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71.
根据《大学英语教学大纲》对听力部分的基本要求,针对学生中存在的问题,通过激发兴趣,做好三个结合,以探索一条适合高职高专英语听力教学的模式. 相似文献
72.
English Leona M. Mayo Peter 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(2):213-231
International Review of Education - The 21st century, not yet two decades old, has already seen massive migration of peoples escaping the degradation of the environment, effects of war, threats to... 相似文献
73.
微格教学与英语课堂教学技能训练 总被引:1,自引:0,他引:1
陈红 《淮南师范学院学报》2004,6(4):88-90
章提出以训练英语课堂教学技能为主,运用微格教学对学生进行培训,并通过问卷调查得出结论。即微格教学在训练学生课堂教学技能方面是传统教育无法比拟的。 相似文献
74.
Martin Gillie Ranim Dahli Fiona C Saunders Andrew Gibson 《European Journal of Engineering Education》2017,42(6):1496-1511
The ability to develop and distribute digital teaching resources in higher education has developed rapidly over the last decade but research into how students use such resources has received limited attention. This study uses questionnaire results, Internet analytic data and semi-structured interviews to examine the use of three types of rich-media teaching resources – lecture podcasts, key-concept videos and tutorial solution videos – by engineering undergraduates. It is found that students value all three types of resource, especially for revision and as a supplement to lectures. Students find short, focused resources more useful than longer ones. Non-native English speakers and those with disabilities derive particular benefits from the resources. The effect of rich-media resources on lecture attendance is found to be small, and two-way. 相似文献
75.
Marian Macken Fiona Harrisson 《The International Journal of Art & Design Education》2020,39(3):635-647
This article presents parallel and collaborative research and teaching practices that expand approaches to encountering site through the lenses of observation and performative drawing. These drawing practices record phenomena, whilst in their presence, through a designed temporal framework. This asks the drawer to observe over a duration of time and to record the world in motion. By spending an extended period of time in the presence of the phenomenon of our study, with active receptivity, our capacity to see shifts. Rather than the drawn outcomes of this observation recording a past time, the notion of experiential time – and an expanded present – is embedded in the act of drawing. These processes of observation and performative drawing allude to Edmund Husserl’s expression of a ‘thickened present’. The outcomes of this drawing practice demonstrate that observational techniques are embodied, relational, temporal and generative and so offer an alternative approach to site analysis. How this approach sits within the larger domain of spatial temporal relationships and forms of drawing are also considered. 相似文献
76.
77.
Arnold Wilkins Elizabeth Lewis Fiona Smith Elizabeth Rowland Wendy Tweedie 《Journal of Research in Reading》2001,24(1):41-64
Children in mainstream schools compared text on white paper with identical text covered in turn by each of ten differently‐coloured plastic overlays. More than 50% reported improved perception with one or more colours, and were given the best colour to use. About half used the overlays for more than three months and their reading speed increased when the overlays were used. In Study I children were examined twice using different methods and examiners. 47% chose the same colour on both occasions, and showed the greatest improvement in reading fluency, reliable at retest. In Study II children were issued with a random colour, and the greatest improvements in reading speed occurred when the random colour was the same as that previously chosen. Phonological reading strategies were not related to visual symptoms, or the benefit from overlays. Across individuals, reading speed varied by a factor of more than three, for good and poor readers. Study III provided estimates of the prevalence of improvements based on a sample of 426 children from 12 schools: 5% of children read more than 25% faster with a coloured overlay. 相似文献
78.
Fiona Candlin 《The International Journal of Art & Design Education》2001,20(3):302-310
This paper examines the changing relationship of art practice to academic research in higher education since 1960. Whereas art practice was often conceived of as divorced from any notion of academic or theoretical work in the post 1960 art school, by the 1990s the ground had changed to such a degree that it was possible to pursue doctoral study in art practice. This emergence of practice‐based PhDs can be considered as part of a larger shift in art education and its acceptance of theory. 相似文献
79.
80.
Philip H. K. Seymour Lynne G. Duncan Fiona M. Bolik 《Journal of Research in Reading》1999,22(2):113-130
Theorists and practitioners in the field of reading development are currently debating the importance of rhymes and phonemes in beginning reading. In a recent study, Duncan, Seymour and Hill (1997) provided evidence that explicit or meta- awareness of sound is closely linked to reading strategy. Meta-awareness was measured by asking beginning readers to identify the ‘common unit’ shared by two spoken words. Results showed that meta-awareness of phonemes emerged prior to meta-awareness of rhyme, and that reading strategy followed a similar small-to-large progression. This study reports on a replication of the ‘common unit’ task which includes modifications to the original procedure (randomisation of conditions, increased practice, removal of positional references from instructions). The results confirm the pattern observed in the original study. Beginning readers learning by a mixed method can identify shared phonemes but not shared rimes in the common unit task. The implications of this and similar replications are discussed. 相似文献