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金鑫 《三门峡职业技术学院学报》2006,5(3):15-16
在英语写作教学中,激发学生英语写作的兴趣,重点把握写作过程的主要环节,是实施高职英语写作教学、切实提高学生英语写作水平的有效途径。 相似文献
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本文通过对高职英语写作现状的分析,提出了英语写作教学也需要兴趣教学．并从五个方面具体介绍了写作教学中激发学生英语写作兴趣的方法。 相似文献
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高职英语写作教学改革中的一个首要问题,是如何克服学生对写作的畏难甚至恐惧心理,增强他们的写作动机和自信心。本文从加强写作基础知识教学,传授英语写作技巧,激发学生的写作兴趣、运用计算机、网络辅助写作教学、在批改中提高高职学生的英语写作能力和学习热情、培养学生演讲式的表达能力,使学生英语写作更具有层次性与条理性等方面的创新来改革高职英语写作教学,从而帮助学生完成从痛苦写作到快乐写作的飞跃,开发学生的写作潜能,提高他们的写作水平。 相似文献
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由于英语写作一直没有得到学生的重视,学生写作的能力和水平普遍不高。本文在叙述目前高职院校英语写作教学存在的问题后,提出了提高高职高专学生英语写作兴趣的方法。希望能够通过激发学生写作的兴趣,达到提高学生写作能力和水平的目的。 相似文献
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徐蕾 《黄冈职业技术学院学报》2012,14(5):55-57
由于高职学生的英语基础薄弱,缺乏写作知识和技巧,学习动机不强,导致了英语写作教学客观上存在一些难度。然而,如果老师在课堂上合理地运用一些教学的策略,就能够激发学生的写作兴趣,帮助学生树立信心,并提高英语写作水平。 相似文献
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本文分析了高职院校英语写作教学中使用合作学习法能够有效提高学生的写作能力,激发学生的学习兴趣,有助于培养学生团队合作的意识,并论证合作学习法可以在高职英语写作中推广使用。 相似文献
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英语课程是高职教育中一门必修的基础课程,应用英语写作,是学习英语必须具备的一项基本应用技能,目前高职院校的英语写作教学中,存在着多种问题。英语写作中使用合作学习法能够有效地提高学生的写作能力,激发学生学习英语的兴趣,并有助于培养学生团队合作的意识,可以在高职英语写作中推广使用。 相似文献
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正英语写作是初中英语教学的重要组成部分,是学生英语综合素质的重要体现,但也是师生头疼的问题,学生觉得太困难,有厌烦心理,教师则感觉讲了很多遍,学生的写作水平却没有提高。那么,在日常教学中,英语教师该怎样做才能提高学生的英语写作能力呢?一、激发学生的写作兴趣,增强学生的自信心兴趣是最好的老师。学生不愿意进行英语写作的重要原因就是学生没有兴趣。甚至有学生说:"汉语写作文我还没写好呢,还让我用英语写,更写不出来。"由此产生的厌烦心理导致学生根本听不进教师的讲解,造成教学效率低下,学生的学习水平得不到提高。因此,教师必须要激发学生的学习兴趣, 相似文献
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Pietro Boscolo 《European Journal of Psychology of Education - EJPE》1991,6(2):167-174
The role of context variables is emphasized in recent research on writing, from which a great variety of meanings of the word ‘context’ emerges. The aim of this paper is to investigate some aspects of the identification of context variables in writing research by focusing on three main functions of context:
- context as a condition for communication, i.e. the ground the writer creates in order to communicate with the reader
- context as task environment, i.e. the situational variables (task objectives, motivational aspects, media, etc.) which can influence the writing process and/or product
- context as an interactive framework, i.e. context as constituted by what people are doing, as well as by when and where they are doing it.
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Alfredo Ardila 《Reading and writing》1989,1(3):195-200
Summary The case of a left-handed female patient is described who presented serious problems in learning how to write during childhood, particularly in relation to directionality and letter sequence. The patient then learned to write correctly with her left hand, but practiced and maintained her ability to write backwards (from the last letter to the first). Implications of the case are discussed.Send Correspondence to Dr. Alfredo Ardila, Miami Institute of Psychology of the Caribbean Center for Advanced Studies, 8180 NW 36 Street, Second floor, Miami, Florida 33166-6612. 相似文献
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张丹丹 《佳木斯教育学院学报》2014,(1)
针对《高等学校英语专业英语教学大纲》对英语专业学生不同阶段的写作要求,笔者决心将合作学习运用到英语基础写作中,要求学生在写作过程中进行合作,并试图证实合作学习的实施能够显著提高学生的英语短文写作水平,增强写作动机和兴趣。 相似文献
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《佳木斯教育学院学报》2016,(3)
英语写作一直都是语言学习者难以把握的一项,也是英语教师在教学中的重难点。在实施过程中,英语写作教学的效果不尽人意,大部分教师依然运用写作教学法,学生欠缺有效的写作方法,因此提高英语写作能力还需假以时日。在本文中,笔者运用先进的教学理论进行试验探究,希望能够研究出英语过程写作教学的有效课堂,探究出一系列可以有效提升课堂写作教学的方法,从而达到"有效教学"的目标。 相似文献
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何希农 《佳木斯教育学院学报》2011,(4):192-192
提起写作文,一部分学生就怕写甚至个别学生拒写,即使写也东抄西凑,缺乏文采,不够深刻,主要原因是无话可说,没有写作的材料,真是"巧妇难为无米之炊"。要想让学生克服怕写作文的念头,提高写作能力,就必须调动学生写作的积极性,多积累写作素材,让其在写作实践中体会到写作的乐趣,进而提高写作能力。 相似文献
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John Vincent 《Literacy》2006,40(1):51-57
Multimedia has had a widely recognised impact on society, but it is still under‐represented in the literacy pedagogies of many schools. This may relate to the way we view assessment for literacy, which is still almost wholly monomodal. Students assessed at a low level as producers of verbal text may respond positively when working multimodally, but the only assessment instruments we have do not reveal this. In a class of 26 ten‐year‐olds in Victoria, Australia, with rich access to computers, five children performed at a very low level when working with verbal expression only, but responded remarkably when invited to work multimodally. A programme of text production was monitored and the results analysed, progressing from handwritten monomodal work, through stages of multimodality to full multimodal expression. The results suggest strongly that some children need multimodal scaffolding in order to communicate complex ideas effectively. This, however, requires an acceptance of multimodal texts as part of the primary literacy curriculum. It is therefore suggested that assessment of multimodal composition, both narrative and other texts, should be developed to help teachers accept the value of introducing multimodal literacies into the classroom. 相似文献
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Rachel Rimmershaw 《Instructional Science》1992,21(1-3):15-28
This article explores some relationships between collaborative writing practices and writing support technologies. It attempts to illustrate the range of ways in which technologies are used. It examines the relationships of particular technologies and practices with how the writers view the process in which they are engaged. The implications of the findings for thinking about the role of computers in supporting writing, and facilitating collaborative writing in particular, are discussed. 相似文献
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Students' use of writing strategies and their English writing achievements in Taiwan 总被引：1，自引：0，他引：1
Shih-Chieh Chien 《Asia Pacific Journal of Education》2012,32(1):93-112
The purpose of this study was to explore the role of students' use of writing strategies in light of their English writing achievements in Taiwan. This research used a cognitive approach to examine the process of writing. Forty student writers (including 20 low and 20 high achievers) in Taiwan participated in this study. Strategies used for writing by high and low achievers as revealed by a concurrent think-aloud protocol and immediate retrospective interviews with students were investigated, analysed, and compared. Results indicated that compared to low-achieving student writers, high-achieving student writers were more aware of and focused more on formulating their position statement in planning, generating text, and revising and editing their text, such as changing the meaning and fixing grammatical and spelling errors during their review. The findings are discussed in light of writing strategies and implications for writing pedagogy and teacher education. 相似文献
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苑丽英 《河南科技学院学报》2010,(9):109-112
在过去的二十年中,中国的非英语专业大学生在英语学习方面取得了巨大的进步。然而英语写作方面的现状却不容乐观,这种写作能力必然影响他们在学习和工作中的成功交际活动。为改变这一现状,文章对两种普遍的写作教学法（结果法和过程法）进行了对比实验研究,旨在探究一种适用于英语综合水平较差的非英语专业大学生的写作教学法。 相似文献