叶圣陶的“作文与说话同一”写作教学思想之简述与施行策略

本文主要讨论叶老“心里怎么想,口里就怎么说,笔下就怎样写”的作文教学思想,通过对该思想的简述,进而提出,在当代新闻系的写作教学和中小学的课堂作文教学中,如何真正建立与实施“作文与说话同一”、“语文一致”说与写(作文)同一的作文教学法,进而提高写作的教学效率。

Discoursal Features of Teachers＇ Instructional Discourse

Teachers＇ discourse is teachers＇ language used in the classroom. Teachers＇ instructional discourse, a sub-category of teachers＇ discourse, is the medium that teachers use to achieve the teaching and learning goals It is not only the means for teachers to organize teaching activities, but is also taken as the model language by students. This paper examines teachers＇ instructional discourse by focusing on its discoursal features. Drawing on the theories and methods in discourse analysis, four categories of discoursal features in teachers＇ instructional discourse are proposed. They are communicativeness, authenticity, coherence, and grammaticality and appropriateness. The four discoursal features will provide a framework for analyzing teachers＇ instructional discourse in the language classroom

“教-学-评一致性”五模块教学阐释

以高中教学为例,以布鲁姆知识分类理论为依据,基于“教-学-评一致性”的课堂学习理念,围绕学习目标,设计“任务驱动-主体探究-成果交流-教师点拔-效果检测”的五模块教学范式。“任务驱动”研究目标与评价的合理性,“主体探究”研究目标与活动的一致性,“成果交流”研究目标与内容的统一性,“教师点拔”研究目标与指导的关联性,“效果检测”研究目标与素养生成的有效性。