居高声自远 循理意更明——论衔接理论在阅读教学中的运用与实践   总被引：1，自引：0，他引：1  

周静 《郧阳师范高等专科学校学报》2007,27(2):123-126

国内外的语言学研究成果表明，语篇分析虽然只是一门新兴的学科，但它却为外语教学尤其是阅读理解教学开辟了新的思路。语篇分析中的衔接理论，对读者阅读理解能力的提高和交际能力的增强尤为重要。文章简要介绍了衔接理论的产生发展及其分类，并对该理论在英语阅读教学中的指导作用进行了研究和论证，探求在教学实践中将二者相结合的方法，寻求提高学生阅读理解能力的有效途径。最后提出今后研究努力的方向。  相似文献   

图式理论与阅读教学     

于莉 《鸡西大学学报》2006,6(1):10-11

借助图式理论,分析了语言图式、内容图式和形式图式在阅读理解中的作用。为了提高学生的阅读能力,在阅读教学中,教师要注重这三方面的教学。  相似文献   

探讨英语快速阅读的问题与技巧   总被引：4，自引：0，他引：4  

张彩云  刘海奋 《延安教育学院学报》2006,20(1):73-74,77

信息时代的信息爆炸,学生时代的应试之需,提高快速阅读能力,势在必行。掌握必要的阅读技巧,克服不良的主客观因素,将是提高快速阅读能力的关键。  相似文献   

提高中学生英语阅读水平浅探     

蒋永红 《扬州大学学报(高教研究版)》2003,(Z1)

英语阅读水平是英语听、说、写能力形成的基础。目前初中学生阅读缺乏现象严重,如何培养学生英语阅读能力尤为重要。为实践“阅读主导教学模式“这一教学理念,在英语教学中应做到:明确阅读任务和要求,选择阅读材料,扫除阅读中遇到的障碍,指导阅读方式等。  相似文献   

Maternal mediation in book reading, home literacy environment, and children’s emergent literacy: a comparison between two social groups     

Ofra Korat  Pnina Klein  Ora Segal-Drori 《Reading and writing》2007,20(4):361-398

The researchers addressed two questions: (1) Does maternal reading mediation and family home literacy environment (HLE) relate to children’s emergent literacy (EL) level? and (2) Do the relationships among these variables differ as a function of socioeconomic strata (SES) level. A total of 94 5–6-year-old children, 47 from low SES (LSES) and 47 from high (HSES) families, and their mothers participated. Mother–child interactions while reading an unfamiliar book were videotaped and their verbal expressions were coded for extracting maternal mediation level. Children’s independent EL level was assessed prior to the interaction. Compared with the LSES group, HSES children showed higher EL levels and their homes had a richer literacy environment. Maternal mediation level differed by SES: LSES mothers paraphrased text more often; HSES mothers’ higher mediation level included a discussion of the written system and making connections beyond the text. In the HSES group, maternal mediation level and HLE related to children’s EL; no such relationships appeared in the LSES group. Results are discussed in terms of children’s socio-economic background and their reading experiences. Implications for researchers and educational practices about the relationships between children’s literacy development, SES, HLE, and parental mediation are discussed.  相似文献   

Parent question use during shared reading time: How does training affect question type and frequency?     

Jamie Zibulsky  Christine Casbar  Tamar Blanchard  Chelsea Morgan 《Psychology in the schools》2019,56(2):206-219

This study was designed to examine whether participation in a shared reading workshop alters the frequency with which parents ask their children questions during book reading sessions, particularly questions designed to strengthen component reading skills that they may not have known about before training. Participants in the reading workshop series (N = 57) were taught strategies for asking questions about story content and word structure to build children's language and literacy skills. Findings suggest that parents may be somewhat familiar with traditional dialogic reading strategies focused on story content and utilize them without instruction, whereas parents may be less knowledgeable about sound or print‐focused skills and do not employ strategies focused on word structure until instructed to do so. It is also notable that parents do not use all story content prompts equally. This information can be used by school psychologists to refine the messages educators share with parents about how to best support their children's reading development.  相似文献   

数学应用问题教学初探   总被引：1，自引：0，他引：1  

陈连原 《湖州师范学院学报》2001,(Z1)

阐明了在数学应用问题教学中，教师应重视抓好学生对应用问题的阅读理解、数学建模、数学解决等环节，提高学生解决实际问题的能力．  相似文献   

知行之间论"系统"--非系统理论对中学语文教学的启示     

陈雁飞 《保山师专学报》2006,25(1):70-73

非系统理论较之系统理论更为灵活、随机,有很好的应变性,对中学语文教学有很好的借鉴作用,作为中学语文教师,应该对此引起足够的重视.  相似文献   

五年制师范生阅读能力提升的策略分析     

张军强 《教育教学论坛》2019,(23):253-254

在如今五年制的大专师范学习中,掌握阅读能力是不容轻视的,大专师范生若是想要在毕业后更好的从事教育工作,就一定要实现学习和工作的无缝连接。鉴于此,本文将从如何培养大专师范生阅读能力入手,希望对大专师范生的教学能力提高有所帮助。  相似文献   

朱子读书法与当代语文教学     

张静莉 《渭南师范学院学报》2011,26(4):39-42

《朱子读书法》是南宋思想家、教育家朱熹阐述其读书理论的重要作品。包括“循序渐进”、“熟读精思”、“虚心涵泳”、“切己体察”、“着紧用力”、“居敬持志”六个方面。读书六法所阐述的教学思想与当代语文教学有着紧密的联系,不少经验与现代教育理论耦合,可以作为当代语文教学的借鉴。  相似文献