共查询到20条相似文献，搜索用时 234 毫秒
1.
交际法也叫功能法（Functional Approach）或意念（Notional Approach）交际法,是70年代根据语言学家海姆斯（Hymes）和韩礼德（Halliday）的理论形成的,是全世界影响较大的外语教学法流派。交际学派认为：语言教学的目的是培养学生使用目的语进行交际的能力,语言教学的内容不仅要包括语言结构,还要包括表达各种意念和功能的常用语句。交际法重视培养学生的语言能力,采用真实、地道的语言材料,主张句型加情景来学习语言,鼓励学生多接触和使用外语。 相似文献
2.
崔洁 《宿州教育学院学报》2006,9(2):81-83
交际法是一种以培养交际能力为根本目的的英语教学法。掌握一门语言就是掌握一种交际能力,交际能力包括语法能力、社会语言能力、语篇能力和策略能力,其核心是把语言作为一种交际工具来教、来学、来使用。在交际教学活动中,教师的角色定位关系到交际教学思想能否在教学实践中得以实现。因此, 英语教师应该深入了解交际教学法,在课堂教学中应遵循交际原则,做好教师角色定位,以培养学生的交际能力。 相似文献
3.
赖秋香 《闽西职业技术学院学报》2011,13(2):88-91
在商务英语口语教学中,针对商务英语口语教学内容和高职学生的学习特点,应用任务型教学法并充分考虑任务设计原则,可以使学生在模拟商务活动中学习目的语并应用目的语解决问题。任务型教学法可以通过完成任务培养学生学习商务英语口语的积极性,提高高职学生的商务英语口头应用能力和交际能力。 相似文献
4.
20世纪90年代,翻译教学法（translation teaching approach）在中国盛极一时,当时与之并行的就是语法教学（grammar teaching approach）,以至于很多中学生习惯语法教学和翻译教学。21世纪翻译教学法的弊端逐渐显露,诸如：实用性不强、学生口语交际能力欠缺、＂高分低能＂等。于是,交际教学法（communication teaching approach）应运而生,交际教学法主要体现了学习语言的目的,即,把语言运用在日常生活中。 相似文献
5.
高职英语专业培养的是能熟练运用英语从事相关工作的高等应用性专业人才。目前,高职口语教学仍然采用话题讨论、句型训练等传统教学模式,忽视岗位交际能力培养。＂模块化、递阶式＂口语训练模式将口语教学内容进行重组,形成四个训练模块,有针对性地培养学生的英语口语交际能力。 相似文献
6.
培养运用目的语进行交际的能力是第二语言教学的目的。在第二语言的课堂教学中,如何对学生进行交际训练是第二语言教学研究的一个重要问题。板块教学法是作者在把汉语作为第二语言教学的课堂教学中创造的对学生进行言语能力和言语交际能力的培养、训练学生连贯表达能力的一种新的方法。本文主要介绍板块教学法的具体操作方法和操作过程。 相似文献
7.
潘文晗 《吉林广播电视大学学报》2007,(4):74-76,82
英语交际教学法注重学生语法能力、语用能力、语篇能力及策略能力的训练,强调语言的意义和运用.本文从交际教学法的理论出发,探寻实施交际教学法的基本原则和教学组织模式,指出基于任务的交际教学法能有效培养学生在英语语境下的交际能力. 相似文献
8.
多年来,中专英语教学一直是“重语言知识的传授,轻言语技能的培养”。近年来虽有教师试图打破这种局面,探索新的教学法,但仍处于一种迷惘状态。中专英语教学大纲指出:英语教学目的是对学生进行听说读写的基本训练,培养学生各项语言技能。采用什么教学法才能达到教学大纲这一要求?本文就改进英语教学法谈些粗浅的看法。 一、语言知识的传授和语篇教学相结合 传授语言知识指的是教外语的语言材料,言语技能的形成是学习外语进行言语交际的过程。语篇教学在这一过程中起着促进的作用。现时中专英语课堂教学仍是以讲授语言知识为中心的模式。这种教学体现为词汇用法解释、句子翻译、难句解释及句型操练。这是一种语言形式的教学,在外语学习中是很有必要的,因为语言知识是基础,没有扎实的语言知识基础,就谈不上进行言语交际活动。但课堂上语言点解释过长,句型操练过多会成为一种机械枯燥的活动。语言形式只有在语篇环境中才有其交际的意义,在形成交际能力的过程中被理解、吸收和利用。在这一过程中,语篇教学融汇语言知识的传授才能产生上述的效果。 相似文献
9.
杨华 《赤峰学院学报(自然科学版)》2012,(15):247-249
Swain的输出假说理论认为输出在二语学习中具有重要作用．交际式英语教学法是一种将培养语言交际能力作为语言教学目的的语言教学方法．本文介绍了输出假说理论和交际式教学法,探讨了基于输出假说理论的交际式教学法在大学英语口语教学中的实际运用和操作． 相似文献
10.
近年来,随着外语教学研究的进一步发展,教学法专家强调学习者接触各类语言材料,并在课堂中广泛进行交际实践,使外语课堂教学与交际法教学融为一体。活动教学法应运而生。它的出现增强了交际教学的活动,推动了交际教学法的进一步发展。本文初略探讨如何在英语阅读课堂教学中运用活动教学法原则进行语篇教学,以及怎样培养学生的综合语言能力和交际能力。一、活动教学法概述活动教学法的中心词是“活动”———activities。活动教学法是交际教学法的主流学派之一。活动教学法有两个层次上的意义:宏观层次和微观层次。宏观层次是教学大纲设计的… 相似文献
11.
微格教学课程、教材、教法的研究与实践 总被引：1，自引：0，他引：1
何明初 《黄冈师范学院学报》2002,22(5):81-84
作为微格教学这项研究和实践的基础性工作，师范生教学技能培养不是囿于一般课堂教学场面的需要，而是根据初中英语教学目的，学生的学习规律，先进的课堂教学模式和教学原则确定的，通过这些技能训练的新教师使初中英语教学发生了很大变化，微格教学培养了一大批优秀英语教师。 相似文献
12.
金耀民 《黑龙江教育学院学报》2005,24(4):45-47
在阅读教学中,应自觉运用情知对称原理,发掘施教媒介的情感因素,向学生施加审美影响,开启其内在情智。而导读题设计是重要的施教媒介,是培养学生审美能力的有效手段。因此,在教学过程中,应以导读题的设计创设教学情境,激发学生的审美情感,使教学过程具有审美意味,即追求导读题设计的审美化。审美化的导读题设计,应遵循形象性、情感性、交流性、创造性等原则。 相似文献
13.
彭康洲 《内江师范学院学报》2006,21(1):114-117
大学英语任务型课堂设计应体现如下原则:兼顾封闭式和开放式任务;形式和功能并重,以建构意义;让学习者最大化地接触真实的语言并自由地使用语言,并尽量地以学习者的个人经验为基础,以提高他们的兴趣,让他们与目的语材料产生共鸣;针对不同的学生设计不同的任务;最大化地涉及到教育的过程。设计课堂任务时必须兼顾学习策略和跨文化能力的培养,必须实行个性化教学,必须保证教师足够的授课时间,在教师的引导下,帮助学生形成自主的学习能力。 相似文献
14.
Understanding signed quantities and its arithmetic is one of the challenging topics of middle school mathematics. The specialized content knowledge (SCK) for teaching integers includes understanding of a variety of representations that may be used while teaching. In this study, we argue that meanings of integers and integer operations form the foundation for the construction of SCK about representations used to teach integers. We report that teachers’ concerns about teaching the topic of integers implicate issues of meaning, although this may not always be explicitly acknowledged by teachers. We develop a framework of integer meanings synthesizing previous research, and describe how the framework allowed teachers to investigate a wide range of representations including contexts and thereby construct SCK in a professional development setting. Teachers constructed SCK by connecting various meanings of integers with one another and with representations including contexts. Teachers made two important shifts, from exclusively using the state meaning of integers to including the application of change meaning to representations and from exclusive use of formal models to including contexts to teach integer addition and subtraction. An implication of the study is that frameworks of meaning for key mathematical topics could be an important component of pre- and in-service teacher education. 相似文献
15.
Anders Jonsson Christian Lundahl Anders Holmgren 《Assessment in Education: Principles, Policy & Practice》2015,22(1):104-121
This study reports on a large-scale implementation of Assessment for Learning (AfL) in a Swedish municipality. The implementation was founded on two principles: (1) teaching should be informed by educational research; (2) to be successful teachers’ professional development needs to be based in everyday classroom practice. From these principles, AfL was chosen as a strand of educational research to inform teaching and ‘Teacher Learning Communities’ were chosen as a vehicle for professional development and for implementing AfL practices. Findings indicate that the project has been successful in bringing about a change in how teachers talk about teaching and learning and in changing teachers’ pedagogical practice towards AfL. Findings also suggest that AfL practices are mostly teacher-centred, which means that the teachers still take most of the responsibility for the assessment. This leads to high workload for the teachers and may also hinder students from taking responsibility for their learning. 相似文献
16.
In chemical education, many secondary school students experience difficulties in understanding three mutual related meanings of topics, that is, the macroscopic meaning, the microscopic meaning, and the symbolic meaning. As a consequence, student teachers should be prepared carefully to learn how to teach this difficult issue. This article presents a naturalistic case study of the development of eight student teachers pedagogical content knowledge (PCK) of the multiple meanings of chemistry topics. The student teachers (all M.Sc.) participated in a teacher education program of which the initial phase focused on learning from teaching instead of learning of teaching. They were asked individually to choose and teach a chemistry curriculum topic with a focus on the macro-micro-symbolic issue. Research data were obtained by interviewing the student teachers individually before and after the lessons. The outcomes indicated a development of student teachers knowledge of teaching difficulties, for instance, too fast and mainly implicit reasoning between macro- and micro-meaning, and a dominant orientation towards the micro-meaning of topics. A development of knowledge of students difficulties was also indicated, for instance, difficulties in understanding the macro- and micro-meaning of reaction equations. Implications for the follow-up phases of the program are presented. 相似文献
17.
梁维科 《南昌教育学院学报》2012,(1):42-43
《原理》课教学要实现"有针对性"地回答大学生关心的重大问题,就要在教学中处理和把握好社会热点问题。这既是马克思主义题中应有之义,也是帮助大学生从整体上理解马克思主义,完成教学目标的基本要求。社会热点问题的选择应该立足大学生最关心的,同时也是课程不能回避且必须认真回答的带有方向性的问题。在解答《原理》课中的社会热点问题时,教师要遵循一定的方法和原则,比如要充满信心地履行职责、实事求是地答疑解惑和不失方向地进行理论创新等。 相似文献
18.
我们需要怎样的教学原则——教学原则研究的困惑与质疑 总被引：4，自引：0，他引：4
如果我们想通过教学原则达到规范教学活动的目的,使教学原则具有约束教学行为的能力,那么我们必须首先保证教学原则的确立者即是教学原则的真正践行者,或者说只有真正的教学践行者才有资格成为教学原则的确立者。教学原则是教学活动的规范,而规范永远不能成为教条,因为任何真正有效的规范,不仅有“法”的意义,更有其伦理的意蕴。教学理论研究者的工作不是去宣布一套套教学原则或者为某些教学原则做出所谓“理论上”的辩解或辩护,而应当深入到现实教学活动中去,帮助教师并与教师一起逐步制定和确立具有自身独特个性的教学原则,开发有效的教学策略,提高教学质量。 相似文献
19.
Just as scientific knowledge is constructed using distinct modes of inquiry (e.g. experimental or historical), arguments constructed during science instruction may vary depending on the mode of inquiry underlying the topic. The purpose of this study was to examine whether and how secondary science teachers construct scientific arguments during instruction differently for topics that rely on experimental or historical modes of inquiry. Four experienced high-school science teachers were observed daily during instructional units for both experimental and historical science topics. The main data sources include classroom observations and teacher interviews. The arguments were analyzed using Toulmin's argumentation pattern revealing specific patterns of arguments in teaching topics relying on these 2 modes of scientific inquiry. The teachers presented arguments to their students that were rather simple in structure but relatively authentic to the 2 different modes. The teachers used far more evidence in teaching topics based on historical inquiry than topics based on experimental inquiry. However, the differences were implicit in their teaching. Furthermore, their arguments did not portray the dynamic nature of science. Very few rebuttals or qualifiers were provided as the teachers were presenting their claims as if the data led straightforward to the claim. Implications for classroom practice and research are discussed. 相似文献
20.
中小学信息技术教师专业成长的校本培训探析 总被引：1，自引：0，他引：1
课程改革呼唤中小学信息技术教师的专业成长。教师的专业成长需要教师进行理论学习、反思教学与校本教研。校本培训整合了三者的关系，是信息技术教师专业成长的有效途径。本文基于信息技术教师专业成长的需要，对校本培训的内容、原则及模式展开初步探讨。 相似文献