论如何促进外语课堂教学中的"互动交际"

互动交流是人际交流的典型特征。外语教学的首要目的是培养学习者运用目的语进行交际的能力,而外语课堂是培养学习者交际能力的重要场所。课堂中的互动交际活动是学生学习语言及运用语言获取信息、沟通思想的活动。教师角色的转变、交际策略的运用、教师话语选择、学习动机、课堂组织形式及交际任务的设计对于如何促进外语课堂上的互动交际、帮助学生增加可理解的语言输入和进行更多有意义的语言输出,达到对目的语运用的准确性和流利性都有着重要的意义。     

大学英语课堂教学改革探索与实践

英语课堂是教学的主要场所,它的质量直接影响着教学的质量,学生应用语言的综合素质。改革传统的以教师为中心的课堂教学,提高教学质量是每一位教师关心的问题。本文介绍作者在认知理论指导下,对以学生为中心语言实践式课堂教学模式的尝试及效果,提出在尝试中所遇到的问题及应注意的事项。     

多媒体教室常见问题的分析与解决

我院目前已建有67套多媒体教室,几乎所有课程都需要在多媒体教室上课,使用率很高。由于种种原因,出故障率也随之升高。结合平时的维护实践,本文就多媒体教室的常见问题进行分析,并提出解决方案,同时再谈谈我们多媒体教室管理人员的管理维护经验。     

中学聋生主观幸福感调查研究

目的:(1)对生活满意感量表(SWLS)的测量学特征进行检验。(2)了解中学聋生主观幸福感的现状。方法:应用生活满意感量表(SWLS),对北京、沈阳、哈尔滨、长春、抚顺5个城市的441名中学聋生进行了团体施测。结果:(1)生活满意感量表(SWLS)在我国中学聋生的试用中,其内部一致性系数α=0.7647,表明量表具有很好的同质信度;具有非常好的重测信度,两次测验的相关系数为0.977;(2)SWLS具有较好的效标效度;(3)被试的性别、城乡及家庭完整性等因素对主观幸福感不存在显著影响;(4)年龄、年级和家庭收入方面存在显著差异。结论:(1)SWLS具有良好的信度和效度,可以用来测量中学聋生的主观幸福感。(2)69.7%中学聋生对生活基本满意或非常满意。年龄、年级和家庭收入对主观幸福感有统计学意义上的显著影响。     

Exploring the reliability of generic and content-specific instructional aspects in physical education lessons

Heightened accountability pressures and an increased emphasis on teaching quality have directed scholarly attention to scrutinizing instruction, particularly with respect to issues of validity and reliability. However, these attempts have largely been directed toward “core” content areas and investigated generic or content-specific instructional aspects separately. Focusing on a less explored area, physical education, and concurrently attending to both instructional aspects, in this exploratory study, we examined whether the optimal lesson-rater combination needed to obtain reliable teaching-quality estimates differs depending on the type of instructional aspects considered. Data analysis of 147 lessons using generalizability theory suggested that either a 3-lesson-2-rater or a 4-lesson-1-rater combination yields sufficiently reliable estimates for nearly all dimensions examined (generic or content specific). Quality of student practice, however, required 11 lessons scored by 2 raters. These findings underline the importance of examining individual dimensions within a given observational instrument and the merit of carefully selecting and training raters.     

将"英特尔(R)未来教育"理念引入电大课堂

电大远程教育的教育质量是关系到电大系统远程教育成功与失败的大事。保证远程教育的教育质量，课堂是阵地，教学是关键。如何提高课堂教学效果是一个复杂的系统工程，本文提出将“英特尔^R未来教育”理念引入电大面授辅导课堂教学之中的设想，以期改善电大面授辅导课的教学效果。他山之石，可以攻玉。笔者希望引入“英特尔^R未来教育”理念的电大面授辅导课堂能够充满生机与活力，吸引更多的电大学子回归电大课堂。     

基于共享调节的社会性阅读：概念模型及解释

当前无论是理论还是实践层面,越来越多的研究开始突破传统阅读的“简单模型”假设,基于问题解决的阅读或有目的的阅读成为重要的研究视角。随着技术的发展,以读者为核心,强调分享、互动、传播的社会性阅读的兴起,使得原有的理论模型面临挑战。将共享调节引入社会性阅读,有助于拓展基于问题解决的阅读的理论视角,构建基于共享调节的社会性阅读的概念模型。这一模型的核心观点是,在具体的阅读活动之前,需要形成个人和群体层面的二阶段心智模型:即情境模型和任务模型。该模型还可以进一步衍生出新的研究假设,构建阅读支架及支持系统,并进行相应的课堂实践。以一门本科课程的阅读活动为解释案例,对该概念模型进行阐释和应用的结果表明,基于共享调节的社会性阅读可以帮助学生提取原先容易被忽略的物理及社会情境因素,形成小组阅读目标和阅读计划,支架及协作工具也有助于社会性阅读过程中的任务理解、计划、监控和调节。这一研究有助于完善新媒体环境下有目的的阅读理论,揭示社会性阅读过程中共享情境和任务形成的影响因素及动态发展过程,也可以为课堂社会性阅读提供可操作的应用模式。     

Connections Between Instructor Messages and Undergraduate Students' Changing Personal Theories About Education

Students' personal theories about education change as students gather new evidence about intelligence, learning, and knowledge. The present study investigated whether college instructors' play a role in changing students' personal theories with the messages professors send in the classroom. Students (N = 162) and instructors (N = 15) of undergraduate-level math and science summer courses completed surveys assessing personal theories about education and the frequency of messages related to educational beliefs. Multilevel models found that both between-class and within-class differences in reported messages corresponded with students' personal beliefs at the end of the course. Instructors' personal theories were generally not predictive of students' personal theories, and students' initial personal theories predicted the messages they remembered hearing.     

浅析德育课教学中的非语言符号传播及其德育功能

本文运用非语言符号传播的相关理论,通过分析非语言符号传播与学校德育课教学、语言符号传播、教学方法、互动交际等四者之间的关系,对德育课教学中非语言符号传播的概念进行了界定,并认为在德育课教学中非语言符号传播具有情感功能、暗示功能和规范功能。     

Beginning early childhood education teachers’ classroom management concerns

This paper reports an analysis of the classroom management concerns of pre-service early childhood education (ECE) teachers prior to beginning their career and further examines the difficulties they experienced in classroom management in their first year of teaching and their coping strategies. Sixteen pre-service ECE teachers enrolled in the same teacher education programme were interviewed immediately before graduation, and were again interviewed at the end of the first and second semesters after they started to work in public schools. Phenomenological analysis was utilized for the data analysis. The findings revealed that all of the participants had a fear of being unable to manage their classes before starting their careers because they felt unprepared. However, they experienced fewer problems than expected after they started to teach. The teachers first tried to build trusting and close relationships with the children to create a peaceful classroom climate, while also attempting to empower the children by involving them in decision-making processes. In this way, the children became aware of the class rules and felt free in their actions within the limits of the rules.