小学阶段的口语交际有效教学

《全日制义务教育语文课程标准》对口语交际教学做出了具体规定:"应重视指导学生在各种交际实践中提高口语交际能力,选择他们感兴趣的、贴近生活的交际话题,采用灵活的形式组织口语交际教学,还应鼓励学生在各科教学活动以及日常生活中锻炼口语交际能     

提高大一新生英语语言交际能力的若干作法

在初、高中阶段,同学已经比较好地掌握了英语基础知识,但口语及听力方面的能力较弱。应通过建立师生平等关系,共筑轻松的课堂气氛;精选话题,人人参与课堂讨论;以听说教学为主,认知教学为辅,帮助学生大胆地使用英语,培养他们的口语兴趣,迅速提高口语交际能力。     

绘本与口语交际结合的教学实践研究

<正>一、小学低年级口语交际的教学困境口语交际这一概念是在2000年才引入中小学语文“大纲”的,相比传统语文课堂上历史悠久的读写训练,口语交际显得新鲜又稚嫩。人教版教材自2001年至今经历了多次修订,让口语交际这一教学内容更加贴近儿童交际能力提升的需要。以现行的统编本低年级教材为例,口语交际话题大致可分为四类（见表1）,每一类口语交际话题数量大致相当,     

关于高中语文口语训练的一点看法

《普通高中语文课程标准(实验)》指出:应重视指导学生在各种交际实践中提高口语交际能力,选择他们感兴趣的、贴近生活的交际话题,采用灵活的形式组织口语交际教学,而不必过多传授口语交际知识。还应鼓励学生在各科教学活动以及日常生活中锻炼口语交际能力。     

基于顺学而导的口语交际教学策略

结合某一话题的"漫话类"口语交际,紧密结合生活,贴合学生的实际能力,是夯实学生口头表达能力的重要方面。因此,教师可以顺应学情,引领学生深入其中,提升口语交际的能力。本文提出要逐步聚焦,在话题中选择交际内容;顺势而导,在话题中丰富交际方式;紧扣资源,在话题中深化体验认知,从而提升学生的口语表达能力。     

浅析新课程标准对高中口语交际教学的要求

<普通高中语文课程标准>对口语交际教学做出了具体规定:"应重视指导学生在各种交际实践中提高口语交际能力,选择他们感兴趣的、贴近生活的交际话题,采用灵活的形式组织口语交际教学,还应鼓励学生在各科教学活动以及日常生活中锻炼口语交际能力."这对口语交际教学不仅在基本理念、课程目标上进行了强调,同时在内涵和操作层面上也进行了具体阐释.     

话题选择与口语语法教学的选择均衡——高级汉语口语教学发展探析

话题选择和语法教学一直是高级汉语口语教学发展中的重点也是两大难点。话题选择要根据学习者兴趣,贴合学习者实际,可以最大限度地激发学习者的表达欲望,但如果一味以话题为纲,而忽视了系统性的口语教学,也无法让学习者的口语水平得到实际提高。文章对话题选择及语法教学的关系问题进行初步的探讨,寻求高级汉语口语教学发展之路。     

话题选择与口语语法教学的选择均衡——高级汉语口语教学发展探析

话题选择和语法教学一直是高级汉语口语教学发展中的重点也是两大难点。话题选择要根据学习者兴趣,贴合学习者实际,可以最大限度地激发学习者的表达欲望,但如果一味以话题为纲,而忽视了系统性的口语教学,也无法让学习者的口语水平得到实际提高。文章对话题选择及语法教学的关系问题进行初步的探讨,寻求高级汉语口语教学发展之路。     

直面世界:语文口语交际教学新概念

以九年制义务教育和普通高中语文课程标准为依据,阐释口语交际教学的新理念。口语交际教学的目标应包括静态知识、动态能力和交际素养,新课标下尤其要注重交际能力和素养;教学实施中应拓展口语交际教学的新视野,探索口语交际教学的方法创新;评述不同教科书对口语交际教学的创意设计。     

浅析口语课上的问题

文章阐述了口语课课堂教学中普遍存在的问题,并针对性地提出了改进口语课教学的若干建议,主要有：在教学的外部环境上．应注意4点：①分组进行;②围成圆圈;③重新组合：④改善气氛。在话题选还上反遵循“信息差距”和信息交流的原则,形成学生在对话中的表达和交流的积极性,并在自然对话中实现口语课的学习和练习。     

Beliefs and gender differences: A new model for research in mathematics education

The major focus of this study is to propose a new research model, namely the Modified CGI gender model, for the study of gender differences in mathematics. This model is developed based on Fennema, Carpenter, and Peterson’s (1989) CGI model. To examine the validity of this new model, this study also examines the gender differences in teacher and student beliefs about mathematics and compares gender differences between teacher and student beliefs about the importance and difficulty of certain mathematics topics. Using the British Columbia Mathematics Assessment data, the study conducted a series of ANOVA. The findings of this study indicate that the new model appears to be a useful tool to describe gender differences in mathematics and to guide research in this area. The conclusions drawn from the data analysis show that male and female teachers differed significantly in their beliefs about Numbers and Operations. Male teachers perceived this topic to be more important than female teachers. Second, gender differences have been largely found in student beliefs about the difficulty of the selected topics. Finally, gender differences found in teacher beliefs are similar to the gender differences in student beliefs about the importance and difficulty of mathematics topics.     

The POE in the primary school: An evaluation

The POE (Predict-Observe-Explain) is a technique for identifying students' knowledge and understanding of science concepts. It has mainly been used for physical science topics at secondary and tertiary levels. In the present study, 60 preservice teachers each implemented and evaluated POEs with groups of primary children. The children were studying a range of topics from the NSW Science and Technology K-6 Syllabus and represented a range of year levels. The evaluations were generally positive. The children responded to the technique enthusiastically and the teachers were able to identify both their understandings and their process skills development. The main problems were the difficulty of inventing suitable POEs in some topics, especially topics on communication, and problems caused by the use of oral rather than written responses. The study concluded that it is a suitable technique for primary science.     

Category learning judgments in the classroom: Can students judge how well they know course topics?

A category learning judgment (CLJ) involves judging one’s learning or performance for a given topic or category. The present study was the first to investigate CLJs in a classroom, where students’ judgments of how well they have learned topics may be particularly relevant for guiding their study decisions. In an undergraduate statistics class, students predicted their performance on six different exam topics, as well as predicting their global exam performance, for each exam during the semester. Regarding the absolute accuracy of CLJs, we observed slight overestimation (bias), substantial deviation from accuracy (absolute bias), and little improvement across exams. Students’ CLJs varied among topics, but they were less variable than actual topic performance and were poor at discriminating well-learned from poorly-learned topics (i.e., low relative accuracy). We examined two factors predictive of CLJ accuracy: topic difficulty and student mastery of the topics. Regarding topic difficulty, a hard-easy effect was observed, such that more difficult topics produced greater overestimation and easier topics produced more underestimation. A hard-easy effect also extended to absolute bias: difficult topics produced larger deviations from accuracy than easy topics did. Regarding student mastery of topics, we found that lower mastery predicted CLJ overestimation and higher mastery predicted CLJ underestimation. Lower mastery was also associated with larger absolute bias. Compared to global judgments, CLJs were less accurate, although students were more confident in their CLJs. In sum, developing methods to improve the accuracy of CLJs in classrooms is an important direction for future research.     

高考全国作文题的教育社会学分析

对新中国全国卷66个作文题分析认为，在阶层文化取向上，高考作文的低下阶层文化取向日弱、中上阶层文化取向日浓：在时代向背取向上，高考作文的时代感取向越来越强：在文道关系取向上，高考作文的政论化色彩逐步弱化、文采化趋势在加强：在物人关系取舍上，高考作文话题关注他物日少、关注入／自身越来越浓。基于学业成绩的教唷文化学分析，作文命题须注意：坚持自主创新的作文命题方向、从单纯关注人转向人与环境和谐的命题方向、提供分别有利于序生与农村考生写作的多类型化题目，辩证对待文道关系。     

重建马克思主义哲学体系必须明确的前提

马克思主义哲学重建工作进行了20多年依然步履艰难。重建马克思主义哲学有几个前提必须明确：要把重建马克思主义哲学教科书体系放在首位;重建的马克思主义哲学体系要以马克思哲学为基础;要准确把握马克思哲学与时代课题的结合点。     

谈英汉模拟导游课程的教学与实践

英汉模拟导游课程乃英语教学创新之新举措 ,它能加大英汉双语训练力度 ,拓展英语口语训练的内容 ,强化学生口语实践活动 ,由此提高学生双语口头表达能力 ,具有其必要性和实用性     

大学英语口语机考实践调查研究

该研究通过问卷调查和访谈调查了大学英语口语考试中学生对机考的态度和分析了学生机考中口语水平发挥受影响的主要因素。研究表明,在口语考试形式上学生并没有明显倾向于机考,影响学生机考口语水平发挥的主要因素有对计算机环境下缺乏互动性的口语考试的不习惯和焦虑,以及在半交际题型如评论和回答问题等需独立思考表达观点的题型上存在困难。对学生大学英语口语机考态度和影响因素的研究,为今后的大学英语口语教学和测试研究提供了有价值的参考。     

如何提升农村初中生英语口语交际能力

在农村英语教学中,口语教学始终都是教学的重点和难点。口语的学习,不仅能够培养初中生的语言表达能力和交际能力,还直接影响到初中生的英语综合素养。随着新课程改革的深入,初中英语教师越来越关注英语口语教学,采取了一系列创新的教学措施,并且取得了一定成效。但是,农村的初中英语口语教学水平仍不高,很多农村的初中生只会做题,不敢开口说英语,限制了学生的长远发展。     

Math Anxiety,Need for Cognition,and Learning Strategies in Quantitative Communication Research Methods Courses

To understand student learning in undergraduate quantitative communication research methods course, this study examined relationships between perceptions of course topic difficulty, course topic understanding, and their relationship with students’ level of math anxiety, need for cognition, and learning strategies. A total of 196 participants voluntarily took part in this study. Results revealed that a higher level of math anxiety leads to a higher level of perceived learning difficulty for topics in the course and leads to a lower level of content understanding of the topics. For topics related to “Research Methods and Measurement,” a higher level of need for cognition results in a lower level of perceived learning difficulty and results in a higher level of content understanding. Use of critical thinking learning strategy has a significantly positive effect on perceived content understanding of topics related to “Research Methods and Measurement,” as does elaboration learning strategy on that of “Statistics.”