Queering the teacher as a text in the English Language Arts classroom: beyond books,identity work and teacher preparation

Classrooms reflect and contribute to normative sex, gender and sexuality categories in school culture, rules and rituals. Texts, materials, curriculum and the discourse we employ as educators perpetuate the pervasiveness of these categories. This paper explores some of the less visible ways in which sex and gender categories are constructed in US English Language Arts (ELA) classrooms, and how institutionalised heteronormativity positions students within normative categories of sex, gender and sexuality. These limiting conversations are difficult to identify and even more difficult to challenge. But it is precisely this dynamic – the subconscious reinforcing of sex and gender binaries – that upholds the dominance of the institution of heterosexuality. Merely addressing lesbian, gay, bisexual, transgender, queer (LGBTQ) issues in the field of teaching reading, writing and literacy is an incomplete strategy. To disrupt normative narratives in the ELA classroom, educators must first identify the everyday practices occurring in school spaces, specifically recognising the teacher as a text. For sustained challenges to institutionalised norms, ELA teachers must engage in this work outside of LGBTQ-inclusive instructional materials and anti-homophobic education, and this paper offers specific methods for disrupting mainstream narratives in ELA classrooms.     

任务型教学法在高中英语课堂中的应用

中学英语教学改革要求英语教学应从学生的学习兴趣、生活经验和知识水平出发,倡导实践、交流的学习途径.2004年国家教育部开始倡导任务型教学法,发展学生综合运用语言的能力,因此本文通过介绍任务型教学法的概念,特征和步骤,分析其在英语课堂中的应用,总结出任务型教学在英语教学中发挥着重要作用.     

Actions for sociopolitical consciousness in a high school science class: A case study of ninth grade class with predominantly indigenous students

This case study explores how a group of Grade 9 students engaged in sociopolitical discourses and actions in a science class in a mostly indigenous student school in Nepal. The study used sociopolitical consciousness (SPC) as a framework to document and understand indigenous students’ SPC-oriented science interactions and subsequent social change actions. We used ethnographic methods of data collection over 6 months. The study focused on the actions of 4 girls and 2 boys belonging to the indigenous Tharu group. Data were analyzed using iterative qualitative methods. The study findings show that students are capable of engaging in critical thinking, critical reflecting, and taking actions for social change. Additionally, students are competent to link their experiences with social, structural, and political discrimination to the relevant science content they learn. The study presents four thematic findings related to SPC and science teaching and learning: Fostering social justice awareness in science class, fostering structural understanding of inequities in sickle cell disease, fostering sociopolitical actions for sickle cell disease, and the teacher's activist pedagogy for SPC in science learning. Implications of the study are that culturally relevant pedagogy helps indigenous students to become sociopolitically more aware of the links between science and social change. Adding aspects of critical pedagogies in science teaching could encourage students to become more sociopolitically reflective about science learning.     

英文歌曲在初中英语课堂教学中的实践研究

通过运用英文歌曲改进英语教学的实践尝试,发现合理、灵活地运用英文歌曲是提高英语教学实效的一种有效方法。英文歌曲在课堂教学中的运用,可以极大地激发学生学习英语的热情,优化英语教学情景,有助于在轻松愉快的教学氛围中培养学生听、说、读、写的交际能力以及理解另一种文化的能力,并享受异质文化的熏陶和美好的情感,极大增强世界文化的理解力。     

构建初中英语课堂有效教学的研究

课堂教学的有效性就是通过科学的方法和手段有效地达到教学目标的教学活动,它可以完全展现出学生的主体作用,帮助学生树立自信心。作为一种全新的教学方式和教学理念,有效教学不但能培养学生学习的积极性,同时也能够让老师获得更大的教学成就感,所以有效教学将取得良好的教学效果。     

概念图在初中英语课堂中的应用

基础教育阶段的英语课程"既是学生通过英语学习和英语实践活动,逐步掌握英语知识和技能,提高英语实际运用能力的过程,又是他们拓展视野、丰富生活经历、促进思维发展锻炼意志、陶冶情操、发展个性和提高综合人文素养的过程。阅读作为中学生英语学习的重要知识输入方式,在英语学习中有着重要地位,针对弥补传统由下到上的阅读模式不注重文章逻辑的教学方法,将概念图使用到阅读教学中。     

浅谈中学班级管理艺术

班级是学生成长的园地，是学生发展的沃土，是学生个性发展的乐园，是学生走向社会的起点．班级状况直接影响到学生对学校生活的感受与参与度，影响学生的健康成长和个性发展水平，影响到学校教育的成效和质量．因此班级管理的好坏，班主任的管理艺术就显得尤为重要。     

Developing student voice and participatory pedagogy: a case study in a Spanish primary school

This article describes a case study that is part of a broader research project in which schools set up processes of school improvement inspired by the proposals put forward by students. The project furthers the initiatives of the student voice movement and seeks to implement more participative pedagogical models. This as a whole represents a novel opportunity in the context of Spanish schools. Specifically, in the text we describe an experience in which students work as researchers (SAR) and in which we describe and discuss this process carried out in a primary school through ethnographic tools. The findings allow us to discover in this experience a learning opportunity for the members of the school community and for the school itself. Likewise, the research permits us to verify the existence of certain changes in the preexisting practice architectures that affect the cultural–discursive dimension, the material–economic dimension and the social–political dimension of schools.     

浅谈情景教学法在初中英语课堂中的应用

随着新课改的深入发展,英语教学也面临着前所未有的冲击和挑战。初中英语教学的主要目的就是激发学生的学习兴趣,培养学生用英语进行简单的交流和对话。通过专家学者们的积极探索和研究发现,情景教学是一种符合当下初中教学潮流的教学模式。本文主要是通过对情景教学法的分析和研究为初中生英语水平的提高和学习质量的提升做出全新的解说。     

形成性评价在初中英语写作课堂上的应用

学生写作能力的发展是初中阶段英语教学的目的之一。现在大多数初中教师的评价方法是"教师命题—学生写作—教师批改"的终结性评价方式,这种方式费时费力,成效甚微。本文旨在探索初中英语写作教学的形成性评价,提出适合形成性评价在初中英语写作课堂中实施的方案及教师需要注意的问题,为教师教学提供参考。     

高中英语阅读课中教师提问策略研究

课堂提问近年来一直被老师们当成一种行之有效的教学方法运用在课堂教学中。老师们可以通过课堂提问这种方式来与学生们进行相应的课堂互动。因此在高中英语阅读课中老师们进行课堂提问是一项很重要的教学策略。但是虽然近些年来课堂提问在课堂教学中应用非常广泛,但是对于如何在课堂上进行行之有效的提问,如何与学生在课堂上与学生进行最大程度的互动等这些问题都没有进行更加深入的研究。因此本文我们主要探讨高中英语阅读课中教师提问策略的必要性,存在的主要问题以及解决方法,还有在高中英语阅读课中老师通过怎样的提问方式方法才能够有效地提高学生的英语成绩等等,这些都需要我们去深入的研究和探讨。     

Group problem solving to promote integration in a desegregated high school: a case study

The purpose of this paper is to describe the application of a group problem-solving process to the problem of how to promote integration in a public secondary school in the U.S.A. The Improving the Human Environment of Schools (IHES) facilitation process of small-group, collaborative problem solving (Avis & Bigelow, 1984) was used to approach the broad presenting problem that the school was desegregated, but not integrated. Two observable manifestations of the problem—counselor programming, and differential academic achievement among white and racial/ethnic minority group students—were identified. Following an analysis of the counselor programming problem, the two solutions prioritized for implementation were to develop an integrated peer counseling program and to conduct a reassessment of counselor functions in light of the expressed concerns. Implementation plans and implications of the process are discussed. The case study represents a cooperative effort between a state agency and a local secondary school to address a complex, controversial issue in a positive, efficient, creative, and constructive manner.     

高中物理"课题研究"初探

在<全日制普通高级中学物理教学大纲(试验修订版)>中,新增加了"课题研究"的内容.本文对课题研究的目的和意义、目标和设计进行了探讨,并给出了几个操作范例供读者参考.     

中学物理教学中多媒体技术的应用探讨

多媒体教学是现代化教学的新方法,它是将信息技术应用在教育教学当中,体现了信息化社会对发展教育事业的新要求,本文分析了多媒体技术在中学物理教学中的应用情况,并结合物理教学的任务进行了探讨与分析,分析多媒体物理教学在深化教育教学改革中的优势,同时深刻地指出应用多媒体教学时存在的一些问题。     

分层次教学法在职专英语口语课教学中的应用

随着职业中专生源素质的下降,大部分学生英语基础较差,缺乏学习兴趣。在这种情况下,传统的教学方法不能适应目前职专的英语教学。分层次教学就是采用因材施教的原则,针对不同学生采取不同的教学策略,使所有学生都进步的一种方法。这种方法非常适合英语课堂,特别是英语的口语课,实践证明口语课是训练和培养学生听说能力的重要阵地,分层次教学法在该课堂的应用可以使教师真正成为课堂的主导,从而充分发挥学生的主体作用。     

初中英语新课的导入原则与导入技巧

初中英语新课的导入与引入是让学生学好英语的重要的一个环节,并且很重要,很关键。只要教师将英语新课导入成功,那么教师进行的教育活动的效率就会大大的提高,所以英语新课的成功导入离不开老师在课后的备课付出的努力。本文主要介绍了在初中英语课堂上新课的导入原则与导入技巧。     

高中英语阅读课任务型教学法的实践与探索

《英语课程标准》倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径,以发展学生的综合语言运用能力。将任务型教学法应用于英语阅读教学具有积极的实践意义,本文旨在研究任务型教学法在高中英语阅读教学中的具体实践,以一个教学实例对英语阅读课任务型课堂教学设计进行探讨,为高中英语阅读教学提供一些理论和实践的启示。