运用数学学具创设互动学境的有效性研究

在真实的生活情境中动手操作,反复验证,动脑思考是数学学习的重要特征,其中利用制作学具、运用学具并创设亲子,师生,学生与学生之间的互动学境来提高数学教学的效率,是当下,尤其是农村地区家长进行家庭教育辅导的需要,是课堂教学中数学思维能力训练的需要,是提高学生数学推理能力,向学生渗透数学推理思想的需要,更加是养成学生数学自学习惯,有效培养数学学习品质,提高数学学科素养的重要途径。作为数学教师,要把制作与运用学具,创设互动学境,让学生在特定的问题情境中提出并发现问题,分析并解决问题,成为数学课堂教学的重要手段。

如何在数学学具制作中培养学生的思维能力

学具在数学学习中有不可替代的作用,数学又是一门抽象性和逻辑思维性非常强的学科。在教学中培养学生的思维能力是数学教学的核心任务,制作和运用学具就能培养学生思维的全面性,互动性,创造性,多样性,从而有效提高学生思维品质,促进学生高阶思维能力发展。本文旨在通过对小学数学学具操作的有效性进行研究,探究学具操作对学生数学学习的影响,进一步提高小学数学教学质量。

Lecturers’Efforts in Building Rapport in the English-Medium Instruction(EMI)Context:Focus on the Use of Communication Strategies

Past studies reveal the prevalence of anxiety,coupled with low motivation and disengagement among students in English-medium instruction(EMI)programs.Given the detrimental impact these negative emotions can have on learning outcomes,it is imperative that teachers establish positive emotional rapport with their students.This study explores how experienced and highly rated EMI lecturers at a Chinese university’s overseas campus use communication strategies to build rapport with their students during interactive academic activities.It identifies the strategies used by these lecturers and examines how the strategies facilitate the teaching-learning process.The data,consisting of 10 hours of tutorials and 10 hours of supervisor-student supervision meetings,is analyzed using an adapted Conversation Analysis(CA)approach.The analysis reveals three types of communication strategies(CSs)frequently used by lecturers:back-channeling,codeswitching,and co-creation of messages.By employing these strategies,the lecturers established a strong rapport with the students,which created an encouraging and supportive learning environment.Consequently,this positive atmosphere facilitated students’learning of content knowledge through English.The findings of this study have implications for the training of lecturers who encounter difficulties in establishing rapport with multilingual students in the EMI setting.

Construction and Optimization of English Linguistic System in the Context of Multi-dimensional Perspective and Interactive Teaching

With the improvement of the quality education in our country, the teaching reform of college English teaching has been carried out. In the college English teaching system, we need the network-based autonomous teaching mode, and effective evaluation system of English teaching is also necessary. A complete set of teaching evaluation system can truly reffect the teaching effect, and can promote the optimization of teaching activities as well. Therefore, in order to realize the effectiveness of English teaching and to expand the diversifi ed teaching mode, we need to build a complete set of English language system. Classroom teaching evaluation is one of the effective means to improve the teaching efficiency, which reffects the characteristics of college English courses. After the digitalization of the teaching methods, the network information produced in the teaching and management has obvious characteristics of large data. The optimized evaluation system of college English classroom teaching has realized the diversifi cation of evaluation subjects.

INTEGRATING COLLEGE ENGLISH COURSE AND COMPUTER MULTIMEDIA:CONSTRUCTING THE NEW AND IDEAL INTERACTIVE LEARNING ENVIRONMENT

With the social and economic development of our country, education at college level is changing rapidly.The popularity of modern information technology education is a hot subject. In recent years, the infusion ofmultimedia into teaching and learning has altered considerably the instructional strategy in our educationalinstitutions and changed the way teachers teach and students learn. The traditional teacher-centric method ofteaching used for decades in our educational system has been modified and enhanced. Currently, moderneducation theory is moving from the traditional recall of facts, principles, or correct procedures into the areasof creative thinking, problem solving, analysis and evaluation. These are skills which are very much needed intoday's knowledge based economy. This shift in focus on learning has presented our educators with seriouschallenges as well as opportunities in restructuring their curriculum to meet the rising demands of theknowledge based society, which is currently being initiated by the Ministry of Education of China.In this paper, we focus on designing a course which is oriented towards a constructivist based paradigm byusing multimedia as an instructional tool, and where students are active learners, involved in constructing theirown knowledge in the learning process and determining how to reach their own learning outcomes. A surveywas carried out to ascertain the reactions of students enrolled in an interactive multimedia course in WenzhouUniversity, Zhejiang province towards this constructivist based learning mode. The results indicated that thesestudents reacted positively towards this study mode and improved their interpersonal and collaborative learningskills.