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.

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.

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.

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.

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.

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.

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.

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?

感知教师情感支持对初中生学习幸福感的影响:有调节的中介模型

采用中学生感知教师情感支持问卷、积极心理资本问卷和初中生学习主观幸福感量表,对716名初中生进行测查,探讨初中生感知教师情感支持对学习幸福感的预测作用。结果显示:感知教师情感支持、积极心理资本与学习幸福感三者之间均显著正相关;积极心理资本及其各维度在感知教师情感支持与学习幸福感之间发挥部分中介作用;性别在积极心理资本影响学习幸福感的这一中介过程的后半段起到调节作用,在初中男生群体中,积极心理资本对其学习幸福感的正向预测作用更强。建议增强教师情感支持,培养学生积极心理资本,关注学生性别差异,对不同年级要“因年级制宜”,提供有针对性的指导。

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。

学校氛围与初中生教育规划的关系:学习投入的中介作用与父母教育期望的调节作用

基于阶段-环境匹配理论及生态系统理论等框架,采用问卷法对山东省1027名初中生进行调查,考察了学校氛围与初中生教育规划的关系,检验了学习投入在两者之间的中介作用,同时探讨了父母教育期望在该中介模型中所起的调节作用。结果发现:(1)学校氛围能正向预测初中生的教育规划;(2)学习投入在学校氛围与初中生教育规划之间起中介作用;(3)父母教育期望调节了学校氛围通过学习投入影响教育规划的前半段路径,且父母教育期望越高,学校氛围通过学习投入对教育规划产生的影响越强。

近三年云南中考生物学试题与课程标准的一致性分析

为真正落实课程标准的指导意义,需了解试题、课程、教学与课程标准间的一致性差异,尤其需要准确检测试题对课程标准的达成情况,才能促进命题工作的科学性和规范性。文章借助Webb一致性分析模型,对2020—2022年云南中考生物学试题与课程标准的一致性情况进行细致的比较分析。结果表明,Webb模式所考察的四个维度的一致性分别为:知识种类(66.7%)<知识广度(76.7%)<知识深度(90.0%)<知识分布的平衡性(93.3%);课程标准10个领域中,对科学探究、生物圈中绿色植物、生物圈中人、生物多样性等领域考察效果最好(一致性100%),但对健康地生活领域的考察一致性状况(50%)较弱;近三年年际比较结果显示,2020年试题与课程标准一致性最高(87.5%),2021年最低(77.5%)。由此建议,云南中考生物学命题工作应该着眼于更准确、更稳定地体现课程标准的理念和要求等方面不断进行优化。

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。

K-means聚类方法在中考标准设定中的信度分析

中考的标准设定是划分考生分数等级的统计技术,其质量高低关系到分数报告的可靠性和公平性。从我国东、中、西部地区各随机抽取3000名考生的中考数据,探讨K-means聚类方法在中考标准设定中的信度问题,从经典测量理论、概化理论和项目反应理论三个角度开展分析。结果显示,K-means方法在分数等级为四或五级时分类信度符合测量学标准,而对低分段的考生分类信度高于高分段的考生。总体来看,K-means方法适用于较低分数等级的标准设定中,可为中考标准设定提供分界分数的参考。

全面落实核心素养 积极引导英语教学——2023年天津中考英语学科试卷评析

2023年天津市初中学业水平考试英语学科试卷坚持落实立德树人,全面考查核心素养,强化对学生德智体美劳全面发展的导向作用。严格依据《义务教育英语课程标准(2022版)》和初中英语教材命题,注重学生思维品质的考查,突出考查学生英语学科关键能力。试卷结构和难度设计科学平稳,在积极反拨初中英语教学的同时,助力深化义务教育教学改革,促进减负提质,巩固“双减”成果。