基于新课标下初中生历史材料阅读能力提升策略研究

本文围绕新课标下初中生历史材料阅读能力的提升展开,首先探讨了历史材料阅读能力在历史学习中的重要性。接着,从深化对历史材料理解、学习历史的研究方法、进行图表分析和解读、发掘历史事件的背景和影响、注重历史材料的时空背景以及提高历史语境下的思维能力六个方面,提出了新课标下初中生历史材料阅读能力提升策略。最后,结合实际教学,提出了具体应用策略,包括制定多样化的历史教学方案、引导学生主动思考和提问、推广使用多种形式的历史材料、鼓励学生进行自主学习和探究以及加强师生互动和合作。

基于学科素养测评体系的高中生材料阅读能力提升

基于新高考评价机制,思政学科建构了以学科素养为导向,以学科知识、学科语言、学科思维为考查内容的逐层深化的学科素养测评体系。这为思政课教学及学生阅读能力提升指明方向,并带来全新挑战。依据思想政治学科素养测评的要求,文章从学科知识、学科语言、学科思维三个维度出发,建议通过整合性阅读、活动型阅读、技巧性阅读的路径,助力高中生材料阅读能力和阅读素养的达成。

Students＇ Perception Towards the Use of Internet as Learning Media to Promote Reading Comprehension Skill

This study analyses student＇s perception toward the use of lnternet to improve reading comprehension. This study aims： （1） to describe the students＇ perception of the use of Interact as teaching media in learning reading comprehension; （2） to depict the students＇ perception of the importance oflnternet to access information; and （3） to explain the students＇ frequency to access Internet. This study uses the descriptive method to reveal the research problems. A questionnaire is used to collect the data. It consists of 20 questions with five options to reveal the students＇ perception of the use of Internet. The questionnaire is distributed to 120 students who took reading subject at the University of Muhammadiyah Malang. The study shows that （1） The students＇ perception toward the use of Internet to improve Reading Comprehension subject is positive; （2） According to the students, the use of Internet to access reading materials is very important; and （3） The students frequently access Internet to find the reading materials.

The Application of Schema Theory to English Reading Teaching in Junior High School

Reading is an effective means to cultivate junior high school students＇ comprehensive ability of using English and plays an important role in English study. Schema theory is a scientific reading theory advocated by modern teaching, and it regards the reading comprehension as a process that readers＇ knowledge and skills interact with the information in the reading material. In this paper, a questionnaire is conducted to reveal the fact that students lack schemata in reading and then a proposal that language schema, content schema, and form schema be integrated to activate students＇ existing schemata in the process of reading is put forward

Word-Guessing Ability in English Reading Comprehension of Non-English Major Students in Private University

In order to provide English as a foreign language students with effective English language learning approaches, this investigation is focused on how students deal with words when they are doing reading material. It is found that most students can use some skills to guess the unknown words in reading materials, such as explanatory analysis skills, syntactic analysis skills, and structural analysis skills, while they have overlooked how these words are organized metaphorically and metonymically. This investigation will provide students with the target language knowledge metaphors and metonymy, examining the impact on computer vocabulary guessing and reading comprehension through teaching the concept of metaphor and metonymy. In this research, the new word-guessing skill based on the knowledge of metaphor and metonymy was applied to word-guessing teaching in reading comprehension of computer material. The research question is studied in this experiment： Can the training of using ways of word-guessing base on the knowledge of metonymy and metaphor promote students＇ ability of word guessing in reading comprehension of computer material？ The results show that students have gradually paid attention to the word-guessing skill in reading process. The skills based on the knowledge of metaphor and metonymy have helped students get the right meaning of the unknown words in computer reading materials. It has really enlarged students＇ vocabulary and improved their confidence in finishing reading.