《国际商事合同通则》(中译本)词汇翻译错误辨析

从对英语单词、短语的理解入手,就《国际统一私法协会国际商事合同通则》(中英文对照本)中文译文中出现的对英语单词、短语意思的误解而导致的误译情形进行了简要分析和评述。     

普通科技语篇中的人际意义

不同潜在的读者对科技英话语域特征造成的影响开始受到人们的重视。本文将主要通过作者在人称,语气和情态中作出的选择对普通科技语篇做一个粗略的分析,探索科技语篇中的人际意义。     

英汉颜色潜在意义的对比

不同的文化背景下,颜色所代表的潜在意义也不相同,有时甚至是完全相反的.具有不同文化背景的人用非本民族语言进行交际时,若不对此进行区分,极易造成误解.     

Gamifying your Teaching: Guidelines for Integrating Gameful Learning in the Classroom

Gamified teaching is a pedagogical strategy that utilizes principles of gaming in the structure of assignments and grading. When students are allowed to engage in gameful educational experiences, they are given the freedom to choose their own pathway through assignments in order to better customize their learning. This article presents a rationale for gamified teaching and outlines the various elements of this instructional approach. In addition, guidance is provided on how to convert a traditional course to a gamified class.     

浅谈发挥学生在英语教学中的主体作用

本文从英语的教学目的导入,强调了发挥学生主体作用的思想基础；并以学生主体地位确立为依据,就如何发挥学生的主体作用,以及传授知识和发展能力的关系进行阐述。     

对提高英语口语能力的心理分析(英文)

许多英语为第二语言学习者认为,在英语学习各个方面最难获得的能力就是口语了,而口语的学习的难度在于从心理上无法开口。事实上对非母语学习者来说,学习英语口语最大的难度,就是缺乏对心理困难的认知。本文主要讨论英语学习者们怎样认识和克服心理上的困难,以帮助他们找到有效的方法,解决学习口语过程中最关键问题,以提高口语能力。     

对恢复高考英语听力测试的思考

自2000年以来,我国开始在高考英语试题中逐渐推广听力测试,2003年高考英语听力测试在全国普及,促进了基础教育阶段学生英语听力水平的提高。但2005年起出现了部分省区取消或淡化高考英语听力的现象。本文探讨了此举的原因、危害,建议尽早恢复高考英语听力测试,发挥高考对基础英语教育的正面反拨作用,为培养学生的英语交际能力打下基础。     

英语教学活动中应注意发挥学生的多种智力元素

以霍华德·伽德纳(HowardGardener)的多种智力元素理论为基础,分析了如何利用9种智力元素解决教学过程中遇到的问题,并对利用不同的智力元素开拓更深层、更丰富且具有独特个性的学习方法进行了探讨。采用Lazear提出的循序渐进方法,对教学的四个阶段,即唤醒智力元素、扩大智力元素、智力元素传授以及智力元素迁移分别进行了阐述。     

人本主义教育观与大学英语分级教学

人本主义教育观在70年代兴起之后成为一种浪潮很快波及到了语言教育界。它的主要教育思想是以“学生为中心”,主张重视学生的情感诉求,认为教学活动应有助于学生的自我发现、内省和自尊。大学英语分级教学正是这种教育观的体现。本文首先介绍了人本主义教育思想的起源及其核心内容,然后阐述了这种理论在分级教学中的具体运用。     

A new pedagogical model for adventure in the curriculum: part one – advocating for the model

Background: In recent years increasing attention has been given to models-based approaches to physical education as a way of promoting standards and particular types of learning through better alignment of teacher planning and delivery with pupil learning and achievement. However, little attention has been given to the specific contribution a pedagogical model for outdoor adventure education (OAE) has to make to pupils learning.

Purpose: This paper is presented in two parts. Part one is an advocacy paper and draws upon the broader discourse around models-based practice to make a case for the development of a pedagogical model for OAE. Drawing upon guidelines for models-based approaches to physical education, this paper considers the theoretical foundation, rationale, review of research findings and major theme that inform the development of a model of OAE.

Conclusions: The selected review of the research suggests that the major impact of OAE is upon the affective domain, particularly in relation to pupils developing a positive self-concept. Learning is also evident in the cognitive and physical domains, but this is secondary to learning in the affective domain. Drawing upon the analysis of the research literature, the major theme for the model is identified as ‘personal growth through adventure’ and ‘OAE’ is suggested as the name of the model. Part two of this paper builds upon these foundations to outline what a pedagogical model for OAE might look like in a secondary school in the UK.