在语文阅读教学中引导学生自主探究的策略研究     

沈运荣 《潍坊教育学院学报》2004,17(3):57-58

通过对在阅读教学中培养学生自主学习的习惯的研究及实施 ,培养学生的主体能力 ,塑造学生的主体个性 ,充分调动学生学习的积极性和创造性 ,促使学生生动活泼、主动和谐地发展  相似文献   

阅读教学中的研究性学习     

王育红 《山西广播电视大学学报》2005,11(3):44-45

研究性学习是一种能激发学生学习兴趣、培养学生思维能力的好方法。针对语文阅读教学中研究性学习与接受性学习之优劣比较,对在阅读教学中实施研究性学习的课堂组织形式、要求、选题思路等问题进行了探讨。  相似文献   

The predictive role of early childhood dysregulation profile on the parallel growth trajectories of reading and math performance across elementary and middle school     

《Contemporary educational psychology》2023

This study examined the heterogeneity in the co-developmental trajectories of reading and math performance (i.e., parallel changes in the initial scores and growth patterns) and identified the number, size and shape of the co-developmental trajectory across elementary and middle schools. In addition, this investigation focused on how an early childhood dysregulation profile (DP; indexed by a high co-occurrence of emotional, behavior, and attention problems) was associated with distinct co-developmental trajectories of reading and math performance. Specifically, we examined whether early childhood DP level can predict (a) membership assignment into each distinct co-development group and (b) variability in initial scores and changes in growth with each distinct co-development group. Participants were 784 academically at-risk students (47 % girls) predominantly from low socioeconomic status families who were recruited in first grade (Mean age = 6.57 years) and followed annually through the final year of middle school (ninth grade). Results revealed two distinct co-developmental trajectories of reading and math performance, including (a) a lower initial reading (higher increasing) and higher initial math (lower increasing) class (85.3 %) and (b) a lower initial math (higher increasing) and higher initial reading (lower increasing) class (14.7 %). Our results provided evidence for the compensatory pattern of co-developmental trajectories, indicating initial lower skills grow at a faster rate than the initial high. Further, early childhood DP was not associated with the membership assignment for these two distinct classes, which means that regardless of children’s early DP level, they have equal chances to be assigned to each of the classes. However, children with higher parent and teacher-reported DP in first grade demonstrated lower initial scores and a slower improvement rate in both classes after controlling for kindergarten literacy skills, gender, ethnicity, intelligence, socioeconomic status, and grade retention. Our study findings demonstrated (a) substantial heterogeneity in the co-developmental trajectories of reading and math performance across elementary and middle school ages; and (b) the importance of promoting self-regulation beginning in early childhood, especially for academically at-risk children in families facing economic challenges.  相似文献   

图式理论与英语阅读教学     

李慧敏 《扬州大学学报(高教研究版)》2005,9(5):76-78

图式理论主要研究读者如何运用“先存知识”来进行文本解读。图式理论有助于我们正确把握语言知识、语篇结构、背景知识与英语阅读的关系。加强图式理论知识的建构将大大促进学生对文本意义的理解。  相似文献   

传统历史文化教育在语文教学中的渗透刍论     

朱俊文 《成才之路》2020,(9):124-125

小学阶段是夯实基础、培养语文素养、养成良好阅读习惯的关键阶段。将中华传统历史文化渗透于语文教学过程中,能让学生了解传统历史文化,培养学生的文学素养与文化意识,更能增强学生的民族认同感。文章从课内与课外两个方面探究如何将中华传统历史文化教育融入到语文教学中。  相似文献   

《马氏文通》中的"散动"及其相关问题     

陈祝琴 《安庆师范学院学报(社会科学版)》2007,26(1):46-50

"散动"是《马氏文通》中提出的重要语法学术语,它主要包含有两层意思,从语义分析来说是指与"坐动"(谓语核心动词)相对的"非谓语核心动词";从句法结构分析来说是指与"语词"相对的动词短语中的"述语"."散动"与"读"是从不同的角度分析汉语中的短语,虽然在功能上基本相同,但内涵不尽一致.它的设立对汉语语法学的完善有着深刻的启示作用.  相似文献   

利用信息分布规律进行英语阅读教学     

桂永霞 《长江工程职业技术学院学报》2002,19(2):37-39

根据语篇信息分布规律进行英语阅读教学,符合阅读时处理、接受新信息的用脑机制,在教学中,要善于利用。文中提出了几种方法以供借鉴。  相似文献   

《马氏文通》中的“散动”及其相关问题     

陈祝琴 《安庆师范学院学报(社会科学版)》2007,26(1):46-50

“散动”是《马氏文通》中提出的重要语法学术语,它主要包含有两层意思,从语义分析来说是指与“坐动”(谓语核心动词)相对的“非谓语核心动词”;从句法结构分析来说是指与“语词”相对的动词短语中的“述语”。“散动”与“读”是从不同的角度分析汉语中的短语,虽然在功能上基本相同,但内涵不尽一致。它的设立对汉语语法学的完善有着深刻的启示作用。  相似文献   

论元认知与英语阅读   总被引：2，自引：0，他引：2  

付丽芳 《钦州学院学报》2005,20(4):70-72

元认知是认知主体对自身认知活动的认识。元认知由元认知知识、元认知体验和元认知监控三部分组成。元认知能力与学生的英语阅读水平显著相关,元认知能力较强的学生英语阅读水平通常也较高,教师应注重培养学生的元认知能力:丰富学生的元认知知识,强化学生的元认知体验,加强学生的元认知监控。  相似文献   

课堂阅读教学学生呼唤"自我"     

杨瑞杰 《北京工业职业技术学院学报》2006,5(1):93-95

课堂阅读教学给学生充分的时间,这是一种理念,一种教育思想.它体现了"以人为本"的教育思想,符合素质教育的培养目标,重视了教材的人文性.  相似文献