PAD Class教学模式对英语专业学生写作焦虑影响的实证研究

本研究以英语专业大一120名学生为实验对象,进行了为期16周的实证研究,以探讨PAD class教学模式对英语专业学生写作焦虑的影响。基于《二语写作焦虑量表》调查问卷结果表明:英语专业学生总体焦虑处于中等焦虑水平,PAD Class能有效降低学生的写作总体焦虑,其中课堂焦虑、构思焦虑、自信焦虑明显降低,但回避焦虑没有达到显著水平;PAD Class模式对高中低不同写作水平学生的写作焦虑都有影响,对中、低水平学生的写作焦虑缓解比对高水平学生的影响效果更明显。

Class Central慕课课程How to Write an Essay教学设计分析

调研了美国Class Central网站发布的“2023年250门全球最受欢迎在线课程榜”19门英语写作类MOOC课程。How to Write an Essay被列为250门全球最受欢迎MOOC课程之一,源于其优质的教学设计:世界顶尖大学及其丰富的在线课程经验、优秀师资,教学目标注重培养学习者技能、终身学习理念以及抛锚式教学模式,这对于在线课程建设和教学具有借鉴意义。

The Effective Strategies in Teaching English Writing in a Large Class

Based on research done in the United States,China and other countries on how to teach ELF writing,along with the teachers' experience to train students' aesthetic response, writing skills and critical thinking, which is involved in combining course content, it is proved to be feasible to improve English writing ability among college students of a large class,and then the effective strategies in teaching English writing in a large class are summarized.

A Case Study on the Effectiveness of ENSTs' Writing Class in China's Universities

This study examines whether ENSTs’teaching goals,teaching contents,teaching methods,and teaching results are effective;whether it is reasonable to appoint ENSTs rather than CNSTs to teach English writing.An ENST’s writing class from North East Normal University has been selected as the case.Then the effectiveness of the ENSTs’teaching and the students’learning is analyzed.

On Peer Feedback Strategies of Process Writing in College English Class

Peer feedback is an indispensable part in process writing. However, in college English class, students pay less attention to peer feedback than teachers' feedback. What's more, without teachers' guidance, most of students don't know how to give feedbacks and what feedbacks should be given. Therefore, some strategies should be used to help students to make more effective feedbacks and stimulate students' interest to actively learn from their peers.

Teacher's in-Class Feedback Based on Individual Learner Differences in EFL Writing Classroom

Studies on feedback in second language(L2) writing have mainly focused on feedback per se, with little attention paid tothe individual learner differences. This study investigates how teacher’s in-class feedback based on individual learner differencesaffects EFL students’correction of writings and students’attitude towards teacher’s in-class feedback based on their individualdifference, as well as the factors that influence teachers’feedback among three EFL students and an in-service English teacher byemploying interviews, classroom observations. The findings indicate that students pay more attention to their errors in their writingsand students hold a positive attitude towards teacher’s in-class feedback based on their individual differences, students’aptitudeand personality mostly affect teacher’s in-class feedback.

明代山左底层文人的日常书写与晚年心态解析——以王克笃的散曲集《适暮稿》为考察对象

通过对王克笃散曲集《适暮稿》中日常生活书写的细读与研究,分析了他自足、自适、清高、自遣、淑世、喟世、哀穷的复杂心态,认为这些心态的产生与其生活环境、身份地位、年龄时段、个体性情、治生观念有着疏密不同的关系。

批评话语与创作观念相交织的“作坊式”批评--以毕飞宇《小说课》为例

相较于学院派批评,以《小说课》为代表的“作坊式”批评展现出了独特的批评样貌,它不仅突出了批评语言的修辞特征,在批评方式上也更注重从写作过程进入文本,展示了作家批评的异质视角。同时,由于批评主体的作家身份,《小说课》还从整体结构与细节雕琢两方面展现了作家的创作观念,说明了小说创作的基本方法。在文学逐渐被边缘化的今天,这一批评话语与创作观念相交织的“作坊式”批评对构建大众阅读,培养新生代作家有着重要的推动作用,它不仅重新唤醒了大众对经典的兴趣,也使得不同圈层的文学群体得以相互沟通。

设计思维视角下“商务英语写作”混合式教学模型的构建与实施

以设计思维为理论依托,根据其共情、定义、构想、原型、测试五步骤,从线上线下两种教学形式及课前、中、后三个环节,对“商务英语写作”混合式教学模型的构建理念、模式及实施过程展开探讨。发现设计思维能助推一流课程建设目标的实现,分层分步达到布鲁姆认知教学目标,同时促进教学理实一体化,提高信息化使用效能,对混合式教学起到纲举目张的作用。

“随课微写”在语文课堂教学中的有效应用探微

“随课微写”教学法旨在利用课堂时间,让学生进行即时写作,这种写作练习方式不仅能提高学生的写作能力,还能培养学生的思维习惯以及创新能力,增强课堂互动性,并为教师提供一条了解学生学习情况的途径。文章围绕“随课微写”的教学目的,设计“随课微写”教学任务,从课前准备、课堂实施两方面入手,系统阐述“随课微写”的具体教学流程,以实现“随课微写”教学法与语文课堂教学的深度融合,为拓展语文教学模式提供新思路。

“iWrite+”大班英语写作教、学、评一体化实践

iWrite英语写作教学与评阅系统实现了语言、内容、篇章结构以及技术规范四个维度的机器智能评阅,对提高英语写作教学质量、学生英语写作能力能够起到积极作用。本文从大班英语写作教学的挑战和问题出发,介绍在ESL/EFL写作教学理论指导下,大学英语写作教、学、评各个环节实现iWrite系统与教师教学有机结合的实践方法。

Evaluating Chinese College Students' English Compositions:Different Writing Corrective Feedbacks between a Chinese Teacher and a Foreign Teacher & the Attitudes of College Students

The study aims to uncover the differences between a Chinese writing teacher and a foreign writing teacher in evaluating Chinese college students' English compositions and find out students' attitudes towards different kinds of feedbacks. The data collection method, sample analysis and questionnaire have been implemented to probe for the results. The results are supposed to give some suggestions to the English writing class in Chinese universities.

Brief Discussion on Critical Writing and Consciousness-raising Activities for Chinese Students

Current literature has shown support to the combination of Consciousness-raising activity and teacher fronted teaching pedagogy.However,certain contextual analyze was absent in identify the problem in target classroom.In current L2 writing class,there is prevailing problem among Chinese students in acquiring'critical learning'.In this article,the writer tries to find the cause of this problem from students' language input in traditional ESL grammar class,and to identify the cause to problematic critical writing among the target group.The analyze of the problem and the cause of lacking critical consciousness lead to possible solution of applying consciousness raising tasks in traditional writing class in China.

基于“产出导向法”的大学英语写作课堂探究

教师借助机器智能评阅技术与数字化教学手段,可以优化教学设计,增强教学效果,同时也对大学英语教师在基于“产出导向法”的线上和线下大学英语写作教学活动中如何发挥教师作用提出了挑战。介绍了“产出导向法”的产生与发展,探讨了在“产出导向法”教学理念下,大学英语教师如何在线上、线下的写作活动中基于“产出导向法”发挥教师主导作用,并对未来研究方向提出了建议。

POA理论指导下“课程思政”融入大学英语智慧课堂写作教学的探索与实践研究

“课程思政”能够帮助学生树立正确的世界观、人生观、价值观。切实推进大学英语“课程思政”改革能够充分发挥英语教学育人功能,进一步提升外语人才培养质量。本文基于POA教学理论,从驱动、促成和评价三个课堂教学环节出发,构建与探析“课程思政”与大学英语智慧课堂写作课程协同育人的教学实践,并立足塑造学生价值、传授学生知识以及培养学生能力的三维一体教学目标,以提高学生的英语写作水平,培养学生成为专业素养和人文素养两者兼具的复合型外语人才。

从“阵列”到“光谱”:国内外高校通识课程的主题矩阵设计

国内各大高校在通识教育领域展开了多样化实践,对标世界一流高校开设写作类通识课是重要方向之一。以美国普林斯顿大学与我国清华大学为例,通过参与式观察与问卷调研分析发现,写作类通识课在培养学生研究型学习与批判性思考上具有优势;课程迭代中,国内外高校在主题矩阵上逐渐分化为“阵列式”和“光谱式”的不同形态;写作类通识课的中国化改良对巩固专业教育、健全高等教育有着重要意义。

班本课程促进大班幼儿前书写经验发展策略

前书写经验对于幼小顺利衔接及幼儿终身发展都具有着重要意义。在大班阶段开展前书写活动,提升幼儿前书写经验越来越受到重视。班本课程作为符合本班幼儿年龄特点、兴趣需求的课程,能够针对幼儿的经验以及需要给予更高质量、更有针对性的回应。因此,在课程游戏化大背景下,基于儿童立场,遵循幼儿的发展水平与现有经验,结合幼儿的需求生成班本课程。以此为基础,采取行动研究法,通过三轮的计划——行动——反思——调整——再计划行动研究范式,探索如何在生成与开展班本课程的过程中激发幼儿书写兴趣,培养幼儿良好书写习惯,发展幼儿前书写经验,最终提出基于班本课程促进大班幼儿前书写经验发展的相关策略。

余绍宋《画法要录》类例体系建构与撰述观念研究

民国初年,余绍宋辑录古人论画作法之语完成《画法要录》初编与二编,从理法与画科两个方面编排建构起“主次分明而又兼顾整体”的类例体系,开中国画学系统研究与忠实考据之始,有效提升中国画学研究的独立性、学理性与实用性。此书以“整理国故”为撰述指导观念,立足古代画论的丰富遗产,辅以西学分科治学的原则与方法,致力于中国传统画学的现代转型,并催生了之后范围更广、程度更深、成果更盛的中国画学研究。