写作教学的几点策略

写作的教与学,无论在汉语、英语还是藏语的教学中,对老师以及学生都是难点。要提高老师写作教学的能力和学生的写作能力,应做到以下三点：一．写作教学要注重语言的积累;二．写作训练体系上提倡用讲练结合法;三．养成自觉写作和白愿写作的好习惯。     

关于写作教师自身修养的思考

写作是高等学校中文系的一门专业基础课,其显著的特点是实践性与综合性,其根本的任务是提高学生的写作能力。写作不只是一门需要作识记理解的知识课,它更是一门必须通过练习培养智能和技能的术科课程。衡量写作课的教学效果,主要不是看学生能否将某些知识讲上一大通,而是要看学生能否写出象样的文章来。写作课要求于学生的是硬功夫,它更要求写作教师有一套过硬的本领,所谓“打铁先得本身硬”是也。而为写作课的综合性所决     

新课标下,如何让学生学习思想品德课的兴趣浓厚起来

众所周知,＂兴趣是最好的老师＂,兴趣对学习有着神奇的内驱动力作用,能变无效为有效,化低效为高效。要提高思想品德学习的效果,就必须注重激发与发展学生学习思想品德的兴趣。就思想品德教与学目前的状况看,教师大多注重于知识的传授和教学质量;学生大多积极性不高,被动接受学习的较多。这种现状如果再不加以重视和改变,那么新课程改革的目标就无法实现。     

浅谈教与学的和谐关系

做位老师,应为学生创造和谐的学习环境和改善教与学之间的关系。因此如何"教"一位老师将是教师生涯中的重要课题。完善和提高教学方案,调动学生学习积极性,引导学生创新思维和爱心呵护,从而提高学生知识水平和自身素质,打到提高教学质量与教学效果的目的。     

营造和谐教学关系构建幸福课堂

教师是教学过程中的主导,学生是教学过程中的主体,教与学的结合效果,由学生真正学到多少知识来体现。因而营造和谐的教与学关系,让学生感到学习过程是幸福的,就成为提高教学质量的重要因素。     

浅谈课堂教学的艺术性

教学是科学,也是艺术。教师能否把握教学调控艺术,是上好一堂课的关键,是提高学生语文素质的保证。小语教材中的课文,从题材上讲,有的写人,有的叙事,有的写景,有的抒情;从写作手法上看,形式多样;从感情表达效果看,有的肃穆悲怆,如《十里长街送总理》,有的明...     

培养兴趣,让学生爱英语

兴趣是最好的老师,在教学过程中,教师能否成功培养学生对学科产生浓厚兴趣,关系到学生能否以积极主动的状态投入到学习中,是否真正学到一些知识,关系到教学质量的提高。     

农村初中作文教学改革探索

作文教学是语文教学的重要组成部分之一,它是学生对所学语文知识的综合运用,是衡量学生语文水平的基准。语文教师应予以特别重视。但究诸现状,却不尽然,特别是农村初中的作文教学还有些令人担忧：其一,从教学观念上看,比较陈旧;其二,从重视程度上看,比较轻率;其三,从学生写作的实际情况看,亦感觉较难;其四,从对作文成绩的评估上看,多凭主观臆断、靠印象判分。凡此种种,均有碍作文教学质量的提高。近几年来,笔者就如何对“农村初中作文教学进行改革”作了探索,收到令人满意的效果。不揣鄙陋,撰拟此文,以求教于同行。一、…     

提高课堂教学质量浅谈

课堂教学是提高教学质量的主阵地。现代教学无论采取什么手段,主要是反映于课堂,教学能否成功主要是把握好课堂的有效时间。成功的教学,取决于多种因素,是师生共同努力的结果,而师生间愉快的教与学,预示了教学的成功。     

提高课堂教学质量浅谈

课堂教学是提高教学质量的主阵地.现代教学无论采取什么手段,主要是反映于课堂,教学能否成功主要是把握好课堂的有效时间.成功的教学,取决于多种因素,是师生共同努力的结果,而师生间愉快的教与学,预示了教学的成功.     

The Analysis on the Problems and Possible Reasons in English Writing of English Major Students in Tongren University

The English learners and teachers both have some difficulties in English writing learning and teaching despite continuous efforts are put by teachers and students to develop their competence in L2 writing,most students still score much lower in writing part than listening and reading parts in various English level tests.Three main sections are included in the paper: The first section surveys the students' main problems in English writing learning with my analysis of its possible factors from the respects of students and teachers,such as students' motivation,teacher's education and approaches to teaching writing in L2 classes.The second section presents a review of how the relevant literature suggests on the students' problems in writing.Accordingly,I put forward several possible solutions as the attempts to change the problematic situation in L2 writing.     

一项关于非英语专业学生对英语作文互评看法的调查

本文对本校大一非英语专业的学生进行了为期一学期的作文互评实验,而后对收集到的各类数据进行分析,得出结论:在大学生中进行作文互评,需要在提高学生的英语水平之后才能进行,否则收效甚微。     

认知学习理论在课程改革中的应用

认知学习理论已成为当前课程改革的理论基础之一,并将在今后的教学中得到更广泛的应用。在认知学习理论的指导下,教师应更加关注学生认知结构的合理性,运用恰当的教学策略促进新旧知识的联系;教师应在整个教学过程中使学生保持良好的情感体验;教师可以通过元认知训练提高学生自主学习的水平。     

英语写作教学模式新探

传统大学英语写作教学一般由教师讲解、学生写作和教师批改三个部分组成。但这种写作课难以吸引学生,容易使写作成为负担。采用建构主义提倡的写作教学模式,联系实际问题,强化教师和学生之间的互动,则能化被动为主动,使学生主动参与到写作过程中去。     

Beginning literacy: links among teacher knowledge, teacher practice, and student learning

Although the importance of phonological awareness has been discussed widely in the research literature, the concept is not well understood by many classroom teachers. In the study described here, we worked with groups of kindergarten and first-grade teachers (the experimental group) during a 2-week summer institute and throughout the school year. We shared with them research about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. We followed the experimental group and a control group into their classrooms for a year, assessing teachers' classroom practices and their students' (n = 779) learning. The study yielded three major findings: We can deepen teachers' own knowledge of the role of phonological and orthographic information in literacy instruction; teachers can use that knowledge to change classroom practice; and changes in teacher knowledge and classroom practice can improve student learning.     

The study of teachers' written feedback to students' writing: changes in theoretical considerations and the expansion of research contexts

This paper identifies four successive phases in the study of written feedback to students' compositions. The studies included in these phases are distinguished by views of writing instruction reflected in their theoretical frameworks: the view of writing instruction as a series of teacher provided stimuli and students' responses to these stimuli; the view that the writing class is a rhetorical community, where teacher and students interact as readers and writers over texts; the view of learning to write as a phenomenon both natural and problematic, where school may interfere with students' natural development; the view that learning to write, like all other learning, depends on successful student-teacher interactions within student's zone of proximal development. While reviewing recent studies of written feedback, the paper shows how these changing views of writing instruction are accompanied by changing theoretical perspectives for the study of the provision and processing of written feedback as well as by a gradual expansion of research contexts for looking at this problem. Finally, in view of such a line of development, it suggests an agenda for future research.     

Exploring tertiary English as a Foreign Language writing tutors’ perceptions of the appropriateness of peer assessment for writing

Despite the increasing volume of research in peer assessment for writing, few studies have been conducted to explore teachers’ perceptions of its appropriateness for writing instruction. It is essential to understand teachers’ perceptions of peer assessment as teachers play an important role in whether and how peer assessment is implemented in their instruction. The current study investigated tertiary English writing tutors’ perceptions of the appropriateness of peer assessment for English as a Foreign Language writing in China, where peer assessment has been increasingly discussed and researched but only occasionally used in teaching. The current study scrutinised the reasons behind its limited use via in-depth exploratory interviews with 25 writing tutors with different teaching backgrounds. The interview data showed tutors’ limited knowledge of peer assessment and unanimous hesitation in using it. The former was explained by insufficient instruction and training in peer assessment. The latter relates to the incompatibility of peer assessment with the examinations-oriented education system, learners’ low English language proficiency and learning motivation, and the conflict of peer assessment with the entrenched teacher-driven learning culture. Suggestions are made about training and engaging teachers to effectively use peer assessment in instruction.     

试论学科教学智慧的内涵、表现和发展

学科教学智慧是教学智慧研究新的生长点,其实质是教师对学科知识进行转化以使学生更好学习的能力,体现为教学设计智谋和现场调适机智两种形态。深刻理解学科知识、深入了解学生、更新教学信念和写作教学文章是教师学科教学智慧发展的有效策略。     

语文阅读教学的语境设置

语文阅读教学依赖文本语境、生活语境和教学语境进行。启发式教学要提高效能,只有在多元语境中重视生成价值,把握对话契机,关注异质反馈和联系生活世界,才能为师生提供更为开阔的认知视域和话语空间,促使学生将被动认识的习惯转化为自主求知的意识和能力,实现师生共同创生和发展。     

改进外语教学方法之我见

普及外语和培养外语人才,改进外语教学方法和提高外语教学水平已经不是一般的教学问题,而是影响我国经济和社会发展的重大问题。从目前各级各类学校的外语教学的现状看,创建一套符合中国国情的外语教学方法尚未系统化,在学校外语教学方法上,还普遍存在着亟待解决的问题,如缺乏对外语教学方法的正确认识,教师讲得多,学生练得少,调动不起学生学习的积极性等。从几个结合中寻找改进外语教学方法的出路。如句型法和情景法的结合,传统教学方法与现代电教手段的结合,正规的课程学习和非正规的潜课程学习的结合。