共查询到20条相似文献，搜索用时 203 毫秒
1.
施蕾蕾 《新课程导学(上)》2011,(23)
在中学英语教学改革和实践的过程中,搞好英语教学,提高教学质量,需要教师不断地探索新时期教学的规律,运用科学的教学手段,改进和优化教学方法,真正实现有效教学.一、优化中学英语教学的基本思路1.科学设计教学要求,强化模仿听说训练.教师根据教材内容所设计的教学要求要充分考虑到学生的学习基础,是经过学习和努力后可以达到的. 相似文献
2.
尹谦 《当代教育理论与实践》2011,3(9):13-15
本文就目前初中英语写作教学中存在的问题，结合笔者的教学实践与经验，通过学习《英语课程标准》等有关理论，从对我国中学英语写作教学的背景现状分析入手，并提出解决这些问题的相应策略。对改变教师的写作教学观念，如何运用科学的教学方法提高学生的写作能力等方面进行了阐述。 相似文献
3.
笔者运用实证研究的方法,对如何将多媒体网络技术运用于英语写作教学以及如何运用多媒体网络技术促进写作进行了实践探讨。通过对网络论文写作课堂教学方案、流程和评价手段等三方面的描述,笔者认为网络论文写作教学可以构建自主、协作、探究的学习情境,让教师与学生真正成为课程的主体。 相似文献
4.
中学英语新课程改革倡导体验、实践、参与、合作与交流的学习方式,发展学生综合运用语言的能力。文章阐述了在中学英语教学中提高教师合作学习教学能力的策略。 相似文献
5.
中学英语教师写作能力的自我培养 总被引：1，自引：0，他引：1
培养英语写作能力是中学英语教学的重要内容。英语写作教学质量的高低与教师自身的综合素质和写作水平有直接关系。英语教师在专业发展过程中强调提高口语表达能力和教学技能的同时,还要特别重视书面表达的后续学习。教师在自主写作训练时可采取分段递进的方式,由模仿写作逐渐向创造写作过渡,通过理论学习和教学、写作实践,养成英语写作思维习惯,掌握英语写作的特点和规律,从而实现写作水平和教学技能的同步提高。 相似文献
6.
《全日制中学英语教学大纲》明确规定,中学英语教学的重要任务之一是培养学生初步运用英语写作的能力。然而目前在高中英语教学中,普遍存在着教师忽视英文写作教学和学生怕写英语作文的现象。我认为要使学生达到大纲规定的学习要求,在高中三年英语教学中,必须十分重视运用科学方法正确地、系统地指导学生写好英语作文。一、培养兴趣,坚持长期系统的写作训练。 相似文献
7.
作为中学英语教学中重要环节的写作课程,其教学现状不容乐观,很多学生的英语写作能力较差,缺乏必要的综合语言应用能力,从而使得中学英语写作教学面临着前所未有的巨大困难,这也成为了广大中学英语教师面临的重大实际难题之一.那么,本文将针对中学英语写作教学的实际困难和低效性现状,提出了我们应该运用适当的教学策略来不断加强中学英语写作教学,努力培养学生的英语写作能力,从而切实提高中学英语写作教学水平,夯实中学英语写作教学质量和基础. 相似文献
8.
中学英语写作教学薄弱状况始终困扰着英语教师和学生,无论是中考还是高考,英语写作是试卷得分率最低的部分。如何改变这种令师生双方都感到棘手的英语写作薄弱问题,已经成为教学研究的热门话题。实验表明,重视英语写作知识学习,指导学生运用英语写作策略和写作技巧,分类训练学生写作技能,明确英语写作教学的知识体系与实践特性可以有效地改变这种薄弱状况。 相似文献
9.
在现代教育教学工作中,小组合作学习渐渐成为我国教学理论和实践领域所研究的对象。英语作为交流工具,口语的运用越来越突出。但在许多教育环境下,"哑巴英语"式的教学依然存在。本文结合教师自身的教学实践就中学英语课堂教学中小组合作学习进行探究,并试图归纳小组合作学习在初中英语口语教学中的运用原则,从而全面提高中学英语口语教学的能力。 相似文献
10.
金洋琼 《四川教育学院学报》2006,22(8):59-61
英语写作是学生活化语言知识的重要手段，是中学英语教学的重要内容。但是中学生的总体英语写作水平令人担忧，其中一个重要的原因是教师缺乏必要的英语写作教学策略。教师掌握运用英语写作教学策略对提高中学生的写作水平具有现实的、直接的作用。 相似文献
11.
The ability to express oneself clearly in both a mother tongue and a foreign language is a foundation principle of the new national curriculum in Estonia. Therefore, research was conducted to determine whether there was a possible relationship between English as a foreign language (EFL) teachers’ perceptions of effective teaching and the contextual evaluation of the school. The aim of this article is to describe the relationship between the perceptions of school climate and effective teaching among EFL teachers. The study revealed that EFL teachers’ perceptions of the school climate correlate to some extent with their perceptions of effective teaching practices, with some differences between teachers of Estonian-language schools compared with those of Russian-language schools. The research also highlighted that senior management should place more emphasis on creating a cooperative school climate for developing a learner-centred teaching approach as one of the foundation principles of the new national curriculum. 相似文献
12.
本研究采用历时质性个案研究方法,对北京某重点高中两位英语教师进行了为期一年的跟踪调查。通过分析访谈、课堂观察等多种数据,本研究发现两名教师都认为英语写作教学应以培养学生的批判性思维和语言综合能力为目的,且与其他技能的培养相融合。她们采用体裁式写作教学方法,将写作教学嵌入日常英语教学活动,关注学生学习写作的过程。本研究发现表明高中英语教师在日常教学中可以突破应试束缚,切实培养学生的写作能力。 相似文献
13.
Tuuli Oder 《Teacher Development》2014,18(4):482-494
During the most recent educational reform in Estonia, a new National Curriculum was introduced in 2010 providing new guidelines for education generally and foreign languages specifically. To investigate the understanding that an EFL (English as a Foreign Language) teacher has about professional teaching and whether it matches the principles of the curriculum, a research project was conducted amongst EFL teachers at the lower secondary school level. A brief theoretical background to the topic is given and Estonian EFL teachers’ beliefs about professional teaching based on the findings of the survey are described. The study identifies that, although generally EFL teachers’ beliefs about professional teaching are in concordance with the principles contained in the new curriculum, there are aspects that should be addressed by both pre- and in-service education teacher programmes. 相似文献
14.
Chinh Duc Nguyen 《Pedagogies: An International Journal》2017,12(3):237-255
This study explores six Vietnamese, English as a Foreign Language (EFL) teachers’ reflections on their experiences of English language learning during the early 1980s to the late 1990s. Data collected in narrative interviews with the participating teachers revealed a wide range of issues that arose during their EFL learning, central to which was the prevalence of grammar-focused practices in all EFL classes. From their perspectives as EFL teachers today, the participants see their learning experience as a way of learning to teach. In particular, they pinpoint the negative aspects of language teaching at that time in the hope that their teaching practice today will not repeat the same mistakes. However, they also reflect on positive aspects, especially their influential teachers, to inform their teaching. Based on the findings, the study suggests that language teachers’ experience of language learning should be considered part of reflective teaching as well as of teachers’ trajectories of learning to teach. 相似文献
15.
The present study aims to investigate teachers’ readiness for promoting learner autonomy. It attempts to do so by exploring the perceived importance of and the use of strategies for promoting learner autonomy among Japanese high school teachers of English as a foreign language (EFL). The paper reports on the research findings from two studies, one quantitative using a closed questionnaire, and the other qualitative using a focus group interview. Results show that many Japanese EFL high school teachers, while displaying different dimensions of autonomy in different ways, are not fully ready to promote autonomy in their learners. 相似文献
16.
李勇 《读与写:教育教学刊》2009,6(12):6-7
This paper is intended to offer a synthesis of some researches on teaching EFL writing in China, and the author suggests that more efforts should be directed toward studying in this area in order to help not only teachers but also students to resolve this dilemma in the EFL writing classes in China. 相似文献
17.
It is widely admitted that teaching English to a large class has certain disadvantages over a small class. But in many schools even universities in China, large class teaching is still a common practice. English teachers in many universities in China often have a lot of teaching difficulties and problems. Therefore, it is necessary for those teachers to understand the main principles and learn Some basic strategies for large class English teaching in order to improve their teaching. This paper aims to suggest some guidelines for large class EFL teachers. 相似文献
18.
张珍珍 《教学研究(河北)》2010,33(2):55-57,62
教师理念研究这一领域在中国外语教学界还处于起步阶段,而将教学理念和教学过程联系起来的研究还比较少。基于大学英语教学改革和目前教学状况的需要,本文作者以问卷调查了两位英语教师的教学理念,以课堂观察工具评估了其教学过程,以考试成绩检测了其教学效果,发现以学生为中心的教学理念更能增强课堂的互动,培养学生语言的运用能力,而积极的互动又促进学生的二语习得。不同的教学理念,对教学过程和教学效果有不同的影响。 相似文献
19.
‘校企合作“是高职”双师型“师资队伍建设的重要途径 总被引：9，自引：0，他引：9
“双师型”师资队伍的建设是高等职业技术教育发展的关键。高职院校与企业建立“产一学一研”结合的合作关系,将教师派到企业参加实践,聘请企业人员任兼职教师及与企业合作进行科研及项目开发,对于建设高素质的“双师型”师资队伍,进而推动学校的改革与发展,是十分必要的。 相似文献
20.
对H市280名初中教师进行教学民主观问卷调查发现:初中教师最认同的教学民主观是"教学民主的核心是尊重学生的人格、个性、差异等";初中教师认为课堂教学对推进教学民主最重要;不同年龄的教师对备课环节对于教学民主的重要性认知差异显著,不同任教科目的教师对作业布置与批改环节的重要性认知上差异显著。为树立正确的教学民主观,应该在充分考虑教师年龄、任教科目差异的基础上,普及教学民主知识、丰富教师对教学民主的认识,多角度审视教学民主,以课堂为主阵地推进教学民主。 相似文献