共查询到20条相似文献，搜索用时 453 毫秒
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阅读理解教学在整个英语教学过程中占着非常重要的位置，我们只有在平时教学中加强训练，坚持正确的阅读方法，培养兴趣，广泛阅读，积累词汇，并且养成良好的阅读习惯，才能提高自己的综合应用能力和逻辑推理能力；才能把英语阅读教学真正落到实处，达到英语新课程教学的目的。 相似文献
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英语专业综合英语教学为的是培养学生的交际能力,而语篇能力是交际能力的重要组成部分,语篇能力与交际能力的关系、衔接与连贯理论,以及图式理论为语篇分析在英语阅读教学中的运用提供了有力的理论支撑。在教学过程中,教师要结合语篇,加强相关文化背景知识的导入,引导学生识别语篇主题,有意识地培养学生的逻辑推理能力和词汇能力。 相似文献
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在初中英语阅读教学中,应该以阅读教学为主要渠道,培养学生自己阅读、自己解决问题的能力。教师在英语阅读教学中的角色是指导者、参与者、组织者。初中英语阅读教学的目的是教给学生阅读方法、阅读技巧,培养和提高学生的阅读理解能力。但因学生的个体差异性,使得阅读理解实践出现了一些问题,学生的阅读能力有待提高。那么,在英语阅读教学中,如何培养学生的英语阅读能力？ 相似文献
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张钊 《吉林广播电视大学学报》2012,(3):45-46,93
大学英语阅读教学忽视学生语篇分析能力培养的现状决定了大学英语阅读教学中培养学生语篇分析能力的重要性。文章通过对语篇分析基本概念的提出和大学英语阅读现状进行分析的基础上,分别从提高学生学习英语的兴趣,激发学生学习英语的动机,培养学生跨文化意识和情感以及训练学生创造性思维等方面阐述大学英语阅读教学中培养学生语篇分析能力的重要作用。并提出在大学英语阅读教学中培养学生语篇分析能力的现实意义。 相似文献
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考生具备较强的阅读能力是考试获得成功的关键,加强以阅读为中心的训练会带动其它能力的培养与提高.本文在分析了当前中学生英语阅读主要存在的问题的基础上得出影响我们阅读理解的因素是语言、文化背景和逻辑推理能力.因此我们的教师在阅读教学中应该从语言基本知识、阅读习惯和泛读等策略方面来进行. 相似文献
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本文基于高中英语学科核心素养的培养,论述在英语阅读教学中培养学生思维品质的重要性,提出重视阅读范例的指导作用以提升学生把握阅读重点的能力,筛选合适的课外阅读材料以发展学生的阅读能力,运用思维导图以发展学生的逻辑推理能力,借助信息技术发展学生的理解能力,根据关键细节信息破解阅读难点,结合语境、构词法等猜测词义以强化学生的分析阅读能力等教学策略。 相似文献
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徐干萍 《语数外学习(高中版)》2012,(2):77-77
由于中职学生的英语基础薄弱,中职英语阅读教学对于绝大多数职中生来说无疑是难点中的难点,所以对于我们的英语教学也是挑战,新课标要求学生具备综合阅读的能力,包括语篇领悟能力;强调多学科知识的贯通;注重培养学生的语篇分析能力、判断能力以及根据寓意进行逻辑推理的能力,提高其阅读速度,增加其阅读量和扩大其词汇量等。新课标还指出要着重提高"学生用英语获取信息、分析和解决问题的能力,逐步培养学生用英语进行思维和表达的能力。 相似文献
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杨磊 《齐齐哈尔师范高等专科学校学报》2012,(3):126-127
大学英语阅读教学以培养学生的阅读能力为主要教学目的,是大学英语教学中的一个重要组成部分。但当前大学英语阅读教学中却存在着诸多的问题。大学英语阅读教学应从学生已有的知识出发培养学生综合分析能力,培养学生使用各种语言技能获取、把握信息的能力,以及学生自主阅读能力,不提高大学英语阅读教学效果。 相似文献
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Anton E. Lawson 《科学教学研究杂志》1992,29(7):729-741
Students in a large one-semester nonmajors college biology course were classified into one of three groups (intuitive—I, transitional—T, reflective—R) based upon a pretest of scientific reasoning ability. Laboratory teams of two students each then were formed, such that all possible combinations of reasoning abilities were represented (i.e., I-I, I-T, I-R, T-T, T-R, R-R). Students worked with their assigned partners during each of the course's 14 laboratory sessions. Gains in reasoning ability, laboratory achievement, and course achievement, as well as changes in students' opinions of their motivation, enjoyment of the laboratory, and their own and their partner's reasoning abilities were assessed at the end of the semester. Significant pre- to posttest gains in reasoning ability by the intuitive and transitional students were found, but these gains were not significantly related to the laboratory partner's reasoning ability. Also, course achievement was not significantly related to the laboratory partner's reasoning ability. Students were perceptive of others' reasoning ability; the more able reasoners were generally viewed as being more motivated, having better ideas, and being better at doing science. Additional results also indicated that course enjoyment and motivation was significantly decreased for the transitional students when they were paired with intuitive students. Apparently, for students in transition (i.e., not at an equilibrium state with regard to reasoning level), it is frustrating to work with a less able reasoner. However, some evidence was found to suggest that reflective students may benefit from working with a less able partner. 相似文献
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王宝山 《中国教育发展研究杂志》2007,4(5):115-117
无机推断题是高考常选题型之一，它以《考试说明》规定的元素及化合物为考查对象，重视知识整合，要求框图阅读的能力很高。也就是说，它主要考查信息整合能力和推理能力。 相似文献
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Piaget's structural theory of formal thought suggests that a general construct of formal reasoning exists. The content of the task and type of problem employed are often ignored in Piagetian based studies but are important for generalizing findings to other studies and to educational problems. The study reported here examines content and problem effects of formal thought in 13-year-old adolescents. Specifically, three controlling variables tasks with different content and two question type tests (analysis and controlling questions) were administered to 120 seventh graders. Ability measures and personality dimensions associated with formal reasoning in the literature are used to clarify what formal reasoning is and how content and problem type are involved in formal reasoning. Significant main effects were found for problem and content effects (p = 0.001), and a significant interaction was found between the two (p = 0.001). Across the three tasks general ability, field dependency, and locus of control were consistently and significantly related to the controlling questions. However, only measures of field dependency were related to the analysis questions. Combinations of ability and personality factors were found to be uniquely related to each task, within each question type. Results have implications for a theory of formal thought and the teaching of the controlling variables strategy. 相似文献
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Sarah Stitzlein 《Educational theory》2023,73(1):51-73
In this paper, Sarah Stitzlein considers the consequences of honesty on our democracy, especially for citizens' ability to engage in civic inquiry together as they face shared problems. Honesty is a key component of a well-functioning democracy; it develops trust and fosters the sorts of relationships among citizens that enable civic dialogue and reasoning. Post-truth attitudes and truth decay pose serious obstacles to good civic reasoning as citizens struggle to draw clear distinctions between fact and opinion, weigh personal beliefs and emotions over facts, and increasingly distrust traditionally respected sources of information. Stitzlein employs a Deweyan pragmatist account of truth and a distinctly social account of democracy to build a case for foregrounding honesty in the development of citizens. She describes how schools can employ communities of inquiry to cultivate habits of honesty within citizenship education. She explains how a better democracy — one grounded in a wider understanding of social life and relationships — might head off the temptation to be dishonest for self-serving reasons, focusing on how dishonesty jeopardizes our relationships to each other as citizens and our ability to engage in civic reasoning together to fulfill shared goals. 相似文献
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After decades of research into formal or logical fallacies of reasoning, psychologists have only recently begun to examine the informal reasoning fallacies that are routinely present in critical discussions, debates, and other forms of argumentation. The present study considers several possible influences on an ability to identify and analyze these fallacies. College students completed measures of deductive reasoning, personal epistemology, and knowledge of specific argumentation norms and analyzed arguments containing fallacies such as argument from ignorance, begging the question, and slippery slope. Results indicated that effective analysis of informal fallacies was associated with some aspects of deductive reasoning—especially an ability to overcome belief bias—and with higher-order epistemic beliefs, as well as a commitment to argumentation norms for critical discussion. Results are discussed in terms of argumentation research and implications for pedagogical treatments of the fallacies are noted. 相似文献
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The purpose of this study was to characterize high school chemistry students' ability to make translations between three representations of the structure of matter, and to determine the degree to which the students' ability to make these translations is related to reasoning ability, spatial reasoning ability, gender, and specific knowledge of the representations. Translation between formula, electron configuration, and ball-and-stick model representations of matter were chosen for study because of their promise for adding to knowledge of students' conceptual ecology, and because they may be of practical use for teaching and evaluation in chemistry classrooms. Representations have the characteristic that they embed selected details of the relevant concept or principle, but permit other details to fade. As one example, the chemical formula for water, H2O, explicitly conveys the identity of the constituent elements and their ratio, but does not explicitly convey the bond angle or whether the bonds are single or double. On the other hand, the ball-and-stick model of water explicitly conveys the bond angle and bond orders, but does not emphasize the ratio of the elements. Translation between representations is an information processing task, requiring understanding of the underlying concept to the extent that the individual can interpret the information provided by the initial representation and infer the details required to construct the target representation. In this study, the use of the translations of representations as an indicator of understanding of chemical concepts is developed in terms of (a) its relationship to four variables associated with achievement in chemistry, (b) specific representation error types, and (c) its utility in revealing details of students' conceptions and concept formation. Translation of representation performance was measured by administering, audio recording, transcribing, and scoring individual, task-based, think-aloud interviews. The associated interview schedule was entitled Translation of Representations—Structure of Matter [TORSOM]. Reasoning ability was measured by the Group Assessment of Logical Thinking—short form (GALT-s), spatial reasoning ability by the spatial reasoning subtest of the Differential Abilities Test (SRDAT), and prior knowledge of the representations by a test developed by the first researcher (Knowledge of Representations—Structure of Matter). When each of the hypothetical correlates were regressed on TORSOM individually, results indicated the KORSOM and GALT-s but not gender or SRDAT were statistically significant (alpha = .05). The two-predictor model accounts for 28% of the variance in the TORSOM scores. Representation error types are described and exemplified. 相似文献
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Richard L. Lamb Jonah B. Firestone 《International Journal of Science and Mathematics Education》2017,15(3):473-486
Conflicting explanations and unrelated information in science classrooms increase cognitive load and decrease efficiency in learning. This reduced efficiency ultimately limits one’s ability to solve reasoning problems in the science. In reasoning, it is the ability of students to sift through and identify critical pieces of information that is of paramount importance in science and learning. Unfortunately, the ability to accomplish the identification of critical ideas is not one that develops without practice and assistance form teachers or tutors in the classroom. The purpose of this paper is to examine how the application of an evolutionary algorithm works within a cognitive computational model to solve problems in the science classroom and simulate human reasoning for research purposes. The research question is: does the combination of optimization algorithms and cognitive computational algorithms successfully mimic biological teaching and learning systems in the science classroom? Within this computational study, the author outlines and simulates the effects of teaching and learning on the ability of a “virtual” student to solve a science task. Using the STAC-M computational model the author completes a computational experiment that examines the role of cognitive retraining on student learning. The author also discusses the important limitations of this powerful new tool. 相似文献
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Rachel A. Short Marina Y. Van der Eb Susan R. McKay 《The Journal of educational research》2020,113(1):46-58
AbstractActive teachers noted persistent problems in their classrooms, including low levels of student engagement and gaps in students’ use of evidence in forming arguments. Earth Science students provided written responses to two questions using the previously implemented Claim, Evidence, Reasoning (CER) framework. The first question was answered without a preceding discussion whereas the second question was answered following a discussion protocol—no discussion, discussion without Talk Science, and discussion with Talk Science. A ninth grade teacher more comprehensively implemented Talk Science by incorporating statements from all four goals whereas a seventh grade teacher did not. As a result, ninth grade students improved their use of evidence, reasoning, and content, but seventh graders did not show the same improvements. All students valued the discussion, but this study shows that Talk Science discussions can be used to improve students’ content knowledge and CER argumentation skills. 相似文献
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John Ogier 《Assessment & Evaluation in Higher Education》2005,30(5):477-488
This study, using student ratings of lecturers, examines the perceived effect of the lecturer’s ability to communicate effectively. The relationship between the standard question—’The lecturer was able to communicate ideas and information clearly’—and the global rating question—’Overall, the lecturer is an effective teacher’—was investigated in 7072 undergraduate standard teaching surveys from one university, using the lecturer’s language background as a factor. The results show that overall student ratings of English as a second language (ESL) lecturers are, on average, 0.4 points lower on a five‐point scale than student ratings of native English speaking lecturers. There is a strong interaction between this average difference and the lecturer’s faculty, with little difference in arts (humanities and social sciences) through to 0.6 points difference in science. The study also found that, of the four categorical questions used in the university’s standard teaching survey, the ‘communication’ question had the highest correlation with the ‘overall’ question. The correlation (R?=?0.96) suggests that the standard teaching survey is overly influenced by the students’ perception of this one aspect of teaching—reflecting a transmission model. The rating difference between ESL and native English speaking lecturers is briefly explored. In addition, the paper briefly considers the implications of the above findings for teacher development and for student expectations against a background of a growing ESL student population. 相似文献
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数学的发现与数学的论证是数学的两大重要内容,如果没有数学的发现则论证就成了无源之水,无本之木;如果没有论证,命题的真假就不得而知,则发现就失去了意义。阐述了几何学中的升维类比与发现,一是命题的发现,二是论证的思想方法的发现。 相似文献