“言语发现——表现”式阅读教学策略探微

"言语发现——表现"式阅读教学以提高学生的言语发现和言语表现能力为目标。诵读、比较等策略可帮助学生发现言语秘妙,想象补白、文本变形等策略能引领学生展现言语智慧。遵循文体特征、紧扣文本个性、服务学情需求、评估迁移价值,是"言语发现——表现"式阅读教学的基本原则。言语发现与言语表现关系微妙:言语发现并不一定指向言语表现,言语表现并不一定紧跟言语发现,言语表现可以有效助推言语发现。

指向言语“发现—表现”的教学构想与实践

传统阅读教学的主要目的在于把文本及意义传授给学生,使得阅读成为"接受—理解"的过程。从本质上说,阅读是阅读主体主动地认识世界的实践活动,是建构意义的过程。言语"发现—表现"教学通过"制造差异、迁移运用、比较建构、刷新思维、核心聚焦"等策略,实现言语的在场、生长、觉醒与创造。

“言语三现”:回归阅读教学的本真

"言语三现"即"言语再现、言语发现、言语表现"。通过化课文内容为言语活动,化阅读流程为"言语三现",化"接受—理解"为"发现—表现",解决阅读教学的内容、过程与阅读品质问题。其不仅是阅读教学理念的创新,更是教学方法路径的教学操作。本文对"言语三现"阅读教学的内涵、基本内容、基本思路、基本策略与实施操作进行阐述。

儿童诗教学有效策略——以《秋天》教学为例

新课程改革以后,小学语文教材中增选了相当数量的现代儿童诗歌。儿童诗作为一种相对独立的文体,具备了诗性和儿童性的双重特征,体现了儿童精神和诗歌精神的完美统一,深受儿童喜爱。教学现代儿童诗时,教师应当自觉树立文体意识,从找准诗眼、链接生活、放飞想象、品位语言等方面,提高儿童诗教学实效,发挥其特有的教学价值。

An Edge-Based Approach for Semantic Matchmaking of Service Capabilities

Semantic Web Services is an emerging technology that promises to enable dynamic, execution-time discovery, composition, and invocation of Web Services. Semantic matchmaking plays a vital role in the automated and dynamic discovery process of Semantic Web Services and consists in measuring the semantic distance between a requested service and an advertised one. In this paper, an innovative approach to effectively compute the semantic distance between Ontology Web Language for Services （OWL-S） annotated services is proposed. First, an edge-based method for measuring the semantic distance between Web Ontology Language （OWL） concepts is presented. Then, a comparison of the proposed measure and the one presented in a recent related work is made in order to show that our method is more efficient and fine-grained. Finally, some equations to compute semantic matchmaking of service capabilities, which are expressed in terms of inputs and outputs, are presented.