Preschool teachers’ literal and inferential questions and children's responses during whole-class shared reading     

Tricia A. Zucker  Laura M. Justice  Shayne B. Piasta  Joan N. Kaderavek 《Early childhood research quarterly》2010

This study examined the extent to which preschool teachers used literal and inferential questions during classroom-based shared reading. Specific foci included (a) investigating the association among the level of literal or inferential language in the text, teachers’ text-related questions, and children's responses using sequential analysis, and (b) examining the relation between teachers’ inferential questioning and children's vocabulary outcomes. Participants included 25 preschool teachers and 159 four-year-old children. Teachers videotaped their whole-class shared reading of an informational narrative text. Teachers and children's extratextual talk was analyzed and children completed standardized vocabulary assessments in fall and spring of the academic year. When reading this informational narrative text, teachers posed, on average, slightly more inferential questions than literal questions. Significant sequential associations were observed between the level of teachers’ questions and child responses, with inferential questions consistently eliciting inferential child responses. Few characteristics of teachers’ questions were associated with children's vocabulary outcomes. Results suggest that preschool teachers can use inferential questioning to encourage children to participate in conversation at complex, inferential levels; informational texts appear to provide a successful context for this inferential discourse. Implications for teachers and allied professionals are discussed.  相似文献   

关于中国体育学科危机的几点思考     

范安辉  王磊  董德龙 《北京体育大学学报》2010,(8)

本文对学科危机的历史表现、原因及自我建构等几个方面对体育学科当前所面对的危机进行思考,希望能从学科危机的视角引起学人们的关注和共鸣。研究认为,体育学科正步入一个关键的历史发展期,出现危机的根本原因是体育学科对现实问题解释能力和指导能力的弱化,摆脱危机的根本出路就是要找准学科定位,确立学科的逻辑起点,即理论与实践的统一,从而谋求一条自主的发展道路。  相似文献   

关于建立中国国家科学技术语料库的思考     

张东  王惠临 《图书情报工作》2010,54(6):102-106

论述当前语料库建设的最新发展趋势以及建立我国大规模、国家级科学技术语料库对应用于科技信息领域的自然语言处理技术、知识技术等智能信息技术研究发展的意义和重要性,探讨国家科技语料库的建设目标、设计原则、加工功能、组成结构及其他一些相关问题,目的是推动我国科技语料库的建设,并得到国家有关部门的关注与支持。  相似文献   

胡适传记文本的语言学阐释及中西传记文本的异同     

王景丹 《海南师范大学学报(社会科学版)》2009,22(5):33-37

胡适作为中国现代传记理论体系的创立人,其传记理论对中国现代传记的发展产生了较大影响。文章从语言的角度,探讨了胡适传记文本的语言形式,并对胡适传记文本的语言进行了阐释,剖忻了胡适传记文本在语言方面的特色,揭示了胡适对中国传记的伟大贡献及深远影响,探讨了胡适传记文本语言的文体观,阐述了“胡适之体”给传记带来的新生。最后,分析了中西传记文本的异同,从叙述人称、写作手法、材料选取等角度进行了探讨,也探讨了其不同的根源以及在语言层面上的表现。  相似文献   

谈政论文的英译——以2008年《政府工作报告》为例   总被引：1，自引：0，他引：1  

周彦军 《河西学院学报》2009,25(4):82-85

长期以来,由于政治特有的严肃性和敏感性,对于政论文翻译的介绍在非文学翻译中相对较少。然而,随着我国外宣工作的不断发展,对政论文的翻译应有更深的认识。本文以2008年《政府工作报告》为例,从政论文的特点、翻译原则及其翻译策略入手,展开详细的分析和论述。  相似文献   

功能翻译理论指导下的旅游资料汉英翻译——以湖南旅游景点为例     

卢哲 《湖南科技学院学报》2009,30(6)

湖南旅游资源丰富,亟待向外国游客推介,但由于汉英旅游资料在语言结构、写作风格、文化背景等方面有很大差异,目前的旅游资料翻译存在许多问题.文章以功能翻译理论为指导,以湖南旅游景点为实例,探讨了旅游资料的有效翻译策略.  相似文献   

基于ISM与AHP的学习者在线学习投入影响因素研究     

王均霞  王郁琪 《教育技术导刊》2009,19(11):227-231

在线学习投入程度影响在线学习质量,探究在线学习投入影响因素对于改善在线学习效果具有重要意义。将解释结构模型（ISM）和层次分析法（AHP）相结合,在文献研究与专家访谈基础上建立在线学习投入影响因素多层次结构,确定各层级因素的综合权重系数。研究结果表明：学习动机、自我效能感和教学方法是最直接影响因素,网络技术环境、学习动机、自我效能感、教师参与度、学习支持服务和在线交互环境为最主要影响因素。提出引导和激励在线学习者,提供良好的情感支持;提升教师存在感和参与度,提供充足的教师支持;营造积极的在线交互环境,提供多元的学习支持等策略,提升学习者在线学习投入。  相似文献   

浅谈“五步教学法”在数控车实训教学中的应用     

吉仕丰 《科教文汇》2013,(20):63-63,69

在新课程理念下,为提高学生的综合职业能力,经笔者多年潜心教学及研究,＂设—引—做—教—评＂五步教学法是从引导文教学法、分组教学法、创设情境教学法中拓展出来的适合数控车实训教学的一种新型教学模式。  相似文献   

Taylor中值定理的一个几何注释     

费罗曼  胡誉满 《江西电力职业技术学院学报》2007,20(4):37-38

讨论当n>0(n为整数)时,Taylor中值定理的一个几何注释。  相似文献   

Meaningful interaction: toward a new theoretical approach to online instruction     

Robert Gray 《Technology, Pedagogy and Education》2019,28(4):473-484

ABSTRACT

Taking full advantage of the educative benefits of interaction in digital learning environments will require the development of new theoretical frameworks that can contribute to a richer understanding of interaction. Literary theory provides an excellent place to develop such a framework and advanced understanding. Literary theory enables us to reconceptualise online courses as ‘texts’, thereby equipping us with more sophisticated modes of analysis for the teaching and learning process. By rethinking online courses as texts, and better yet as what Roland Barthes has described as ‘writerly’ texts, we can improve interaction in the online classroom. More importantly, we can move toward a more meaningful form of interaction, where learners interact with course content at the level of meaning and meaning making, where interaction becomes a full participation in the production of a lesson’s meaning. Indeed, this aim of co-producing meaning should be the primary objective of all learning.  相似文献