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101.
罗丹 《毕节学院学报》2012,30(9):116-120
传统的大学英语精读课沿用"语言分析"的教学模式,在一定程度上影响了精读课堂的教学效果,而语篇分析改变了传统的精读教学模式,它强调从语篇的层面上整体性地理解和掌握语言,对大学英语精读教学具有较强的指导意义。以《新视野大学英语读写教程3》第六单元的语篇为例,将语篇分析理论运用于大学英语精读教学中,旨在提高大学英语精读课程的教学效果,培养学生实际运用语言的能力。  相似文献   
102.
芬兰政府颁布的《学前教育国家核心课程》被认为是世界上最优秀的课程标准之一。该课程标准是在特定背景下颁布的,具有以下特点:立场明确,保护儿童权利;内容丰富,发展幼儿个性;信任儿童,鼓励自由表达;注重环保,培养审美能力;强调互动,侧重发展性评价等。其对中国幼儿园课程开发的启示包括:坚持主体性原则,打破狭窄的课程定位;坚持整合性原则,树立开放的课程观念;坚持发展性原则,重视创新的课程架构等。  相似文献   
103.
National Qualifications Frameworks (NQF) are a globally established and expanding phenomenon. They are increasingly merging and being mapped onto meta-qualifications frameworks. One key NQF in both these roles is the Scottish Credit and Qualifications Framework (SCQF). Much research categorises the different types of NQF, details their success and failure, and there is a steadily expanding body of critical research into NQF. Despite this, little research has focused on how NQF are used in day to day academic practice in the very institutions whose qualifications they frame. This article begins to redress this by focusing on the SCQF as an exemplar. It presents a synthesis between contemporary literature, a documentary analysis of SCQF literature and the data from interviews with 15 stakeholders in different educational roles. The findings show that, despite the claims of the SCQF literature and contemporary literature regarding the success of the SCQF, its diffusion and the extent of its use amongst these stakeholders are limited. Instead, it is used more as a symbolic tick box exercise and largely ignored. We discuss the implications of this and posit questions that challenge the focus of existing research into NQF and argue for a shift in the criteria by which they are judged from educational to market based ones.  相似文献   
104.
文学阅读是随着社会的变迁、生活的发展而变化,具有很强的时代性。文学阅读这种现象是由文学阅读的时代性所决定的。文学阅读的时代性主要表现为:文学作品内容的时代性;读者思想意识的时代性;文学审美风尚的时代性。  相似文献   
105.
    
Globalization has been widely discussed and much contested. It has been claimed that the process of globalization has impacted greatly on the capacity of the nation-state to formulate policy (e.g. Reich, 1992). Moreover, globalization has been accompanied by, or at least runs parallel to, a seemingly endless process of change within education. This process has assumed a worldwide character,as policies have migrated around the world; thus there have existed many similarities in terms of, for instance, curriculum provision, or school governance, between New Zealand, Australia, the United Kingdom and the USA. This article examines the nature and extent of education change in general terms, and the concept of globalization, before analysing the links between globalization and the process of change in one area of education, that is, the development of national frameworks for curriculum and assessment within anglophone nations.  相似文献   
106.
    
Despite numerous criticisms of the UK National Student Survey (NSS) institutional managers still strongly support its use in informing student choice, quality and assurance and quality enhancement activities. This article outlines a granular and nuanced benchmarking system for the NSS which provides both a ‘raw’ score (weighted student satisfaction score) and a normalised quotient (weighted student satisfaction quotient) to enable users to take a more considered approach to the absolute and relative strengths and weaknesses of individual course programmes.  相似文献   
107.
    
The current study took a quasi-experimental approach investigating the effect of a holistic after-school intervention, on reading comprehension measured by the Gray Oral Reading Test (GORT)-4 on at-risk students in Grade 2 through Grade 5. Analysis of Variance was used to investigate the relationship between pre- and post-intervention scores. The study showed encouraging results. The 91 student participants showed gains in their GORT-4 total scores after the intervention. Results of after-school tutoring lend support to the use of peer-tutoring in afterschool in the elementary schools. Due to the exploratory nature of the study in a single school, there are constraints on generalizability and utility of findings to other schools across the board.  相似文献   
108.
帮助学生生成与发展独特的体验和真切的感悟,是阅读教学的根本要求。要做好以下四步:(一)解读课文,发现文中人。"文章不是无情物",要理解作者的真感情,关键是教师要作必要的背景知识介绍,要引导学生认真解读文章。(二)精读课文,体悟文中情。指导学生精读课文,细心体悟、理解文中作者在山水游记中所寄托的苦闷心情。(三)品读课文,感受自然美。《小石潭记》记事,描写,抒情,多种手法并用;描形、绘声、着色,借景抒情。这是作者"心智"与"自然"结合的产物——山水游记中浸透着作者主体意识的自然美。(四)诵读课文,品尝山水味。柳宗元的山水记别有一番风味,这就是:富有诗意。引导学生体会作者"人化"的山水,品尝个中滋味。  相似文献   
109.
    
Using data from PISA 2009, the present study investigates firstly how equally students are exposed to opportunities to improve their reading skills (OTL) depending on the school they are enrolled in, and secondly the links between OTL in reading and achievement at the school level. A multidimensional within-item IRT is used to model the OTL. The intraclass correlation of both OTL dimensions issued from the IRT analysis – reading fiction and reading non-continuous tasks – is high, especially in differentiated education systems, showing an unequal exposure to OTL in reading according to the school. Robust correlations between the two OTL dimensions and reading achievement are observed at the school level. In addition, the results of a multilevel regression analysis show that a substantial proportion of the between-school variance in reading can be explained by OTL and by the school social intake. The proportion of between-school variance explained jointly by OTL and social intake is higher in differentiated education systems than in comprehensive ones.  相似文献   
110.
在革命时代进入成熟发展期的中国成长小说,在叙事形态方面深受革命意识形态和中国传统文化的影响。具体表现为:叙述方式上,由自传到虚构,从第一人称到第三人称;情节模式上,以意识形态的红色阴影笼罩下被规训、被预设的成长为主;精神气质上,个人话语与史诗叙述的纠缠起伏。  相似文献   
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