大学英语课堂教师提问特征调查研究

本研究采用课堂录音和课后访谈的方法,对六位大学英语教师在不同课型上的提问情况进行调查,进而从教师提问的类型及分布、教师提问的语言特征、教师提问时的互动方式等方面加以分析。研究结果表明,大学英语课堂教学仍存在某些问题与不足．不利于培养学生的英语综合应用能力。对此,笔者提出了相应的改进措施。     

大学英语课堂教师提问特征调查研究

本研究采用课堂录音和课后访谈的方法,对六位大学英语教师在不同课型上的提问情况进行调查,进而从教师提问的类型及分布、教师提问的语言特征、教师提问时的互动方式等方面加以分析。研究结果表明,大学英语课堂教学仍存在某些问题与不足,不利于培养学生的英语综合应用能力。对此,笔者提出了相应的改进措施。     

英语课堂教师话语及学习者机会调查与分析

通过对教师话语的类型,特征及功能的阐述,结合可理解输入和互动输入假设理论,结合对职业技术学院英语课堂的课堂录音及问卷分析,研究表明教师话语的角色在促进或阻碍学习者学习英语的过程中有重要影响.     

新的教学模式下大学英语教师教育与专业发展研究综述

本文联系国外文献中最近几年对英语教师提出的要求,对新教学模式下大学英语教师的发展方向做一综述,并对此进行分析和评论.本文试图使大学英语教师对于自身应该具备的知识有一个更加清晰、系统的了解,从而提高自身素质,增强教学水平.     

国外英语课堂教师话语研究综述

该文对国外英语课堂教师话语研究进行梳理并简要综述.先从语言教学与研究的角度谈本话题的研究目的、意义、重要性,然后对国外主要经典研究进行概述,以期对我国的相关研究提供启示.     

国外英语课堂教师话语研究综述(英文)

该文对国外英语课堂教师话语研究进行梳理并简要综述。先从语言教学与研究的角度谈本话题的研究目的、意义、重要性,然后对国外主要经典研究进行概述,以期对我国的相关研究提供启示。     

教学语言与英语教学语言

在英语教学活动中 ,教学语言与英语教学用语在概念上不仅不同于普遍的交际性语言 ,而且它们在结构与使用上又都有着自己的特点和规律。本文试对两者之间的关系加以探讨 ,并侧重探讨英语教学语言的特点及使用。     

Teacher Education Objectives: A Survey of Student Views

This article is a summary of the Survey of Teacher Education Objectives: The Views of Diploma in Education Students published as a monograph in 1982. A report of the previous study was published in 1981 and a summary of the report appeared in Vol. 4 No. 1 of this Journal.     

“教师”一词的产生和演成略考

在古代和现代汉语中,表达教师含义的词汇很多,如师氏、保氏、师、师儒、师傅、先生、夫子、老师、博士、教授、助教、教谕、西席、讲师、教习、教员等等。但现代汉语的通称教师一词,却成型确定较晚,经历了从师氏到教师的漫长演变过程。     

Pastoral Care in Initial Teacher Education: A Survey of Secondary Teacher Education Institutions

The study reported in this paper was undertaken to discover the extent of pastoral care training carried out during secondary initial teacher education. Questionnaires were sent to heads of initial teacher education institutions in England and Wales. It was found that institutions were likely to provide some form of training in pastoral care but the extent and method of training varied greatly between institutions. However, training in actual practical skills such as basic counselling skills was much less likely to be available. The authors conclude that there is still some considerable way to go before newly qualified teachers are likely to feel adequately prepared for their pastoral roles.     

Overview of Native-speaker English Teacher Versus Non-native-speaker English Teacher

As much more non-native-speaker English teachers teach alongside native-speaker English teachers, either in China or any other non-English-speaking country, research on the differences between native-speaker English teacher and non-native-speaker English teacher is necessary. This paper offers an overview of such difference between the two groups of English teachers in terms of their strengths and weaknesses, teaching styles and approaches. The conclusion suggests that cooperation and communication be emphsised and that the two groups of teachers communicate more and exchange their ideas on how to teach the same group of students more effectively.     

非英语专业学生英语写作情况的调查分析与对策

对山西财经大学2001级不同的255名学生作了抽样调查，对调查问卷的结果进行了分类汇总和分析，并针对存在的主要问题提出了注重培养学生的英语写作兴趣，加强对写作过程的指导，结合精读教学培养学生的写作能力以及持续性写作训练等相应的对策。     

Overview of Native-speaker English Teacher Versus Non-native-speaker English Teacher

As much more non-native-speaker English teachers teach alongside native-speaker English teachers, either in China or any other non-English-speaking country, research on the differences between native-s...     

现状与对策--广东广播电视大学教师队伍建设研究报告

本文根据广东广播电视大学教师队伍的现状,分析了存在的主要问题,提出了在新形势下应对现代远程开放教育提高教师队伍的数量和质量的对策和方法。     

My English Teacher

My English teacher is Miss Gao. Her English is very good. She always wears a pair of glasses. She likes wearing black trousers. Her hobby is reading books. Miss Gao likes drinking coffee and eating vegetables.     

My English Teacher

M r Zhang is our English teacher.H e is am iddle-aged m an w ith thick glasses.H e is talland handsom e.There is always a sm ile on hisface.M r Zhang is good at teaching and he al-ways tries his best to m ake his lessons livelyand interesting.W e can easily understand andrem em ber his lessons. H e uses different w aysto im prove our abilities in listening, speaking,reading and w riting. H e often tells us som efunny stories. Som etim es he even draws funnypictures on the blackboard and sin…     

My English Teacher

<正>Hello, everyone! My name is Zhu Lei. I’m in Baishan Middle School. I’m in Class Three, Grade Seven. All of my classmates and I like one of our teachers very much. She is friendly to us. We all like having her class. Do you know her? Can you guess who is she~(1)?Oh, she’s my English teacher—Zhang Ling. We often call her Miss Zhang. Now, let me     

My English Teacher

Having been a student for 13 years, I have had manyteachers, but the one I respect most is my English teacher.She is a young and slim woman,with a pair of glasses,andshe is very pretty. She made a deep impression on us in the first class.That day,when the bell rang, she came into the classroom,walking briskly.Then she looked about and said,“Boys andgirls,a new term has come.I hope all of you begin a newlife.”     

Our English Teacher

【栏目要求】1.将学生习作根据中考分值给出成绩;2.在应该修改的地方划线并标注序号;3.根据所标序号进行修改并说明修改的理由;4.给学生习作点评<优点与不足>;5.请点评名师提供简历一份,包括:学校、职务、职称、荣誉、教研教学成果、照片一张。来稿请寄:430079华中师范大学外国语学院《中学生英语》杂志社初中部收