共查询到20条相似文献，搜索用时 31 毫秒
1.
This article focuses on class blogs and presents results from 1:1 schools in Sweden. While Swedish schools are increasingly using Web 2.0 technologies (e.g., wikis and blogs), most of this use is still at an experimental stage. To further the understanding of how blogs are and can be used, we compare class blogs used in practice with the fast-growing literature in the field. Previous work suggests eight uses: collaboration, making assignments, journal writing, instruction, posting supplemental material, community building, external readers, and prompting. In practice, we found blogs to be used in a fairly narrow way—mainly for instruction and posting supplemental material. We hope that this article will inspire teachers to further their blog use. 相似文献
2.
运用传播学的"使用—满足"模型,从学生的角度对教师博客的实际效果进行调查研究发现,教师博客在辅助课堂教学和学生学习方面虽取得了一定的成效,但还不够重视师生互动对话的空间,影响了学生对教师博客使用的满意度。 相似文献
3.
对教师博客(Blog)在教学中应用的思考 总被引：1，自引：0，他引：1
博客(Blog)或Weblog,或称"网志",被认为是继Email、BBS、iCQ之后出现的第四种网络交流方式.本文从博客、教师博客的概念以及博客的功能与作用进行分析,对教师博客在教学活动中的应用进行了粗浅的探索与反思. 相似文献
4.
许程明 《韩山师范学院学报》2003,24(4):76-82
该文对文学过程中作者与读者的关系、阅读接受的几个运行环节、读者的心理机制及由此引发的中国当代文学读者的一些问题作了括约的分析，并以此证明文学始终是在多元状态中衍进的。 相似文献
5.
以传播学的"使用一满足"理论为基础,通过问卷调查的研究方法,立足于学生主体的角度,反思并考量教师博客作为新型教学媒体的实际传播效果,并分析其中存在的问题及不足. 相似文献
7.
Kate Douglas Tully Barnett Anna Poletti Judith Seaboyer Rosanne Kennedy 《高等教育研究与发展》2016,35(2):254-266
This paper introduces the concept of ‘reading resilience’: students’ ability to read and interpret complex and demanding literary texts by drawing on advanced, engaged, critical reading skills. Reading resilience is a means for rethinking the place and pedagogies of close reading in the contemporary literary studies classroom. Our research was across four Australian universities and the first study of its kind in the Australian context. We trialled three working strategies to support students to become consistent and skilled readers, and to equip teachers with methods for coaching reading: ‘setting the scene’ for reading, surveying students on their reading experiences and habits, and rewarding reading within assessment. We argue that the nature and pedagogy of close reading has not been interrogated as much as it should be and that the building of reading resilience is less about modelling or outlining best practice for close reading (as has traditionally been thought) and more about deploying contextual, student-centred teaching and learning strategies around reading. The goal is to encourage students to develop a broad suite of skills and knowledge around reading that will equip them long term (for the university and beyond). We measured the effectiveness of our strategies through seeking formal and informal student feedback, and through students’ demonstration of skills and knowledge within assessment. 相似文献
8.
This research paper explores students’ motivation and teachers’ teaching practices towards the writing of compositions in the conventional paper-based (paper and pencil) and the online blogs mode. Six classes of Grade 5 (224 students) and four English teachers in an elementary-level future school in Singapore were involved in this study. A total of four written assignments were given to the students – two conventional paper and pencil and two online blog-written assignments. No significant difference was found in students’ scores on these assignments. However, the submission rate for the conventional paper-based assignments was 93.8% as compared to 75% for the online blogs entries. Although both students and teachers in this study are savvy information communication technology users who have been exposed to one-to-one computing since Grade 1, the use of blogs for journal writing was not natural to both parties. Teachers found that it was more cumbersome to grade and give comments on students’ online blog posts via the online platform and likewise, students also faced issues with the submission of their online writing assignments. Some students quoted that they preferred writing via conventional paper and pencil mode, experienced network connection and technical issues, had poor time management, experienced forgetfulness and distraction from the computers and the Internet for not submitting their online writing assignments. This study also once again highlighted the importance of the teacher, as one out of the four teachers managed to get all her students to submit their writing assignments. The in-depth analysis of the interviews with the teachers and students, students’ perception survey, students’ performance in their writing tasks (both online and paper-based) and submission rates had revealed useful insights and considerations on the use of blogs to engage students in writing. 相似文献
9.
平等对话和教师心理图式的深化 总被引：1，自引：0，他引：1
SUN Shao-zhen 《课程.教材.教法》2008,(6)
我们理解的阅读理论,具有以读者主体离开文本主体的倾向。阅读的过程,是阅读主体和文本主体同化和调节的过程,其间充斥着相互排斥,相互搏斗,相互交流,相互征服。教学水平的提高,关键不在于课堂热闹的对话。有效的深邃的对话的条件是,其中一方超越另一方的理解的水准。中学语文课文大都是经典,经过一代又一代的解读,积累了历史的智慧,同时又留下历史的局限。教师要借助历史的积累、批判和深化,丰富自己的认知图式,才能有足够对话的本钱。 相似文献
10.
尹建学 《河南广播电视大学学报》2003,16(2):52-54
学作品阅读活动实质上是读与作以本为媒介的交往活动。只有把读作为主体，让其能动参与，作品才有意义。读与作的交往是作品意义理解的前提。作品意义的深度取决于本所显示的形式和内容的客观深度与读所具有的感悟和情感体验的主观深度的相互作用，因而，作品意义具有无限性，理解没有绝对标准。这一阅读规律要求学作品的课堂教学应建立一种平等民主的师生关系，形成一种开放性的教学过程，构建以对话为主要方式的教学方法。 相似文献
11.
李婷 《邵阳学院学报(社会科学版)》2007,6(1):105-108
徐訏是中国新文学史上一位创作成就特别突出的作家,文章试图对徐訏研究的历史与现状进行梳理与概括,使得读者对徐訏研究状况有一个整个认识,从而对徐訏做进一步的研究。 相似文献
12.
韩来英 《临沂师范学院学报》2011,(4):14-16
政治博客对公民现代政治生活的介入,激发了公民的政治参与意识,在一定程度上推动着社会的“善治”,对公民的政治参与、政治公开化、公民自治、公民社会的成长等具有重要的意义,也必将有力地推动政治文明的进程。 相似文献
13.
Louise Flensted Rønberg Dorthe Klint Petersen 《Scandinavian Journal of Educational Research》2016,60(1):72-89
This study explores the incidence of poor comprehenders, that is, children identified as having reading comprehension difficulties, despite age-appropriate word reading skills. It supports the findings that some children do show poor reading comprehension, despite age-appropriate word reading, as measured with a phonological coding test. However, the proportion of poor comprehenders was smaller than the frequently reported 10–15%, and smaller yet, when average sight word recognition, measured with an orthographic coding test, was also set as a criterion for word reading skill. Compared to average comprehenders, the poor comprehenders’ orthographic coding and daily reading of literary texts were significantly below those of average readers. This study indicates that a lack of reading experience, and likewise, a lack of fluent word reading, may be important factors in understanding 9-year-old poor comprehenders’ difficulties. 相似文献
14.
微博问政顺应了互联网时代信息快速传播的需求,开启了网络时代官民沟通的新方式,彰显了与时俱进的执政理念,成为中国政治舞台上备受瞩目的新宠。微博平台,打开了政务公开的一扇窗,增加了政府机构和官员工作的透明度,将官员的言行置于群众的监督之下。同时也要看到,微博问政的风光背后也给社会管理带来了挑战。因此,必须从建立舆情评判机制、微博问政的制度化、加强道德自律等方面完善微博问政的未来发展。 相似文献
15.
符有明 《南宁师范高等专科学校学报》2003,20(3):24-27
文学活动是充满情感的活动，情感贯穿了从创作到阅读的整个过程。作为文学活动重要一极的阅读活动，情感的活跃起着极为重要的作用：情感能激发读者与作家的“共鸣”；情感能推动想象的展开；情感能帮助还原艺术形象。 相似文献
16.
陈文慧 《昆明师范高等专科学校学报》2012,(1):115-118
含蓄是中国文学语言中的重要属性,它不仅可以拉开读者与文学作品间的距离,在赋予文学作品张力的同时,给读者驰骋想象的空间。在翻译活动中,译者在适当的审美距离之内充分发挥其主观能动性,把握好原文中的含蓄表达和蕴含情感,从而使译文读者在译文阅读过程中获得与原文读者尽可能相似的审美感受,也使译文获得与原文相似的审美效果。 相似文献
17.
Hild Elisabeth Hoff 《Scandinavian Journal of Educational Research》2019,63(3):443-464
The work presented here is a qualitative study of socio-cultural approaches to literary texts in a selection of upper secondary English as a Foreign Language (EFL) classrooms in Norway. The article explores opportunities and challenges related to the fostering of competent “intercultural readers” in foreign language (FL) educational contexts by examining how notions of interculturality are implicated in the teaching materials and classroom discourse. The analysis indicates that the examined text interpretation processes rely on a complex interplay between literary texts, tasks and classroom participants in such respect. Two particular strands of the analysis, pertaining to how issues of intertextuality and the emotional dimension of literary reading play a role in the data, are highlighted. The article concludes by discussing the didactic implications of findings. 相似文献
18.
Yu-Chih Sun 《Teaching in Higher Education》2013,18(4):369-381
The purpose of this study is to highlight the possibilities and challenges that underlie efforts to integrate blogs into teacher-education programs in Taiwan higher education. The participants were 12 pre-service teachers undertaking Master's level study in Teaching English to Speakers of Other Languages. The outcomes of the blogging project were highlighted in terms of pre-teachers' professional development on the blogs, their difficulties encountered, problem-solving strategies employed, and the students' perception of blogging. The results suggested that blogging could encourage pre-service teachers to actively and reflectively engage in knowledge sharing, knowledge transformation, and knowledge generation. Blogging also encouraged the development of numerous strategies to cope with difficulties encountered in the blogging process. Overall, pre-service teachers held positive attitudes toward blogging as a support for their professional development and were conscious of audience considerations, and so tended to select and respond to blog content deemed interesting and useful to their audience. 相似文献
19.
陈忠琴 《陕西教育学院学报》2006,22(1):42-45
读者对文学作品的阅读都会有正读和误读。正读是对文本的正确阐释,读者通过作品和作者相互沟通;误读是对文本阅读后的一种错误阐释行为,但误读并非是一种不可取的阅读。正读和误读是相辅相成、共存互补的,对文学作品的正确阅读应是将正读和误读有机结合,才能使阅读成为有意义的阅读,文本才能增值。 相似文献
20.
《International Journal of Research & Method in Education》2013,36(3):324-343
When compared with wider social research, qualitative educational research has been relatively slow to take up online research methods (ORMs). There is some very notable research in the area but, in general, ORMs have not achieved wide applicability in qualitative educational contexts apart from research that is inherently linked to the Internet, for example, research on educational technologies or students' online behaviour. This paper demonstrates how ORMs can be useful in qualitative research projects. It describes how on-going, reflective, qualitative data were collected using a popular, community-based online tool – blogs. The research project that utilized this approach aimed to trace how a group of international students in the United Kingdom responded to their new environment over six months. This article attempts to provide a new understanding on the use of blogs as a tool for data collection. 相似文献