Grade 7 Students Reading Graphic Novels: ‘You Need To Do a Lot of Thinking’     

Sylvia Pantaleo 《English in Education》2011,45(2):113-131

A multifaceted, classroom‐based research project explored how developing Grade 7 students’ knowledge of literary and illustrative elements affects their understanding, interpretation and analysis of picturebooks and graphic novels, and their subsequent creation of their own print texts. Analysis of two sources of data, the students’ written responses to Amulet ( Kibuishi 2008 ), one of the graphic novels read and discussed during the study, and the students’ opinions about the knowledge that is required to read and understand a graphic novel, indicated how the instruction about various graphic novel conventions had impacted the students’ awareness of and knowledge about the structural design of these multimodal texts.  相似文献   

Development of students’ text-picture integration and reading competence across grades 5–7 in a three-tier secondary school system: A longitudinal study     

《Contemporary educational psychology》2017

375 students from 24 randomly selected classes of a three-tier secondary school system were tested in a longitudinal study for their text-picture integration and pure reading competence as well as verbal and spatial intelligence at grades 5–7. Data were analyzed according to the integrated model of text and picture comprehension using hierarchical linear modeling techniques. Results indicate that text-picture integration comprises higher spatial cognitive demands than pure reading. School tiers differed in terms of competency levels, but also in terms of growth rates of text-picture integration competence. Differences between lower tiers and higher tiers for text-picture integration competence became smaller from grade to grade, whereas developmental trajectories of reading competence ran parallel to each other. The study reveals that the skills for the conjoint processing of text and pictures develop in a way that might help especially poorer students in lower school tiers to catch up with their mates in higher tiers as compared to the competence of pure reading. Text-picture integration seems to provide gradually better opportunities for less capable learners to compensate for previous lags in their learning.  相似文献   

大学英语课文的文体与主题之关系刍议     

林玩凤 《科教文汇》2011,(7):84-85

本文根据文体学的有关理论对《新编大学英语》的一篇课文进行文体分析,探讨文体与主题表达之间的关系,指出在大学英语的课文中．可以进行主题与文体的探讨,这样的分析有助于学生语言综合能力的培养。  相似文献   

主位推进模式在旅游语篇汉英翻译中的运用     

周少蓉 《潍坊教育学院学报》2014,(2):103-106

主位推进模式理论是韩礼德系统功能语法的一个重要概念,它是指篇章中所有主述位的排列和组合方式,对于理解和生成语篇都有着重要的理论和指导意义。本文通过对主位结构理论和主位推进模式理论的概述,以及对原文和目的语语篇主位推进模式的对比分析,探讨了主位推进模式在旅游语篇翻译过程中的重要指导作用。  相似文献   

数学理解的三种基本形态及教学启示          下载免费PDF全文

徐彦辉 《宁波大学学报(教育科学版)》2022,(5):66-072

数学理解包括三种基本形态,即:记忆性理解、解释性理解和探究性理解,这三种数学理解分别对应着“记得、晓得和明得”三种不同的状态。三种数学理解对数学学习都是有价值的,但仅有记忆性和解释性理解是不够的,探究性理解才是数学教学的最终目标。实践中,不少水平不高的教师常常只能让学生达到记忆性理解,有一定水平的教师能让学生达到解释性理解,真正让学生达到探究性理解的教师并不是很多。教师要不失时机地促进学生数学理解层级的迭代升级,促使学生最终达到探究性理解,吴文俊院士数学学习的经验对把握数学理解的三种基本形态有借鉴和启迪意义。在课堂教学中引导学生从事生动活泼的数学探索性活动常常是一个相当艰难的过程,对教师的数学探究素质提出了较高的要求,教师应努力引导学生去探求数学知识的意义和发现的过程,促使学生数学探究性理解方式的养成。  相似文献   

语料库英语新闻语篇中模糊限制语的语用研究     

朱英毅 《铜仁学院学报》2014,(5):81-85

建立不同来源的英语新闻语篇对比语料库,对其中的模糊限制语进行统计分析,并试图探索英语新闻语篇中模糊限制语的使用规律,以期为模糊语言学、语料库语言学应用,以及新闻英语阅读教学提供一定参考。  相似文献   

历时文本中宗教词汇翻译比较——以《汤姆叔叔的小屋》三个汉译本为例     

何春霞 《鸡西大学学报》2014,(8):50-52

《汤姆叔叔的小屋》中的宗教情结是小说的显著特征。以小说不同时期的三个汉译本为例,采用描述性与解释性相结合的方法,对比分析小说中宗教词汇的翻译。结果表明:宗教词汇的理解与解释深受译者特定的历史阶段和自我视域的影响,是译者发挥主观能动性从而和原作者以原作为中心的动态阐释过程。  相似文献   

The Skills of A Practical Writing for a Tour Guide(Ⅰ)--Language Differentials     

王静研  陈忱 《承德职业学院学报》2005,10(1)

This thesis is about the skills of practical writing for Tour Guide.In this article,the differences between English and Chinese are discussed.As a Tour Guide,one needs to grasp these characteristics of the two languages,and has ability of describing sceneries beautifully and accurately by writing.  相似文献   

Literary English and the Challenge of Multimodality     

Catherine Beavis 《Changing English: An International Journal of English Teaching》2013,20(3):241-252

How to understand and argue for the nature and place of literary texts and experience in contemporary English curriculum has been and continues to be the subject of much debate. While literature as traditionally conceptualised remains an important presence in much English curriculum, the notion of what ‘literature’ is, or what the category of ‘literary’ texts and cultural forms might encompass, in a context where literacy is understood as multimodal and English and literacy curriculum addresses multimodal literacies accordingly, is less clear. This paper addresses two areas with respect to literature and literature teaching in the digital age: first, issues surrounding the ways in which national curriculum guidelines in England and Australia envisage the teaching of literature, in principle and in practice; and second, the challenges presented to print-based conceptions of literature and literature teaching within English by significantly broader conceptualisations of literature encompassing a range of aesthetic multimodal texts and forms. The kinds of insights, experience and understandings generated through the study and creation of literary and aesthetic texts in English, it is argued, are now needed more than ever. However, as literary experience becomes increasingly transmodal, how English seeks to manage media shift to encompass both print and digital forms remains a challenging issue.  相似文献   

《东周列国志》城濮之战“闪现型”人物的互见文献探微     

张雯 《内江师范学院学报》2013,(11):14-17

作为“羽翼信史”派历史演义小说,《东周列国志》在运用古籍材料《左传》和《列国志传》塑造“闪现型”人物形象方面,主要呈现两个特点.第一,丰富已有人物,如郄縠,《东周列志传》从“赵衰推荐郄縠”“练兵”“晋、曹交战”“堆尸-掘墓-棺尸”“假道于卫”“临终献计”及“文公怀念”七个方面加以润色,借《列国志传》之壳,据《左传》之实,撰写新的故事.第二,新增人物,如于朗,此人虽不见于《左传》,但《列国志传》和《东周列国志》中“归属”他名义之下的部分行为见于《左传》,可见小说作者为突出某一人物形象,往往将多件或不相关的事情,全部“归属”于该人物.  相似文献