生动的语文和生动的教师

从教三十多年,语文是我爱之深而思之切的一门学科。所谓爱之深,是因为我本人喜欢写作,语文教学无疑为我的写作增添了光彩,二者相得益彰,都令我欲罢不能。思之切,是因为我在教学中发现了不少问题,时常为自己的能力不足而不停钻研,苦思良方。但是,语文的博大精深,却在我的职业生涯中形成无数个迷阵和怪圈,让我思而不得,无法达到教学手段的高明和教学过程的轻灵自如。

小学教师对课后服务的认同困境与路径

教师是实现高质量课后服务的关键,对学校课后服务的认同关系着政策实施的有效性和科学性。以W市某教育集团为例,从教师在课后服务中的价值认同、内容认同、执行主体认同、执行方式认同四个方面调查分析课后服务现状,结果发现,忽视教师的内在需求使得执行方式认同较低,弱化教师的支持力度导致执行主体单一,搁置教师的专业愿景致使执行内容脱离实践。小学教师对课后服务认同的实践路径是多元联动保障高质量课后服务的持久效能需要学校完善机制,供给耦合激活教师的内在需求;建构平台,资源统领盘活教师的外部支持;创新模式,技术革新用活教师的专业慧能。

如何打造高中英语高效课堂 袁立敏

学生的学习兴趣往往跟教师教学的生动性和启 发性有密切关系。这就要求我们教师要多运用学生 喜欢的直观教学手段(如实物、图片、幻灯、录音、录 像、简笔画及模型等多种形式)进行课堂教学,激发 兴趣,寓教于乐。

Scaffolding in Teacher-Student Interaction:A Case Study in Two Oral English Classes in China

This paper reports a case study designed to understand classroom interactional processes in a Chinese university. The case study focuses on scaffolding in teacher-student interaction as well as the process of shifting the responsibility from the teacher to student. Our first aim was to determine how teacher-student interactions in two oral English classes were distributed, and our second aim was to determine how the two teachers perceive their roles in teacher-student interaction and how their perceptive differences were reflected in teacher-student interaction in their oral English classes. The data were collected through videotaping and an interview. Results show that distribution patterns of teacher-student interactions were mainly different in the two oral English classes, and the role perception differences of the two teachers were partly reflected in their teacher-student interaction. The study suggests that the process of shifting the responsibility from teacher to student is a complex process which demands great efforts from teachers as well as willingness from students.