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数学概念教学需讲究有“度”
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作者 张晨霞 《数学教学通讯》 2020年第11期14-15,共2页
数学观察发现,对概念教学的教学有"度"研究还不够深入.教学失度和过度的现象时有存在,造成了概念教学的低效.文章结合教学实践从概念引入、概念概括、概念辨析三个方面,对概念教学的"度"做些探讨.
关键词 概念教学 教学有“度” 教学效率
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Task Complexity and Second Language Teaching
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作者 GAO Hai-long 《Sino-US English Teaching》 2016年第12期924-927,共4页
In the past few years, the notion of task complexity has been receiving substantial attention in the field of second language acquisition. This paper explores task complexity from the cognitive perspective by analyzin... In the past few years, the notion of task complexity has been receiving substantial attention in the field of second language acquisition. This paper explores task complexity from the cognitive perspective by analyzing two studies with Skehan's limited capacity hypothesis and Robinson's cognition hypothesis. The two studies, namely You-Jin Kim's (2012) and Mirdamadi and Jong (2015), explore on how linguistic complexity affects language performance. Two hypotheses, Skehan's limited capacity hypothesis and Robinson's cognition hypothesis, explain the two studies from the cognitive perspective by predicting either that increasing task complexity reduces a pool of attentional capacity during task performance or that increasing complex tasks promotes greater accuracy and complexity of speech and writing. It is suggested that language teaching, syllabus designing in particular, should be based on the basis of task complexity. 展开更多
关键词 task complexity limited capacity hypothesis cognition hypothesis
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