共查询到20条相似文献，搜索用时 31 毫秒
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一、ＩｎｔｒｏｄｕｃｔｉｏｎＬａｎｇｕａｇｅｔｅｓｔｉｎｇｉｓｒｅｌａｔｅｄｔｏｔｈｅｌａｎｇｕａｇｅ ,ｌａｎｇｕａｇｅｌｅａｒｎｉｎｇａｎｄｌａｎｇｕａｇｅｔｅａｃｈｉｎｇ .Ｗａｒｄｈａｕｇｈｈａｓｒｉｇｈｔｌｙｏｂｓｅｒｖｅｄｔｈａｔｌａｎｇｕａｇｅｔｅａｃｈｉｎｇｉｎｖｏｌｖｅｓａｔｌｅａｓｔｔｈｒｅｅｄｉｓ ｃｉｐｌｉｎｅｓ:ｌｉｎｇｕｉｓｔｉｃｓ ,ｐｓｙｃｈｏｌｏｇｙ ,ａｎｄｐｅｄａｇｏｇｙ .Ｌｉｎｇｕｉｓ ｔｉｃｓｐｒｏｖｉｄｅｓｉｎｆｏｒｍａｔｉｏｎａｂｏｕｔｌａｎｇｕａｇｅｉｎｇｅ… 相似文献
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Journal of Science Education and Technology - The rapid development of science and technology worldwide has promoted a boom in STEM education in China, increasing the demand for competent STEM... 相似文献
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孟昭惠同志的这份教案,清晰、明确,针对不同水平学生的情况,有梯度地设计了提问,展示了一个较好的教学方法,可供外语教师们参考。同志们在备课和准备教案时,一定要从本校的实际出发,区别学生的不同情况,提出不同的要求,务使全体学生都能学有所得。 相似文献
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Paul Lindsay 《通化师范学院学报》2003,(7)
Many Teachers get their first jobs in schools abroad wherethe classes are monolingual -- meaning they have a commonlanguage and culture which is usually different from theteacher's. This contrasts with most teacher-training courses,which are held in English-speaking countries where teachersusually practice with multilingual classes, with groups of stu-dents of mixed languages and cultures. Furthermore, the 相似文献
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第一部分:走近动机方法论MOTIVATION Ⅰ:TOWAROS A METHODOLOGY OF MO-TTVATION 动机可能是在课堂中实施语言教学的一个不可或缺的重要因素。作者先提出了从“连接”的角度来 相似文献
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Paul Bress 《英语辅导》2006,(1)
"Humanism" is one of those constructs that people argue about passionately. Instead of attempting to define it, perhaps it makes more sense to focus on some commonly agreed characteristics of humanism. These are: problem solving, reasoning, free will, self-development, and cooperation. Humanism and learning theory Perhaps the most well-known applications of humanism in ELT are those of Curran (1976) and Gattegno (1972), * The former advocated the use of "Counselling-Learning". In this practice, teachers sit outside a circle of learners and help them to talk about their personal and linguistic problems. The students decide the "curriculum", while the 相似文献
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This study aims to investigate the effectiveness of applying a new teaching mode of Goal-oriented Task-based Approach(GOTBA) into the teaching of Business English. A comparative study of Experimental Class and Control Class was adopted in the research. Instruments include tests and questionnaires and interview. Results show that GOTBA is significantly effective to increase the learners' learning motivation so to promote their BE competence. 相似文献
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Teaching and Learning with iPads, Ready or Not? 总被引：1，自引：1，他引：0
Within weeks of becoming available, the iPad reportedly sold over 3 million units, a brisker pace than other tablets in the
personal computer realm. Much of the early success might be attributed to the almost 250,000 applications that could run on
the device and a similar interface to the popular iPod Touch and iPhone. This article considers whether the sales spark that
has ignited a hardware revolution (numerous device manufacturers have launched–e.g., HP, RIM, Samsung, Motorola, and HTC–or
have plans to launch tablet devices over the next year) is being matched on the software front, with a particular focus on
K-12 teaching and learning. Authors consider the potential affect both the iPad and its applications might have on teaching
and learning in K-12 settings and whether these technologies allow educators and students to accomplish what they otherwise
could not, from a teaching and learning perspective. 相似文献
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University students experience of cross-disciplinary collegiality and interaction with research-active teachers are explored using the results from two separate, but related, studies. In the first study, variation in students understanding of collegiality and how it is experienced is investigated. The second (quantitative) study explores the relations between students perceptions of collegiality in their learning environment and their learning outcomes and satisfaction. Within the collegiate system of the University of Oxford, students describe collegiality as encompassing a sense of allegiance and as a set of interactions with important others. Interactions were common between students in one disciplinary area and those in other disciplines. They are also found between students in one subject and other students in the same discipline, in the same and a different year of study and, in terms of learning, most effectively between students and research-active teaching staff. Where engagements of these sorts are described as beneficial to learning, students self-report that they adopt deeper approaches to learning, with the strongest correlations being between approach to learning and feelings of benefit derived from being in contact with active researchers. This result, from a student perspective, is a significant contribution to the debate on teaching–research relations in higher education within and beyond Oxford University as it bypasses teaching and focuses on the more important relations between university research and student learning. 相似文献
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Prof. Colleen McLaughlin Ph. D. 《Zeitschrift für Erziehungswissenschaft》2012,15(3):517-533
This article explores current debates about the development of teaching and learning in the UK. The author examines how these debates are mirrored in discussions about teacher education and notions of professionalism and professional development. There is an account of the history of thinking about pedagogy in the UK, with a particular focus on the work of Lawrence Stenhouse and his ??teacher as researcher?? conception of curriculum and teacher development. The author argues that this is a strong and useful model for the development of pedagogy. The ??teacher as researcher?? model is offered as a framework that integrates many different perspectives. The article concludes with a discussion of the blocks and facilitators to this vision of the teacher as researcher being adopted. 相似文献
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Chris R. Glass 《Innovative Higher Education》2017,42(3):239-252
There is a widening gap between administrators’ and faculty members’ attitudes towards online education. This post-positivist grounded theory study explored features of the experiences that shaped sixteen faculty members’ attitudes towards online education. Two features are identified: (a) they strived to express subject matter of personal significance, and (b) they strived to take on various social roles. The degree to which these efforts were facilitated – or thwarted – shaped their attitudes towards online education. This analytical focus recognizes that online education changes not only how faculty members teach; it also introduces new activities that affect the meaning of teaching for faculty members. 相似文献