拟教法与成功教育

在现代师范教育过程中存在着诸多问题,而"拟教法"是解决我国目前师范教育过程中存在问题的可行方法之一。本文简要论述了拟教法的基本特点、基本原理以及在运用过程中应该注意的一些问题。

The Effect of Integrating Inductive Approach and Deductive Approach With Multimedia Assistance Into Acquisition of Subjunctive Mood

This study applied both inductive approach and deductive approach with multimedia assistance into an English grammar class on the acquisition of subjunctive mood. It aimed to investigate whether this kind of teaching approach, as a general grammar pedagogy, would improve the efficiency of students＇ acquisition of certain grammar points. This study results from comparison and contrast between one same class on the acquisition of subjunctive mood to 70 students in total, employing three different teaching methods： inductive approach with multimedia assistance （method 1）, deductive approach with multimedia assistance （method 2）, and both inductive approach and deductive approach with multimedia assistance （method 3）, based on self-reported reflection on the experiment, observation of students＇ learning process, students＇ pre-test and after-class evaluation test results, and surveys. Two identical experiments were conducted to two groups of students of different levels of language proficiency to increase the generalizability of the results. Findings revealed that the evaluation test score of the grammatical points taught with method 3 is much higher than those taught with the other two methods, and most students felt positive about method 3. Students nevertheless encounter obvious difficulties in inductive approach, indicating certain lack of self-learning skills in Chinese students

HOW DO STUDENTS FROM DIFFERENT CULTURES APPROACH THE SAME SUBJECT?

本文通过对美国和中国学生教授相同的模拟实景课,探讨了来自不同文化背景的学生对相同问题的处理方法及态度。本研究的主要目的是为了考察文化对学生做事方法的影响。研究结果表明,因为来自不同文化背景的学生所持的文化价值不同,处理相同问题的方法和角度也不同。因此,外语老师需要使学生对自己文化和所学外语文化的区别加以注意,提高敏感度,以便在教学上取得更好的效果。