初中作文结尾写法之我见

作文教学一直是初中语文教学的一个难点,也是学生和家长经常提到的一个难题,那么我们在实际教学当中,就需要注重培养学生作文写作的技能技巧,一步一个脚印地去培养学生的写作能力。一篇作文从开始构思到最后的修改文稿,这中间的过程非常复杂,其中作文结尾的写法很有讲究,一般情况下学生的作文在结尾的时候才能够揭示主题,表情达意,彰显作文的中心思想。因此在作文训练当中,培养学生作文结尾的写作方法技巧,也是作文教学的一个重点内容,让学生掌握基本的结尾写作技巧,逐步提高学生的写作能力。     

电子教学文本的写作与网络学员原创力的培养

电子教学文本写作是21世纪网络教学的新课题，网络不能光用于机械地传递信息，应借助计算机和网络的优势制作优质的电子教学文本，是培养学员原创力最有效益的途径之一。     

英语写作教学中元认知策略训练的应用

在心理学认知研究的启发下,本文认为,英语写作教学中要贯穿元认知策略训练,在加强写作教学效果的同时,进一步培养学生自主性学习能力。     

The Impact of Coordination Methods on the Enhancement of Business Writing

Universities with limited resources are being pressured to cover more material within their degree programs. Because of this, schools are looking to integrate material from different classes. This paper sets out to determine if students can learn business writing within the context of another class, specifically, an information systems class. The goal is to eliminate the need for a separate business‐writing course. However, the students will have to learn the material with limited support in order not to place an additional load on the instructor. This study investigates whether individuals can develop their business‐writing skills during the course of repeated group work and whether there are differences in the level of their learning, based on collaborative media. The results show that individuals can learn business‐writing skills with a minimum of support through direct instruction. In addition, there is no difference between individuals working in face‐to‐face (F2F) groups and those working in groups using electronic collaborative work (ECW) systems.     

Student Journals and Student-constructed Questions in a Primary Mathematics Classroom

Eleven Grade 6 students from a class of 26 Canadian children (comprising both Grade 5 and Grade 6 students) were the focus of a 15-week study on students' mathematical learning through writing, where Student Journals (SJ) and Student-Constructed Questions (SCQ) were used by the class teacher as an integral part of her lessons on common and decimal fractions. Student interviews, classroom observations and a teacher interview complemented the analysis of SJ and SCQ. Both writing tasks evidenced students' mathematical learning, but while the SCQ indicated students' fraction knowledge more clearly, the SJ did not communicate students' understanding of fractions as well as student's verbal discussion and explanations did.     

网络环境下教育技术文献资料工作的新变化

本文从四个方面探讨了互联网的发展,对教育技术文献资料工作的影响,以及在此基础上收藏结构、收藏空间、收藏原则方面的新变化。认为教育技术资料工作人员,应在实际工作中尽快适应变化,在管理思想上实现现代化。     

时运交移,质文代变——现代应用文写作文化初探

现代应用文写作文化具有符号性、可变性等特点,它反映了写作主体在五四新文化运动以来的文化感受和文化心理,表现出在文体、结构等方面的规范化特征,现代应用文写作文化显示出与传统应用文写作文化迥然不同的写作策略。     

“写作”辨义

写作历来被认为是“经国之大业,不朽之盛事”。在现代社会,更成为一个人必须具有的素质。从写作学的现代观念出发,对写作概念进行溯源,并描述它嬗变的轨迹,梳理“写作”的各种不同称谓,弄清现代“写作学”和传统“章观”、“作论”之间的联系与区别,对写作学的发展具有重要意义。     

试题命制的科学性：结构要素及其技术规范

试题命制是考试的基础要素和关键环节,体现着考试作为测量手段的科学理性。试题的结构要素分别是刺激情境(线索材料)、设问(作答指令)、分值赋予、答案及评分标准等。试题命制的科学性指试题整体及其结构要素所涉及的情境素材、概念原理和推理论证等准确可靠,没有错误或者歧义。科学性维度的技术规范要求命题时首先明确测试的"构念",即测试要测的到底是被试哪方面的特质,"构念"相对抽象,需要在内容领域和认知能力等方面对"构念"进行分解使之具体化;基于测试"构念",考核重要的而非无关紧要的学习内容;其次要求试题刺激情境自身的合理性与科学性,要求试题的作答指令清晰明确无歧义,要求分值赋予合理,要求参考答案与评分标准精确并与情境素材保持逻辑一致。试题命制还需要关注试题的局部独立性。科学性是任何考试都必须遵循的基础性原则,试题命制自始至终都必须规避因科学性错误带来的测试偏差和风险。     

英语教学中培养听写能力的重要性

本文阐述了听写的重要性,尤其对于听力教学和英语写作教学的重要意义,强调指出听写练习是英语教学的重要环节,应引起英语教师的重视。