共查询到19条相似文献，搜索用时 281 毫秒
1.
On the last three decades or so, the phenomenon of fossilization became a matter of great concern in the field of Second Language Acquisition research. Attempts were made in different disciplines to find out the causes of the fossilization. In view of the causes,this article discusses why reading is a reliable way for fossilization in the age of Information and how to help students overcome the phenomenon of fossilization from the angle of reading.It also strenthens the input of language information by the way of reading literary works to avoid the repetition of lower level language.Finally,the article provides several effective ways to improve reading abilities and then improve the phenomenon of fossilization. 相似文献
2.
Reading plays a very big role in the college English course in China.Teaching reading in a college English classroom aims at helping students develop the skills they need to read more effectively.A way is suggested to teach reading in a college English class.Through this way,students become active readers who predict before reading,scan for specific information,confirm or reject their predictions while reading,answering comprehension questions in their own words,etc.Their reading skills are sharpened in such a reading class. 相似文献
3.
Sonja Andersson Susanne Bergstrom-Nyberg Martina Dumbrajs Sivbritt Dumbrajs Victoria Martelin Tove Westerlund 《美中教育评论》2010,7(9):34-46
The authors investigate how disciplines at school. Interdisciplinarity can be addressing a topic that is too broad to be understanding of the topic, the process going an integrative approach can be applied to teaching of different defined as a process of answering a question, solving a problem or dealt with by a single discipline. In addition to an integrated on inside the learner interests the authors. Unsuspected abilities, development of new views of the world and new commitment may emerge. Constructivism and narration, together with the socio-cultural theory of learning, form the background of the teaching and learning processes. The curriculum will integrate between subjects and recommends work in small groups to develop students＇ social capacities. The collaborative problem-solving approach, while including telling and re-telling features, allows students of natural sciences to hypothesize and test hypotheses using scientific methods. The target audience of this paper is class teachers and subject teachers in comprehensive schools （Grades 1-9）. The research questions are： Do students that undergo integrative education work think and problem-solve in different ways compared to when partaking in standard instruction？ Can they develop a deep understanding of the topic they are studying？ The authors plan to present story re-telling and visualization activities in groups concerning one theme： eggs. The topic covers arts, foreign languages, mathematics and science. Such an approach strengthens students＇ understanding of the disciplines themselves. It is hoped that this work can be useful for teachers that are interested in giving their students a more holistic view of their life world. 相似文献
4.
《高等教育与学术研究》2007,(5)
This thesis is about the student-centered approach to the teaching college English reading in China. The student-centered approach reflects a widespread desire in English teaching community to develop means of allowing learners to play a fuller, more active and participatory role in their language study. This thesis presents the reasons for the student-centered approach in contrast to the traditional English reading teaching; and shows the ways of applying the student-centered approach to the teaching of English reading by making students read autonomously and cooperatively. 相似文献
5.
Kok Siang Tan Ngoh Khang Goh 《美中教育评论》2008,5(11):28-36
Key to renewed concern on the affective domain of education （Fensham, 2007） and on school graduates＇ readiness for a world of work （DEST, 2008; WDA, 2006） is the student＇s inclination-to-reflect when engaged in a learning or problem-solving task. Reflective learning is not new to education （Dewey, 1933; Ellis, 2001）. Since the inclination-to-reflect may not be obvious even among adults at work （Seibert ＆ Daudelin, 1999）, how much more can we expect from school students？ This article presents part of a research on secondary school students＇ inclination-to-reflect when engaged in chemistry learning tasks. The instrument used is the three-part Chemistry Learning and Thinking Instrument （CLTI）. The first part seeks to characterize students＇ inclination-to-reflect while attempting chemistry learning tasks and the other parts aim to characterize their learning-thinking preferences in the subject. This article shares the construction of the learning tasks in the first part and how students＇ reflective responses to these tasks are encouraged, scored and analyzed. Since assessment is said to drive teaching and learning, an alternative form of assessment, such as these CLTI items, may help students become more reflective in their learning habits and hence mare adantable tn the world of work. 相似文献
6.
Rather than only learning English grammar and some other language knowledge about English,learning English litera ture is another effective way for students to learn English since they can not only learn the native English by reading some English literature but also get familiar with different cultures and background knowledge of English countries.As an English teacher,the main job in the literature class is to design effective activities for students in order to let them comprehend texts that they read and improve their critical thinking.This paper is tend to discuss some activities,including pre-reading,reading and post-reading ac tivities,which was used in my literature class and how they help the students learn English and improve their critical thinking. 相似文献
7.
College students in their early 20’s are energetic,focusing on things they are really into.Unfortunately,English is not one of their interests.This paper focus on how to make the students realize the importanceof English study and to create harmonious atmosphere for everyone to learn English more actively in a cooperative way. 相似文献
8.
《通化师范学院学报》2006,(3)
STUDENT teachers have used a website to expose the trivial and sub-standard training they are receiving at their col leges. The whistleblowers complain that they are being lectured on "pop psychology"and have become experts in "cutting out and glueing" instead of being taught how to give lessons or control pupils. One claims:"If I hear anything more about 'global education' I am going to scream." Another comments: "I know all about how to incorporate Chinese students, every theory on the causes of bullying that there is and even how to teach Spanish. I'm not saying some of this stuff isn't going to be usful but I'll be with a year one class [five-year-olds] initially. I haven't learnt a thing about teaching children to read or add up, nothing about the national curriculum." 相似文献
9.
《兰州教育学院学报》1987,(1)
In spite of the fact that in our Syllabus for middle school English teaching, reading is listed as the most important one of the four language skills and is supposed to occupy a predominant position in final courses, the teaching of reading in our middle schools is by far and large unsatisfactory. Numerous facts have proved that our middle school graduates are poor in reading, they do not really know how to read. When they read, they read word by word, making 相似文献
10.
Ways to Help the Students Comprehend Better 总被引：1，自引：0，他引：1
Fansheng Meng 《美中教育评论》2006,3(3):54-56
The ability to read is vital. It paves the way to success in school, which can build self-confidence. it is power, key to personal growth. Through reading, we generate learning power that helps us know ourselves better and others as well. It also helps us understand past, present and future more clearly. So it is necessary for the teachers to find ways to improve students＇ reading ability. In this paper the author will give some advice about the ways to help the students to comprehend better. 相似文献
11.
Gabrielle Cliff Hodges 《Education 3-13》2013,41(2):165-176
This article analyses a conversation about reading with three Year 8 students. Drawing on sociocultural theories of learning and elements of discourse analysis, it explores not only details of what the students read, but also how the process of the conversation itself shapes their perception of themselves as readers. Analysis of the data suggests that close attention to conversations such as these can affect our understanding of young readers and the reading practices in which they engage, in ways which may be valuable for classroom teachers of English. 相似文献
12.
方燕青 《伊犁教育学院学报》2004,17(2):172-173,180
在语文教学中开展扩展性阅读，就是引导学生诵古文，读经典，读时文，通过诵读培养他们的语言感受能力和文学素养。采用由节选的课文扩展到整篇文章或整部著作，由课文扩展到作者的其他有关作品，由课文扩展到内容类似的其他文章等开展扩展性阅读。同时为了保证的顺利进行，教师可以采取激发学生阅读兴趣，进行反馈检查，争取家长支持等措施。 相似文献
13.
The study addressed to what extent behavioral engagement and textual integration may differ when undergraduate readers work with identical printed versus digital texts in preparation for an exam versus for pleasure. We expected that working with printed texts would lead to greater engagement and better integration than working with digital texts, but that reading purpose would moderate this effect of reading medium because those reading in preparation for an exam would display greater engagement and better integration regardless of reading medium. Results showed interaction effects of reading medium with reading purpose on the behavioral engagement indicators of reading time and the length of the post-reading written products. For reading time, the interaction involved that students used longer time when reading digital and mixed texts for an exam, compared to reading for pleasure, whereas there were no difference between exam and pleasure oriented reading when reading printed texts. For the length of the written responses, students produced more text when reading printed texts for an exam than when reading printed texts for pleasure, whereas there were no differences in text production between reading for an exam and reading for pleasure when reading digital or mixed texts. Finally, there was an indirect effect of reading purpose on textual integration via text production when students read printed texts: students who read printed texts in preparation for an exam produced longer written responses compared to those who read for pleasure and, in turn, gained a more integrated understanding of the issue in question. These results are discussed in terms of the implications they offer and the avenues they suggest for future research. 相似文献
14.
Hannah Philp 《Changing English: An International Journal of English Teaching》2020,27(3):255-261
ABSTRACT I examine the ways in which reading in the classroom is a social practice and how that social practice can produce nuanced student texts that reflect a rich understanding of what has been read. In doing so, I also consider how the reading environment allows us to manipulate and embody texts in ways that allow for a more detailed understanding than the individual and solitary reading practices that seem to be prized in our society. 相似文献
15.
John Yandell 《Changing English: An International Journal of English Teaching》2005,12(2):219-226
What happens when London secondary school students read literary texts in the classroom? Is the model of literacy, and of development in literacy, that is offered in official policy documents adequate to encompass the ways in which students read? If not, what gets left out of such policy‐derived accounts? And what part is played in such readings by students' knowledge of other texts, and of the world beyond the classroom? This paper seeks to address these questions through a series of snapshots of reading within different classrooms across London. 相似文献
16.
Sue Nichols Chin Ee Loh 《Changing English: An International Journal of English Teaching》2019,26(2):150-162
Popular culture images of reading tend to portray readers as solitary individuals deeply immersed in reading a single text in a quiet, undisturbed spot. Yet, in our documentation of adolescent students reading in Singapore secondary schools, we find that there are many ways and modes of reading, much of which is social in nature. Through the use of comparative, critical visual analysis, this paper expands the understanding of what it means to read and to understand how adolescent readers experience reading in school contexts. Visual images serve to disrupt dominant readings of what counts as reading to elicit new considerations for engaging adolescents in reading. 相似文献
17.
黄德建 《襄樊职业技术学院学报》2011,10(6):90-92,109
高职生阅读存在主要问题是缺乏良好的阅读习惯、阅读能力较低、读书时间不多、依赖网络阅读。高职生阅读能力培养对策是：分析、掌握阅读心理,帮助树立正确阅读观念,培养阅读兴趣,激发阅读热情,开展导读教育和信息检索知识教育。 相似文献
18.
何娟 《成都教育学院学报》2010,24(6):112-114
阅读文学经典能以审美的方式给人以智慧的启迪、心灵的陶冶和人格的构建。在当今的＂读图时代＂,中学生阅读文学经典减少,不利于提高语文素养和进行人文精神教育。文学经典具有教育性,阅读文学经典是激励青少年通往成功的重要途径。文学经典具有人文性,阅读文学经典可以传承民族精神,启迪学生智慧,帮助学生寻找精神的家园。文学经典具有工具性,阅读文学经典,能增强学生的语感,提高学生鉴赏能力和写作能力。 相似文献
19.
大学校园里,学生课下文学阅读是阅读活动中最自由的活动。其负面效应影响着学生的身心健康,已经构成对传统语文教学的严峻挑战。负面效应的主要表现是阅读文本审美价值品位较低,从而导致学生审美趣味平庸,生活态度趋俗。同时,文学阅读方式的直观、平面化的特点使学生的审美能力、思维能力弱化。对此现象我们应深长思之,认真对待。 相似文献