On the Construction of effective English classroom in Junior Middle School under the situation of New Curriculum Reform

Taking the new course into the background, this paper sums up the effective English classroom construction mode which can adapt to the new curriculum reform,and helps students lay a good foundation for English.With the deepening of the new curriculum reform,junior middle school English class has high efficiency to improve students' English skills.

A Study of English Classroom Feedback in Intra-country Junior Middle School

Feedback refers to comments or other information that leaders receive concerning their success on learning tasks or tests, either from teachers or other persons according to Longman Dictionary of Language Teaching and Applied Linguistics. According to the subjects who give feedback, the English classroom feedback can be divided into teacher feedback, peer feedback and self feedback. Through the analysis of teaching cases based on classroom observation and interview, the study discusses the application and effectiveness of feedback given by different subjects on different teaching phases.

Analysis on Developing English Speaking Through Reading in Junior Middle Schools

In terms of English education,much research has been done on the combination of reading and writing,but there are relatively few studies on the combination of reading and speaking.In this study,the combination of reading and speaking in English through activities was expounded.The effect of this teaching mode was studied based on students’understanding of the subject,practical application,and transfer of knowledge.The goal of this teaching mode is to develop students’core literacy and to enable them to interpret and utilize text resources.With these as objectives,teachers can design lessons and evaluations that require students to verbally explain what they understand after reading lessons and guide students in a stepwise manner,from superficial text understanding to in-depth understanding and eventually to thinking beyond text learning,so as to promote the integration and development of students’language skills,cultural awareness,thinking,and learning ability.

Analyzing the Application of Functional Linguistics in Junior Middle School English Teaching

Based on the application of functional linguistics in junior middle school English teaching,this paper first illustrates the concepts of systematic grammar and functional grammar.Secondly,according to the application of functional grammar in reading,in translation and in writing,it is concluded that applied linguistics has an important role in promoting junior middle school English teaching,which comprehensively illustrates the importance of functional linguistics in junior middle school English teaching.Functional linguistics is of great significance to instruct junior middle school teaching.This paper explores the definition of functional linguistics and the linguistic patterns of functional linguistics.

The Application of Context Theory to English Reading Teaching in Junior Middle School

English reading is very important and difficult in exam-oriented education in junior middle schools.How to improve students’English reading ability has always been the focus of teachers’attention.Context theory can help to improve the reading teaching efficiency.This paper mainly introduces the application of context theory in English reading teaching,aims to give some suggestions for English teachers.

On the Application of Task-Based Approach to Junior Middle School English Reading Teaching

In order to alter the reality of reading teaching, arouse students' reading interest and to improve their reading competence, the author conducted an empirical research on the application of Task-Based Approach to junior middle school English reading teaching. The research aims to encourage students to take an active part in class, stimulate their reading interest, and to improve their reading competence by students' complement of reading tasks; furthermore, it probes into the difficulties about the application of Task-Based Approach to practical teaching so that it can provide reference for teachers' improvement of teaching methods.

The Practice of English Grammar Teaching under Communicative Approach in Junior Middle School

The analyzing of the definition and principles of communicative approach and the current situation of the grammatically teaching points that the combination of both construction and practical knowledge of English language teaching in junior high school is the most ideal mode.Taking comparative grammar teaching of adjectives and adverbs as an example,this article explores how to teach grammar teaching in junior middle school under communicative teaching method.

Research on Situational Teaching of Junior Middle English Class from the Perspective of Life-orientation

The regression of instruction to life raises as a developmental tendency of course reform among the world. Emphasis on the connection between instruction and students' lives has become an important aspect of curriculum reform. The student learner's role and the development of students' potentials in their lives also have been emphasized; all these conceptions provide broad space for the implementation of life-orientation of instruction. Situational teaching emphasizes that students should be regarded as the nucleus of the class. Through acquiring knowledge by themselves, they can bear the knowledge in their mind and improve their communicating ability. The teaching activity should always obey the rule of students centered and teacher aided and make sure that the teaching atmosphere can be kept in an authentic situation. And the most important thing that will be talked about is how to apply situational teaching in Junior Middle English Class.

The Influence of “Pygmalion Effect” on the Junior School Students Who Have Difficulty Learning English

Pygmalion Effect refers to the expectation from teachers have stimulative effects on students' learning. English educa-tion of junior middle school has its unique nature, and the phenomenon of having trouble in learning English in middle school stu-dents exists generally. So, the key point of this research is how the students use Pygmalion Effect to improve their English Learn-ing.

A Study of English Learning Strategies Employed by the Rural Junior School Students in Anhui Province

In order to find out whether the English learning strategies specified in the Requirements have been used by the junior middle school students whose English studies are guided by the current Syllabus,how frequently they make use of them,and whether there are any disparities between the specifications of the Requirements and the current conditions of the students using English learning strategies,the author of this thesis attempt to find out the answers to three questions:1) How is the general condition of the students using the learning strategies and what problems exist? 2) Are there any differences with statistical significance in using English learning strategies between male and female students? 3) Are there any differences with statistical significance in using learning strategies between successful and unsuccessful students?

Interest Learning about English in Junior Middle School

In modern time,interest learning play a more and more important role in the children’study.So the paper plays a keyon the interest learning in junior middle school.And the paper mainly explores theoretical research,the reason of interest learningand the way to motivate junior middle students’interest learning in English learning.

Design and Reflection on Genre Analysis in Junior Middle School English Reading Teaching

In order to better promote students’English learning ability and interest,this paper expounds the general process of junior middle school English reading teaching by using genre analysis,for the reference of relevant personnel.

累积生态风险对农村初中生英语学习习得性无助感的影响:积极心理资本的中介作用

对H省农村中学的805名学生进行问卷调查,考察累积生态风险对农村初中生英语学习习得性无助感的影响,以及积极心理资本在其中所起的作用。研究发现:(1)农村初中生积极心理资本和英语学习习得性无助感存在性别差异,累积生态风险和英语学习习得性无助感存在年级差异;(2)累积生态风险显著正向预测农村初中生英语学习习得性无助感,积极心理资本显著负向预测农村初中生英语学习习得性无助感;(3)积极心理资本在累积生态风险和农村初中生英语学习习得性无助感之间起中介作用。为降低农村初中生英语学习习得性无助感,要从家庭、学校、同伴、社区等不同方面着力,减少高风险因素,为初中生创设良好的成长环境;重视学生积极心理资本培养,增强农村初中生的心理韧性、希望感,提高其学习动力、自信心和适应能力;强化家校社协同,家长履行“第一责任”,注重亲子间的感情纽带维系,主动配合学校教育。

初中英语教科书中课程思政的内容分析与价值实现

选取2022年人教版《新目标初中英语》教科书为研究对象,根据“内容体系”和“编排体例”的框架,从个人、人际、社会、生态四个维度对教科书中课程思政内容进行剖析,发现总体分布合理、教育价值达成度高,但生态维度即与自然关系的课程思政内容较少。建议从明确课程思政目标定位、平衡课程思政内容比重、提升教师学科育德素养等方面强化英语教科书课程思政内容的育德价值实现路径。

以生为本理念下初中班主任班级管理策略漫谈

初中生正处于人生成长的重要阶段,班主任要不断探索并创新管理班级的形式与方法,从改变传统的管理观念入手,坚持以生为本,结合初中生的实际发展特点以及现实发展的需求,寻求恰当的时机,更好地引导学生参与班级的内部管理,以培养和提高他们自主管理班级的能力与班级凝聚力,提高班级管理效率。文章从以生为本理念下初中班主任班级管理的重要性、以生为本理念下初中班主任班级管理的基本特征、以生为本理念下初中班主任的班级管理策略三方面,探讨初中班主任如何有效提高班级管理水平。

初高中英语教育衔接问题与对策探微

在初高中阶段的教学中,英语学科都是重要的教学内容,而初高中英语教育的有效衔接可降低学生知识背景的差距,同时兼顾学生的低阶思维与高阶思维培养,提升学生的英语学习效率。在具体实践中,教师要积极转变教育观念,做好学生初高中学习的心理衔接,及时查漏补缺,夯实学生的英语知识基础,同时重视学生的单词积累,加强语法教学、阅读教学,促使学生养成良好的学习习惯,以此为初高中英语教育衔接提供教学方法的借鉴。

“双减”背景下初中英语作业减负与增效探讨

作业是课堂教学活动的有效补充,是课堂教学的延伸和拓展。“双减”政策对中小学教学提出新的要求,给作业设计带来重要影响。在初中英语学科教学活动中,作业设计要充分践行减负增效的教学目标,利用小而精的作业提高课堂教学效果。“双减”背景下初中英语作业设计要实现减负增效的目标,可采取以下教学策略:作业要实行双控制度,作业形式要丰富,作业内容要分层,作业评价要优化,以设计出符合学生英语学习需求的作业,有效提高初中英语学科整体教学质量。

人工智能基础算法实训课程教学案例研究

为解决现有人工智能课程中多个核心算法实验内容相互脱节、连贯性差等问题,研究者设计了融合多种基础算法的英语知识点画像系统实验教学案例。该案例以英语学科为切入点,基于教育领域所存在的若干有价值数据(培养过程数据、学习成绩数据等),从“基础知识水平—学习投入程度—知识掌握水平”三个角度出发,分别利用决策树分类、K-means聚类等方法对多属性标签进行生成,并对算法进行性能对比。实训框架综合多种机器学习算法对画像系统进行生成,形成了涵盖“系统设计—编码—分析—展示”的综合性实训教学案例。几轮教学实践表明,引入实际项目贯穿实验环节,能够在一定程度上提升学生的创新实践能力和算法的综合运用能力。

基于UbD理论的初中英语单元设计实践研究——以《英语(牛津上海版)》六年级第二学期第九单元为例

UbD理论是“追求理解的教学设计”理论,也被称为“逆向设计”理论,倡导从学习结果出发制定学习目标,评价设计先于活动设计,评价任务融于学习过程,促进学生在“教—学—评”一体化的单元整体教学中建构和迁移知识。本文结合课例阐述基于UbD理论的初中英语单元教学设计实践与反思,旨在提高单元整体教学的有效性,推动英语学科核心素养落地。

项目式学习在初中英语写作教学中的应用策略探析

在初中英语教学中,培养学生的英语写作能力至关重要。当前,初中学段学生畏惧英语写作,存在语法错误多、语言逻辑结构不合理等问题,教师应当运用项目式学习法激发学生的学习动机,调动学生的学习热情,提高教学效果。文章分析了项目式学习的概念及理论基础,阐述了项目式学习在初中英语写作教学中的价值,针对上述问题,笔者试探性的给出应用策略,为提升初中学段英语教学效果提供一定借鉴。