“理解式”教学法在高校排球选项课教学中的实验研究

本文采用实验对比法、文献资料法、问卷调查法、访谈法和数理统计法等,从排球教学实验上,对"理解"式教学效果做了具体的论证。从理论上,对"理解"式教学的特点、相关问题进行了分析与拓展,阐述了"理解"式教学的可操作性和在排球教学训练中的实用价值。在此基础上,这也为体育教学法的多元并存提供了新的实践与理论依据,丰富了高校排球教学训练的方法体系。

高校软式排球教学方法改革的实验研究——基于“理解式”教学法

本文采用实验法、文献资料法、访谈法和数理统计法，从软式排球教学的实际出发，有针对性地设计教学实验，通过与传统的教学模式的结果对比，对“理解式”教学效果做了具体的论证。从理论上，对“理解式”教学的特征、相关问题进行了分析与拓展，阐述了“理解式”教学的可操作性和在软式排球教学训练中的实用价值，进一步丰富了高校软式排球教学训练的方法体系。

Promoting Communication in Comprehensive English Class

The ultimate goal of comprehensive English is to train students to acquire the ability to communicate in English. But the traditional way of lecture class can not meet the demand of the goal. It is agreed that the best efficiency in comprehensive English class comes from effective cooperation between the teacher and students and also among students. Therefore, communicative methodology is widely promoted.

Major factors influencing reading comprehension： A factor analysis approach

The present study attempts to identify the major factors influencing EFL reading comprehension by drawing on the data collected from questionnaire and tests. The findings indicate that reading comprehension is composed of three major components： ＂Schema＂, ＂Vocabulary＂, and ＂Motivation ＆ Purpose＂. These three components are made up of the following six factors respectively： ＂textual schema＂, ＂extra-textual schema＂, ＂vocabulary guessing＂, ＂vocabulary noticing＂, ＂motivation＂ and ＂purpose＂. Among the major components of reading comprehension, the four factors of ＂textual schema＂, ＂vocabulary guessing＂, ＂vocabulary noticing＂ and ＂motivation＂ are significantly correlated with reading comprehension.

STUDY ON TEACHING THE INTERPRETATIONS OF CONVERSATIONAL IMPLICATURE IN LISTENING COMPREHENSION

本文讨论了在大学英语听力教学中教授会话含义理解的可行性和有效性。在教学实验中,研究者通过教授基本的语言学理论特别是会话含义理论的相关知识,改革传统听力教学模式,优化课堂教学结构和互动架构。研究表明,学生在掌握相应的会话含义理论之后,经过有指导的学习实践,成功地掌握了教材中听力会话的基本结构以及会话含义的推导过程,进而实现对篇章的理解。因此,在大学英语听力教学中教授会话含义,可以促进学生听力能力的提高。