English Writing Autonomy and Literacy among Chinese College Students

The purpose of this study is to examine the current situation of English writing autonomy and literacy among Chinese college students,to analyze their performance,scale,and distribution as well as influencing factors,and to explore the correlation between English writing autonomy and literacy.This study will provide an in-depth analysis of the current situation of Chinese college students’English writing autonomy and literacy,reveal the scale,distribution,and influencing factors,as well as put forward strategies to enhance them,so as to provide a reference for the reform and development of college English education.

The Construction of Applied Writing Training Network System

This document explains and demonstrates how to construct the applied writing training in network system. This system which is used in network consists of four modules, including task module, structure training module, text training module and study evaluation module. With the advantages of instantaneity, interactivity, authenticity and adequation of learning resources, the applied writing abilities of the students can be improved effectively by using the network system. And the problems during the process of applied writing teaching, for example, the teaching contents lose contract with social life, the textbook contents are lack of innovation, and writing training goes against cognizing system, can be solved effectively.

Linguistic Ruin? Orz...Effect of Online Writing on Standard Literacy

Multimodal as digital literacies are,they have still been text-based.It has been a great concern that due to the popularity of speech-like writing style online,digital literacies have brought informal speech expressions into formal standard writing,and thus increasing the possibility to ruin the standard writing language.On the other hand,although there are moral panics of the survival of standard written languages,scholars and popular media show great tolerance for online languages.In addition,it has been proved that some frequent participants in digital literacies nowadays are capable of both online language and standard offline language,indicating that they are well aware of the different registers of language use and therefore of high language literacy.Furthermore,researches suggest several possible merits of digital literacies,including saving young people from social isolation and depression,providing people with more opportunities to learn new things and to practice the instructional writing,calling for thorough consideration and elaborate editing and encouraging brief and clear writing style.

For a Real Generic and Textual Competence in Written Production Among Secondary School Students in Algeria. What Relationship to Writing?

If,linguistically speaking,writing constitutes one of the two faces in the form of which discourse can be emitted,his place and his evaluation in didactics of the languages make anchor the feathers of the researchers in the field.To write or“to produce,to put in situation,to make happen in the direction of enaction”requires the mobilization of a generic and textual competence thus leading to the writing of different types of text according to various situations of communication.In language classes,our students often experience difficulties related to the practice of writing,sometimes causing inhibitions and avoidance strategies.We conducted a research entitled“For a real textual and generic competence in the written productions of high school students in Algeria(the case of three high schools of French Médéa)”.This research is part of several hypotheses corroborated by field surveys with a sample of students from three high schools of Medea.Our pupils,especially at the three secondary school,write very little.If they write,they do so in short texts.The approaches by type of texts(the argumentative,the narrative,the descriptive…)dominate.The pre-text process is often underestimated.The genre,whether literary or non-literary,is rarely taken into account in written production.Our work advocates a reconsideration of gender as an input for the improvement of writing.It defends writing process rather than handwriting transmission.The pre-text,whether collaborative or individual,must be taken into account.The project is an essential concept for implementing a writing project.

Using Technology to Improve Students' Literacy

Rapid evolution of communication technologies has changed language pedagogy and language use,and they enable new forms of discourse and new ways to create and participate in communities.Using the modern technology can reinforce and expand the ESL stu dents' s language and literacy instruction.It mainly discusses the effects of television on literacy development,and using video to enhance reading outcomes.A great number of studies provide evidence that learners can develop their language and literacy skills from technology.

Computer-assisted Language Learning Brings With Literacy More Benefits Than Drawbacks

Communication technologies including computer have made great changes on the language pedagogy and language use, and they enable new forms of discourse and new ways to create and participate in communities. A great number of studies provide evidence that computer can develop, reinforce and expand the ESL students' language and literacy skills, and bring with more benefits than its disadvantages.

Learning Literacy Difficulties

Recently,there has been a growing concern about low literacy performance levels among children and adolescents(Deshler&Hock,2007).According to the latest National Assessment of Educational Progress(NAEP)data released in 2007,34%of fourth-graders are classified as reading below baseline(Lee,Grigg,&Donahue,2007).The rate is even worse for children with learning disabilities(MD).Thus,improving literacy performance for these children was a primary concern for both teachers and researchers.Much of the current research focuses on the role of phonological instruction in improving literacy performance,however this present study explores a different choice.Since researchers have found data on children with dyslexia using morphology as a compensatory strategy in reading(Casalis,Colé,&Sopo,2004),it is important to investigate morphological interventions as a means of improving literacy performance in children with learning/reading difficulties,troubled readers and poor spelling.Although morphological awareness is more related to phonology or syntax than spelling and reading(Siegel,2008),it has received less attention from researchers and educators(Nunes,Bryant,Hurry,&Pretzlik,2006).For example,morphological instruction was not considered in the comprehensive review of the National Reading Panel published in 2000(National Institute of Child Health and Human Development,2000).With increased interest in morphological teaching,two compositions examining morphological teaching have been published in the last two years.However,they summarized the findings of the study more in a narrative rather than a statistical way.A recent synthesis by Reed(2008)examined seven published studies on morphological instruction and examined the effect of morphological instruction on three reading outcomes,including word recognition,spelling,and vocabulary development.

“生”临其境“职”等你来——职场情境教学法在“求职招聘”项目教学中的应用

“三教”改革背景下,在探索课程思政引领下“求职招聘”项目育人模式的创新与实践教学过程中,职场情境教学法是一个很好的应用案例。基于学情分析、教学目标、教学组织、教学思想与教学策略、教学过程设计、教学效果及教学反思与改进等六方面的精准施策与创新应用,能够有效激发学生的学习兴趣,培养学生的职业核心竞争力,锻炼学生在招聘、面试过程中的组织管理、语言表达、交流沟通、逻辑思维及临场应变等综合能力,启发学生充分、自然地运用和发挥写作与沟通的技巧和能力,最大限度地表现自身素养与职业岗位要求的适应性,从而展现出良好的求职形象。

人教/鄂教版小学科学新教材落实核心素养目标的编写路径及使用建议

面对新的科学教材,教师要正确理解和把握科学课程发展新理念,了解新教材的编写路径。人教/鄂教版小学科学新教材注重向科学观念目标的转变、关注科学思维发展目标、落实探究实践能力培养目标、内化态度责任培养目标、重视教学评一体化。教师在使用人教/鄂教版小学科学新教材时应注意:放眼教材整体布局、分析教材横纵关系、把握教材创新之处、围绕教材开发丰富的教学资源,开展新的教学实践。

应用文生命中的哲学意蕴——谈应用文高端写作的又一标识:致精微达广大

在新时代,网络化、数字化、智能化快速深入发展,既给应用文的写作、研究与教学带来了冲击,亦提供了发展创新的机遇。我们应运用中华优秀传统文化的宝贵资源,从细微处着力,将应用文无可替代的特有作用充分发挥出来。在写作、研究与教学应用文时,运用“观堂下之阴而知日月之行”“愚者千虑,必有一得”“安民之道在于察其疾苦”“屋漏之下,止之在上”“苟日新,日日新”等特有而富有哲理的中华文化经典,为人求本,为事求理,为文求实,为国求安,为世求和,方能走上高端写作之道。

超越教育场域进入学术场域——近现代应用写作生成场域和传播路径对当代应用写作学科建设的影响

近现代过渡时期,由于学科生成场域的特殊性,学界缺乏对关键词“应用文”的学理性分析和对学科基础理论问题的系统研究,导致学科建设先天不足,没有完成应有的学科建树。进入现代,张鸿来、张须、陈子展、胡怀琛等同时代的一大批教育工作者有意识地改变这种状况,编写出版教材,发展和丰富了刘半农的应用“文字”说,使现代应用文概念在教育场域初步成型、学科体系初步生成。他们的研究与南京国民政府多次组织修订国语课程标准相辅相成,使得应用文在教育场域的传播路径发生变化,位阶有所提高,共同促进了教育场域对学科建设的引领作用。然而,开展当代学科建设,还需要反思刘半农的应用“文字”说的局限,防止学科建设的衰变;更需要超越教育场域,进入学术场域,并通过应用文基础理论研究和学科发展史研究等方面的突破性成果,提升学科发展水平,反哺教育场域和应用场域。

基于人工智能的学术论文“反抄袭”素养实践

人工智能教育应用在赋能教育高质量发展的同时,也引发诸多伦理问题。研究以学术论文抄袭为例,提出一种旨在“以技治技”的问题解决思路和实践路径:借助人工智能技术创设“以学生为中心”“以过程为导向”“以协作为支撑”特征的干预方案,支持学生开展学术论文“反抄袭”素养实践。研究采用基于设计的研究方法,通过多轮次迭代实验揭示所提方案的应用效果,即方案不仅显著提升了学生的“反抄袭”认知和态度,而且从降低论文抄袭程度和提升论文写作质量两方面表明对学生“反抄袭”行为产生了积极影响。

数字化时代下的应用文写作课程创新教学与思考

中国的现代化建设离不开数字化,整个社会的运转依赖于互联网、大数据,职业教育明确要求重视学生数字化能力的培养。网络时代下的年轻一代读写能力有所弱化。高职院校需要重视培养高职学生的读写能力,应从现代化视域去重新审视应用文写作这门传统课程的意义与作用。高职应用文写作课程要进行改革创新才能适应现代化、数字化的时代要求,在教学中注重数据素养的养成,融入系统化思维,挖掘课程内蕰含的人文精神,培养高职学生数字化时代下的新读写能力。

“学习通+翻转课堂”教学模式分析——以应用写作课程为例

写作能力是现代人的必备素养,目前高校应用写作传统教学方式桎梏教学活动的开展。结合高校应用写作教学实际,突破传统教学模式,将“学习通+翻转课堂”教学模式运用于应用写作教学,为应用写作教学注入了新的理念。

“学科主体”和“学生主体”的双向奔赴——百年前两场学生本位应用文教学实验的批判性分析

在新文化运动中,刘半农和潘文安先后开展了学生本位主导的现代应用文写作教学实验。刘氏教学法绵延至今,得到传承和发展,潘氏教学法却随实验结束而终止。对比分析可见,潘文安沿袭的原教旨实用主义设计教学法把学生放在合作学习者的位置上,这对师生双方的职业素养要求都很高,以致超出了他们的实际承载能力,最终难以为继;刘半农采用“学科主体+学生主体”的教学法,把学生放在受教育者的位置上,让教师的主导作用和学生的主体地位取得一致,让教师本位、学生本位和知识本位有效融通,适时转换,达成趋于理想的教学效果,泽被后世。时移世异,曾在中国短暂流行过的学生本位教学理念和设计教学法等,在21世纪前后强势回归。批判性反思教学设计可否以学生本位为目标,可否以满足学生兴趣、事半功倍为目的,有助于我们在教学改革中理清思路,让“学科主体”和“学生主体”双向奔赴,助力解决好课程的本体问题。

中华优秀传统文化视野下“课程思政”融入应用写作课程教学途径研究

应用写作课程一方面承担着实用写作能力的专业培养任务,另一方面发挥着以中华优秀传统文化为重要组成部分的思政育人功能。应用写作课程的中华优秀传统文化要素融入,可从以文化精神为引领的“主题思政”、以文化事象为支撑的“材料思政”、以教学手段为依托的“方法思政”三方面来发力,将中华优秀传统文化要素有机融入课程立意、论据呈现与教学方法,进一步明确应用写作思政性主旨,强化对应用写作的思政理解与应用,继而在价值哲学层面实现中华民族共同体意识的全面铸牢和内涵式发展的全面提升。

高校医学生的法律素养能力培养之探究

很多院校的医学生将很大部分精力放在掌握医学各科的专业知识与技能,但法律方面的知识相对匮乏,主要表现在两个方面:一是在职业领域;二是在写作领域。本文通过从医学学生了解相关法律知识的必要性、如何选择讲授法律知识,让学生清楚地明晰在法律法规内如何规范自己行为,能为哪些行为,哪些需尽力去完善,避免事后的法律纠纷方面进行分析,让知识与实践结合,做到学以致用,用以促学,学用相长。

核心素养导向下生物教育硕士论文写作指导课程教学改革探索

为提升教育硕士从事“素养为本”基础教育事业的核心竞争力,该文以面向学科教学(生物)专业研究生开设的学位必修课程论文写作指导为例,论述核心素养导向的课程建设理念及其必要性,从“模块化”教学内容的构建、“项目式”教学模式的创新、“多元化”考核方法的优化等方面介绍课程教学改革措施及成效。

在线同伴互评和教师反馈对学生二语写作反馈素养的影响研究

学生反馈素养是影响写作反馈效果的重要因素,提高学生反馈素养有助于提升写作教学成效。本研究在两个班分别采用在线同伴互评和教师反馈进行英语写作教学,对比两种反馈对学生反馈素养的影响。44名英语专业本科生参加了本研究,数据包括调查问卷、同伴反馈和教师反馈。结果表明:(1)在线同伴互评有助于提高学生加工反馈、接受反馈和提供内容修改建议的能力;(2)教师反馈有助于提高学生寻求反馈和解释语言问题的能力;(3)两种反馈都能提高学生调控学习和解释内容相关问题的能力。以上发现对学生反馈素养培养和二语写作教学有重要启示。

基于主题意义探究的高中英语单元写作教学实践

《普通高中英语课程标准(2017年版)》指出,学生对主题意义的探究应是学生学习语言的最重要内容,直接影响学生语篇理解的程度、思维发展的水平和语言学习的成效。当前高中英语单元写作教学存在机械模仿范文、脱离主题意义、忽视学生核心素养培养等问题。教师应围绕主题意义,创设主题情境,引导学生在写作活动过程中完成对主题意义的理解和内化,培养学生的英语核心素养。