悦读经典 品味人生

中国的传统经典经过历史证明,是能够对中国人的生活起到参考作用的。真正的经典应该是在当下的解读里指导完成每个人生命的延伸。从这个意义上来说,经典就像我们生活中的参照系,在这个世纪仍然有它的意义和价值。阅读经典,开卷有益。     

书香做伴,悦读人生——我的阅读之旅

记得冰心老人有一句话:我读书奉行九个字,就是读书好,好读书,读好书。简简单单九个字,把关于阅读的哲学诠释得恰到好处。英国哲学家培根也说:读史使人明智,读诗使人灵秀,数学使人周密,科学使人深刻,伦理使人庄重,逻辑使人善辩。这句话,说得比较深奥,但是从小处细想,阅读的确可以给人带来诸多变化,不仅仅是知识方面的,还有个人修养方面的。读书与人生这两个看似并不相关的词语,却往往密不可分。一个人的阅读过程往往就是他思想历练的过程。我阅读意识的萌芽,源于父亲对我的一次教训。小的时候,懵懂顽童,贪玩好动,静不下心,最不喜欢的就是读书。     

巧用文通鉴生成PDF

提起PDF文件,大家也许并不陌生,因为我们每天都会接触到它,比如我们经常阅读的网络图书馆中的电子书、报社的电子期刊,网站下载的电子表格等等都是用的PDF格式。但是你有没有想过自己动手将电子文档变成PDF格式昵?也许你会说我这是痴人说梦,这么复杂的技术,哪是我们这样的“凡夫俗子”就能搞定的?不过事实并非如此哦?俗话说“工欲善其事,必先利其器”。只要你利用文通鉴中的paperport软件，就能十分转松的把各种图像和文档文件生成PDF格式,而且随意对PDF文档增加标注。下面我们就一起来体验一下paperport的神奇功能吧。     

品读经典创造精彩

小学生正处在一个重要的转折和适应阶段,是各种行为举止、礼仪习惯养成的好时期,可塑性强.而阅读可以使人开阔视野,增长见识.尤其是经典著作,它不仅能培养学生兴趣爱好,提高学生的认知水平,阅读能力以及作文水平,还能丰富其社会经验,教会其做人.课外阅读对孩子们的未来影响巨大.作为教师和家长,更应该重视培养孩子的课外阅读习惯,引导他们去阅读有用书籍,品读经典文化.     

浅谈语文阅读与写作的互动教学

搜集信息、处理信息、认识世界、发展思维、获得审美体验的重要途径是阅读。写作是利用语言文字进行表达和交流的重要方式,是认识外部世界、认识自我、进行创造性表述的过程。阅读与写作有密切的内在联系,阅读是写作的基础,写作是阅读的深化。本文主要从"以读带写,以写促读"、利用阅读教学提高学生的写作能力等方面来探讨初中语文阅读与写作教学的互动。     

以读为主、读写结合全面提高农村学生的写作水平

阅读是写作的基础,离开阅读的写作是不可想象的。农村学生由于受各种条件的限制,阅读的材料非常稀缺,主要以教材为载体,围绕教材内容展开。因此,激发学生阅读的积极性,发挥教材的典范作用,是阅读的主要途径。     

探讨阅读与写作的互动教学

搜集信息、处理信息、认识世界、发展思维、获得审美体验的重要途径是阅读。写作是利用语言文字进行表达和交流的重要方式,是认识外部世界、认识自我、进行创造性表述的过程。阅读与写作有密切的内在联系,阅读是写作的基础,写作是阅读的深化。本文主要从"以读带写,以写促读"、利用阅读教学提高学生的写作能力等方面来探讨初中语文阅读与写作教学的互动。     

读写结合 以读促写

在初中语文教学中,阅读和写作是两项非常重要的内容,阅读是写作的基础,读和写是相辅相成的.如果我们能够将阅读教学和写作巧妙地结合起来,以读促写,一定能更好地提高语文教学的实效性.我在读写结合方面的做法有:拟小标题、课文集美、多向假设、课中批注、仿写学用、改写续写等.     

高中英语以读促写教学实践探究

寻找切实有效的写作教学方法,帮助学生形成英语写作思维和提高写作技能,是目前高中英语教学中迫在眉睫的问题。教师应立足教材,深入开展教材分析,充分挖掘教材中的阅读材料,设计读写结合的阅读写作教学,切实帮助学生提高阅读和写作能力。     

从阅读走向写作

本文指出阅读与写作关系紧密,并论述了如何利用教材从词句、典型段落、标点、文章结构、课文插图、空白处、结尾、读后感等十个方面入手,挖掘读写结合点,有效提高写作水平。     

多读书,好读书,读好书——谈中小学生课外阅读

中小学生的阅读兴趣、阅读习惯、阅读方法掌握、阅读量的积累等的实际状况与语文课程标准的要求相距甚远。语文课程标准重视阅读,注重扩大阅读量,倡导课外阅读,为了贯彻这一理念,语文教材对学生的课外阅读要给予必要的支撑和引导,如重视教材选文,引导读整本的书,强化课外阅读观念。课外阅读应更多地指向获得型阅读,尽量与课堂教学配合,由课内迁移到课外,与课堂教学进行对比,让学生积累有用的素材,并有意识地运用。教师还要注重课外阅读的设计和指导。     

E-Learning以学为主

在企业实施E-leaming的时候,如果仅从技术的角度出发进入,往往造成过分投入,而在真正培训的环境里达不到理想效果。这是E-Ieaming概念进入中国之后,首次在实践经验中得出的颇具启发性的反思。     

But Learners Learn More

This article brings together several themes in research on learning in higher education from the perspective of a classroom teacher. The aim is, on the one hand, to show how research translates into classroom practice and, on the other, to enthuse teachers to consult that research literature and make their own translations. These remarks originally focussed on using the results of the Course Experience Questionnaire administered to students graduating from Australian universities, but the lens has been widened here. After distinguishing teaching from learning, the article concentrates on five themes in good teaching. They concern choice, self‐evaluation, variety, workload and feedback. This article makes recommendations about evaluation, in which the Course Experience Questionnaire has a place. It descends from the abstractions of evaluation to offer observations on good teachers as individuals and closes with a perspective on the movement to enhance teaching in universities.     

How Do Profoundly Deaf Children Learn to Read?

Reading requires two related, but separable, capabilities: (1) familiarity with a language, and (2) understanding the mapping between that language and the printed word (Chamberlain & Mayberry, 2000; Hoover & Gough, 1990). Children who are profoundly deaf are disadvantaged on both counts. Not surprisingly, then, reading is difficult for profoundly deaf children. But some deaf children do manage to read fluently. How? Are they simply the smartest of the crop, or do they have some strategy, or circumstance, that facilitates linking the written code with language? A priori one might guess that knowing American Sign Language (ASL) would interfere with learning to read English simply because ASL does not map in any systematic way onto English. However, recent research has suggested that individuals with good signing skills are not worse, and may even be better, readers than individuals with poor signing skills (Chamberlain & Mayberry, 2000). Thus, knowing a language (even if it is not the language captured in print) appears to facilitate learning to read. Nonetheless, skill in signing does not guarantee skill in reading—reading must be taught. The next frontier for reading research in deaf education is to understand how deaf readers map their knowledge of sign language onto print, and how instruction can best be used to turn signers into readers.     

多读古典诗文 熔铸健全人格

本文从历史文化的角度 ,阐释新编中学语文教材增加古典文学分量对培养现代健康人格的意义     

Academic Self-Handicapping: What We Know, What More There is to Learn

Some students put off studying until the last minute, fool around the night before a test, and otherwise reduce effort so that if their subsequent performance is low, these circumstances will be seen as the cause rather than lack of ability. These strategies are called self-handicapping because they often undermine performance. In this paper, we begin with a definition of academic self-handicapping. Next, we review our research in which we used achievement goal theory as a framework for examining academic handicapping among elementary and middle school students. We discuss the implications of the recent conceptualization of approach and avoidance components of performance goals for handicapping. We conclude with a consideration of some potentially fruitful future directions for research on academic self-handicapping, focusing particularly on individual differences in handicapping, contextual influences, and the methods used to study handicapping.     

Developing a Computer-Assisted Tutoring Program to Help Children at Risk Learn to Read

This paper describes the development and formative evaluation of a computer-assisted tutoring program to help students who experience problems learning to read. Based on a combination of social constructivist and behavioral theories, this program addresses the cost and quality issues associated with delivering high quality, cost-effective tutoring. Initial feedback on the beta version of the program provides support for developing a program designed with “just in time” support for tutors and interactive activities for tutees based on material that students are struggling with in their reading class.