第六考点 扩展语句

领先起跑线扩展语句是通过扩展语意或语境使简单的、抽象的、概括的句子尽量丰富、形象、具体起来的一种语言表达形式。旨在考查学生的想象、联想能力和语言表达能力。利用这种题型,采用一题多练法,可以使语言和思维的训练变得直观而有效。语言和思维是一对孪生兄弟,然而在教学中     

细嚼慢品方知味——语文阅读教学之文本细读策略探究

文本细读是还原文本语境的需要,也是语文教师进行阅读教学的一种艺术。文章结合教学实践,提出了"语境生处细细寻""语言亮点细细读""情理悖处细细品""语意空白细细钻"等文本细读策略,目的是使阅读成为学生快乐的心灵之旅,让学生读出"味道",获得丰厚的人生滋养。     

非语言语境下的高中英语词汇教学研究

词汇教学一直是语言教学中不可或缺的部分。在非语言语境下进行高中英语词汇教学,首先,要发挥学生学习词汇的主观能动性：培养学生学习词汇的兴趣;培养学生的学习自信;培养学生的语境意识。其次,要利用各种语境进行词汇教学：词汇学习前——情境语境导入;词汇学习中——文化语境渗透;词汇学习后——非语言语境巩固。最后,非语言语境的设置要能激发学生学习词汇的积极性,还要尊重学生的主体地位,并充分考虑学生的差异性。     

浅论教师的课堂口语

教师的语言修养至关重要,口语表达是关键所在。优秀教师的课堂教学语言具有语音规范、语意准确、语调适度、语感生动、语境幽默、语旨启发、语言通俗的特征。因此,教师必须重视口才的培养,以提高教学水平。     

浅论教师的课堂口语

教师的语言修养至关重要，口语表达是关键所在。优秀教师的课堂教学语言具有语音规范、语意准确、语调适度、语感生动、语境幽默、语旨启发、语言通俗的特征。因此，教师必须重视口才的培养，以提高教学水平。     

跳脱

使用语言时由于特殊的语境,如语意的含蓄,心思的急转,事物的突出等等,有时故意中断语句,造成语意不全,或句子成分残缺,这在修辞上称之为“跳脱”。“跳脱”可以真实地表现出说话时的特殊语境,保留说话人的真实神态。     

补写句子技法

提供例句、语境,要求考生补写出与之适合的句子,这是近年高考语文卷的压轴戏。它综合语法、修辞、语境等知识。注重考查学生运用创造语言的能力。此类题解答技法如下:一、语意求关联。即补写的句子与原句在语意上相     

语言运用中的归谬法

有这样一道语言运用题： 阅读下面材料,根据语境在横线上补写恰当的语句。要求：语意连贯,表达得体,不超过20字。 一位年轻的钢琴家受邀到一个城市的音乐中心演出。演出就要开始了,观众却稀稀落落,     

和谐顺畅 义韵兼得——语言连贯题解题的四个要点

语言连贯题近几年连续出现在各省市高考语文试卷中,属高考考查的热点。因为这类试题既可考查考生对语法、修辞、逻辑等语言知识的掌握程度和运用能力,也能考查考生对语意、语脉、语境等语言要素的理解能力和辨别能力。语言连贯具体来说就是要做到以下四点：     

语境与意义的选择及理解

意义和语境的关系非常密切，语境在对意义的理解中起着至关重要的作用。简要介绍语境的几种类型，并依次分析它们对意义的影响以及在语意选择与理解中的作用，以期帮助语言学习者了解一些语境的知识，理解语境与意义之间的关系。     

物理探究教学中问题情境的创设

问题情境及创设问题情境在探究教学中具有重要意义,物理课堂中创设问题情境的基本策略即：创设的问题情境要新颖、生动;创设的问题情境要能激发学生思维,使学生产生学习动机;创设的问题情境要考虑学生解决的可能性。     

论图片在词汇情境教学中的应用

词汇教学是英语教学的一个重要层面。词汇的使用离不开特定的情境即语境。图片则能直观、形象、快捷地提供词语使用的话语语境和情境语境。本文以笔者的教学实践为基础,论述了将图片运用于词汇情景教学的三种途径。     

会意字会意语境分析及其教学

本文以《现代汉语常用字表》中的3500个现代常用汉字字形为研究对象,筛选得出会意字300多个。通过对这些会意字进行源流考察,尝试从会意语境的角度对其进行分析,文中将会意字的会意语境分为共通语境、特定语境和特殊语境三个类别,并倡导在会意字教学过程中使用会意情境教学。     

Approach and Challenges of Teaching English in EFL Context

It is significant to connect contexts and approaches to English language teaching,and it is also necessary to realize the challenges faced by English language learners in particular contexts so that we can get a better understanding of teaching based on our own contexts and approaches.This article is the discussion of approach and the challenges in EFL context.     

语体教学三论

了解语体教学中存在的问题及语体使用不当的原因是让语言更好服务于现实生活的重要前提。根据不同的语言环境有效地进行语言交流,是语体教学所应实现的目标。     

Measuring differentiated instruction in The Netherlands and South Korea: factor structure equivalence,correlates, and complexity level

Differentiated instruction is considered to be an important teaching quality domain to address the needs of individual students in daily classroom practices. However, little is known about whether differentiated instruction is empirically distinguishable from other teaching quality domains in different national contexts. Additionally, little is known about how the complex skill of differentiated instruction compares with other teaching quality domains across national contexts. To gain empirical insight in differentiated instruction and other related teaching quality domains, cross-cultural comparisons provide valuable insights. In this study, teacher classroom practices of two high-performing educational systems, The Netherlands and South Korea, were observed focusing on differentiated instruction and other related teaching quality domains using an existing observation instrument. Variable-centred and person-centred approaches were applied to analyze the data. The study provides evidence that differentiated instruction can be viewed as a distinct domain of teaching quality in both national contexts, while at the same time being related to other teaching domains. In both countries, differentiated instruction was the most difficult domain of teaching quality. However, differential relationships between teaching quality domains were visible across teacher profiles and across countries.

     

Evidence that Teacher Interactions with Pedagogical Contexts Facilitate Chemistry-Content Learning in K-8 Professional Development

In many innovative science content professional development (PD) courses for teachers, science concepts are situated within pedagogical contexts, or in other words, science content is incorporated within contexts relevant to teaching and student learning. Pedagogical contexts are often used because they are believed to be engaging for teachers and to support content transfer to the classroom. However, few studies have investigated how pedagogical contexts serve to impact teacher engagement and science content learning. This qualitative case study examined K-8 in-service teachers?? interactions with pedagogical contexts in a chemistry PD course. Findings indicate that teachers??: (1) contribution of teaching experiences helped create a collegial learning environment, (2) sharing of concerns from classroom teaching directed content discussion and learning objectives, and (3) reflection on teacher and learner roles in the PD classroom led to persistence in chemistry-content learning. Implications for PD instructor use of pedagogical contexts in science content based PD are discussed.     

The Role of Everyday Contexts in Learner‐centred Teaching: The practice in Namibian secondary schools

This paper reports on the use of out‐of‐school everyday contexts in Namibian science classrooms. This use is portrayed against the backdrop of an explicit educational philosophy of learner‐centred teaching. Data were collected through audio‐taped teacher–learner interactions and non‐participant field notes in 29 junior and senior science classes taught by 12 teachers in six schools. An existing typology was applied to classify episodes of use of everyday contexts and identify teachers’ pedagogic strategies for their use. The results show that more everyday contexts are used in junior secondary than in senior secondary classes, that only a limited range of types of everyday contexts are used at both levels, and that their use often follows theoretical exposition or teacher questioning. These findings are related to three interpretations of learner‐centred teaching. Recommendations for a fuller implementation of learner‐centred teaching are made.     

Contexts of mentoring and opportunities for learning to teach: a comparative study of mentoring practice

Drawing on data from twenty-three US, UK, and Chinese mentor teachers, this study explores the relationship between contexts of mentoring and mentoring practice. It discusses learning opportunities created by mentoring in different contexts for novices to learn to teach. Through comparative analysis, it finds that mentoring practices show greater differences across programs and countries than within. This is the case even when mentors are practicing or moving toward practicing a kind of teaching as expected by education reformers. These differences are reflected in mentors’ beliefs about what novices need to learn, their interaction patterns and foci with novices. Three instructional contexts in each setting shape such differences: structure of school curriculum and assessment, organization of teaching and mentoring, and student population. These findings suggest that the reform-minded teaching practice that mentors developed does not necessarily guarantee the effective mentoring that supports teacher learning and teaching reform. Teacher educators should pay attention to the influences of instructional contexts on mentoring and the kinds of learning opportunities that mentoring creates for novice teachers in different contexts. When designing mentoring programs and arranging mentoring relationships, teacher educators need to consider how to restructure school contexts and help mentors learn how to mentor.     

Preparing Teachers for Anti‐oppressive Education: International movements

While theories and recommendations continue to proliferate in the educational research literature on what it means to teach towards social justice and to prepare teachers for such teaching, so do concerns that these theories and recommendations fail to account for the ways that the contexts of teaching—cultural contexts, national contexts, political contexts—always affect teaching in idiosyncratic, unpredictable and even contradictory ways. Given that much educational research fails to trouble the US‐centric nature of prevailing conceptions of social justice and teacher education, it is important to learn about the unique as well as shared challenges facing teacher educators around the globe. In this article, teacher educators from Asia, Africa, North America and South America offer a sampling of initiatives in anti‐oppressive teacher education; that is, initiatives to prepare teachers to teach various subject matters to various age groups, addressing various forms of oppression in various cultural and community contexts.