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1.
《Journal of research on educational effectiveness》2013,6(1):54-82
Abstract The goal of this study was to assess the effectiveness of an intervention—Quality English and Science Teaching 2—designed to help English language learners (ELLs) and their English proficient classmates develop academic language in science, as required by the Common Core State Standards. The intervention consisted of supplementary instructional materials and professional development. Participants included 1,309 students, of whom 353 were ELLs. Sixty sections taught by 15 teachers in seven middle schools were randomized within teacher to the intervention or the control condition. Treatment effects were tested separately for academic language and science knowledge. For the whole group, results indicated posttest differences favoring the treatment group sections were statistically significant for academic language and science. For ELLs however, posttest differences favored the treatment group for academic language only. Follow-up analyses investigating implementation found that treatment fidelity was related to gains in both academic language and science knowledge for the group as a whole and for ELLs. Effect sizes suggest the intervention was promising in promoting the academic language in science of both ELLs and their English proficient classmates. 相似文献
2.
周冠琼 《安阳师范学院学报》2010,(1):118-121
认知教学法强调以学生为中心,将语言学习视为积极主动的认知过程。听说技能是大学生英语学习最大的障碍和急需提高的能力,而教学方法和手段直接影响学生的学习兴趣和教学效果。大学生英语听说能力差有多种原因,如英语语言环境缺乏、教学方法落后、主观认识不足等。本文根据目前我国大学生的英语听说能力现状,以认知教学法为理论指导,尝试提出提高英语听说能力的有效措施,以期对大学生英语学习和高校英语听说教学有所裨益。 相似文献
3.
周玉萍 《通化师范学院学报》2013,(10):61-63
词块好比是语言的“半成品”,集语法、语义和语境优势于一身.基于词块的教学法符合语言认知规律,有助于培养大学生交际能力.通过词块法来解决大学生英语写作能力培养的问题,为英语教育者提供了一个全新的英语教学思路.本文试以教学实验的方式,提出将词汇法应用于综合英语教学当中,以达到提高大学生的英语写作能力的目的,来改善目前“教师反映写作难教,学生反映作文难写”的这种教学现状. 相似文献
4.
试析交际法与英语交际能力的培养 总被引：3，自引：0，他引：3
李治 《安阳师范学院学报》2004,(4):91-93
交际法认为语言教学应该以教话语内容为中心,而不是以语言结构为中心.交际能力指的是恰当地使用语言的能力.交际法关于学习的三个原则是沟通原则、任务原则、意义原则.在英语教学中,我们应采取在交际法的基础上,综合其它教学方法,充分调动学生的学习积极性和主动性,使学生真正成为课内、外教学活动的中心,从而促进学生交际能力的培养. 相似文献
5.
The Effectiveness of the Geospatial Curriculum Approach on Urban Middle-Level Students’ Climate Change Understandings 总被引：2，自引：1，他引：1
Climate change science is a challenging topic for student learning. This quantitative study examined the effectiveness of a geospatial curriculum approach to promote climate change science understandings in an urban school district with eighth-grade students and investigated whether teacher- and student-level factors accounted for students’ climate change knowledge achievement. The participants included 12 science teachers and 956 eighth-grade students. Data included a pre- and posttest climate change assessment measures for both teachers and students and a teacher measure of Geospatial Science-Technological Pedagogical Content Knowledge. Paired-sample t tests revealed statistically significant gains from pretest to posttest on their climate change knowledge (p < .001; effect sizes being large on multiple-choice items and medium on the open-ended response assessment). Both ordinary least squares (OLS) multiple regression and 2-level hierarchical linear modeling found that students’ initial climate change knowledge and gender were significant predictors for students’ posttest scores, p < .05. Students’ pretest scores were the strongest significant predictor of the posttest scores, p < .001. Neither the teachers’ climate change knowledge nor their Geospatial Science-Technological Pedagogical Content Knowledge had significant association with the students’ posttest scores. Teaching years was a significant predictor for students’ posttest scores in OLS regression (p < .001). The findings provide support that a geospatial curriculum approach is an effective science curriculum approach for learners in urban middle-level education. 相似文献
6.
范莉 《语文学刊:高等教育版》2008,(8):100-105
论文简略介绍了批判式阅读教学法以及在实际教学活动中的使用,而后通过对两次学生书面调查结果的对比分析,论证了批判式阅读教学法在语言教学中的灵活运用能够有效地提高学生的语言能力,并且还能培养学生的思考能力和评析能力。 相似文献
7.
郑定明 《湖南第一师范学报》2006,6(3):86-88
以60名大学生为样本,其中30名学生在实验组,另30名学生在控制组,就课堂听写练习与写作质量的关系进行实证研究。通过采用t检验、相关分析和回归分析,探讨听力练习与写作质量之间的关系。结果表明:经过一个学期的课堂听写练习,试验组与控制组在外语作文中总体评分分数、流利度、错误率都发生了显著性变化;听写练习对外语写作中作文分数、流利度有促进作用;听写练习可以降低学习者的错误率。 相似文献
8.
词汇是语言的基本单位,没有词汇,也就谈不上学习语言材料和语法,更谈不上用语言进行交际。该研究采纳了情景教学法中的词汇教学理念,以专科生为研究对象,进行了情景教学法教授词汇的教学课堂实践,探索情景教学法对提高英语词汇习得能力的有效性。结果显示,运用情景教学法教词汇可以使学生英语词汇习得能力得到提高,并有利于提高学生的英语词汇习得能力。 相似文献
9.
侯小珍 《湖北广播电视大学学报》2012,(3):124-125
本文通过对“最近发展区”理论的认识和分析,得出教学的最终目的就是通过充分认识和掌握学生的最近发展区,从而使学生的潜能得以实现。教师应该改变传统的教学理念,转变本身的角色,改进教学方法。提倡在教学中使用任务型教学法,从而提倡大学英语教学应积极使用任务型教学法以提高学生的英语综合运用能力。 相似文献
10.
This study explored the effects of a Problem-Based Computer-Assisted Instruction (PBCAI) on students' earth science achievement in Taiwan. One hundred and fifty-nine 10th grade students enrolled in four sections of a mandatory earth science course participated in this pretest–posttest control-group experiment. During a 2-week period, the experimental group students (n = 84) received the PBCAI while the comparison group students (n = 75) received a Direct-Interactive Teaching Method (DITM) accompanying with regular computer-internet usage. An analysis of covariance on the Earth Science Achievement Test posttest scores with students' IQ and pretest scores as the covariates suggested that (a) the PBCAI was more effective in promoting students' achievement than was the DITM (F = 4.91, p < .028), and that (b) students in the experimental group had significantly higher achievement scores than did students in the comparison group, especially on the knowledge (F = 7.74, p < .017) and comprehension (F = 5.73, p < .017) test items, but not on the application (F = .07, p > .017) test items. 相似文献
11.
通过研究“教、学、做一体化”教学模式在网络数据库课程中的应用,分析了实施“一体化”教学的必要性,论述了教学改革的内容,对“一体化”教学模式的预期效果进行了深入的研究,并对“一体化”教学模式的实际效果与原始教学模式的实际效果进行了详细的分析和比较。在“教、学、做一体化”教学模式下,学生对数据库设计流程、数据库应用系统的开发设计能力以及学习兴趣均得到了很大的提高。 相似文献
12.
薛梅芳 《福建教育学院学报》2012,(2):89-91
新课程背景下倡导学生积极主动地自主学习,倡导教师教学方式的转变,针对不同的课型、课程内容、学情创设最佳教学方法,提高历史教学的有效性。问题教学法、情境教学法、人物教学法是提高有效教学的重要方法。 相似文献
13.
This study investigated the potential benefits of a blended learning approach on the reading skills of low socioeconomic status students in Grades 1 and 2. Treatment students received English language arts instruction that was both teacher-led and technology-based. Comparisons were made with control students who received the same English language arts instruction without the blended learning component. Results showed significantly greater pretest/posttest gains on a standardized reading assessment for the treatment students compared to the control students. The greatest discrepancy occurred in reading comprehension. A sub-analysis of low-performing English language learner students in the treatment group revealed the largest reading gains. At posttest, these students performed at the level of non-English language learner students in the control group. Results indicated a blended learning approach can be effective in enhancing the reading skills of low socioeconomic students. 相似文献
14.
杨巧云 《南昌教育学院学报》2010,25(5):111-111
教学是一门科学,也是一门艺术。教学语言艺术是教学艺术的核心。教师的语言美对学生的语言习惯、逻辑思维的培养与形成都起着很大的作用。美的教学语言不仅能引发学生听课的兴趣,而且还会使学生在轻松愉悦中获取知识,发展智能,提高审美情趣。优秀教师的授课过程都十分讲究语言的美。 相似文献
15.
陈月琴 《南昌教育学院学报》2010,25(2)
在小学语文教学中采用问题情境教学法将加强师生间的互动,有助于培养学生思维方式,加深同学们对课文的理解,提高课堂教学效果。问题情境的创设应当根据学生的固有知识,立足于教学目的,创设难易适中的问题情境。为了提高问题情境教学方法的效果,教师必须加强对教材的钻研,构建和谐的师生关系以及充分利用网络技术创新学生思维方式,扩大学生知识面。 相似文献
16.
沈春花 《武汉工程职业技术学院学报》2009,21(4):69-71
教学过程是师生问互动的过程,教师提问和学生应答构成了师生间语言交流、学生语言实践的主要形式。研究教师课堂提问策略对提高教学效果以及培养学生的创新精神和实践能力都具有十分重要的指导意义。探讨了目前教师课堂提问存在的问题,阐述了课堂提问的目的,对如何改进和优化课堂提问提出了建议。 相似文献
17.
语言是体育教学中重要的信息传递方式和教学语言.在健美操教学中,教师准确合理地运用健美操教学中的"口头语言"、"身体语言"和"音乐语言"对优化课堂心理气氛、提高教学效果、促进教学质量、增进师生感情起到重要的作用.本文采用了文献资料法、归纳法及专家访谈法,阐述了健美操教学中的"语言"在健美操教学中的作用及运用. 相似文献
18.
According to research findings, most students who experience foreign language learning problems are thought to have overt or subtle native language learning difficulties, primarily with phonological processing. A recent study by the authors showed that when a multisensory structured language approach to teaching Spanish was used with a group of at-risk high school students, the group’s pre- and posttest scores on native language phonological processing, verbal memory and vocabulary, and foreign language aptitude measures significantly improved. In this replication and follow-up study, the authors compared pre- and posttest scores of a second group of students (Cohort 2) who received MSL instruction in Spanish on native language and foreign language aptitude measures. They also followed students from the first study (Cohort 1) over a second year of foreign language instruction. Findings showed that the second cohort made significant gains on three native language phonological measures and a test of foreign language aptitude. Follow-up testing on the first cohort showed that the group maintained its initial gains on all native language and foreign language aptitude measures. Implications for the authors’ Linguistic Coding Deficit Hypothesis are discussed and linked with current reading research, in particular the concepts of the assumption of specificity and modularity. 相似文献
19.
张湖婷 《中国科教创新导刊》2013,(35):20-22
该文探讨的＂系统教学方法＂,是将＂教学目标＂作为一个教学系统,在＂教和学＂这一双向环节上,以＂系统教学思维方法＂为指导,按照＂系统教学模型＂实现教学目的的一种教学方法。本文依据系统思维这一现代最高级的思维模式,设计出＂系统教学思维方法＂和＂系统教学模型＂相结合的系统教学方法,更好地帮助学生在学习过程中自觉或不自觉地从整体或全局出发掌握＂从个别到一般,从一般到个别＂的认识规律,系统性地提高学生的抽象思维和形象思维以及其它思维能力,最终提高学生的整体学习能力。该文通过在英语教学中的案例,阐述了这一方法的具体应用。 相似文献
20.
案例引导教学法是立足于案例,通过教师引导,使学生自主学习教学内容的教学方法。数理统计的教学内容涉及许多的实际问题,比较适合用案例引导教学法。着重讨论了在数理统计课程中案例引导教学法的实施过程、优点、及几点要求。 相似文献