对外汉语初级阶段亲属称谓词教学策略

亲属称谓词是我们广泛使用的交际言语之一,是留学生在初级阶段必须掌握的基本词汇。汉语亲属称谓词系统复杂,和西方亲属称谓词有区别,教学方法要灵活变通。     

汉语作为第二语言的亲属称谓词教学

亲属称谓词是主要用于亲属之间表示称谓的词。汉语的亲属称谓词系统相较于其他语言,非常复杂,同时还存在着拟亲属称谓以及亲属称谓词的泛化现象,是外国人学汉语的难点之一。教学时,在重点讲解常用称谓词的基础上,应加强不同语言间称谓词的对比,同时可进行偏误预警。     

桂岭本地话亲属称谓词特点

贺州市桂岭本地话的亲属称谓，因受语言、心理、观念等因素影响，至今仍保留着独特的称谓词。其主要特点有一亲多称、晚辈尊称化及子女贱称等等。     

汉语亲属称谓词泛化现象及其在对外汉语教学中的思考

汉语亲属称谓词在使用过程中,有部分词语产生了泛化现象,文章指出,亲属称谓词泛化的原因,在表达上体现了口语化功能、亲和功能、秩序化功能,文章结合对外汉语的教学实际,提出教学原则：本土化原则、随堂性原则和实用性原则。     

湖北松滋方言中的亲属称谓词

亲属称谓词是词汇系统中具有特色的类别之一。本文从"长辈、平辈、晚辈、其他"四个方面归纳了松滋方言中的亲属称谓词,并分析了其特点。     

试析武汉方言的亲属称谓词

亲属称谓词是当地语言和风俗文化的外化符号。本文运用描写和解释的方法,全面探讨了武汉方言亲属称谓词的构成方式,所反映的性别歧视现象及其近几年来的发展方式,以此揭示其中蕴含的语言和文化内涵。     

儿童语言中的亲属称谓词

本文考察了儿童亲属称谓词的使用情况，并就相关问题进行了讨论，指儿童亲属称谓词的习得经历了原型形成和典型化两个阶段。个体儿童习得亲属称谓词有一个大致顺序。     

汉语亲属面称用法调查与分析

通过问卷调查及面访考察青少年对父系、母系上两代亲属面称的情况,可知汉语亲属面称用法正逐步简化。总的简化规律是遵循亲密原则,去疏就亲,原因主要是家庭亲属关系的弱化以及男女平等化等。     

桂岭本地话亲属称谓词特点

贺州市桂岭本地话的亲属称谓,因受语言、心理、观念等因素影响,至今仍保留着独特的称谓词.其主要特点有一亲多称、晚辈尊称化及子女贱称等等.     

武汉新洲方言中的女性亲属称谓词

方言中的亲属称谓词体现一个地区亲属之间的社会关系,女性亲属称谓词在社会发展中具有与男性亲属称谓词相异的特点,同时有着普通话所缺乏的语言现象和相关的文化内涵。对武汉市新洲区方言中的女性亲属称谓词用归纳对比的方法整理并进行研究,从结构、语用特征这两点进行分析,试图通过展示其颇具特色的语言和文化,了解新洲方言中女性亲属称谓词的特殊之处。     

浅析汉日亲属称谓语及其社会文化内涵

亲属称谓语是一个民族社会文化在语言领域中的反映。汉日亲属称谓语在性别区分意识、内外区分意识、上下尊卑意识、长幼序列意识、从儿、从孙意识方面既有相同点又有不同点,这些异同点都是由这两个民族的社会文化的深刻影响而形成的。     

The development of dynamic inquiry performances within an open inquiry setting: A comparison to guided inquiry setting

Dynamic inquiry learning emphasizes aspects of change, intellectual flexibility, and critical thinking. Dynamic inquiry learning is characterized by the following criteria: learning as a process, changes during the inquiry, procedural understanding, and affective points of view. This study compared the influence of open versus guided inquiry learning approaches on dynamic inquiry performances among high‐school biology students. We hypothesized that open inquiry students who engage in the inquiry process from its initial stage, participating in the decision making process of asking inquiry questions and planning all aspects of the inquiry, will outperform students who experienced guided inquiry, in terms of developing dynamic inquiry performances. Students were divided into two groups: guided and open inquiry learning approaches. Both groups were followed throughout their 2‐year inquiry learning process. The data sources included interviews, students' inquiry summary papers, logbooks, and reflections. A quantitative content analysis of the two groups, using a dynamic inquiry performances index, revealed that open inquiry students used significantly higher levels of performances in the criteria “changes during inquiry” and “procedural understanding.” However, the study's results indicated no significant differences in the criteria “learning as a process” and “affective points of view.” The implementation of dynamic inquiry performances during inquiry learning may shed light on the procedural and epistemological scientific understanding of students conducting inquiries. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1137–1160, 2009     

在语文教学中引导学生进行探究性学习

面对新世纪 ,我们的教育要注意培养学生的实践能力和创新精神。语文教学要培养学生的语文实践能力。在我们的生活中 ,语文学习资源和实践机会无处不在 ,无时不有。语文教学也最具创新因素。在语文教学中积极开展语文综合实践活动 ,组织学生进行探究性的学习 ,可以充分利用现实生活中的各种学习资源 ,实现课内外联系、校内外沟通、学科间融合 ,有效地提高学生的语文整体素养。就目前来看 ,课堂是学生学习的主渠道。每天 ,学生一到学校就在课堂中学习。因此 ,我们要利用课堂主阵地 ,构建开放的课堂教学 ,组织并引导学生进行探究性学习。所谓“…     

The contribution of inquiry to second language learning

Abstract

In this article the authors raise their concern about the way in which students with different levels of competence in the language of instruction (English in this case) acquire a second language. They also address the issue of the types of conditions which are necessary in order for dialogic interaction to be effective in the classroom when these students are acquiring a second language

In the first section, a review of the different theories on language learning is carried out, which helps to provide a response to the questions which have been raised. In the second section, the need to create opportunities to use the second language in real and meaningful situations is also raised, based on the results of three case studies. Learning through dialogue is presented as being a much more effective approach to teaching and learning a second language than traditional approaches, which were based on the teacher merely providing instruction and subsequently developing the information.     

"谢娘"、"秋娘"、"谢秋娘"名实考

徐渭在《南词序录》中把“谢娘”解释为“文女”,李复波、熊澄宇认为“谢娘”与“谢秋娘”关系更近。事实上,在“唐诗”、“宋词”、“元曲”中,“谢娘”、“秋娘”、“谢秋娘”是三个屡屡出现的意象,而且各自有其渊源和发展。     

中英小学科学课程标准中的科学探究比较

中英两国科学课程标准都强调科学探究是科学课程的核心内容。小学科学课程是以培养科学素养为宗旨的科学启蒙教育课程,只有将科学探究落实到科学教学的各项任务中,才能加深学生对科学的认识。从而使学生掌握科学知识与技能、过程与方法、培养情感态度与价值观,实现科学教育的目标。比较中英两国科学课程标准,英国科学课程标准中关手科学探究的描述值得我们借鉴与学习。