阐述情思、情思英语、情思英语教学的内涵。结合译林版牛津《英语》九年级(上)Unit 5 Art world的Reading部分,探讨如何在初中英语教学中展开情思英语教学。认为情思英语教学应遵循学生的身心发展规律,结合情境教学,激励学生情感与思想...阐述情思、情思英语、情思英语教学的内涵。结合译林版牛津《英语》九年级(上)Unit 5 Art world的Reading部分,探讨如何在初中英语教学中展开情思英语教学。认为情思英语教学应遵循学生的身心发展规律,结合情境教学,激励学生情感与思想的碰撞,从而促进其全面发展。展开更多
The purpose of this article is to investigate visual literacy from the perspective of the VTS （Visual Thinking Strategies） method. The authors examine the viewpoints of seven American elementary school teachers on v...The purpose of this article is to investigate visual literacy from the perspective of the VTS （Visual Thinking Strategies） method. The authors examine the viewpoints of seven American elementary school teachers on visual literacy and its meanings in the context of the VTS method. Data collection was done using a semi-structured questionnaire, which was followed by theory-driven content analysis. The authors emphasize that when supporting holistic development in a teaching context, it is the interconnected nature of aesthetics, growth and the learner＇s learning which is more important than developing special skills, like visual literacy. In the teaching context visual literacy and language development should be acknowledged in pedagogy and research.展开更多
文摘The purpose of this article is to investigate visual literacy from the perspective of the VTS （Visual Thinking Strategies） method. The authors examine the viewpoints of seven American elementary school teachers on visual literacy and its meanings in the context of the VTS method. Data collection was done using a semi-structured questionnaire, which was followed by theory-driven content analysis. The authors emphasize that when supporting holistic development in a teaching context, it is the interconnected nature of aesthetics, growth and the learner＇s learning which is more important than developing special skills, like visual literacy. In the teaching context visual literacy and language development should be acknowledged in pedagogy and research.
