加强高中英语教学培养学生核心素养的研究     

丁丽蓉 《成才之路》2021,(11):64-65

新课程改革对高中英语教学提出了更高要求。高中英语教师必须紧紧围绕“语言能力、文化意识、思维品质和学习能力”四大英语核心素养培养目标,对课堂教学内容进行重新整合,不断优化课堂教学手段,促使学生在英语学习中不断提升核心素养。文章在分析英语核心素养内涵基础上,探讨培养高中生英语核心素养的有效措施。  相似文献   

核心素养:活化英语课堂的“指南针”     

黄静 《成才之路》2021,(1)

在英语教学中完善学生的语言结构,提高学生的学习能力,培育学生的文化内涵,是当前英语教学的主要目标。只要教师围绕核心素养内容,从发展学生的语言能力出发,以听、说、读、写为主线,突出培养学生的跨文化交际力、高阶思维感悟力和合作学习能力,将核心素养融入到教学过程和方法中,就能使课堂富有生机活力。  相似文献   

民族器乐曲欣赏教学五步曲探究     

王美勤 《成才之路》2021,(12)

在音乐欣赏教学中培养学生民族音乐欣赏能力、审美能力具有重要意义,能增强学生民族自豪感,有利于促进学生身心健康。在民族器乐曲欣赏教学中,教师可采取五部曲:多“听”——知音乐内涵;多“想”——展音乐翅膀;多“说”——抒音乐真谛;多“唱”——悟音乐情感;多“动”——仿乐器奏法。  相似文献   

深度学习视角下的课堂倾听:内涵、价值与路径     

毛耀忠  于晓霞  辛树洪 《当代教育科学》2021,(3)

在发展学生的核心素养背景下,课堂学习急需从浅层学习走向深度学习。深度学习视角下的课堂倾听具有多个层面的内涵,深度学习的课堂即充盈着倾听的课堂。课堂倾听是深度学习发生的前提与基础,学会倾听是学会学习的重要体现。支持深度学习的课堂倾听并不能一蹴而就地形成,需在反复的课堂教学实践中逐步优化与迭代升级,渐渐从独白走向互动,从接受走向批判,从结果走向过程,从排斥走向接纳。  相似文献   

Teaching comprehension and critical literacy: investigating guided reading in three primary classrooms     

Annie Fisher 《Literacy》2008,42(1):19-28

With the introduction of the National Literacy Strategy, England's primary school teachers were asked to replace “listening to children read”–a practice deeply embedded in UK pedagogy–with guided reading, a practice focused on interpretive and critical comprehension rather than accuracy and fluency. This small‐scale research project addresses the perceptions of the author's Primary B.Ed. student teachers that what goes on under the name of guided reading in the classrooms in which they undertake teaching practice does not do justice to the term. In particular, it examines the claim that fluent readers are still engaged in reading aloud, rather than being taught how to develop analytical strategies for comprehension and engage in collaborative dialogue to develop cognition and promote interpretive critical literacy. Using interpretive methodology, this small‐scale study examines episodes of guided reading in three case study classrooms. In each episode examined, although some form of group reading was conducted, there was no opportunity for children to read silently or engage in collaborative discussion, little teaching of inferential comprehension and none of evaluative strategies. The study reaches tentative rather than conclusive answers. These suggest that the effective teaching of guided reading depends both upon the understanding of its psychological underpinning, and also on the teacher's ability, through sharing responsibility for problem solving with the children, to build bridges between what is known and what is new.  相似文献   

External and internal representations in the acquisition and use of knowledge: visualization effects on mental model construction     

Wolfgang Schnotz  Christian Kürschner 《Instructional Science》2008,36(3):175-190

This article investigates whether different formats of visualizing information result in different mental models constructed in learning from pictures, whether the different mental models lead to different patterns of performance in subsequently presented tasks, and how these visualization effects can be modified by further external representations during task performance. A total of 80 university students learned from an illustrated text different day times and different dates exist simultaneously on the earth. One half of the participants received the text combined with pictures visualizing the earth as a kind of carpet (carpet pictures), whereas the other half received the text combined with pictures visualizing the earth surface as a circle (circle pictures). After learning, the participants received a test including different kinds of tasks. In both visualization groups, one half of the participants solved the tasks with an additional external representation, whereas the other half solved the tasks without an external representation. The findings indicate that the form of visualization affects the structure of mental models. Different structures of mental models result in different patterns of performance, when individuals solve tasks based only on their mental representations acquired during their previous learning. However, these effects decrease, when further external representations are made available to the learners. The findings are discussed within a broader framework of learning with multiple external representations.  相似文献   

Preschool phonological,morphological and semantic skills explain it all: following reading development through a 9‐year period     

Solveig‐Alma Halaas Lyster  Margaret J. Snowling  Charles Hulme  Arne Ola Lervg 《Journal of Research in Reading》2021,44(1):175-188

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Special issue editorial: Advances in understanding the role of morphemes in literacy development     

Helen L. Breadmore  Kyle Levesque  S. Hlne Deacon 《Journal of Research in Reading》2021,44(1):1-9

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音程听觉训练的进程与方法     

银思超 《沙洋师范高等专科学校学报》2006,7(4):89-91

视唱练耳课是高师音乐专业的一门重要的基础课程。而音程听觉训练又是练耳训练的基础。根据人的认知规律和音程训练的相互关系按循序渐进的原则．从音准、旋律音程、和声音程、带有变化音的音程几个方面，分九个步骤具体详细地论述了音程听觉训练的进程与方法。  相似文献   

Reading comprehension difficulties in children     

Susan E. Stothard  Charles Hulme 《Reading and writing》1992,4(3):245-256

This paper reports two studies investigating the nature of comprehension deficits in a group of 7–8 year old children whose decoding skills are normal, but whose reading comprehension skills are poor. The performance of these poor comprehenders was compared to two control groups, Chronological-Age controls and Comprehension-Age controls. The first study examined whether these comprehension difficulties are specific to reading. On two measures of listening comprehension the poor comprehenders were found to perform at a significantly lower level than Chronological-Age controls. However, they did not differ from a group of younger children matched for reading comprehension skills. This indicates that the observed comprehension difficulties are not restricted to reading, but rather represent a general comprehension limitation. The second study investigated whether these comprehension difficulties can be explained in terms of a memory deficit. The short-term and working memory skills of these three groups were examined. The poor comprehenders did not differ from their Chronological-Age controls on either of these tasks. In conclusion, it is argued that working memory processes are not a major causal factor in the creation of the comprehension difficulties identified in the present group of poor comprehenders.  相似文献