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51.
翟艳 《暨南大学华文学院学报》2012,(1):42-50
在汉语教学中,口语课程的成绩测试一直存在着不够规范、缺乏客观性和评分标准不够明确的问题。本文考察了12位汉语专职教师的评分过程,通过分析他们对10名学生口试样本的评分及评分依据,探讨了教师标准的一致性和差异性,在此基础上确定了适宜于考察汉语口语水平的5项1l点评估标准。 相似文献
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In this classroom intervention study, reciprocal teaching (RT) of reading strategies was combined with explicit instruction in self-regulated learning (SRL) to promote the reading comprehension of fifth-grade students (N = 306). Twelve intact classes were randomly assigned either to an RT + SRL condition or to an RT condition without explicit instruction in self-regulation. Three additional classes served as a no-treatment comparison group. Strategies instruction was delivered by trained assistants in conventional German language lessons. Students practiced the application of these strategies in small groups. Both at posttest and at maintenance (8 weeks after the intervention), students in the two intervention conditions (RT and RT + SRL) outperformed comparison students in measures of reading comprehension, strategy-related task performance, and self-efficacy for reading. Relative to RT students, students in the RT + SRL condition were better able to maintain training-induced performance gains over the follow-up interval. A moderated mediation analysis revealed that this difference in the sustainability of the two treatments was (a) mediated by the successful mastery of the learned strategies and (b) most evident among students with poor reading fluency skills. 相似文献
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小学阶段的英语教学目标及学生的生理、心理特点决定了:在提高学生英语口语表达能力训练上,教师鼓励学生先张开口,流畅的表达自己的思想,再在大量的语言实践中不断的达到准确,尤其有着深远的意义.本文拟就在小学英语教学阶段注重学生语言流畅性的作用以及怎样正确处理好二者之间的关系作以论述. 相似文献
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Oral reading fluency is an indicator of overall reading competence. Many studies have claimed that repeated reading can promote oral reading fluency. Currently, novel Web- or computer-based reading technologies offer interactive digital materials that promote English oral reading fluency using the repeated reading strategy; however, paper-based English materials in physical classrooms are still used to train students in oral reading fluency because most students are used to learning environments with paper, pen, and face-to-face interaction. With the growth of digital pen technologies, developing an interactive learning environment that combines printed textbooks and a digital pen to support English-language classroom learning has become feasible. Thus, this work presents a digital pen and paper interaction platform (DPPIP) composed of a student-learning tier, course management tier, and teacher tutoring tier, in which digital pen technologies are integrated with printed textbooks and Moodle course management system, to support the repeated reading strategy for promoting English-language oral reading fluency, learning motivation, and learning satisfaction. Meanwhile, this work also examined whether the proposed DPPIP provides different benefits in terms of the promotion of the oral reading fluency to students with field-dependent and field-independent cognitive styles. Based on the non-equivalent control group design in the quasi-experimental research, this work recruited two junior high school classes from Taoyuan County, Taiwan, to participate in an instructional experiment. One class was randomly assigned to the experimental group, which used the DPPIP to perform the repeated reading strategy in order to enhance English-language oral reading fluency. By contrast, the other class was assigned to the control group, which adopted the traditional paired reading method to support the repeated reading strategy to improve English-language oral reading fluency. Analytical results show that applying the proposed DPPIP to support a regular English-language course in classrooms had significantly positive effects in promoting the English-language oral reading fluency, learning motivation, and learning satisfaction of junior high school students. Moreover, this DPPIP simultaneously helped the experimental group students with the field-independent and field-dependent cognitive styles accelerate their oral reading fluency. Importantly, the oral reading fluency of the experimental group students is positively correlated with the frequency which the digital pen was used. 相似文献
56.
交际法英语教学及其基本方法 总被引：1，自引：0，他引：1
郝勇 《番禺职业技术学院学报》2006,5(1):39-42
交际法英语教学要坚持一切教学活动体现交际功能、教学中尽量重现交际过程、教师对学生不能每错必纠三条基本原则，要正确处理教师与学生、准确与流利、学习与习得三对主要关系，要适时开展好扮演角色、模拟活动、小组讨论三种典型活动。 相似文献
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葛树魁 《连云港教育学院学报》2008,(4):15-18
喉音与牙音应是五音中最为活跃的两个音系,这种活跃不仅仅因为近古以后喉牙音的大量腭化与归零,更因为喉牙音内部的互转及喉牙音与其他音系的相转。音转是喉牙音最常见和最重要的语音现象,它对谐声、通假、声训、古书异文、一字多音等诸多语言现象有着重要的作用和影响。 相似文献
58.
普通话基本音位的教学图示法 总被引：1，自引：0，他引：1
王汉卫 《暨南大学华文学院学报》2005,(1):16-23
本分析了以往教材中发音示意图未受到重视的原因,认为发音示意图本身示意功能的不完善是形成这种局面的根本原因。本根据《普通话发音图谱》及以往教材中的发音示意图。对普通话31个基本音位的教学图示法做了进一步的设计。针对辅音,突出了发音过程的展示。并新增了一些形象的标记符号;针对元音。对唇形做了重点加工。使舌位的高低、唇形的圆展处于鲜明的对比状态。 相似文献
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李健民 《成都教育学院学报》2007,21(10):52-54,57
基于语料库的研究表明,语言中普遍存在着重现率很高的语块.语块在二语习得和语言发展中起着重要的作用,掌握这些语块是达到地道表达的关键.在英语教学中应培养语块意识,加强语块的输入和输出,并关注其文化内涵和构建隐喻词汇模块. 相似文献