I Teach What I Love;I Love What I Teach ——访福建省柘荣一中英语特级教师杨良雄

人物简介杨良雄,中学英语特级教师,福建省柘荣县人大常委、柘荣一中副校长,全国师德先进个人,福建省中学英语学科带头人,宁德市市管拔尖人才,宁德市首批名教师、宁德市杰出人民教师、福建省五一劳动奖章获得者,入选福建省“百千万人才工程”、人教版全日制普通高中教科书《英语》第二、第三册教参和全日制普通高中新课程标准实验教科书《新高中英语》高二教参的参编者,执笔了2003、2004、 2005年的福建省高考英语试卷第二卷质量分析报告(其中2005年与他人共同执笔),在40多家刊物上发表教科研文章100多篇,2003年作为国家教育部委托福建省教育厅组织的“特级教师讲学团“专家组成员赴西藏讲学,事迹在福建省教育电视台等多家媒体报道。2005年6 月参加了由北大举办的教育部组织的高中新课改骨干培训者国家级培训,2005年9月-11 月公派到加拿大卡尔加里大学学习。     

What to Teach?

In this column, the editor of The Journal of Perinatal Education discusses why Lamaze International conducts a comprehensive job analysis of what childbirth educators are teaching and their beliefs of what is important for pregnant women and their partners to learn. The editor also describes the contents of this issue, which offer a broad range of resources, research, and inspiration for childbirth educators in their efforts to promote, support, and protect natural, safe, and healthy birth.     

<<诗.王风.丘中有麻>>新解

对《丘中有麻》的诠释历来众说纷纭。文章在肯定朱熹《诗集传》之说的基础上提出新证,指出其诗系情歌。     

Views on Learning to Teach

Learning is not only the need for students, but also for teachers, especially for the teachers who want to have a professional development. This article focus on the understanding of learning to teach and hopes to give some suggestions to the teachers who didn't find way to learn to teach.     

Learning New Ways to Teach English

This past summer several teachers attended a＂Summer Training Program＂ during which we covered three books：＂ Educator＇s English,＂ ＂ Summer Training Program Supplement＂,and ＂Student Handbook. ＂     

Collecting Can Teach You a Lot

Collecting is useful and fun,particularly for kids．In fact many adults have been collect- ing special things since they were very young．When one child collects things．it can teach him or her important skills that the child will use in his or her life．including how to orga- nize things and get along with others．     

How do Teachers Teach Memory Skill?

Research on teachers' efforts to influence the ways in which children approach memory tasks and understand and regulate their own memory processes has been limited, possibly because of the restrictive views of memory held by cognitive theories that have previously guided research efforts. A more complex perspective on the memory skills that develop over the elementary school years has been elaborated by developmental psychologists and information-processing theorists, but their work has had limited influence on either teacher-training practices or research in teaching. In order to begin to apply this newer perspective to an understanding of classroom teaching processes, research needs to consider teacher practices and expectations for children's learning and memory. A program of research that has been concerned with how teachers teach memory and metacognitive skills and with teachers' views of memory processes is summarized in this article, and implications for teacher training are discussed.     

What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs

The learning sciences, as an academic community investigating human learning, emerged more than 30 years ago. Since then, graduate learning sciences programs have been established worldwide. Little is currently known, however, about their disciplinary backgrounds and the topics and research methods they address. In this document analysis of the websites of 75 international graduate learning sciences programs, we examine central concepts and research methods across institutions, compare the programs, and assess the homogeneity of different subgroups. Results reveal that the concepts addressed most frequently were real-world learning in formal and informal contexts, designing learning environments, cognition and metacognition, and using technology to support learning. Among research methods, design-based research (DBR), discourse and dialog analyses, and basic statistics stand out. Results show substantial differences between programs, yet programs focusing on DBR show the greatest similarity regarding the other concepts and methods they teach. Interpreting the similarity of the graduate programs using a community of practice perspective, there is a set of relatively coherent programs at the core of the learning sciences, pointing to the emergence of a discipline, and a variety of multidisciplinary and more heterogeneous programs “orbiting” the core in the periphery, shaping and innovating the field.     

Teach For/Teach First candidates: what conclusions do they draw from their time in teaching?

Teach For and Teach First programs now constitute a significant pathway into teaching in a number of countries. One criterion for selection into these programs is leadership capacity, and evidence indicates that many candidates do move into leadership roles in education, business, and policy in the years following their time as a Teach For/Teach First candidate. Given their capacity to influence policy directions and school practice, and to speak with the authority of at least some experience in challenging schools, it is important to understand the types of conclusions they draw from their time in teaching, and the solutions they propose to the problems of educational inequality. This study set out to explore the types of attributions made by 76 Teach For candidates for the low achievement of disadvantaged students, and what they consider to be potential means of effectively addressing the achievement gap. Participants gave most importance to the types of people attracted to and retained in teaching, and placed relatively little importance on improving school resourcing or addressing systemic and structural contributions to educational disadvantage. Implications for those training and working with Teach For candidates are discussed.     

How We Teach English at Zhaotong Teacher's College

We arrived at Zhaotong Teacher's College in September 1996. We were teaching oral English and listening comprehension, as well as British and American culture. The students were afraid of us, they did not dare to speak to us in or out of the classroom, and although they had many questions about our homeland, lifestyle and culture, they never asked them. Now, 8 months later, everything is different. We have tried to create an English environment in the English department by giving all     

“Why I Teach”写作特色赏析

“Why I Teach”是《大学英语》教材中一篇经典性英语论说文,其文章结构独具匠心,修辞手法比比皆是.     

How Shall We Teach? Rethinking Artmaking Instruction

The author argues for the new approaches to art teaching and learning that center on student engagement with "big ideas," contemporary culture and art.