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1.
传统教学方法——背诵，在英语教学中应该重新得到提倡。本文是一项关于背诵在大学艺体类学生英语学习过程中的作用的问卷调查报告。研究的问题是：（1）你认为背诵对提高英语有用吗？（2）你更喜欢背诵词汇，句子，还是文章？（3）你的英语老师是否要求背诵并且定期检查背诵？（4）你的背诵材料来源于哪里？（5）最近一次期末考试英语成绩是多少？根据调查的结果，我们得出的结论是：（1）艺体类大学生认为英语背诵对他们英语水平的提高有促进作用。（2）艺体类大学生认为背诵应以课文内容为主，同时增加一些课外材料，拓展知识面。（3）背诵是学生自己的事情，但是教师定期检查学生的背诵，会促进他们学习水平的提高。 相似文献
2.
由于对朗诵和背诵的漠视,学生的英语水平极不乐观,“哑巴英语”比比皆是。教师要创新教学思路,从七年级开始,重视朗诵和背诵,以有效地提高学生的口语表达能力,整体提高学生的英语水平。 相似文献
3.
为了有效提高英语专业学生的口语交际能力,本实验通过教学实践,以“语块理论”为基础,结合“背诵输入”,探讨了语块在成人脱产英语专业教学中的应用。教学实验通过对试验班和对照班一个学期的成绩比较。验证了语块教学与背诵输入在提高学生说的能力方面起到了积极的作用,是适合成人脱产专业英语学习的教学新路子。 相似文献
4.
《校园英语(教研版)》2014,(7)
初中英语教学中实施"课前短文朗读"训练,通过精选朗读和背诵材料,采取多种朗读训练策略,加强背诵,培养语感,扩大学生知识面,充分发挥朗读对英语水平的正迁移作用,提高学生英语口语和读写能力,达到提高英语成绩的目的。 相似文献
5.
很多文章旨在强调背诵课文对于提高英语水平的重要性,但至于该如何背诵更有效,很少文章提及。关于背诵各有各的方法,这里我比较推荐图忆法。图形和课文相结合来背诵,减轻背诵的工作量,也提高了记忆的效率。当第一次记住文章的内容时,要继续把文章再背100遍,这样才能充分激发出潜在的英语语感,提高英语水平。 相似文献
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7.
《佳木斯教育学院学报》2017,(2)
随着对外开放的程度不断加强,对医学生的英语水平要求越来越高。但是医学院校学生的英语水平却差强人意,针对这种状况,本文作者提出了以项目驱动教学法改革医学院校传统的教学方式,从而提高医学生的英语水平。 相似文献
8.
从背诵研究应当着重于背诵行动本身的研究这一理论视阈出发,提出背诵可分为主体性背诵和客体性背诵。文章通过对收集到的定量数据和定性材料的分析,认为主体性背诵通过对材料的自我选择、对背诵效果的自我评价、对背诵过程的自我控制,能够推动背诵行动持续进行、有效促进背诵效果、提高背诵者英语水平。 相似文献
9.
从背诵研究应当着重于背诵行动本身的研究这一理论视阈出发,提出背诵可分为主体性背诵和客体性背诵.文章通过对收集到的定量数据和定性材料的分析,认为主体性背诵通过对材料的自我选择、对背诵效果的自我评价、对背诵过程的自我控制,能够推动背诵行动持续进行、有效促进背诵效果、提高背诵者英语水平. 相似文献
10.
杨莉 《中国教育技术装备》2010,(27):70-71
主要阐述背诵对促进英语学习的重要意义及应用时应注意的技巧。通过解释背诵概念,指出背诵在语言学习中的必要性,进而对背诵在英语学习中的重要意义进行阐述,强调这种学习方法对英语水平的提高有明显的效果。 相似文献
11.
陈菊 《黄石理工学院学报(人文社科版)》2009,26(2):76-79
本研究通过实验方法,探讨了听后复述对学生听、说技能发展的影响。两个平行班的59个受试者参加了本研究,29个受试者在控制组,30个受试者在实验组。前测结果显示,两组学生的英语水平在统计学意义上没有显著差异,可以进行实验。在实验中,两个平行班的学生接受相同的授课内容,但实验组学生增加了听后复述任务。问卷调查结果表明,听后复述有利于提升学生的英语综合能力;口语和听力测试后测均显示实验组学生表现得比控制组学生好,两组学生平均分存在统计学意义上的显著差异。 相似文献
12.
Gyu Young Lee 《Sex education》2019,19(5):519-533
This study aimed to develop and establish the efficacy of a life skills-based sexuality education programme for junior high school students that focused on prevention. A non-equivalent control-group pretest-posttest design was employed with 105 students in the first-year of junior high school participating. The experimental group received 10 sessions of a life skills-based sexuality education programme, and the control group received 10 sessions of the standard sexuality education, both provided during a home economics class. A comparison of the two groups’ post-test scores showed that the experimental group scored significantly higher than the control group on sexual and reproductive health related knowledge (F = 58.50, p < .001) and life-skills (F = 11.52, p = .007). In addition, the experimental group showed a larger improvement in self-management skills for sexual health than did the control group (F = 9.32, p = .003). A life skills-based sexuality education programme increased life skills levels, knowledge about sexuality and sexual and reproductive health, and helped participants identify appropriate behaviours when facing a sexually risky situation. Results highlight the value of including an evidence-based and practice-oriented life skills-based sexuality education programme in the formal curriculum of junior high schools in Korea. 相似文献
13.
本文通过理论探索与实证研究探讨教材课文背诵与英语写作的相关性;采用测试、问卷、访谈的方法,结果证明了课文背诵可以帮助学生提高英语写作能力。实验组多数同学对课文背诵这一语言输入方式持支持态度,并认为课文背诵有利于语言积累和输出并激发英语学习的信心。 相似文献
14.
This study examined the effect of computer-assisted instruction (CAI), used as a problem-solving supplement to classroom instruction, on students' understanding of chemical formulas and mole concept, their attitudes toward chemistry subjects, and CAI. The objective was to assess the effectiveness of CAI over recitation hours when both teaching methods were used as a supplement to the traditional chemistry instruction. We randomly selected two classes in a secondary school. Each teaching strategy was randomly assigned to one class. The experimental group received supplementary instruction delivered via CAI, while the control group received similar instruction through recitation hours. The data were analyzed using two-way analysis of variance and t-test. It was found that the students who used the CAI accompanied with lectures scored significantly higher than those who attended recitation hours, in terms of school subject achievement in chemistry and attitudes toward chemistry subjects. In addition, there was a significant improvement in the attitudes of students in the experimental group toward the use of computers in a chemistry course. There was no significant difference between the performances of females versus males in each treatment group. 相似文献
15.
John D. Mcneil 《Journal of Experimental Education》2013,81(3):14-16
Twenty-four experienced teachers each selected a different reading skill and each prepared a set of written suggestions for teaching the skill selected. Subsequently, 24 unsuccessful teachers, i.e., those less able than their peers to effect pupil achievement in the skills, were identified. These unsuccessful teachers were randomly assigned to two treatment groups. One group received the previously prepared suggestions and the other group did not. Later, the two groups of teachers again taught the skills. It was found that all teachers receiving suggestions improved relative to their previous performance, i.e., their pupils achieved more, while only slightly more than half of those without suggestions showed improvement (p < .05). Thus, it was concluded that suggestions for teaching can be helpful to less successful teachers. 相似文献
16.
谭玥 《辽宁师范大学学报(社会科学版)》2007,30(3):75-77
运用EDS符号注音的课堂语音教学方法,主要目的是在不增加课时的前提下,采用符号注音的方法来标注单词发音,使学生将单词拼写和单词发音的背诵结合起来,从而提高发音的准确性。实践结果为:实验班学生在经过一个学期的学习后,英语口语水平出现了具有统计意义的显著提高。此结果证明:采用符号注音的方法的确有助于提高学生单词发音的准确性,进而提高其口语水平。 相似文献
17.
The study investigated the effects of participation in the activities of Science-A Process Approach (SAPA) on the oral communication skills of disadvantaged kindergarten children. Experimental-control group, pretest-posttest research design was employed. The investigator designed the Test of Oral Communication Skills (TOCS) to measure students' oral communication skills. Two experimental groups (one morning and one afternoon, N = 52) and two control groups (one morning and one afternoon, N = 48) were randomly assigned from two kindergarten classrooms (morning and afternoon classes in each) in an inner-city school in Columbus, Ohio. The investigator provided the science instruction to all students. Experimental subjects received 22 half-hour lessons from exercises a through k of Part A, SAPA. Control subjects received 22 lessons from Springboards to Science, a teacher demonstration, class discussion type of kindergarten curricuoum used in the school system. The treatment period spanned 12 academic weeks. Analysis of variance of TOCS pretest scores showed no significant differences among any of the means of the four groups. Analysis of covariance of TOCS posttest scores revealed differences significant at .05 or beyond in the mean scores of the experimental groups and control groups for total oral and total receiving skills and for six of the eight subskills measured by TOCS. Application of the Tukey (b) test revealed that experimental group mean scores exceeded control group mean scores in every TOCS skill and subskill area and that in total oral transmitting subskills both experimental group mean scores were significantly greater at .05 level or beyond than corresponding mean scores for both control groups. Within the parameters of this study, it may be concluded that when the activities and teaching strategies of SAPA curriculum are presented to disadvantaged kindergarten children, their oral communication skills, especially the transmitting (speaking) skills, are clearly enhanced. 相似文献
18.
Leman Tarhan Hulya Ayar-Kayali Raziye Ozturk Urek Burcin Acar 《Research in Science Education》2008,38(3):285-300
This research study aims to examine the effectiveness of a problem-based learning (PBL) on 9th grade students’ understanding
of intermolecular forces (dipole–dipole forces, London dispersion forces and hydrogen bonding). The student’s alternate conceptions
about intermolecular bonding and their beliefs about PBL were also measured. Seventy-eight 9th grade students were stratified
by cognitive levels and then randomly assigned to experimental (PBL, 40 students) and control (lecture-style teaching, 38
students) groups. Following a preparatory lesson where activation and remediation of existing knowledge occur, a pre-test
was given, and no significant difference was found between the two groups of students (p > .05). After the instruction was completed, a post-test and also a questionnaire related to the quality of the problem,
the teacher’s role and group functioning were administered. Results from the post-test of both groups (p < .05) and questionnaire showed that PBL is affective on students’ achievement, remedying formation of alternate conceptions
and also social skills. 相似文献
19.
This article shows the cognitive and motor-perceptive effects of the application of a cognitive stimulating program through motor function on 234 elderly people. The assessment was carried out prior to and after the program. Significant improvements in the experimental group were observed (p ≤ .05) in six of the eight measurements. The control group achieved significant improvements (p ≤ .05) in two of the measurements and significant deterioration in motor memory. 相似文献
20.
郭小纯 《桂林师范高等专科学校学报》2009,23(3):106-109
以第二语言习得理论及认知心理学理论为基础,调查研究背诵式语言输入对大学生英语写作能力的影响。研究表明：背诵式语言输入明显有助于大学生增加英语写作词汇和语块的输入,减少写作中母语的负迁移;减少学生写作学习和输出时的情感焦虑;学生的背诵水平与英语写作水平显著相关,能促进学生写作整体水平的提高。 相似文献