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1.
覃军艳 《广西梧州师范高等专科学校学报》2002,18(1):43-45
本文介绍了培养阅读能力的两种图式，即知识性阅读和交际性阅读，并说明了语篇教学的重要性，以及如何利用语篇教学的三个环节来进行大学英语的阅读教学。 相似文献
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近几年来，高考英语科考试（NMET）中越来越重视考查学生的语篇理解和交际能力。高考大纲对阅读理解能力测试也提出了明确要求，且阅读理解能力的考查在高考试题中占有相当大的比例。因此，培养和提高学生的阅读能力无疑就成为高中英语教学的重点。阅读能力的培养主要是加强对学生语篇理解的培养，只有在语篇理解的前提下，才能逐步提高学生运用英语进行交际的能力。为此，笔认为在实际阅读教学过程中可采用以下策略。 相似文献
3.
采用语篇教学法(text approach)，实际上就是从语篇分析(discourse analysis)入手，把语篇作为一个整体来考虑，要求学习从其层次结构及内容入手，最大量地获取和掌握章所传递的信息，同时逐步地培养恰当使用语言的能力，即(口笔头)交际能力。所以这种方法可以达到把语篇分析、语言基础以及交际能力的培养三有机结合起来的目的。 相似文献
4.
施卫国 《希望月报(上半月)》2007,(7):78
语篇能力就是运用有关语篇知识,对语篇信息进行编码和解码的能力.目前英语教学中存在着比较严重的忽视语篇能力培养的倾向,在一定程度上制约着英语教学的发展.本文针对此问题提出了在英语阅读教学中语篇能力培养的教学建议. 相似文献
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文章从语篇分析的解析、影响语篇分析的原因以及语篇分析的方法三个方面简述了如何培养大学生英语阅读过程中的语篇分析能力,从而帮助学生提高英语阅读水平。 相似文献
6.
曹锦萍 《河北能源职业技术学院学报》2008,8(4):75-77
从语言学的角度讲,阅读教学不能仅仅停留在词汇句法的层次上,而要从语篇的高度去把握。将语篇分析应用到大学英语阅读教学中,能够培养学生的语篇能力,排除阅读障碍,从而增强其英语阅读能力。 相似文献
7.
本文就语篇分析的内容以及在阅读教学中的运用语进行了探讨,旨在改进传统的阅读教学方法,通过语篇分析教学培养学生的语篇意识,提高学生语篇能力,从而使学生提高阅读能力和语言运用能力。 相似文献
8.
语篇阅读教学是当今课程教材设计的基本思路,在英语教学中越来越受到重视。本文试图通过分析当前中学英语语篇阅读教学中存在的实际问题,探讨如何开展并实施以语篇为中心的英语教学模式,培养与提高学生的语篇阅读能力,培养他们良好的语言素质。 相似文献
9.
在英语教学中，提高阅读理解能力是教学的重点。本文介绍了如何培养正确的阅读习惯，还重点论述了大学阅读教学中语篇能力的培养，使学生成为真正意义上语言阅读信息的获得者。 相似文献
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This article investigates students’ understanding and students’ experiences of access and success at a Higher Education Institution. There is a growing discourse around how students at Higher Education Institutions experience access and success. These discussions are imperative so that educational practices, university systems and processes as well as educational development initiatives can be tailored to meet the needs of all students. This specifically relates to issues of how students access the university, both epistemically and culturally and what their stories of success are in their path to and through the university. Qualitative research methodologies have been used for data collection and analysis. This article describes a six-month pilot study, which falls under the Siyaphumelela (‘we succeed’) student success project. In this pilot, forty-five interviews were conducted with undergraduate students. This article is underpinned by Tinto’s theory of integration. Moving away from the discourse of unprepared and underprepared students, our approach advocates that institutions prepare better for students who have not had the advantage of acquiring the necessary skills and knowledges that would assist them to be successful in their higher education journey. This study has found that the institution is already providing services which are much needed by students for their success. However, an extension of these systems needs to take place so they reach the entire student population. Our approach in this project is holistic because we understand that how students experience access, success and student centeredness is intricately linked to becoming university students. 相似文献
12.
文章以684名大学生为调查对象,采用问卷调查法来探讨大学生社会态度对其应对方式的影响研究。发现大学生社会态度整体水平低于中等水平;大学生应对方式趋于采用积极的成熟的应对方式;大学生社会态度对应对方式影响显著,且为正向影响;大学生社会态度各因子对应对方式的影响力不同,不同的因子对不同的应对方式有着不同的影响。依据研究结果提出相应建议与对策。 相似文献
13.
谈构建高校学生权利保障制度 总被引：1，自引：0，他引：1
李红燕 《天津职业院校联合学报》2006,8(4):86-89
当今,高校学生状告母校已不是新鲜事,这说明高校学生的维权意识在迅速增强。然而,我国专门保护高校学生权利的立法还是空白。为有效保护学生权利,实现依法治校,推进民主法治进程,构建完善的高校学生权利保障制度已十分迫切。 相似文献
14.
戴小春 《湖南第一师范学报》2004,4(4):84-86
文章运用外语学习理论的研究成果。论述了教师在外语教学中的主要作用是：通过引导学生充分利用有利因素的促进作用、避免不利因素的阻碍作用，帮助他们有效获得目标语能力。在听力教学中，这主要表现在四个方面：(一)调动学习者积极的情感因素；(二)提供可理解输入；(三)训练学生听的方法；(四)帮助学生发现习得问题。提供解决问题的建设性意见。 相似文献
15.
陈怡 《北京城市学院学报》2008,(1):43-48
在与北京市大学生、其他高校管理类专业和我校其他本科专业三个学生群体的对比研究中发现,我校工商管理专业的本科学生在学习的兴趣取向和学习方式有自身的特点,在目标激励和学习习惯方面存在一些问题。文章建议专业帮助学生进一步明确专业目标和发展方向、安排自我研究性学习项目、培养学生创新精神和实践能力等三个方面加强工作。 相似文献
16.
Megan Clark Dawn Adams Jacqueline Roberts Marleen Westerveld 《Journal of Research in Special Educational Needs》2020,20(1):38-50
This study investigated the supports and modifications made available to students on the autism spectrum in Australian schools. Teachers rated the importance of several factors in determining the grades of their students and reported on the frequency of student engagement with a range of instructional materials. Eighty‐seven teachers identified the modifications, accommodations and additional assistance provide to primary school students on the autism spectrum. Teachers also compared the frequency of class engagement and methods of evaluating outcomes for students with and without autism. A range of modifications and adjustments were implemented to support students on the spectrum. There were no significant differences in the frequency of instructional material use of students on the autism spectrum compared to their classmates. However, teachers did report differences in their methods of determining the grades of their students with and without autism. This is an important first step in understanding the experiences of teachers who are educating students on the autism spectrum in Australian schools. The findings reveal that teachers are working to support the diverse learning needs of their students on the autism spectrum. Further investigation of the factors that are driving teachers’ use of school‐based supports is warranted. 相似文献
17.
Maria Cutumisu Doris B. Chin Daniel L. Schwartz 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):2977-3003
A major goal of contemporary education is to teach students how to learn on their own. Assessments have largely lagged behind this goal, because they measure what students have learned and not necessarily their learning processes. This research presents Posterlet, an assessment that collects evidence regarding the strategies that students choose while learning on their own. Posterlet is an educational game-based assessment that measures two design thinking choices: students’ choices to seek critical (ie, negative) feedback and to revise their work while they learn graphic design principles through creating posters. This research also presents an examination of students’ choices to seek feedback and to revise, as well as of students’ learning outcomes based on these choices. This game-based assessment approach is empirically validated with three research studies sampling nearly 300 middle-school and college students who played Posterlet and completed a posttest. Results show that the game helps students learn, as students who play the game before completing the posttest learn more graphic design principles than students who only complete the posttest. Moreover, the choices to seek critical feedback and to revise can predict learning and can be used as valid outcome measures for learning. Findings can be used in developing and evaluating models of instruction and assessment that may help students make informed learning choices. A discussion of present and future trends in theory regarding digital feedback environments is also included. 相似文献
18.
This study was conducted in order to determine the beliefs of students and teachers in different levels of education about
their communicative competences. The study group of this research is consisted of 600 secondary school, high school and undergraduate
students and 41 of their teachers. In this study, it is observed that not a significant correlation at a considerable degree
exists in the communicative competences of students with their teachers, who are from different nationalities, gender and
levels. Furthermore, regarding students, educated at different levels, no relation has been observed in their communicative
competences with their teachers. Moreover, while students consider their communicative competences with their teachers to
be moderately adequate, teachers consider their communicative competences with their students to be adequate in general. 相似文献
19.
中小学语文书法教育的过程是一种文化过程,在这个文化的过程中它潜移默化地建构学生的文化价值观念。它包括培养学生的文化价值理想,建构学生的文化价值标准,引导学生的文化价值取向和促进学生的文化价值创造。本文将从这四个方面对中小学语文书法教育建构学生的文化价值观念的功能进行探讨研究。 相似文献
20.
This qualitative video study explores how two elementary school teachers taught for conceptual understanding throughout different phases of science inquiry. The teachers implemented teaching materials with a focus on learning science key concepts through the development of word knowledge. A framework for word knowledge was applied to examine the students’ level of word knowledge manifested in their talk. In this framework, highly developed knowledge of a word is conceptual knowledge. This includes understanding how the word is situated within a network of other words and ideas. The results suggest that students’ level of word knowledge develops toward conceptual knowledge when the students are required to apply the key concepts in their talk throughout all phases of inquiry. When the students become familiar with the key concepts through the initial inquiry activities, the students use the concepts as tools for furthering their conceptual understanding when they discuss their ideas and findings. However, conceptual understanding is not promoted when teachers do the talking for the students, rephrasing their responses into the correct answer or neglecting to address the students’ everyday perceptions of scientific phenomena. 相似文献