讨论型课文教学方法探讨

实施素质教育要"积极实行启发式和讨论教学",高中语文教材也加强了对这方面文章的收录,这就意味着高中语文教师在教学中要采取相应的教学策略,引导学生进行深入的探讨学习。

英语课文教学策略观

英语课文是课堂教学的综合载体,教师对课文承载内涵的理解程度与讲授策略直接影响着学生对知识的掌握和文化教育。因此,教师只有先了解课文承载的实质内涵,选择好教学方法和教学策略,才能发挥课文教学的最大优势。

第二语言汉语课堂教学设计新探

本文探讨第二语言汉语课堂教学设计的基本原则、具体的操作技巧,就课文阅读、课文问答、课文精讲、课文复述、课文讨论五大教学环节进行具体设计。

综合教学法在高职英语教学中的应用

高职英语教学要求既使学生获得英语的一般知识 ,又力求培养一定的语言应用能力 ,本文在研究其它英语教学法的基础上 。

Differentiated Use of the Cross-Lingual Strategy in Foreign Language Teaching： A Grounded Theory

Despite its potential in foreign language education, the cross-lingual strategy has been marginalized and stigmatized in many EFL contexts including language education in private language schools of Iran. This study aims to uncover the facilitative role of the cross-lingual strategy in foreign language instruction by theorizing experienced language teachers＇ practice. To this end, some experienced teachers were selected in line with the sampling procedures of Grounded Theory from famous English language institutes of Tehran, the capital city of lran. Iterative data collection and analysis revealed that first language use can be differentiated based on learners＇ level of proficiency. For the beginners, it can be used to present classroom management rules, provide learners with the necessary classroom language and establish rapport. Similarly, at intermediate level LI can be used to check mastery over the teaching points, give vocabulary equivalents, and explain writing rules. As for advanced learners, it can be used to explain the subtleties of grammar and provide learners with ideas to participate in classroom discussion and text processing.

A Study on Student Reflection in Asynchronous Online Text-stimulated Discussions

为了了解学生在网络协作学习中如何进行知识构建和互动,本研究探讨了学生在基于课文内容的非即时在线讨论中如何进行反思。研究着重识别学生参与讨论过程中反思的成份和应用的反思技能。根据建构主义理论的相关学说,这些反思技能被划分为个体认知反思技能和交际互动反思技能两类。通过分析学生在三次基于课文内容的非即时讨论中的帖子,发现学生反思的成份包含个人已有知识经验、课文内容、课外内容以及其他同学的见解,同时总结出学生在讨论过程中应用了十五种反思技能。此外,该研究还分析了学生所应用的各种反思技能的质量高低及各种反思技能被应用的频率。以这十五种反思技能作为最基本的分析单元,就可分析非即时在线讨论课文内容过程中的互动模式以及知识构建的模式和效果。