交互性教学的实施策略

交互式教学起源20世纪70至80年代初,A.S.Palincsar和A.L.Brown采用交互式教学方法在阅读教学实验的基础上,产生了这种新型的交互式教学思想和方法。交互式教学方法即在交互式教学期间,学生在教师的指导下轮流担任教学引领者。师生密切配合,形成的英语教学要致力于形成一种新的教学     

基于交互式理论的大学英语动式教学策略研究

"以学生为本"的动式教学强调教学模式向学习模式的转变,充分尊重和注重学生个性的发展.交互式教学理论恰是以实现教师为中心的传统教学方法向学生为中心的现代教学方法的转变为目的,充分发挥学生学习的主观能动性,培养学生的语言实际运用能力.笔者在交互式教学理论的支持下,结合自身的教学实践,对大学英语教学现状进行调查,分析大学英语教学存在的问题,研究了交互式教学理论在大学英语教学中的应用策略.     

英语专业四级听力教学策略

英语教师在英语专业四级的听力教学中存在一些问题,需要通过精听和泛听相结合、交互式听力教学和元认知策略的应用等教学方法,帮助学生全面提高听力综合水平.     

交互式听力教学与传统教学模式的实证对比研究

20世纪70至90年代初,大学英语听力课由于教学条件和教学资源有限,教学手段也相对原始,因而大多数教学都采用以教师为中心。近几年兴起的网络交互式学习方式,为听力教学提供了新的现代化的教学模式。本文通过对网络自主学习与传统教学这两种环境下的听力教学进行实验对比。研究证明：基于网络的以学生学习为中心的网络交互式自主学习环境的效果要优于传统教学,能够提高学生的学习自主性,从而最终提高学生综合运用英语的能力。     

三本院校大学英语听力口语教学模式对比研究

本研究针对三本院校学生基础差、缺乏主动性的特点,用SPSS软件采用对比分析的方法,对两组共194名三本院校大学本科一年级学生进行了为期一年的听力口语教学模式对比研究。试验结果表明:在三本院校的听力口语教学中,多媒体自主视听说教学模式优于传统教学模式,很有成效。     

论交互式英语学习模式及其对提高听力效果的分析

本文论述以学生为中心的交互式自主学习模式。讨论了这种模式下学院、实验中心、老师、学生如何定位。并用SPSS12．0软件分析了2006级大学生的CET4和大学英语入校考试的听力成绩,进行了交互式英语学习模式对听力的效果的影响分析。     

高职英语听力教学的行动研究

作为教育实践中理论和实际相结合的一种研究方式,行动研究在近几年正在为越来越多的学者采用。作者运用行动研究理论对自己所教班级的听力进行了课堂实践教学改革。通过对学生目前在听力上存在的问题进行分析,设计并实施方案,进行评价和反思,最后得出行动研究可以改进教师的教学方法,提高学生的听力水平,达到提高教学质量的效果。     

词块教学对非英语专业学生四级听力成绩影响的实证研究

听力是在四级考试的所有题型中(听力、阅读、写作和翻译)最难的一项。传统的听力教学方法(解释新单词—放录音—做练习—对答案)陈旧,听力完成后也没有对听力材料进行语言及语篇分析,使学生在下次四级听力练习中还是听不懂。文章提出了一种通过对四级听力题中词块的讲解来增强学生的短时记忆容量,加快听力理解的速度及准确率,从而提高学生四级听力能力的教学方法。     

聋生与听力正常学生在非对称性视觉搜索中的比较研究

为了比较聋生和听力正常学生在非对称性视觉搜索中的差异,本实验选取了20名聋生和20名听力正常学生作为被试,以中文汉字作为实验材料,采用传统的视觉搜索实验范式进行了研究。结果显示,在对中文汉字的视觉搜索中同样能够明显地发现非对称性现象;聋生和听力正常学生一样,也在视觉搜索中表现出非对称性,但随着视觉搜索任务难度的增大,聋生比听力正常学生表现出更高的搜索效率。     

浙江省高考英语听力测试惫高中英语教学的反拨效应

本研究采用问卷调查与访谈相结合的方法,从高中英语教师对听力测试的认知程度,听力测试对听力教学态度、教学方法、教学内容与时间安排的影响4个维度,探讨高考英语听力测试对高中英语教学的反拨效应。研究结果表明,高中英语教师都十分关注听力测试,并对其有相当多的了解,他们会因为听力测试而更加重视听力教学,愿意花费更多时间在听力教学上;但是,高考英语听力测试也对高中英语教学产生了负面反拨效应。基于研究发现．文章提出了改善高中英语教学、提高学生听力技能的针对性建议。     

Using Solution-Focused Approaches in Motivational Interviewing with Young People

This article explores the theory and practice of using the solution-focused approach of motivational interviewing (MI) with young people. MI is based on the premise that people are not always at a stage of readiness to change behaviours, such as smoking, drinking or drug use, which are perceived by others to be problematic. The article explores the theoretical and research background to the approach as well as the practical application. There then follows an illustrative case study of the work with a boy approximately 12 years old. The article concludes with a critical look at the work and suggestions for its potential application in schools. The authors conclude that this is a useful approach and recommend further research in educational settings.     

Educational psychotherapy: an approach to working with children whose learning is impeded by emotional problems

This article describes the theory and practice of educational psychotherapy, an approach to working with children whose learning is hindered by emotional problems. The theoretical foundations in the work of Irene Caspari, Wilfred Bion, Melanie Klein, John Bowlby and D. W. Winnicott are outlined, and the approach is exemplified in two short case studies. The application of this approach in therapeutic story groups is briefly described. The article concludes with some comments on the potential for, and constraints facing, the introduction of educational psychotherapy in schools.     

A Call for Self-Compassion in Social Work Education

Many social work students approach the end of their formal training unprepared to utilize self-care approaches to prevent burnout. Providing students more comprehensive self-care training can help address this issue. One approach to fostering self-care and addressing stress and burnout in social work students is the attitude and practice of self-compassion (SC; i.e., compassion directed inward). Training in SC can be helpful, as it has been shown to be effective in addressing stress and burnout, as well as enhancing practice. This article explores the benefits of integrating an SC approach within professional social work education. A definition, review of the SC literature, and a conceptual sketch for integrating SC approaches in social work education are presented.     

Vocation in Theology and Psychology: Conflicting Approaches?

ABSTRACT

Recent contributions in the fields of psychology, sociology, and theology reveal opposing attitudes about the subject of calling or vocation with regard to one's work. Whereas psychologists have rediscovered the concept, theologians increasingly show reluctance to accept a vocational view of work. In offering an alternative perspective, this article argues that an approach to calling from biblical theology is capable of inspiring Christian workers in a psychologically meaningful way, while avoiding the inadequacies of the understanding that “work is vocation” that was developed during the Protestant Reformation. In a biblical-theological approach, work is not equated with calling. Rather, it is perceived as practicing the love command and hope for a restoration of God's intentions for creation, emanating from the call into fellowship with Christ and a vision for the kingdom of God.     

Reading Together: Capitalising on inter-disciplinary work in the development and refinement of reading tests

The present article provides further evidence of the growing involvement of educational psychologists in inter-disciplinary work. Drawing on the experience of an ongoing national reading test development project, the article describes how educational psychologists and linguists have successfully managed to combine professional knowledge and expertise to create and refine a group reading test. It reports on the innovative approach to reading test development that has emerged from this inter-disciplinary work. That is, how electronically stored language corpora (bodies of electronically stored text) and the employment of corpus analysis software can help to secure the content validity of reading tests. The article concludes by emphasising the growing accessibility of new software tools and suggests that there is increasing scope for inter-disciplinary involvement in the area of reading. It also comments on the potential of this approach in the understanding and assessment of dyslexia.     

Art and Design Blogs: a Socially‐Wise Approach to Creativity

Many images of the ‘artist’ or ‘designer’ pervade the media and popular consciousness. Contemporary images of the artist and creativity that focus solely on the individual offer a very narrow depiction of the varying ways creativity occurs for artists and designers. These images do not capture the variety of creative processes and myriad ways artists and designers work. Young creatives in particular are choosing to work with a social approach to creativity. An example of this approach is the world of blogging, a form of social media where young creatives have a very active voice. This article explores how creative bloggers, that is, artists, designers and makers who blog about their practice, use a social approach to foster creativity with a sense of community, environmental and ethical awareness, a value framework that is in opposition to the market‐driven notion of liberal individualism. Is there a way to include participation in the broader art and design blogging world as part of art and design education? What can we learn from such a social approach to learning in higher education art and design programmes? This article explores these questions and shares findings of an ethnographic approach to an analysis of art and design blogs. In doing so it argues for a socially‐wise approach to creativity in art and design education as a means of promoting values other than those usually connected to the market.     

INTERDISCIPLINARY CONTINUING EDUCATION IN A RURAL AND REMOTE AREA: THE APPROACH OF THE NORTHERN EDUCATIONAL CENTRE FOR AGING AND HEALTH

This article describes an interdisciplinary continuing education approach for health professionals in a rural remote area implemented by the Northern Educational Centre for Aging and Health (NECAH) at Lakehead University in Thunder Bay, Ontario, Canada. The article discusses issues of rural health care practice and the implications for practitioners’ educational needs. The key components involved in delivering interdisciplinary education and teamwork training are reviewed, followed by a discussion of the relevance of an interdisciplinary participatory approach for rural practitioners given their practice context and work style. Using NECAH's experience in planning and delivering a 5‐day interdisciplinary education program in palliative care as a case example, it is argued that simultanous attention to these issues in the design and delivery of continuing professional education for rural professionals contributes to a relevant educational experience in the short‐term and an increased interdisciplinary collaboration in the long‐term. The article suggests that NECAH's interdisciplinary participatory approach is a significant model for the continuing education of health professionals in rural remote areas.     

THE INTEGRATION OF RESEARCH,EDUCATION, AND PRACTICE IN GERONTOLOGY: SOCIAL WORK EDUCATION AT THE UNIVERSITY OF QUEENSLAND

This article focuses on the development of education relating to aging in a specific professional education program: social work at the University of Queensland. A brief outline of features of the aged population and services for the aged in Queensland, an Australian state, is given as a background for describing one approach to gerontology education with the University of Queensland social work faculty. The challenges and tasks of curriculum development in relation to gerontology in a generic undergraduate course are described. Specific training in gerontology at a theoretical and practical level is provided through field practicums in an institution for the aged and proposals to extend this to a community‐based practice research program for the aged are outlined. To give a combined approach to social work, current research programs relating to this program — social policy and aging — are described.     

‘Upturned participation’ and youth work: using a Critical Utopian Action Research approach to foster engagement

ABSTRACT

This article reflects on how participatory processes inspired by action research hold a genuine potential for developing social educational work in a more democratic way. We present our concept of ‘Upturned Participation’, which is built upon the methodological framework of Critical Utopian Action Research. First Critical Utopian Action Research is introduced briefly, including a presentation of the core method of the action research approach. We then present an extract from an action research project aimed at creating space for participation for marginalized young people in the area of Copenhagen. On this basis, we reflect on how the ideas of the young people could influence the field of social work. The article addresses contemporary challenges and opportunities for creating development in the field of youth work or social work through participatory processes with marginalized young people.