图式理论与阅读教学

借助图式理论,分析了语言图式、内容图式和形式图式在阅读理解中的作用。为了提高学生的阅读能力,在阅读教学中,教师要注重这三方面的教学。     

怎样的班主任才是优秀的小学班主任——对四位乡村小学班主任的访谈

班级是学校对学生进行教育和教学工作的基层单位，班主任是班级管理的舵手。而小学班主任是人在启蒙阶段最关键的雕塑师，他（她）与学生之间的交往可以达到彼此间内在心灵的最微妙的接触。本研究中选取四位乡村小学班主任作为访谈对象，就她们的工作成就感与困惑之所在作些片断性的展示，并从中提出自己的反思和感悟。     

论发声生理与歌唱

从发声生理学方面，论述了歌唱的声源，呼吸与共鸣，阐明了掌握一定生理声学知识，对我们科学，合理地使用发声器官，避免发生喉病，有一定的理论指导意义。     

探讨英语快速阅读的问题与技巧

信息时代的信息爆炸,学生时代的应试之需,提高快速阅读能力,势在必行。掌握必要的阅读技巧,克服不良的主客观因素,将是提高快速阅读能力的关键。     

提高中学生英语阅读水平浅探

英语阅读水平是英语听、说、写能力形成的基础。目前初中学生阅读缺乏现象严重,如何培养学生英语阅读能力尤为重要。为实践“阅读主导教学模式“这一教学理念,在英语教学中应做到:明确阅读任务和要求,选择阅读材料,扫除阅读中遇到的障碍,指导阅读方式等。     

Maternal mediation in book reading, home literacy environment, and children’s emergent literacy: a comparison between two social groups

The researchers addressed two questions: (1) Does maternal reading mediation and family home literacy environment (HLE) relate to children’s emergent literacy (EL) level? and (2) Do the relationships among these variables differ as a function of socioeconomic strata (SES) level. A total of 94 5–6-year-old children, 47 from low SES (LSES) and 47 from high (HSES) families, and their mothers participated. Mother–child interactions while reading an unfamiliar book were videotaped and their verbal expressions were coded for extracting maternal mediation level. Children’s independent EL level was assessed prior to the interaction. Compared with the LSES group, HSES children showed higher EL levels and their homes had a richer literacy environment. Maternal mediation level differed by SES: LSES mothers paraphrased text more often; HSES mothers’ higher mediation level included a discussion of the written system and making connections beyond the text. In the HSES group, maternal mediation level and HLE related to children’s EL; no such relationships appeared in the LSES group. Results are discussed in terms of children’s socio-economic background and their reading experiences. Implications for researchers and educational practices about the relationships between children’s literacy development, SES, HLE, and parental mediation are discussed.     

Parent question use during shared reading time: How does training affect question type and frequency?

This study was designed to examine whether participation in a shared reading workshop alters the frequency with which parents ask their children questions during book reading sessions, particularly questions designed to strengthen component reading skills that they may not have known about before training. Participants in the reading workshop series (N = 57) were taught strategies for asking questions about story content and word structure to build children's language and literacy skills. Findings suggest that parents may be somewhat familiar with traditional dialogic reading strategies focused on story content and utilize them without instruction, whereas parents may be less knowledgeable about sound or print‐focused skills and do not employ strategies focused on word structure until instructed to do so. It is also notable that parents do not use all story content prompts equally. This information can be used by school psychologists to refine the messages educators share with parents about how to best support their children's reading development.     

数学应用问题教学初探

阐明了在数学应用问题教学中，教师应重视抓好学生对应用问题的阅读理解、数学建模、数学解决等环节，提高学生解决实际问题的能力．     

知行之间论"系统"--非系统理论对中学语文教学的启示

非系统理论较之系统理论更为灵活、随机,有很好的应变性,对中学语文教学有很好的借鉴作用,作为中学语文教师,应该对此引起足够的重视.     

五年制师范生阅读能力提升的策略分析

在如今五年制的大专师范学习中,掌握阅读能力是不容轻视的,大专师范生若是想要在毕业后更好的从事教育工作,就一定要实现学习和工作的无缝连接。鉴于此,本文将从如何培养大专师范生阅读能力入手,希望对大专师范生的教学能力提高有所帮助。