Research into the Application of Cooperative Learning to English Reading Teaching of Art Majors in Independent Colleges

This paper first stated some related theories of cooperative learning and English reading teaching.And then an applicationof cooperative learning in English reading teaching of art majors in independent college is implemented based on these literature re-views.The aim of the experiment is to explore the impact of the application of cooperative learning strategies.It mainly discussedthe following questions:(1)Can the group cooperative learning improve students'reading achievement?(2)What factors contributeto the success/failure of cooperative learning?(3)What are the favorite cooperative learning models in reading classes?The experi-ment proved that cooperative learning does not truly improve art students’reading achievement in independent college,but it real-ly has a positive role in promoting the students'learning interest,motivation and emotional attitude.The experiment also indicatesthat cooperative learning is still a valuable teaching strategy for applying,and GI,LT,TGT and other cooperative learning modelare welcomed by classmates.

Analysis of the Teaching Mode of College English Reading Teaching Based on Flipped Classroom Model

With the continuous development of the times, people’s thinking is constantly improving, and the importance of educa-tion is also increasing. As many new teaching models are emerging, the network course education represented by flipped classroomand MOOC education are increasingly attracting the attention of all walks of life with its unique advantages. The teaching of Eng-lish reading is a key point in College English education. However, the reality of College English reading education is not satisfacto-ry due to certain factors. This paper aims to discuss the implication of flipped classroom mode in college English reading teaching,hoping to provide references for the relevant parties.

The Implications of Cohesion Theory in College English Reading Teaching

The relationship of textual theory to ESL reading has for a long time been a heated research area.The various findings in this field have greatly facilitated the improvement of reading ability and the advancement of reading course.This thesis puts the use of textual device in a new light on the basic of the theory of cohesion,further at a micro level,explores the pedagogical implications for college English reading teaching.

On the Reform of Vocabulary Teaching in College English Reading Course

Vocabulary is the basis of English learning.The mastery of vocabulary directly affects the development of students’listening,speaking,reading,writing,translation,and other abilities.Therefore,vocabulary teaching plays an important role in English teaching.As a basic course for College English majors,one of the teaching objectives of reading course is to help students expand their vocabulary,enhance their sense of English language,and increase their cultural background knowledge of English speaking countries.In the process of extensive reading teaching,teachers should not be limited to the traditional vocabulary teaching mode,but should guide students to memorize words quickly and efficiently through flexible teaching methods,expand vocabulary,and at the same time,teachers should pay attention to the introduction of cultural knowledge in the process of vocabulary explanation,so as to help students understand the meaning more deeply and thoroughly.

Integrative Interpretation of Textual Coherence and Teaching of College English Intensive Reading

The text-based and reader-based are two contrasting groups of approaches existed in the field of textual coherence study.On the basis of the integration of the two kinds of approaches,an integrative interpretation of the nature of coherence is proposed,that is,coherence is both a text-related and reader-related phenomenon.In order to construct coherent interpretation of text meaning more efficiently,readers should not only be able to identify and use text-immanent coherence cues,but also be capable of drawing coherence-related information by perceiving the contextual features and by engaging actively in activating their background knowledge and in using their cognitive skills.Coherence construction based on the integrative interpretation is the key to success in reading comprehension,so it can generate important pedagogical implications in the college English intensive reading classroom.

The Application of Task-based Language Teaching in College EFL Reading Class

To enhance the reading ability is one of the aims of the college English teaching and learning in China. The purpose of this paper is to demonstrate how strategies can be applied in college English reading class using a task-based method rather than other traditional approaches.

The Application of Schema Theory in the Teaching of English Reading in the Independent Colleges

Schema is interpreted as one's prior knowledge or background knowledge and schema theory is about a reader's utilizing his schema knowledge when reading so as to achieve efficient comprehension.Based on the analysis of the current situation of English reading instruction in the independent colleges and the literature review of schema theory,this paper mainly explores how schema theory is applied in the teaching steps of English reading in independent colleges,such as warming up,brainstorming,prediction,presentation of background knowledge,instruction of new words,skimming and scanning,reading the text and critical reading.In the end,the pedagogical implications are proposed.

DEVELOPING READING SKILLS OF MIDDLE SCHOOL AND COLLEGE STUDENTS

This paper deals with the problems of teaching readingskills in middle schools,as well as in colleges,in China.The mainaim of the paper is to discuss the technique of teaching reading skillsin view of these problems.The paper will examine the phases ofreading development and discuss the roles of intensive reading andextensive reading,as well as the choosing of reading materials forthese two kinds of reading activity.It will attempt to show thattraditional methods should be done away with and new methodsimplemented.It also gives some suggested procedures for readinglessons.

The Practice of ＂Flipped classroom＂ in the Reading and Writing Course of College English

The reform of college English should focus on the ways to improve the practicing ability. This ability should be based on the improvement of students, which is the fundamental aim of reform on the college English. In order to cope with this problem, ＂flipped classroom＂has many advantages. By Giving definitions to the ＂flipped classroom＂, this dissertation analyzed the differences between the regular class and the ＂flipped classroom＂ and carried out a new way to improve the reading and writing course： we can take advantage of multimedia and new internet technology.

A Reflection on a Teaching Practice

The present paper is a reflection on a teaching practice which employed second language acquisition(SLA) theories and teaching methodologies. The students taught were second-year non-English majors from X university and the course book used was New Horizon College English: Reading and Writing(3 rd edition). SLA theories involved include Input Hypothesis, Noticing Hypothesis and Comprehensible Output Hypothesis; teaching methodologies applied include Grammar-Translation Method,Communicative Language Teaching and Task Based Language Teaching(TBLT). After a semester-long teaching practice, the present reflection was completed after a deep discussion with the teacher. Students description, teaching process, and merits and demerits of this practice were illustrated.

“以读促写”模式在高职英语写作教学中的应用

英语阅读是语言学习者获取信息、提升思维能力的极其重要的语言输入来源和途径,英语写作是语言使用者语言输出和书面沟通的重要形式。在高职英语写作教学中,有效融入阅读教学,可从依托阅读文本,挖掘写作主题;确定教学目标,创设写作情境;讲解语篇结构,搭建写作支架;评价作品质量,提升写作技能方面构建和运用“以读促写”教学模式,促进学生英语应用能力的发展。

名著改编电影在高校文学教学中的运用研究

当前的高校文学类课程教学在从传统到现代演进的过程中呈现出一系列问题,名著改编电影介入高校文学教学是其中较为有效的解决途径和方法,具有重要作用和意义。合理并有针对性地筛选影片、观影和文学文本细读相结合、以学生为中心的电影介入是改进文学教学的有效策略。同时也要注意电影对原著的忠实性、电影放映时间和课上教学时间所占课堂教学比例、电影教学中的美学教育等多个问题。

全国英语阅读大赛对英语教学的反拨效应研究

语言测试对语言教学和学习具有促进作用。本研究在阐释反拨效应基本原理的基础上,对全国英语阅读大赛进行分析,探讨该赛事对大学英语教学的正面反拨效应和启示,重点研究大赛对教学内容的调整、教学模式的创新以及教学评价体系的影响。旨在顺应大学英语教学改革的时代潮流,提升大学英语教学效果。

基于续论的大学英语“听读后续说”教学模式构建与实践研究

将“续论”指导下构建的“听读后续说”混合式教学模式应用于大学英语听说课程教学实践,采用问卷、访谈和案例分析的方法,探索“听读后续说”这一续作形式在《新未来大学英语视听说教程》教学中应用的可行性和有效性。结果显示“听读后续说”听说课堂对学生认知(如发散思维能力、想象力、创造力等)、情感(如学习态度、兴趣等)和语言层面都具有明显的促进作用。这对大学英语听说课程教学改革和“续说”研究具有借鉴和参考意义。

图式理论视角下大学英语阅读教学的路径选择

英语阅读的本质并非简单的语言解码、破译和识别,而是读者在跨文化语境下实现对文本的意义“构造”的心理过程,是一个跨学科交叉的研究领域。图式理论对于阅读理解具有较强的实用性和适用性。在阅读前激活已有图式,在阅读中丰富图式,在阅读后巩固图式,有助于实现学生英语阅读整体水平的提升。

移动互联网背景下高职外贸专业英语阅读教学策略研究

蓬勃发展的移动互联网技术为高职外贸类专业英语阅读教学带来了新机遇与挑战。为更好地改进传统高职英语阅读课堂实践教学、教学方法和教学手段较为单一等问题,基于移动辅助语言学习的优势和移动互联网在教学中的应用价值,提出为学生提供个性化学习材料,开展互动式阅读教学模式,增加任务和挑战元素,采用多元化教学方法等教学策略。

高考综合改革背景下高中语文单元主题阅读教学探究

部编版高中语文教材创造性地将主题相近的课文编排在一起,为单元主题阅读教学的实施创造了条件。在高考综合改革背景下,教师应以语文教材为突破口,以阅读、理解和应用为切入点,以任务群活动为载体,通过开展单元主题阅读,促进学生的深度学习,培养学生的语文能力,提高学生语文学习效率,提升学生语文核心素养。

高职“英语阅读”课程思政的创新实践

“英语阅读”课程具有培养文化传播能力、弥补课程“失语”现象、培育学生社会主义核心价值观的功能,通过优化课程教学团队、细化课程思政目标、革新课程设计、创新教学内容及资源、创新教学方法与评价等方式,对“英语阅读”课程思政进行创新实践,为高职院校“英语阅读”课程的思政建设提供可借鉴的经验和路径。

高职院校大学语文阅读教学策略探赜

阅读教学作为大学语文的重要组成部分,承载着培养学生人文素养、提升学生语言表达能力的重任。文章分析高职院校大学语文阅读教学的意义,探讨高职院校大学语文阅读教学面临的挑战,指出高职院校大学语文阅读教学的策略是实施分层教学、融合专业特色、巧用信息技术、强化实践教学以及完善评价体系等,以提高学生的阅读能力和素养,推动高职院校大学语文阅读教学向新的高度迈进。