初中语文自主学习探究

自主学习是新课程倡导的一种全新的学习方式。自主学习不是绝对的而是相对的。学生的主体地位与教师的价值引导并不矛盾,两者是辩证统一的。教师应转变角色,变“教学”为“导学”,在学生无法理解文本内涵时、对文本内涵理解不深或多元解读出现偏差时、品味关键词句时,充分发挥教师“导学”的作用;教师还应创设自主学习情境,使学生变“苦学”为“乐学”;教师还要指导学法,让学生变“死学”为“活学”,以提高学生的自主学习能力,从而为学生的终身学习和发展奠定良好的基础。     

浅谈日语基石出句型的教学

在日语初级阶段的学习中,基础句型的掌握是学习的重点。如何在讲解练习句型时,不使学生过于紧张,能在较为轻松,愉快的气氛中,学习掌握实用的日语表达句型,本文中主要介绍了4种不同的日语句型指导方法。     

多方整合溯本求“原”——《骑鹅旅行记(节选)》阅读教学策略

苏霍姆林斯基说:“让学生聪明起来的办法不是补课,不是增加作业量,而是阅读,阅读,再阅读。”《语文课程标准(2011版)》明确要求全面提高学生的语文素养,实际上蕴含了学生在老师的引导下,通过广泛的课外阅读来提高素养,提升心灵境界的要求。名著作为阅读教学不可或缺的“主角”之一,其作用更是不容小觑。     

Deconstructing and developing the attitudes of primary school readers

Improving student attitudes toward reading remains of particular concern to elementary school teachers. The development of students' demeanour toward reading is as important, if not more so, than skill enhancement. Unless reading attitudes are maintained and even bolstered, content instruction will not always reach the learner, nor will students use reading as an independent learning tool. Categorising attitudes is much more dynamic than grouping by those who like or dislike reading. Through discovery‐oriented, naturalistic inquiry, data were collected and analysed, resulting in emergent themes of student attitudes toward reading. This article will discuss six clusters of reading attitudes/behaviours found in elementary schools, and provide practical teacher tips to be used for reading development with each type of learner.     

浅谈英语教学中如何培养学生的阅读理解能力

阅读理解和阅读技巧一直是语言教学研究中的重点课题。在中学英语阅读教学中,教师要培养学生在阅读理解过程中最基本、最常见的四种阅读技巧:略读找中心、跳读找细节、略读和跳读相结合找主题句、通过上下文线索和构词法猜生词的词义。另外还要指导学生如何通过找意群或句子的关键词来提高阅读速度。     

Deaf college students' reading comprehension and strategy use

Two comprehension studies were conducted with 46 deaf college students. In the first, 20 deaf college students representing higher and lower reading-ability levels were tested for correctly stating the main idea of a passage, answering content questions, indicating their understanding of the words and phrases, and recognizing a topically incongruent sentence embedded in the passage. The results suggest that deaf students profess a better understanding of what they read than they are able to demonstrate. The students' inability to identify a topically incongruent sentence in the passage further suggests a need for them to more carefully and accurately evaluate their understanding of what they are reading. A second study investigated the effect of strategy review instruction on deaf college students' comprehension of short reading passages. Students reading at a higher level showed improved comprehension on the posttraining passage, but students reading at a lower level did not. Similarly, the control group of deaf students comparable to the higher-level readers did not show improved comprehension.     

阅读教学对于不同语言水平者有效性的实证研究

通过教学实践检验阅读教学对于目前分级教学环境下不同语言水平学生的有效性,为今后的大英教学提供实证依据。研究对象为语言水平较高(A1,A2班)和语言水平较低(C1,C2班)的大一新生。其中A1班,C1班为实验班,将ER纳入大学英语课程体系;A2、C2为对照班,沿用传统的以IR为主的教学方法。对照班和实验班均由一名教师担任教学,实验过程为一个学期(约15周),学期结束后,进行测验,运用SPSS13.0分析前后测结果。结果表明,语言水平较高者的实验组比控制组取得了更大进步,达到显著性水平;语言水平较低者的前后测增值,实验组虽高于控制组,但未达到显著性差异。     

大学英语阅读课支架式教学模式探索

学生是课堂的主体,教师是课堂的组织者和引导者,在大学英语阅读课堂上,教师应引导学生发挥学习的主观能动性,积极的参与到课堂活动中,逐步培养和提高自主学习能力。本文以支架理论为理论依据,探讨支架式教学模式指导下的大学英语阅读课,对提高学生自主学习能力的帮助。     

浅析中学英语阅读教学与写说听技能训练的结合

英语阅读本身并不是一个单纯的“阅读文本”的过程,综合运用、实践英语的过程,是训练思维能力、理解能力、概括总结能力与判断能力的有效方法,具有非常丰富的内涵和意义。英语听、说、读、写、译等能力并不是孤立的,而是相对独立、相互渗透、相互促进、相互牵制。英语阅读与其他英语技能训练有效结合,可以获得出人意料的效果。     

高校文学理论课程实践性教学探析

高等教育大众化、大学生阅读量下降、教学课时有限、教材建设中的弊端等现状因素要求重视开展实践性教学。实践性教学体现于预习、课堂、课后之中,只有三者的协同配合,才能保证最终的优良效果。实践性教学永远是理论指导下的实践性教学,绝不是意味着教师角色的弱化、不是要全然抛开教材。基于实践性教学的评价体系的建立有利于将教学与科研、教师与学生、知识的掌握和能力培养等方面有效地统一起来。     

Offering Adequate Pedagogical Progression via Mobile Equipments—— Experiment of a French Engineering School

Students may enter our 5-year engineering school in France at two levels ： first and third year. However, due to their quite different backgrounds （ this is especially true for third year students ）, we need to provide newcomers with a 6-week training period during which they follow classes in the fields where they particularly feel weak. Unfortunately, depending on the student＇s background, this is not always possible to bring him/her to the expected level. Another aspect one needs to mention is that these students may not have the same weaknesses in a given field. However, for economical reasons, those classes follow a uniform program as it is not feasible to provide a customized progression. In this paper we discuss how to redesign a mathematics course so as to offer tailored exercise sequencing. Groups of 20 students could then draw their exercises from an intranet database according to their previously completed work, try to solve it by themselves, request additional hints and even ask for some direct help from the teacher. Such a database is currently under development. If it turns out several students stumble against the same difficulty the teacher could show the whole class room how to solve it using the digital projector. This project goes one step further than our initial mobile education project （ 2003 - 2004 ）. Until recently, we had used the equipment in a unique direction, from the instructor toward the students. Here, in this new project we are focusing on the whole loop in order to offer a more adequate （personalized） pedagogical progression ： from the student to the teacher （when the tablet PCs are monitored by the teacher）, and back toward the students （when a direct help is provided by the teacher）.     

课外阅读之我见

阅读教学是国学精粹,课外阅读是学习语文的重中之重,课外阅读中,教师既要重点指导,更要协助学生选材。因势利导,帮助分析,使课外阅读与作文有机结合,在学中用,在用中学,良性互动。     

浅谈英语泛读教学中的提问策略

课堂提问作为课堂话语重要的组成部分之一,在英语教学活动中起着举足轻重的作用,它不仅可以帮助学生获取知识,促进学生的语言交际能力,还是搭建师生沟通和交流的重要桥梁。本文就在英语专业泛读课堂上教师从阅读前、阅读中、阅读后三个阶段分别采用不同类型的提问策略和设计课堂提问时应遵循的原则进行初步探讨。     

新教改背景下的班主任工作研究

班主任是所在班级工作的主要责任人,是新教改成功与否的关键。新教改要求摒弃传统班主任工作中保姆式、警察式的班级工作模式,突出学生的主体地位。事实证明,班主任工作要以学生为主体,要经常保持和学生家长的沟通,要赢得学生的尊重,使学生不断提高对班集体的责任感和义务感,成为自主管理、自主学习,自我发展的主人。     

浅谈在泛读教学中对学生学习兴趣的培养

在英语泛读教学中,培养学生学习英语的兴趣至关重要。泛读是一门实践课,教学是双向活动,只有激发学生学习英语的兴趣,才能调动其主观能动性,提高泛读教学的效果。     

Effects of reciprocal teaching on reading comprehension of low‐achieving adolescents. The importance of specific teacher skills

Low‐achieving adolescents are known to have difficulties with reading comprehension. This article discusses how reciprocal teaching can improve low‐achieving adolescents' reading comprehension in whole‐classroom settings (as opposed to small‐group settings) and to what extent intervention effects are dependent on teacher behaviour. Over the course of 1 year, experimental teachers (n = 10) were given extensive training and coaching aimed at using principles of reciprocal teaching, while control teachers (n = 10) used their regular teaching method. Observations of teacher behaviour were focused on instruction of reading strategies, modelling and support of group work and were performed in both experimental and control classes, comprising a total of 369 students (mean age = 13.01). Our study shows that reciprocal teaching contributed to adolescent low achievers' reading comprehension only when experimental teachers provided high‐quality strategy instruction. In addition, results suggest that the quality of implementation of reciprocal teaching in whole‐classroom settings should receive more research attention.

Highlights

What is already known about this topic

• Reciprocal teaching is a method of instructing and guiding learners in reading comprehension.
• It consists of a set of three related instructional principles: (a) teaching comprehension‐fostering reading strategies; (b) expert modelling, scaffolding and fading; and (c) students practising and discussing reading strategies with other students, guided and coached by the teacher.
• High quality of implementation of reciprocal teaching by teachers in classrooms is difficult.

What this paper adds

• After 1 year of implementing reciprocal teaching, no main effects of the treatment were established.
• Intervention effects were moderated by quality of instruction: strategy instruction led to higher scores on reading comprehension in the treatment condition but not in the control condition.
• Implementation of the instructional principles was by no means optimal: teachers were unable to provide detailed guidance to students working in small groups and modelling of strategies requires more experience and theoretical insight in the use and nature of reading strategies.

Implications for practice and/or policy

• Extensive training and coaching are needed for teachers to become experts in reciprocal teaching.
• Teachers need hands‐on tools to be able to guide students in their collaborative group work and to fade the teachers' role in order to allow more individual self‐regulation by students in their use of strategies.
• Implementation quality has to be taken into account when doing effectiveness research and when adopting new, theory‐based didactic approaches.

     

作文从模仿开始

大多数中学生对写作有恐惧心理,原因是不知该写什么,不知该怎么写。因为他们的生活积累还很少,阅读量还不多。在这种情况下,要他们闭门造车写出一篇好文章,确实不易。如果教师能多提供范文让他们模仿,往往能降低写作难度,消除恐惧心理,使学生有法可循,从而增强写作信心,提高写作能力。     

教师在英语课堂教学中的主导作用

英语教学过程是一个复杂的过程。在这一过程中教师要扮演多种角色。教会学生用英语进行交际是英语教学的根本目的所在。那么如何使每节课上得生动有效,使课堂形成语言学习的环境,使师生之间、学生之间能很好地产生互动,相互之间能很好地配合,顺利完成每一节课的教学任务,这些都与课堂管理有直接的关系。教师作为教学的核心,在课堂上自始至终起着主导作用。     

基于认知心理学的大学英语词汇教学

词汇是英语学习的基础,学生词汇量的大小影响学生英语听说读写译水平的提高。在大学英语词汇教学中,教师应该根据认知心理学的知识,创设语境加深学生对单词的理解。同时,教师应该加强学生词汇学习方法的引导,要求学生勤查词典,摘抄、积累英语词汇,并定期进行检查,以促进学生及时复习,提高词汇学习效果。     

“Reading” scientific diagrams: Characterising components of skilled performance

Conclusion The interpretation of scientific diagrams has been characterised as a complex process. This contrasts sharply with an apparently widespread view among producers and users of resources for science teaching that they are generally unproblematic and that their meaning is usually quite transparent. The continued currency of this view is a matter of concern, especially when resources for learning in science are now so heavily based on pictorial presentation. It is likely that students who are new to scientific diagrams as a pictorial genre will look at them in a manner that is quite different from the way they are seen by their teachers. What seems to a teacher to be a straightforward and clearly presented depiction of a scientific concept, process or structure may be a mysterious and impenetrable abstraction to a student. Whereas the teacher is able to identify readily the elements of a diagram and link them into a coherent, meaningful whole, the student may misunderstand what it is that is depicted and how the depicted entitles are related. A critical factor underlying such differences appears to be the extent and nature of the mental representation of student and teacher. Both of these aspects of the mental representation of scientific diagrams would probably have to be addressed if there are to be improvements in the development of students' diagram interpretation skills. It does not seem sufficient merely to give students a huge diet of diagrams and assume that the necessary reading skills are either present or will develop by themselves. Rather, a deliberate programme designed to develop well structured mental representations of scientific diagrams should accompany efforts to build up an extensive knowledge base about this highly specialised form of visual display. Such a programme should be accompanied by instruction that develops appropriate processing strategies that allow students to gain maximum value from the diagrams they encounter.