意义。     

教师提问与外语课堂教学

教师提问是教师话语的一个重要组成部分,是教师促进学生思维、评价教学效果以及推动实现预期教学目标的基本控制手段,被视为“有效教学的核心”,对外语习得起关键性作用,教师提问的内容和方式在很大程度上决定外语习得的成功与否。本文从外语课堂提问的功能、类型以及策略三方面对提问行为进行了初步探讨。