经世致用 读书“美身”——谈高中文言文教学中文化元素的教与学

在高中文言文教学中 ,新教材为学生提供了很好的文本基础 ,教师可以从三个方面将文化元素引入教学中 ,引导学生在对本民族历史的把握与亲和中继承民族文化的优良传统要素 ;引导学生对古代思想与汉民族思维特征的体认与亲和 ;引导学生在对古典诗文的学习中多方面了解古代知识分子的生活与思想 ,学习从“文本”与“人本”的双重角度鉴赏古典诗文。这样 ,学生学习文言文的目的从单一的应试转为语言与文化的双丰收 ,使读书成为可以“美身”的乐事。

语文审美教育在文言文教学中的运用

文言文这种承载着中华思想文化的文学样式,在课堂上成了学生的"第二外语",令学生感到头痛。运用语文审美教育,从教学过程美,教学内容美,教师教态美,教学节奏美几方面着手,能激励学生学习文言文的热情,提高文言文教学效率。

部编版小学语文文言文教学分析

当前部编版小学语文教材中的文言文所占比率有所增加,这便在一定程度上彰显了文言文在基础教育阶段的重要性。中华传统文化博大精深,文言文是其中的重要组成部分,它是先辈古者智慧和才华的结晶,是一种重要文学载体形式,与此同时,也是新时期小学生需要学习的重点语文知识。新课改背景下,做好小学语文文言文教学工作,可促进学生未来不断发展和进步,强化其综合素养。

How to Apply Humanistic Psychology to Establish an Effective Emotional Class Climate in China

To enhance students＇ all-around development and personal potential is the main purpose that teachers want to obtain in their teachings. The author believes that it can be achieved only in a relaxed and safe class atmosphere. The article introduces the humanistic psychology and illustrates how to apply humanistic psychology to the foreign language class and establish an effective emotional class climate in China.

Culture Teaching and Middle School English Teaching

Language and culture are connected with each other tightly. Language teaching can not work without culture teaching. For the Junior Middle School English teaching, more attention should be paid to culture teaching. Only in this way can teachers help students understand and use English language better. It is also good for their understanding of Chinese culture, and it will raise the students＇ international conscious. Thus they can do better in trans-cultural communication, and their other abilities can be improved in English learning as well.

Schema Theory and Business English Teaching

Schema Theory, which emphasizes on the effects of existing knowledge on language learning, has been applied into varied areas of language teaching. And BE （business English）, on the other hand, is drawn more and more attentions as a specialized usage of language. This paper will probe into the application of Schema Theory into BE teaching through discussing three types of schemata. In order to facilitate learning, BE teachers should help students modify their exiting schemata, such as teaching them the terminology used in BE, and the factual and socio-cultural knowledge of the business, and improve their ability to speak and listen English in business

Presupposition Analysis in Advertising Language

In modem society, advertising plays a very important role in people＇s daily life. We can not imagine the world without advertisements. Advertisers try every means to design persuasive advertisements for their products by attractive patterns, photos and colors, as well as commonly shared resources of language. The use of presupposition in advertising language, which is an important topic in pragmaties, can serve the function fairly well. This paper first presents a general review of previous studies on presupposition phenomena in advertising language, then investigates the use of presuppositions in advertising language by both qualitative and quantitative analyses. By qualitative analysis, the author tries to explore the functions of each type of presuppositions in advertising texts; by quantitative analysis, 100 sentences selected from various advertisements for different products are examined.

Content-based Instruction in Foreign Language Learning

Abstract. In recent years content-based instruction has become increasingly popular as a means of developing linguistic ability. It has strong connections to project work, task-based learning and a holistic approach to language instruction and has become particularly popular within the state school secondary （11 - 16 years old） education sector. This paper discusses about the definition, types, ways to create a CBI lesson, advantages and the problems of CBI, as well as the assessment of CBI.

The Study on University Literature Teaching based on Multimedia Technology

currently, the multimedia language teaching has gradually entered the university, the old and the young program, and gradually plays a great charm, and gradually influence and change the traditional language teaching. Multimedia is a new technology lived in a simple or synthesized form shown by the text, the graphics, the images, the animation as well as audio, video and other information, which processed through the computer＇s software and hardware. I apply this new technology in teaching that＇ s the multimedia teaching.

An Annotation of Language Teacher Beliefs in View of Educational Culture

The research on foreign language （FL） teachers＇ cognition and its development has been attracting attention in the field of applied linguistics. However, the gap between teaching theories and truths, teacher beliefs and behaviors can only be annotated by an in-depth investigation of belief determinants （BD） that are shaped by specific educational culture. Based on an investigation of language teacher beliefs, this paper is an annotation of language teacher beliefs in view of educational culture. By using both qualitative and quantitative methods of interviewing forefront teachers and making a literature review, it intends to reveal the dynamic nature of teacher beliefs as the teaching reality in view of the impact and significance of educational culture. It hammers home with the conclusion that the teachers-role-fulfillment in China is based on their real beliefs and loaded with cultural, social, and subject pressure; it is not a lincal impartment from theory to practice, from advocating to implementing, but a selective practice with teachers＇ active cognition and adaptation towards the local educational culture.

Assessment of Intercultural Communicative Competence

The present paper concems itself with the overview of the assessment of intercultural communicative competence in the field of language testing worldwide, hoping to emphasize the importance of culture testing in language projects, provide some insightful information for test item constructors, educators, authorities as well.

Models for Teaching Culture in Computer-Assisted Language Learning

CALL （computer-assisted language learning） has tremendously transformed the teaching of language, with its wide application in many aspects of language teaching. However, how to integrate CALL into the teaching of culture is still rarely discussed. The purpose of the paper is to explore feasible models for teaching culture in CALL and their effects on students＇ acquisition process. Based on two fundamental pedagogical approaches （participatory pedagogy and multiliteracies pedagogy） for teaching culture, this paper proposes three pedagogical models （problem-posing model, web-quest model, and computer-supported collaborative learning model） for teaching culture in CALL. In the end, this paper illustrates a combination of the three models in real CALL setting by a cultural teaching case. A questionnaire survey and interviews are conducted to reflect on students＇ feedback, which gives an insight into possible adjustments in teaching models and the paper also proposes future possibilities in applying these models into teaching culture

The Hidden Curriculum in Language Classrooms

This paper discusses the issue of the hidden curriculum in the setting of a language classroom. The author first talks about the definition of the hidden curriculum from a theoretical perspective and proposes her own working definition. She then elaborates on the reasons and main manifestations of the hidden curriculum from the teachers＇ and learners＇ angles respectively with examples taken from language classrooms. Based on some profound reflections, some feasible suggestions on how to minimize the negative impacts of the hidden curriculum are suggested. On the basis of the previous discussion, the author reaches a conclusion： Language teachers should not avoid or ignore the hidden curriculum existing in the language teaching processes; rather, they are expected to face it positively and try their very best to solve the problems it brings. A sound attitude towards the hidden curriculum can help language teachers better understand and implement the formal or official curriculum made by the school or the state.

Language and Culture in Foreign Language Teaching

Culture plays a very important role in language teaching. A deep study of the relationship between language and culture is not only necessary but also urgent in language teaching and learning. The paper briefly points out that in order to make teaching more effective, teachers should not only teach the language itself, but also teach the culture in the language while teaching the foreign language. It analyzes the differences of language customs reflecting in different cultures among different languages （between European languages such as English, Russian and Asian languages such as Kazakh, Chinese）. The analysis of diversity of different social cultures and different language customs of commtmication shows that the culture has a great influence upon the language. It includes the next components： （1） diversity of different geographies, natural environment, and customs, （2） differences of the history, religion, and belief, and （3） diversity of different thoughts of understanding objectivities. Further suggestions concerning how to use culture factors in the teaching procedure are also introduced in detail, such as： （1） the teacher＇s role; （2） the way of explanation, （3） the way of contrast; and （4） the way of practice. In order to conduct foreign language teaching well, teachers must take up the teaching of culture and the teaching of language at the same time. As long as the emphasis is laid both linguistic skills and communicative competence, the goals of language teaching will be achieved satisfactorily.

On the Cultural Untranslatability in Chinese-English Literary Translation

The paper is intended to study the cultural untranslatability in Chinese-English literary translation and its compensation with a view to find some practical strategies in translation when untranslatabiltiy occurs. Based on Eugene A. Nida’s classification of language culture, the author analyzes causes of cultural untranslatability in terms of ecological culture, material culture, social culture, religious culture, and linguistic culture through specific examples. As the cultural untranslatability is conditioned, variable, and dynamic, some translation strategies are proposed for tranferring untranslatability to translatability.

BOLIN： Linguistic and Literary Journal

This article proposes a pedagogical strategy to develop proficiency in writing and comprehension in native and foreign languages. It is a pilot project which intends to explore, develop, build, collect, select, analyze, and prepare an action plan for that purpose. The strategy is being used at a Federal Institute in Brazil--IF Sudeste MG, Rio Pomba campus. The subjects involved in this process of investigation are students of two classes who attend their first year at High School integrated to technical courses. The methodology involves the use of a school journal as a teaching and learning resource to encourage literary reading and the production of different genres. The goal is to establish an interaction between the reading and writing mediated by a young and playful context offering an additional instrument for instruction, aimed at the use and reflection of the language.

Study on College English Teaching from the Perspective of Humanism

In the eyes of humanists, the value of people is the most important. This view corresponds with modern education values and development direction, which has profound influence on university English teaching. It introduces humanism theory into language teaching field, and humanism emphasizes that language teaching is not only to teach language, but also to help students obtain their own development. This paper tries to take humanism as the perspective, talking about the current college English teaching, hoping to have a certain enlightening significance.

A Cognitive Approach to the Teaching of College English Writing

One major objective in the teaching of college English writing is to help students master basic language skills, in the hope that students will finally learn to write passably well in English. In keeping with the concept that a language is a huge system, a cognitive approach to college English writing aims at the link and association of various language elements to help to inspire the formation of the linguistic instinct on the part of the students Based on the practical teaching practice, ways are recommended to coordinate various elements of a sentence, including ＂vowel spectrum＂, ＂sentence analyzing spectrum＂, and ＂focus in context＂

Meaning and Form

Through the analysis of the translation of words, phrases, sentences and passages, this paper discusses the problem of whether to put emphasis on the translation of the meaning or on the reservation of the forms of the original works in translation. This paper puts forward that the translation of the meaning is more important, and the meaning of the original should take the advantage when the forms and the meanings cannot be reserved at the same time. And it also says that in no way should the translator sacrifice the translation of the meaning for the sake of keeping the form, and the translator should avoid translating word for word without thinking of the translation of the meaning. This paper also discusses about the consideration of the style of the original, the target readers and the style of the writer. This paper puts forward that in translation importance should be placed on the translation of the meaning rather than keeping the form.

Investigation on Fuzzy in English Literature Teaching

This thesis studies the concept and research background of filzziness and fuzzy theory, then committing further enumeration and analysis of the application of fuzzy theory in the fields of linguistics and literature. On this basis, the effectiveness and rationalization of the fuzzy theory＇s application in the English literature teaching were confirmed from many aspects. Among them, it is mainly investigated and analyzed from the objective factors and subjective factors. Subjective aspects mainly contain students＇ different cognitive ability, and the diversity existed in teachers＇ teaching and guiding methods. Objective aspects mainly include that the literature language and literature thoughts itself have the unique ambiguity. Finally, in summing up the investigation results the author put forward the essence of English literature teaching activity and put forward the methods to improve English literature teaching.