做学生自主学习的促进者

本文主要通过《胡同文化》一课的教学 ,探讨教师怎样做好学生自主学习的促进者的方法和途径。只有实现了教师作为促进者这一新型角色的转变 ,才会有学生自主的学习 ,才会有充满活力与创新的课堂。     

谈大学英语教学中学习自主性的培养

自主学习是大学英语教学过程中一个不可缺少的环节。“自主学习“作为一种新的教育理念和策略,已经渐渐被认为是重点的教育导向。改变传统的教学方式,把学生由被动的接受者,转变成为学习和发展的主体,是当今教育工作者研究的热点之一。     

试谈利用网络英语角促进大学生英语学习

网络英语角是英语角的补充也是英语口语的延伸,它不仅弥补了校园英语角所不能提供的即时进行交流,而且为大家提供了一个积极参与的平台,是大学英语课堂教学的好帮手。本文从大学生英语学习的现状出发,分析了网络英语角对英语学习的促进作用,通过各种新功能的拓展,提高学生学习兴趣的同时也促进了驾驭英语各方面能力的综合发展。     

Lexical access in college students with learning disabilities: an electrophysiological and performance-based investigation

The purpose of this study was to compare the semantic processing abilities of college students with learning disabilities (LD) to those of their peers without learning disabilities (NLD) who were matched for age, gender, and intelligence. Participants were compared on results from the Test of Adolescent/Adult Word Finding (TAWF) and from event-related potential (N400) sampling to the processing of semantically incongruous sentences. The LD and NLD groups did not significantly differ in accuracy on the TAWF; however, students with LD demonstrated a significantly greater number of delayed responses. The LD group's N400 responses were significantly delayed at the Pz electrode site. Effect size indicators also revealed somewhat reduced amplitudes at Fz and Cz locations. The significant delays of the students with LD on standardized testing and on N400 suggest an inefficiency in the semantic processing of these individuals, in both automatic and attention-based aspects of lexical access.     

教学自主论

从大量的教学理论出发,可以认识到教学活动具有自身的特殊规律和复杂的专业特点,这些规律和特点要求教学享有自主权。在中国,教学自主权没有得到足够的维护,不利于教学活动的开展,不利于中国教育的发展。在当前的中国,需要重视教学自主权的维护。     

Search for autonomy in motor task learning in physical education university students

The study focused on discovering the influence that an autonomous motor task learning programme had on the improvement of perceived competence, intrinsic regulation, incremental belief and motivational orientations. The study was performed with two groups of participants (n = 22 and n = 20) aged between 19 and 35 years. The instruments used were the incremental factor of the Conceptions of the Nature of Athletic Ability Questionnaire (CNAAQ-2), the Goal Orientation in Exercise Scale (GOES), the intrinsic regulation factor of the Behavioural Regulation in Exercise Questionnaire (BREQ-2), the perceived autonomy factor of the autonomy measurement scale (EMA) and the perceived competence factor of the Motives for Physical Activity Measure Revised Scale (MPAM-R). The questionnaires were handed out over 3 months in a weekly session with pre-test and post-test. The results showed that the use of an autonomy-based teaching programme increased perceived competence, intrinsic motivation, incremental ability belief and task-involving motivational orientation.     

试论引领公共英语学生进入英语学习殿堂

现在的高职学生思维活跃,本文从提高英语教师素质、触类旁通地记忆生词、以及积极大胆地参加与英语有关的活动和比赛实际运用英语等四个方面,论述了要引领高职高专学生对英语感兴趣,从而喜欢英语教师,喜欢学英语。     

大学生英语学习兴趣培养探析

英语学习是大学学习过程的重要组成部分,但随着大学英语四级考试和学位脱钩以及不良的学习习惯,在一些大学校园里存在着大学生对英语学习兴趣下降的现象。如何激发大学生学习英语课程的兴趣,引导大学生科学正确对待大学英语课程,是高等教育工作者认真思索首要的问题。本文从教学实践出发,分析了如何培养大学生英语学习兴趣、调动学生学习的积极性,从而进一步提高大学英语教学的效果。     

中学生英语学习情况微探

英语是高考的重要科目,所以很多家长都很重视孩子的英语学习,但是英语学习要掌握正确的方式方法,方能达到事半功倍的效果。     

语料、情感和策略对英语自主学习能力的作用研究

从定量和定性两个角度入手,通过为期四个学期的教学干预,探索了即时语料输入、情感干预和策略培训对英语自主学习能力的影响作用.实验结果显示,干预手段有利于降低学生情感过滤和激发学生内在学习兴趣,从而提高了学生的英语自主学习能力.实验同时显示,与控制班相比,实验班师生情感认可度也良性发展显著.     

非英语专业大学生的词汇学习与语言教学

在大学英语教学中,教师要提高词汇教学首先要从研究学生如何学习词汇入手,而学生要学好词汇需从其词汇知识和词汇习得入手。习得词汇知识不只是熟悉词形,还包括熟悉各种意义、概念和已知词的意义关系。此外,教师还应了解学生词汇习得的个体差异以及学生在学习过程中出现的造词现象等。把词汇教学的侧重点放在学生的学方面,研究学生学习词汇的规律和个体差异,以学促教,反之用教进一步引导学,使词汇的教和学相辅相成,互相促进。     

高职英语专业学生听力学习调查问卷分析

"听、说、读、写"是英语学习的四大要素。学习英语的前提首先是要能听懂,其次才能与人沟通,读懂文章,进行写作。听力对于英语专业学生来说是至关重要的。论文以调查问卷的形式,从影响学生听力的困难因素、学生听力学习策略这两方面进行调查,并对调查结果进行分析,从而对高职英语专业学生听力学习提出建议。     

Perceptions of the learning environment,learning preferences,and approaches to studying among medical students in Pakistan

Students at a Pakistani medical college were surveyed using instruments taken from Western research. The students who rated their courses positively tended to adopt an organised approach in their learning and studying. The students who perceived that their assessment and workload were inappropriate preferred a transmissive approach to teaching and adopted a surface approach in their learning and studying. The students who preferred a student-centred approach to teaching tended to adopt a deep approach in their learning and studying. This confirms the idea, well established in Western research, that there exists a strong relationship between students’ perceptions of their courses and the approaches that they adopt on those courses. However, the incorporation of problem-based learning in the medical curriculum had not led to any enhancement of their perceptions and preferences, nor had it led to an unambiguous improvement in their approaches to studying. This is attributed to the hybrid nature of their programmes, in which problem-based activities were combined with more conventional forms of teaching and assessment, and to the anxiety and stress which seem to be common among students at medical schools in Pakistan.     

艺术院校大学生英语自主学习能力的培养

英语学习的关键是自主学习,大学英语教学的目的不仅是要传授知识,更重要的是要培养学习者自主学习的能力,自主学习能力的强弱直接关系着英语学习的成效.本文分析了艺术类院校学生英语自主学习及大学英语教学过程中存在的问题,并对艺术类学生英语自主学习能力的培养提出若干建议.     

军校学员英语学习动机的分析与研究

新的《英语课程标准》指出：英语课程不仅要发展学生的语言知识和语言技能,而且要培养学生积极向上的情感态度,英语课程在开发学生的情感态度方面应发挥特殊的作用.在学生的情感态度中,动机是一个重要的因素之一,学习动机对英语学习起关键作用.依据学习动机的相关理论,对军校学员英语学习动机方面存在的问题进行深入分析,探讨如何采取有效的措施来培养和激发学员的英语学习动机.这些问题的研究,对于提高英语教学质量具有重要的意义.     

The creation of digital artefacts as a mechanism to engage students in studying literature

The aim of the project was to motivate school students to learn about the national literature of their own and others’ countries. Engagement was fostered via the creation of digital artefacts (or “e-artefacts”) such as online comic strips, live videos or animations. The pedagogical rationale was based on Papert’s constructionism and Bloom’s revised taxonomy. Participatory action research put school teachers at the centre of the research process. School teachers from five schools (Croatia, Denmark, Poland, Sweden and the UK) chose their own pedagogical approaches for classroom activities. Data on how teachers viewed the use of e-artefacts in their classroom practice were gathered using focus groups. Teachers in all five schools identified the same process for relating texts to activities: involving a close reading of the text, collaborative formatting for the e-artefact, and points for reflection and discussion. Students and staff were not only more excited with studying the literature, learners also showed improvement in language learning. Teachers also reported that specific students showed noticeable increases in self-efficacy and classroom participation. By providing alternative means for students to excel and show competencies beyond academic capabilities, more students feel included and valued. Furthermore, the process of creating e-artefacts demanded greater reflection from students, which was a result of greater engagement with the materials. Finally, including the creation of e-artefacts in the curriculum, while maintaining more traditional approaches, offers a more inclusive and rewarding provision of learning for both students and staff.     

民办高校学生英语学习动机和学习策略使用研究

新课改之后各学科教学工作之中都更重视学生学习主体性问题,许多相关的工作人员都开始研究学生学习动机、学习策略问题,本文主要就民办高校英语教学学生学习动机及学习策略选用的现状进行分析讨论,探究学习动机与学习策略之间的关系,希望能够对高校的英语教学工作有所启发。     

自主性外语学习的影响因素

长期以来我国的教学模式使学生依赖性较强，自觉性较差，而发展学生的自觉性应从转变学生的自主学习态度入手。文章认为自主学习受诸多因素影响，必须多方努力，发挥各方面的优势，实现内外因素结合的最优化．以培养和提高学习者自主学习的意识和能力。     

高职高专英语专业学生词汇学习策略探索与应用

英语词汇学习策略近年来一直引起我国学者的关注,但对于高职高专院校的英语专业学生的词汇策略探索至今尚未引起足够的重视。因而本文旨在研究高职高专英语专业的学生词汇学习策略,以及在施以情感因素的影响下,学生的词汇学习策略是否有所变化,其词汇掌握程度是否有所提高。