初中语文文言文教学之我见

实行新课改后，文言文内容增多，这对提高学生的文学素养和继承民族优秀的传统文化将起到积极的作用，但无形中也加大了文言文教学的难度。怎样进行文言文教学成了摆在广大语文教师面前急需解决的问题。为了落实新课标下关于文言文教学的要求，我们要激发学生的学习兴趣，让学生主动学习；在学习方法上课给予学生一定的指导，让学生学会灵活运用，不断提高自己的语言文字能力。

《从现在开始》一文教学中的三次听说训练

根据课文内容，运用课文语言说话的手段来训练学生积累和运用语言的能力。第一次是在学文中练习的，目的是归纳总结课文内容。第2次听说练习是在传授完中间段的知识，总结出句子共同结构时，趁热打铁，学习迁移，达到运用语言积累语言的目的。第三次练习在中间段仿说结束后进行，重点在于对听说的结果的做一个由听说到写的质的提升，并分学情对写话作业做分层要求，做到因人而异，因材施教。

突出过程探索 促进深度学习——由一道模拟题讲评引发的思考

试题讲评应稚化教师的思维,引导学生观察、体验,突出过程探索,发现问题的"源头",并在新的问题情境中让学生学会迁移,实现对知识、方法、思想的有效提升,促进深度学习.

The Effect of Study-Abroad on Pragmatic Transfer

This study aims to investigate the effect that studying abroad may have on pragmatic transfer in requests, refusals, and expressions of gratitude, produced by Japanese learners of English. Twentytwo Japanese college students completed a multimedia elicitation task(MET) before and after studying in the US for one semester, together with twenty-two L1 English speakers and twenty L1 Japanese speakers as baseline data. The MET is a computer-based instrument for eliciting oral data.Unlike previous studies on pragmatic transfer, which often lack statistical evidence, this study includes statistical analysis. The analysis revealed that negative pragmatic transfer occurs within a limited range. The identified transfer includes pragmalinguistic transfer, whereby, assuming that their politeness levels are equal, learners directly translate L1 expressions into L2;and sociopragmatic transfer, whereby learners transfer L1 discourse patterns and functions. Resistance to L2 norms and increased fluency can be influencing factors. The results indicated that the effect of study-abroad is limited because most of the negative transfer which was identified before studying abroad remained after studying abroad. Thus, the necessity of explicit pragmatic instruction was proposed.

基于有效阅读的作文教学课程设计——阅读教学的点滴反思

作文教学作为小学语文教学的重要环节之一，如何有效地改进、优化语文教学是一线语文教师值得深思的问题。本文从多个角度探讨了作文教学中学生存在的问题及有效阅读的课程设计思路。