论利用交际法培养交际能力(英文)

1. Introductionill the process of opening to theoutside world, the purposes forwhich people learn foreign languagechange with the exterllal circumstanceschanging. For mang years in China,a purely linguistic, scholastic approachto foreign languages was beingcarried out. While teaching, theteacher pays little attentions tostudentS' responses. The teacher isconsidered as the main source ofknowtedge and information, andstudents are just filled with what theteacher presents. In this waysttldents a…     

Developing Children's Views of the Nature of Science Through Role Play

The purpose of this study is to investigate the effect of using role play (portraying a scientist's life story) on the children's views of the nature of science (NOS). The study was carried out at the Children's University of Trakya in Turkey during the summer of 2010. The participants consisted of 18 children, aged 10–11. They met for 10 days for approximately 3 h per day. All children completed the pre- and post-tests including 16 open-ended questions in order to reveal changes in their views of the NOS prior to and at the completion of the role-play activities. The results revealed that the children had more informed views of the target NOS aspects in comparison with their views prior to the role-play activities. A large majority of the children (around 80–85%) started out with naive conceptions of the target NOS aspects. Following the role-play activities portraying scientists’ lives, there was a 40–45% positive change in children's views of the tentative, empirical and creative/imaginative aspect of the NOS, and a 50–60% positive change in their views regarding the subjective/theory-laden and social–cultural embeddedness of science. The most substantial change occurred in their views concerning scientific method, with a shift of 72%. The percentage of informed views on images of scientists showed diversity. Overall results indicate that role-play/drama-oriented activities portraying scientist's life stories could be used as one of the exciting, informative and constructive ways of developing understanding of the NOS among children.     

论项目驱动下研究生英语论文写作能力的培养

结合目前社会发展的需求以及我国高校非英语专业研究生的具体情况,提出将项目驱动教学融入研究生英语学术论文写作课程,给予学生更多独立思考、自我探索、亲身体验和团队合作的机会,激发他们的学习动机和潜能.详细论述了该课程的教学要点和项目设置的细节,以期改进教学,切实提高研究生英语学术论文写作能力.     

谈幼儿主题性绘画教学的策略

主题性绘画教学作为一个很好的媒介,可以将幼儿的记忆、经验、初浅的技能融于美术活动中。在主题性绘画教学中,教师采用贴近幼儿生活,体验主题情景,欣赏大师作品和运用支架式教学理论等多种策略,可以有效提高教学效益。     

Asian Indian American Children's Creative Writing: An Approach for Cultural Preservation

Many children from diverse cultures experience disconnectedness between their home and school. As they attempt to reconcile the conflicts among their multiple worlds, they must negotiate their situatedness in a variety of contexts, i.e., home community versus school, and construct a multifaceted identity. Absent support from school, Asian Indian American adolescents engage in acts of cultural preservation (CP), which, in turn, support their scholastic achievement. This article explores the thematic content of a group of Asian Indian American children's creative writing generated for the Kahani Project—a culturally contextualized version of Writers’ Workshop. In their texts, the six adolescents discuss the importance of their cultural traditions as tools to contest the various micro-aggressions they experience in school. Data from this study argue for cultural inclusion, not only for those at risk, but also for those students who successfully navigate a mainstream curriculum.     

主位推进模式与英语写作教学

结合“主位推进”理论分析四六级考试优秀作文,探讨通过主住手段实现语篇的衔接、连贯以及信息的合理分布,可提高大学生英文写作的效率和质量。     

主位推进模式与大学英语写作教学

英语写作是大学英语四级考试的一个重要内容,也是英语教学中的一个不容忽视的环节。本文针对大学生英语写作中存在的问题以及传统大学英语写作教学的缺陷,主位推进模式在大学英语写作教学中的应用及意义作了分析和探讨,希望给英语写作教学一些有益的启示。     

Developing Children's Play

The second of two articles on the pretend play of mentally handicapped children Roy McConkey senior research officer, St Michael's House, Dublin and Dorothy Jeffree, senior lecturer, Hester Adrian Research Centre, Manchester University     

A New Approach to Developing Interactive Software Modules Through Graduate Education

Educational technology has attained significant importance as a mechanism for supporting experiential learning of science concepts. However, the growth of this mechanism is limited by the significant time and technical expertise needed to develop such products, particularly in specialized fields of science. We sought to test whether interactive, educational, online software modules can be developed effectively by students as a curriculum component of an advanced science course. We discuss a set of 15 such modules developed by Harvard University graduate students to demonstrate various concepts related to astronomy and physics. Their successful development of these modules demonstrates that online software tools for education and outreach on specialized topics can be produced while simultaneously fulfilling project-based learning objectives. We describe a set of technologies suitable for module development and present in detail four examples of modules developed by the students. We offer recommendations for incorporating educational software development within a graduate curriculum and conclude by discussing the relevance of this novel approach to new online learning environments like edX.     

主位推进与语篇发展教学

本文从主位/述位理论入手,针对我国外语教学中的困惑,探讨了主位推进模式与英语写作统一性原则之间的关系,并通过实例分析认为某种主位推进模式可以扩展出一个具统一性的段落,甚至更大的语篇单位,且某种模式主要用于某种体裁,对英语写作教学具有重要的指导意义。     

如何让小学生写出创意作文

小学作文教学向来是教学上的一块软肋,许多教师苦于无从着手指导。目前,学生作文存在着缺乏素材、缺乏个性和创新、不会布局谋篇等现象。从"勤于积淀、厚积薄发","乐于创新、不落窠臼","善于谋篇、华丽成章"等层面着眼,寻求学生写出创意作文的途径,希望有助于改善学生"下笔难成文"的习作现状。     

英语教学以写为突破口的设想

通过课堂实践表明，英语课上的“写”对于“说”的能力，尤其是语言连贯性的提高能起到积极的作用。过程写作法比较适合我国国情，将它引入英语教学中，是促进学生的交际能力全面提高的有效、可行的教学实践。     

Promise for Enhancing Children's Reading Attitudes Through Peer Reading: A Mixed Method Approach

ABSTRACT

Peer-Assisted Learning Strategies (PALS) was implemented for supplementary reading classes in a Korean elementary school. The treatment group children were exposed to PALS during 20 min sessions, 4 times a week, for 8 weeks. The impacts of PALS were investigated in 3 aspects using a mixed-methods approach: improvement in reading attitudes, reading skills, and student perceptions of the intervention. Data collection includes reading attitude measures, standardized reading comprehension test scores, student satisfaction survey, student interviews, and student journals. The PALS group students showed significantly enhanced reading attitudes and reading skills. Consistently, qualitative data analysis also revealed affirmative influence of PALS on students’ attitudes toward reading. Finally, the findings also suggested social benefits of PALS including developing cooperative skills and friendships.     

应重视幼儿非智力因素的培养

良好的非智力因素的养成会使孩子终生受益。本文从非智力因素理论分析入手,论述了非智力因素对幼儿成长的重要作用,分析了目前对幼儿非智力因素培养的误区,阐述了非智力因素的培养途径,以期为幼儿培养提供参考。     

Newspapers in Education and Children's Writing

Emphasis upon authenticity in children's writing leads us to consider the possibilities in engaging children in producing authentic texts such as newspapers. In this article David Wray and Jane Medwell discuss their research into the effects of three approaches to this newspaper production, one of which involved the collaboration of a teacher with a worker from the Newspapers in Education scheme. The very positive outcomes of this partnership are stressed.     

Constructing Scientific Explanations Through Writing

This study examined the writing strategies andtext characteristics associated withdiscovering a scientific principle by writingabout an experiment. Sixty-four universitystudents (non-science majors) carried out aphysics experiment concerning either buoyancy,or the forces acting on a balance scale, thenwrote an informal journal-style note about itwhile thinking-aloud. They providedexplanations of the phenomena beforeexperimenting, immediately after experimenting(before writing), and again after writing aboutthe experiment. Students' verbal protocolswere segmented and writing operations wereidentified; the rhetorical structures of theirtexts were analyzed; and each students' levelof general writing strategy was identified. Afactor analysis showed that six componentsaccounted for 76% of the variance in thesemeasures. Logistic regression analysis showedthat type of science experiment and two writingfactors, Problem Solving and Comparisons inText, discriminated 86% of cases in whichstudents made explanatory gains during thewriting interval. The results generallyexemplified a metacognitive, problem solvingmodel of writing to learn. However, incontrast to dominant metacognitive models,setting content goals, applying moderatelysophisticated writing strategies, and extensiveuse of content sources were important for learning.     

以写促读——一项英语专业阅读课教学改革的试验

本文报道一项英语阅读课的教改试验受试者是泰山学院外语系1998—2001四届一、二年级近500名学生。我们以要求学生定期写“读书报告”为手段,检查、督促课外阅读的情况。调查结果表明:学生的阅读能力和写作能力都有所提高