Task-based Teaching of College English Listening

With the reform of CET-4, CET-6 examination, the proportion of listening part obviously has been increased, how to improve students’ listening ability and the teaching of college English listening is worth to be studied and developed in the practice. Tasked-based teaching is particularly concerned in the English education area in China, which emphasizes to make learners study English naturally by finishing some task. This paper starts from the perspective of task-based teaching to discuss how it will be effectively pu t into practice in the teaching of college English listening. Task-based teaching can scientifically use class time to improve students’ independent learning ability.     

The Implication of Prosodic Features’ Pragmatic Functions-For Teaching Listening and Speaking

Interactive communication is not straightforward but complicated. Prosodic features play an influential role in English communication. They can be used to signal certain pragmatic purposes in real situations for listeners and speakers to have mutual understanding. Identifying the pragmatic functions of prosodic features will facilitate the teaching of listening and speaking. English teachers need to clarify and emphasize the relationship between prosodic features and their pragmatic functions, attempting to work out how to combine them together into teaching in order to teach students to communicate effectively.     

语言模因论与英语听力教学

报道一项旨在验证"语言模因论"对英语学习是否有促进作用的教学实验。受试者为35名英语教育专业2009级本科学生。他们在课堂内通过听说等渠道模仿、朗读、背诵和复述《听力教程》中的某些英语听力对话、段落和新闻材料并学习里面的生词和短语以及与之相关的文化背景知识,行动研究的时间为16周。结果表明:所有被试者英语听力理解能力得到了较大的提高,而且促进了师生对英语听力理解过程的反思能力。这说明在进行英语听力训练时,对学生提出模仿、朗读、背诵和复述等学习方法的要求,不仅能有效地促进英语学习,而且提高教学质量。     

An Analysis of Student Anxiety in English Listening

Listening has been playing a key role in daily communication and ELT.However,it’s an obstacle for most non-English majors.Among affective factors the students encounter in listening,anxiety is the most usual one.In this paper,I will analyze the situation based on my observations on listening class and interviews with some students in terms of the relationship between students’ anxiety and their listening performance and the characteristics of the listening materials.Subsequently,with the interviews with some students,some possible ways of improving listening ability are discussed.     

图示理论在大学英语听力教学中的应用

听力理解是困扰大学生英语学习的主要问题之一。传统的大学英语听力课堂通常以教师机械的放录音,学生被动的听信息为主,教学缺乏相关的理论指导,导致教学质量差,学生的听力水平没有得到明显的提高。图式理论为外语听力教学开辟了一条新途径,采取"自上而下"、"自下而上"处理信息等措施,充分发挥学生在听力理解中的主动性,提高学生听力理解能力。     

课程内容研究的新视野——TIMSS课程分析工具“主题追踪图”的演进与启示

美国密歇根州立大学施密特教授等人研究开发并完善的TIMSS"主题追踪图"作为重要的整体性课程分析工具,其使用的建模方法有效弥补了传统研究方法的不足。本文通过检索"主题追踪图"的演变轨迹,认为基于该工具的国际课程比较能全面反映各国课程在主题选择与组织层面的异同,而构建的课程连贯性理想模型更是提供了一种全新的课程内容研究思路与范式。     

基于构造-剪枝混合优化RBF网络的煤灰熔点预测方法

为提高煤灰熔点的预测精度,提出了一种基于构造-剪枝混合优化RBF网络的煤灰熔点预测方法.该方法融合了神经网络构造算法和剪枝算法的优点,分为“粗调”和“精调”2个阶段.粗调阶段动态增加隐节点数目直至满足相应的停止准则;精调阶段对粗调得到的RBF网络的结构和参数作进一步调整.基于煤灰的化学组成成分建立相应的构造-剪枝混合优...     

Socioeconomic Status– and Gender‐Based Differences in Students’ Perceptions of E‐Learning Systems

Many universities are pursuing increases in on‐line course offerings as a means of offsetting the rising costs of providing high‐quality educational opportunities and of better serving their student populations. However, enrollments in online courses are not always sufficient to cover their costs. One possible way of improving enrollments is through marketing campaigns targeted to specific demographic groups. In this study, we take a first look into how students’ perceptions of e‐learning systems, prior to their enrollment in an online course, vary across socioeconomic status and gender. Findings suggest that prior to taking an online course, working‐class students perceive e‐learning systems more positively than their middle‐class peers but that little difference exists between genders. Armed with this knowledge, universities may improve online course enrollments by marketing online courses specifically to working‐class students or through campaigns aimed at improving middle‐class students’ perceptions of e‐learning systems.     

课堂教学中教师倾听意识的回归

教师倾听意识的缺失使本应充满活力与精彩的课堂教学深陷困境之中,反思课堂教学中教师倾听意识缺乏的过程亦是敞亮和显露教学本真的过程。课堂教学中,呼唤教师倾听意识的回归、重建课堂文化已成为教学走出困境、走向本真的必由之路。课堂教学中,要让教师真正成为倾听着的主体,由此实现教师倾听意识到倾听行动的跨越,从而让课堂教学因为教师的倾听意识尤其是教师的倾听行动而生机盎然。     

教师的“言说”与“倾听”:超越博弈 走向共生

教师的"言说"和"倾听"的关系历来复杂,呈钟摆式在两极摆动。从历史演进的角度考察,二者经历了"言说遮蔽倾听"和"倾听回归教学"两个阶段。从当今现实的角度考察,"只重言说"和"只重倾听"的做法非常普遍。教师的"言说"和"倾听"的博弈体现了教师对"言说"和"倾听"关系的不同理解以及在这种理解下的教学存在价值选择乃至因为选择而形成的教学方式与教学样态的不同。"言说"和"倾听"具有本源的一致性和统一性,倾听是言说的前提,为言说奠基;言说是倾听的生长和发展,为倾听升华。教师的"言说"和"倾听"要超越博弈,走向共生。