研读文本——由“教课文”转为“教语文”

本文论述教师要摒弃＂教课文＂的教学方式,即把理解课文的内容当作教学的主要目标,而要实现＂教语文＂,以课文为例子,培养学生的语文学习能力：一是研读标点符号,掌握基本的语文知识;二是研读重点词句,体会作者遣词造句的精妙;三是研读典型句段,进行迁移仿写的训练。

“教读”课文怎么教?

.统编本语文教材有诸多创新之处，例如重视语文核心素养，重建语文知识体系，阅读教学实施“三位一体”，区分“教读”与“自读”不同课型等。针对过去“精读”与“略读”几乎不分，课型彼此混淆的状况，“统编本”语文教材加大了两者的区分度，建构了“教读-自读-课外阅读”三位一体的教学结构。本文探讨了“教读”课中如何把握教材“隐在”的知识体系，并运用一定的阅读策略或阅读方案实施教学，从而真正体现教读课文“教”的意义。

中学“教读课文”教学应注重的几个问题

“教读课文”教学应注意“讲读”与“教读”的区别 ,注重教师的“会教”、学生的“会学”

Question-Generation Reading Strategy of Iranian EFL Learners

This paper tries to explore the effect of question-generation reading strategy on the reading comprehension of Iranian intermediate EFL （English as a Foreign Language） learners. Since the researchers did not have any control over randomization of students and it was considered as one of the features of experimental method, this study is not a true experimental method. This method is called Intact Group Study. In this research there were experimental and control groups. The age range of the learners in both groups was between 19 to 22; the age range difference was so limited that we could neglect the difference concem. The number of students in both groups was closely the same. One of these groups received question-generation reading strategy instruction and the other group---control group--did not receive this instruction. Participants in both groups studied a task-based course book called New Interchange 3 by Richards （2005）. They studied the last eight units of this book during a whole term. The instruction was the same for both groups except for the reading parts. Participants in experimental group were taught how to generate questions as being linked to the main ideas of the text they were reading. They were also given feedback on the correctness of the questions they generated. Then they answered the follow-up questions However, participants in control group received a traditional method of reading for comprehension; they read the text on their own and answered the follow-up questions. Of course both groups enjoyed a warm-up before reading each text. The statistical independent group T-test of the reading comprehension posttest showed that participants in the experimental group performed better than the students in the control group

Challenge and Revelation Massive Open Online Course Brings to the British and American Literature Teaching

Massive Open Online Course （MOOC） has many characteristics, such as mass, openness, and online learning, which can effectively make up for the problem ＆shortage of teachers in the college English teaching. But, there is also a challenge to introduce MOOC to the college English teaching. This paper analyzes the challenge and revelation MOOC brings to college English teaching combined with the characteristics of MOOC, and points out that the role of teachers, students, and managers should be changed under the background of MOOC.

Thorough liberation： A feminist analysis of How lfinally lost my heart

How lfinally lost my heart is a short story written by Doris Lessing, the winner of the 2007 Nobel Prize in Literature. This paper is intended to analyze this short story from the feminist perspective, and show the exact process of women＇s emotional independence as well as the writer＇s concern on women＇s thorough liberation.

Chinese Teachers＇ Understanding of Culture Teaching in ELT

In China, the teaching of culture was stipulated to be very important at the government level in the form of a curriculum in early 2000s. Now although the teachers seem to be fully aware of the significance of culture teaching, there are misunderstandings about it. A survey was conducted to find out how the teachers understand and meet the requirements of the curriculums. The results show even the teachers do not understand the objectives of ELT （English Language Teaching） stipulated in the curriculums. They need training and the requirements need clarification, so that the gap between what is expected and what is performed can be bridged.

The Transmission of the Nigerian Culture Through Education at the Primary School Level, 1960 Till Date

Since Education is the transmission of Culture, the study examined the transmission of the Nigerian culture through Education at the primary school level, since 1960, the year of Nigerian＇s independence, till date. Historical research method was adopted for the study and data were analyzed using primary sources like; oral interviews and archival materials, while publications like; textbooks, articles in journals, file document, speeches and workshop papers were used as secondary sources. The focuses of the paper are to define culture, analyze the relationship between culture and education, examine the primary school curriculum in Nigeria, trace the transmission processes of the Nigerian culture through primary education, consider few challenges of primary education in the promotion of Nigerian culture and offer suggestions to improve the role of primary education in Nigeria in this regards. The findings revealed that, the western education introduced by the British colonial masters, was patterned after European culture for promotion of their educational philosophies and missionary activities. Subjects like： Latin, English language, Religious studies, simple Arithmetic, artisans and others were included in the earlier curriculum for the benefit of the European economic, social, religious and political ambitions. As Nigerians agitated for independence, unity and fi＇eedom, the educational policies began to change to meeting the local needs of Nigerians at all levels of education. The Phelps-Stokes Commission report of 1922 exposed the inadequacies of educational curriculum used in the Nigerian schools, as not meeting the needs of the people. The 1969 Curriculum conference however, brought a complete revolution to the primary school education in the areas of relevance. For instance, subject like： Yoruba, Hausa and Igbo which were major Nigerian languages, Civic Education and Fine Arts were introduced into the primary school curriculum so as to create in-depth awareness for cultural transmission. The roles of such educational bodies like： NERDC and CESAC were fully discussed in the paper. Policies like： Universal Primary Education （UPE） and Universal Basic Education （UBE） introduced in 1976 and 2004 respectively, were efforts of the government at transforming primary education through culture. Challenges like： inadequate funding, personnel problem and implementation problem were indentified. It is therefore recommended that adequate funding be allocated and made available as well as employment of sufficient qualified personnel. There should be strong political will to make policies effective and people＇s interest should be carried along in policies formulations and implementations.

Teaching Literature Course in the Cultural Perspective

The course of English and American literature plays an important role in ELT （English Language Teaching）, however, English majors in class are tired of the conversationalist＇s introduction by the teacher of literary backgrounds, characters, plots, even the literary writing styles. Consequently, the course of literature goes into the bottleneck because of the null of cultural addition.The literature class seems out of moded, even CAI （Computing Aided Instruction） fails to motivate students. How to solve the problem？ This paper takes teaching methodology of literature in the cultural perspective to solve the problem. It is feasible for teachers to improve students＇ intercultural communication competence in cultural content imput in the literature course.

Enhancing Cultural Awareness in the EFL Classroom： Theoretical Analysis and Strategies Development

As the world becomes more interconnected, learning a foreign language in the associated cultural context proves to be more efficient and effective. EFL （English as a Foreign Language） Teachers are sparing no efforts to raise students＇ awareness and understanding of the culture and to help students become interculturally competent. On the basis of thorough literature review on cultural study, this paper probes into theoretical analysis and strategic approaches of cultural learning in EFL classes. The extensive strategies are discussed and presented in the paper so as for more confidence and capabilities from practitioners incorporating sufficient cultural knowledge and understanding into successful EFL classroom.

Facilitating Accessibility for EFL Learners to Articulation Through Praat

Acoustic terms are useful academic tools to help EFL （English as a Foreign Language） learners to perceive pronunciation visually. Pratt is worldewide famous free acoustic professional software applied to the articulation with the help of the graph of ampplitude plotted and spectrogram. The paper will apply the professional acoustic tool Praat to pronunciation pedagogy to facilitate discrimination and articulation and suggests that the program can be adapted for the teaching of pronunciation to Chinese EFL learners.

Analysis of How to Establish a Dialogue-style Class Effectively for the Chinese Interest Course as a Foreign Language

In this paper, I take the Chinese interest class which is very common nowadays as a study subject. According to the characteristics of the Chinese interest course, I analyze how to establish a dialogue-style lesson effectively for the Chinese interest class as a foreign language. Combined with practice, I will propose some difficulties to you for advice while I summarize a number of effective ways that I succeed in my teaching.

Are Terms ＂African（s）＂ or ＂Black（s）＂ Appropriate Substitutes for ＂Bantu（s）＂ in the South African Context？

The name, ＂Bantu＂, is a classificatory term which refers to a sub-group of the Niger-Congo languages, i.e., the Benue-Congo group of languages, which are spoken extensively in the equatorial and southern part of Africa, as well as the family of peoples speaking these languages. As a result of its association with racism during the Apartheid regime in South Africa, the term was heavily politicized and lost its original meaning to acquire racist connotations. In South Africa, the names ＂African（s）＂ or ＂Black（s）＂ are used as substitutes for the stigmatized name ＂Bantu（s）＂ with reference to the Bantu speaking peoples and their languages. This research investigates the use of the words, ＂Africans＂ and ＂Blacks＂ to assess their suitability as replacements for the word ＂Bantu＂. An intensive outline of the classification of the languages of Africa is given to authenticate the basic meaning of these classificatory terms, especially the term ＂Bantu＂

What Motivate Them to Speak More A Study on Students＇ Perspective

This study is about factors that may facilitate students＇ willingness to speak more in English class. Previous research has shown certain factors would increase class participation from educators＇ view, while in this paper, a survey was designed to find out what students themselves think would motivate them to speak more in class. The survey was given to a group of grade 9 students in a middle school in China. Among the elements that were selected in the survey, the result shows students tend to favor a friendly relationship with the teacher, a warm learning atmosphere, a lively teaching style, and variety interesting learning activities as well as supplemental materials in terms of more verbal participation. The finding reinforces the previous studies on these factors＇ positive roles in promoting students＇ motivation to speak more. This paper is expected to serve as a resource for professionals who work in the relevant area and draw more attention from educators, in particular those in the China context, on this topic

Using Drama Activities in Language Teaching in EFL

Drama is a powerful tool in language teaching. It develops students＇ ability to think and improves their communication skills. It raises their self-esteem when they develop confidence through active participation. Dramatisation also promotes students＇ creativity and encourages group cooperation. The paper offers some tips on how to integrate drama activities in the language classroom to make the lesson more meaningful. This paper concludes that students who role-play the characters in a play can better interpret the affective component of the text and gain a better understanding of the key scenes as they enact them through the dramatic form.

Communicative Approach in College English Teaching

The basic insight of Communicative Language Teaching is that language can be thought of as a tool for communication, and language teaching should be student-centered to cultivate their communicative competence. This paper explains the main methods in Communicative Language Teaching in college integrated English teaching, and elaborates that the teaching methods and classroom activities of the curriculum should be designed to develop students＇ communicative capability.

Factors Contributing to the Effectiveness of a University-Industry Partnership

The university-industry engagement serves as a cooperation that gives benefit to both parties. The universities and the industries are dependent on each other as the university＇s role is to produce human capitals to work at the industries, and the industries on the other hand need human capitals to run their business. However, this kind of dependency could raise issues that cause difficulties for both parties if the relationship is not checked and balanced from time to time. The universities should be aware of the industries＇ changing needs as time changes. Hence the programmes that they offer to their students should take into consideration the industries＇ needs. This research was to identify the current practices of the university-industry engagement, to appraise the factors contributing to the effectiveness of the university-industry engagement involving UMP （Universiti Malaysia Pahang） and the identified industries, to map the prospects and challenges that UMP faces in the university-industry engagement and to propose the best approaches that the university could engage to provide high class human capitals to work at the industries. This research employed a survey in the form of interviews and expert group discussions. The results show that there is still a mismatch in the university-industry engagement. The representatives from the industries felt that they should be actively involved in the university＇s activities, especially in teaching, learning and industrial training for students. They had given a few suggestions to be forwarded to the university

The Enlightenment of Metaphors in Titles on English Writing Teaching

Based on non-English majors＇ textbooks, this paper discusses the functions of metaphors in titles of texts and places a major emphasis on enlightenment of metaphors in titles on English writing teaching. And through analyzing metaphors in titles, it is suggested that in daily writing teaching, teachers should bear the cultivation of students＇ metaphorical thinking from analyzing titles in mind; teachers also design some writing tasks with metaphors in titles and select textbooks with metaphor-rich texts

Offering English and American Literature Optional Courses to Enhance Humanistic Qualities of Students in Universities of Science and Technology

Recently, the universities of science and technology pay more attention to their own specialized subjects and tak, little notice of humanities. This phenomenon results in the weakness of college students＇ humanistic qualities, Therefore, cultivating and enhancing students＇ humanistic qualities in universities of science and technolog become the main issues that are viewed intensively by the current educational circles. This paper analyzes th, current situation of English and American literature optional courses in universities of science and technolog3, gives the importance of offering the optional courses of English and American literature, and analyzes the activ roles and important significance of optional courses of English and American literature in the course of humanisti qualities of students in universities of science and technology. This paper also gives the necessities and ne~ methods of giving the optional courses of English and American literature under the circumstances of colleg, English teaching reform

Study on the ideology-influenced translation： Based on Rickshaw boy by Evan King

Translation is not made in a vacuum but is constrained by ideology, and as a result, it is a synthetical product of history, society and culture. With target-text oriented descriptive approach, this paper aims at exploring the influences that ideology has on literary translation. The research focuses on the ideological constraints that shape a literary translation through the case study of Evan King＇s translation of Luotuo Xiangzi- Rickshaw boy.