共查询到20条相似文献，搜索用时 0 毫秒
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Hello!这是学英语小Tips的首次登场亮相。顾名思义,这个小栏目的目的就在于向大家介绍一些学习英语的方法和经验,希望大家多多支持,让它茁壮成长! 相似文献
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By offering a close reading and interpretation of one conversation between four Year 8 pupils about Robert Swindell’s Stone Cold, I aim to address questions of what might count as knowledge in English and to suggest how it might develop not only out of the qualities of a text, but from particular social relations and a set of pedagogic choices. I argue for a refocusing of attention away from the ‘acquisition’ of ‘cultural capital’ or ‘powerful disciplinary knowledge’ by individual pupils, towards the cultural resources and cultural productivity of pupils and teachers. I go on to suggest that serious consideration of such conversations as evidence of learning poses a significant challenge to dominant theories and research methodologies that locate knowledge and ability within the minds of individual pupils. Instead, my reading of this classroom interaction suggests the creative potential of discussion in diverse, urban classrooms to contribute to a fuller account of learning that pays proper attention to its roots in the social and affective realms. Crucially, part of my argument is that classrooms such as the one in which the conversation took place offer unique opportunities and conditions for the development of a pedagogy that both draws on and negotiates difference and is therefore culturally productive in a wider sense. 相似文献
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《英语大王(小学)》2004,(9)
大眼蜗牛:这次我给大家找了一幅很有趣的图。首先,请你猜想图中的鲨鱼在想什么;接着,将你的猜想内容填写在小对话框中;然后你可以剪下或复印这幅图及你写好的内容;最后让邮差先生把你的信转交给我们。我们会在第11期公布最有想像力的几位同学的姓名和作品,还有精美礼物噢?赶快行动吧! 相似文献
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刘昊 《中学英语园地(高三版)》2006,(9)
“W hat is this/that?”是用来提问物品名称的句子。回答这样的问题,下面四种答语都可以用:1)Its a....2)That is/Thats a....3)This is a....4)A...但它们使用的场合有所不同:回答“W hats this/that?”时,一般总是用“Its a....”的形式。“That isa....”或“Thats a....” 相似文献
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L. M. Patnaik 《Resonance》1998,3(5):48-62
This article discusses the recent trends in mobile computing and communication. The wireless technologies behind the emergence of mobile computing and the use of the current technologies to create a mobile computing environment have also been discussed. 相似文献
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Given the diversity of materials in our surroundings, one should expect scientifically literate citizens to have a basic understanding of the core ideas and practices used to analyze chemical substances. In this article, we use the term ‘chemical identity' to encapsulate the assumptions, knowledge, and practices upon which chemical analysis relies. We conceive chemical identity as a core crosscutting disciplinary concept which can bring coherence and relevance to chemistry curricula at all educational levels, primary through tertiary. Although chemical identity is not a concept explicitly addressed by traditional chemistry curricula, its understanding can be expected to evolve as students are asked to recognize different types of substances and explore their properties. The goal of this contribution is to characterize students' assumptions about factors that determine chemical identity and to map how core assumptions change with training in the discipline. Our work is based on the review and critical analysis of existing research findings on students' alternative conceptions in chemistry education, and historical and philosophical analyses of chemistry. From this perspective, our analysis contributes to the growing body of research in the area of learning progressions. In particular, it reveals areas in which our understanding of students' ideas about chemical identity is quite robust, but also highlights the existence of major knowledge gaps that should be filled in to better foster student understanding. We provide suggestions in this area and discuss implications for the teaching of chemistry. 相似文献
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Diana Fowles 《English in Education》2009,43(1):50-67
In a re-marking exercise to investigate the reliability of marking in GCSE English examinations, the Principal Examiners' marks were adopted as 'true' marks for comparison with the actual or 'live' marks that had been awarded by the appointed examiners. A variety of approaches to investigating mark/re-mark reliability collectively led to the conclusion that marking reliability was particularly strong in the Higher tier of the specification that differentiates by outcome. 相似文献
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教材分析：
1,本课教学的基本要求使学生通过本课的学习,能够听懂一些学习用具单词;能够介绍自己的物品并询问物品所属;能够阅读介绍物品所属的信息和失物招领启事,能够写出关于寻物及招领的简短公告牌信息。 相似文献
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教材分析:1.本课教学的基本要求使学生通过本课的学习,能够听懂一些学习用具单词;能够介绍自己的物品并询问物品所属;能够阅读介绍物品所属的信息和失物招领启事,能够写出关于寻物及招领的简短公告牌信息。2.本课内容的知识体系Selfcheck是课后自我检测和评价,包括对本单元所学词汇的检测,词汇扩展训练,以及语言运用能力的检测和评价。通过这部分内容的训练,使学生对本单元语言目标的掌握程度有较为明确的认识。 相似文献