英语语言教育中情感教学的运用

没有爱 ,就没有教育。情感教学是一种教育手段 ,用情感教学去跨越文化和思维方式的差异 ,是一项切合实际的教学运用。英语语言是情感的载体 ,其基本功能是为了实现沟通交流的需要。     

Has pedagogy,technology, and Covid-19 killed the face-to-face lecture?

The lecture has been around for centuries and has featured as a popular and frequent component in higher education courses across many disciplines including anatomy. In more recent years, there has been a growing shift toward blended learning and related pedagogies that encourage active participation of students in both face-to-face and online learning environments. Unfortunately, in many cases, the lecture, which has typically focused on the transmission of information from educator to student has not been adapted to become a more learner-oriented approach with opportunities for students to actively interact and engage. As a result, the future of whether the lecture should continue has once again become a center of debate. The consequence of the Covid-19 pandemic and its aftermath have added to this with institutions now looking to stop all lectures or offer them in an online format only. This commentary argues that lecture-style components could still feature within face-to-face and online provision, but only if they are used sparingly within a blended curriculum, have a defined use that aligns well to learning outcomes, are assessed as the most effective method pedagogically, and importantly integrate approaches and activities that promote student engagement. Anatomy educators have demonstrated for years that they are able to be at the forefront of pedagogical change and evidenced during the pandemic their agile and innovative ability to adapt and do things differently. Therefore, the fate of the lecture, at least in anatomy, may well be in their hands.     

对高师化学教学论讲授课的认识

要提高高师化学教学论中讲授课的效果,具有符合课程要求的教学内容是讲好课的前提,教师良好的知识素养和驾驭教材(备课)的能力是讲好课的关键,运用符合教学要求的语言是讲好课的工具,而渗透研究性学习思想的启发式讲授是上好讲授课的最好方法。教学中,教师要变讲台为师生平等、互动和交互学习的平台,充分利用教学情境、问题教学和教例,结合学生已有知识、经验与需要,与学生共同对学习内容进行研究。     

公授课教学形式初探——以政治学与行政学本科专业的考察为重点

公授课是指一门专业课程由本专业几位教师按照分工合作的原则共同讲授的一种教学形式。公授课有利于教育实现博与专的结合,教师做到教与学的相长,学生获得知与行的统一。公授课的实施要遵循共性与个性相统一的原则,要处理好课程专题的分解、教学工作量的考核、学分的调整和教师的协调等问题。     

语料库语言学的特点

自从1961年第一个电子语料库Brown建立至今,不同类型不同用途的语料库相继建立,其发展速度势不可挡。语料库语言学也已经成为语言研究的主流。语料库语言学的基本特征可以归纳为五点：它收集研究真实语言,研究一定语境中的语言的运用,既有量的研究又有质的分析,有计算机的强大技术后盾,持有语言具有概率性的观点。     

An Australian Proposal for Doing Critical Literacy Assessment: The Case of Writing

In this article we present current thinking and practices in Queens land, Australia, about how to do critical literacy assessment in the English classroom. In taking this focus, we propose and discuss a framework that brings together interest in text analysis and social practices. Then, we apply the framework showing how it can be used to generate writing tasks and assessment criteria that are consistent with critical pedagogy. Finally, the challenges of moving to a socially critical, discourse‐oriented approach to assessment are considered.     

东西方创造教育的比较与前瞻

东西方创造教育的侧重点各有不同:前者兴起于教育领域,后者兴起于技术领域;前者重在成己,注重创造者的创造性自觉,后者重在成物,注重创造性成果的创制;前者以东方哲学为理论背景,后者以心理科学为背景。在现代社会功利至上思想影响下,西方式成物教育兴盛,东方式成己教育衰落,创造教育失衡。在汲取东西方创造教育各自优长的基础上,建设东西方创造教育会通的新模式,是我国教育创新发展的重要理论和实践问题。     

课堂演讲与和谐课堂文化的建构——以“中国近现代史纲要”为例

课堂演讲是构建和谐课堂文化的重要途径。课堂演讲不仅可以使学生延伸课下阅读,而且也能够为其提供展示自己观点的文化平台,加强师生之间的对话交流,从而有利于和谐民主课堂文化的建构。课堂文化发生在特定的空间和特定的时间里,表现在教学活动的展开的全过程。和谐、生动、活泼的课堂文化不仅有利于激发学生学习的主动性,而且也会提高教师的教学兴趣和激情,营造良好的课堂气氛。     

Teachers’ beliefs and educational reform in India: from ‘learner-centred’ to ‘learning-centred’ education

ABSTRACT

The challenges faced by learner-centred education (LCE) reforms in developing countries may be partly explained by their failure to engage with the culturally shaped beliefs in which teachers’ practice is rooted. Drawing from a mixed methods study of 60 government primary teachers in India, this research points to cultural tensions faced by LCE reforms in India. Although India’s own Constitutional values and pedagogical reform movements support LCE’s ideals, many teachers’ beliefs are shaped by dominant ideologies that contradict LCE’s assumptions. Imposing a predetermined, ‘Western’ model of LCE practice will inevitably face challenges if not supported by teachers’ underlying beliefs – and in fact contradicts LCE’s own ideals of empowering teacher agency. Instead, the paper argues for pedagogical reforms to focus less on a predesigned model of learner-centred practice and more on its underlying beliefs: by seeking to instil culturally relevant learning-centred beliefs, and involving teachers themselves in determining what learning-centred practice might look like within their context.     

新疆高校英语教学中的中国汉文化导入

外语教育中文化教育的重要性毋庸置疑。在以往的大学英语教学过程中,教师强调加强对西方文化背景导入的同时,却往往忽视中国文化的导入,从而造成一些大学生用英语恰当地表达中国的传统文化信息时遇到障碍,使跨文化交际难以顺利实现。文章在回顾文化教学的基础上,论述在新疆高校英语教学中加强中国汉文化导入的必要性和可行性,提出其在教学中的主要方法。     

新加坡华族对华语的认同度考察——基于文化合流视角

在“本土化”与“西化”的双重影响下,新加坡华族的华语状况堪忧。新加坡历史上重功利、轻情感的语言政策,也加重了新加坡华族对中华文化的情感疏离,弱化了其对华语的认同度。新加坡华语发展的个案成为舒曼文化合流维度下语言和文化互相依存的典型阐释,在改善华语生存环境的对策上,需要新加坡政府做出更精准的指引和扶持,多关注语言背后承载的民族个性和文化信息,摈弃实用性和工具性的狭促,培育新加坡华族对华语的情感认同,以挽新加坡华语困局,促使新加坡的华语真正走上期冀的发展轨道。     

我们时代的教育学教育——以教师的教育学教育为例

教育学的发展离不开教育学的教育。教育学教育的对象涉及师范生、教育专业的研究生、教师、非教育职业的大众。就针对教育实践者的教育学教育而言,需要以时代为背景,确立教师立场和实践立场,并在此基础上确立教育学教育的目标,包括激发教育学之趣,引发教育学之需,形成教育学之养,养成教育学之眼,培养教育学之觉等。     

旁采泰西 遗失三代——刍议陈平原《中国大学十讲》

《中国大学十讲》是基于文化的视角研究我国近代高等教育的一本著作。近代高校的建立和发展是一部移植与传承不断磨合的过程,由此也形成了特殊的教育理念和大学精神。此书阐明了当代高校人文精神滑坡、教育理念模糊的原因所在。