浅析学生英文写作能力的培养

英语写作对大部分学生而言是一项艰巨的任务。教师在帮助学生培养写作能力的教学方法探索中要充分考虑学生的语言能力及写作目标,采用恰当的教学方式。期间,发现错误与改正错误,紧密结合课本学习是提高写作能力的重要手段。     

通过电子邮件学习英文写作

通过电子邮件学习英文写作有着传统写作教学无法比拟的优势。本文认为，通过与课程相结合、跨文化的键友活动、电子论坛和写作实践室等四种途径进行写作实践，可以有效地解决目前英文写作量少质差的问题。本文探讨了使用电子邮件的基本原则和教师在其中的作用等问题。     

浅谈作文中语言与情感的运用

作文是学生的一种思维和表达训练，真实性是它的基本特征。读者可以从作文的语言艺术与情感流露中领悟出作者的思想意识、知识见闻、生活经验、审美观点。可见，作文的语言和情感是不容忽视的。     

Student formation in higher education: teachers’ approaches matter

Teaching in higher education encompasses more than merely helping students develop knowledge and skills. It entails engaging students in their own formation as persons, professionals and citizens. From this perspective, this article investigates how approaches to teaching academic writing contribute to formation. By analysing a case from initial teacher education in Norway, we identify and examine one teacher educator’s beliefs about writing and his approaches to teaching writing. Theoretical framework rests on six discourses of writing developed by Roz Ivani? and on the formative possibilities and constraints embedded in these different literacy discourses. Thus, we provide students’ experien-ces with this teacher’s approaches and discuss what formation his approaches seem to have initiated. The findings point to the need for more critical reflection on the formative impact of teaching approaches in higher education more generally.     

主位推进模式在大学英语写作教学中的应用

衔接与连贯是学生在英语写作中存在的问题。功能语言学的主位推进模式为大学英语写作教学中的衔接与连贯问题提供了新的启发。因此,本文将在系统功能语言学的主位推进模式理论的指导下,对大学英语写作教学进行研究,以期提高学生的语篇组织能力,从而提高学生的写作水平。     

论新写实小说及其创作--以池莉、方方为中心

中国新时期文学,本质上属于现实主义文学,但它充满了苍凉的悲剧色彩。新写实小说属于现实主义,但它在淡化政治之后,以还原生活的写实手法表现普通人的生存状貌和精神状态的接近自然主义的一种写实主义,可以说新写实小说是现实主义传统的变异和发展。新写实小说派有许多重要作家,池莉和方方是其中具有代表性的作家,她们以描写庸常生活中的庸常人生为己任,以最富有七情六欲的小人物和“民间”为题材,描写普通人的凡俗生活及喜怒哀乐,注重生活的还原和人物生存背景、生活状貌、生命搏动、性欲望的描写,从而显示了普遍的人生意义,令读者咀嚼到历史、社会和生活的深厚况味。     

Dreaming the Unstable Wings of Desire: Unseen,Educational Bruisings and The Elusive Self of Literature

When it comes to education, the dream cannot be controlled by the strictures of language or the conscious mind, and in its insistently disobedient character, is unwilling to submit to the demands of a deliberate and conscious curriculum. Indeed, we might say that what dreams represent is the absence of education itself, and a mobile energy antithetical to a fantasy of smoothly functioning teaching. In this article, we approach the question of dreaming’s place in education through two intertwined lenses: the conceptual and the literary. First, we intersperse throughout our paper excerpts from an untitled fictional narrative about a group of students who become progressively more beaten up, and whose teacher is unable to see their bruises, as they embark on the precarious task of expressing their dreaming, creative selves. We also turn to psychoanalytic theory (and, in particular, Thomas Ogden’s theory of dream thinking) to discuss the significance of the impenetrable nature of the dream, and ask how such qualities of unrepresentability might challenge our desires for answerable questions and legible answers. We end this piece with a recognition of the ways in which shared experiences of reading and writing may also support a place for dreams.     

摆脱母语干扰,提高英语写作水平

大学生英语写作暴露出的诸多问题中,相当一部分语言错误是由于母语干扰产生的。因此,摆脱母语干扰对提高大学生英语写作水平起着举足轻重的作用。     

强化语文教学提高学生听说读写能力探研

对学生听、说、读、写综合能力的培养,是我国现阶段语文课堂所大力提倡的教学目标。在语文教学过程中,教师要在引导学生学会"听"的基础上,进一步提高"说"的能力,并通过课内及课外的阅读不断积淀语文底蕴、夯实语文功底,进而向提高写作能力迈进。     

Experiential learning in doctoral training programmes: fostering personal epistemology through collaboration

There has been increasing recognition for the need to reform doctoral training practices to foster students’ personal epistemology. This study describes the design and evaluation of a learning experience designed to help students understand the scholarly publication process. Firstly, this study discusses the design of the learning experience, describing the collaborative process of writing an interdisciplinary publication using both online and face-to-face learning. Secondly, this study evaluates the effectiveness of the learning experience by examining students’ reflections. We show that participation in the learning experience helped students to develop their academic writing proficiency, collaboration and teamwork, intercultural competence, and ability to engage in reflective practice. Importantly, we show that each student also created more individualised knowledge, gaining insight into how they and others think. This study, therefore, demonstrates that personal epistemology can be fostered through collaboration in a doctoral writing group context.