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1.
《佳木斯教育学院学报》2015,(12)
大学英语四六级考试作为全国范围内的国家大型英语考试,由于其作为评测各高校大学英语教学水平及学生英语学习水平的量度标尺,一直备受高校教务行政部门和大学英语教师的关注。本文从大学英语四级考试对教学的反拨效应角度入手,对大学英语四级考试对于新疆地区高校在校生的英语学习产生的作用及对大学英语教学所带来的影响进行初步调查和探讨,以达到了解四级考试对于大学英语教学组织及学生学习情况的反拨效应的目的。 相似文献
2.
评大学英语四级考试题型的新变化长春邮电学院姜淑芬，王淑娟全国大学英语四、六级考试委员会决定，从１９９６年三月的全国大学英语四级考试开始，陆续采用各种新题型．采用新题型的目的是为了使各校在教学中更重视培养学生的英语能力，更重视教学本身，把精力放在课堂教... 相似文献
3.
贾永妍 《佳木斯教育学院学报》2013,(4):179-180
反拨效应是指测试对教师的教和学生的学产生的影响。学生是大学英语教学的主体,是大学英语四级考试的直接参与者和受影响者,因此从学生的角度研究大学英语四级考试的反拨效应具有重要意义。研究结果表明,大多数理工科学生对四级考试及其各项措施都持有积极肯定的态度,但对其了解和熟悉程度仍急需提升。新大学英语四级考试对理工科学生大学英语学习的诸多方面产生不同程度的反拨效应,但正面的反拨效应明显大于负面的反拨效应。 相似文献
4.
《校园英语(教研版)》2015,(18)
新题型大学英语四级考试取消了对词汇的直接考查,这使得很多学生对平时的词汇学习感到无所适从,从分析新题型大学英语四级考试对词汇测试的要求入手,探讨词汇教学与新题型大学英语四级考试的联系与意义,得出在新要求下,教师更应该采取合理的词汇教学策略和技巧,帮助学生有效地记忆单词,适应新题型。 相似文献
5.
杨志豪 《邵阳学院学报(社会科学版)》2008,7(4)
新题型大学英语四级考试取消了对词汇的直接考查,这使得很多学生对平时的词汇学习感到无所适从,从分析新题型大学英语四级考试对词汇测试的要求入手,探讨词汇教学与新题型大学英语四级考试的联系与意义,得出在新要求下,教师更应该采取合理的词汇教学策略和技巧,帮助学生有效地记忆单词,适应新题型. 相似文献
6.
《校园英语(教研版)》2016,(21):44-45
大学英语四级考试是大学期间学生英语语言测试的一种重要手段,该手段不仅对学生的的英语学习意义重大,同时也对教师的英语教学具有多方的影响力。2013年12月,大学英语四级考试实现了改革,翻译测试成为改革的焦点内容,这对大学英语翻译教学无疑具有强大的反拨作用。翻译测试改革不仅仅是形式上的改革,更对学生的翻译学习以及教师的翻译教学具有指导与借鉴意义。本文阐述了反拨作用内涵,并阐述了四级考试改革之于翻译教学的反拨作用,最后提出有效的翻译教学策略,以飨读者。 相似文献
7.
霍晓静 《湖北广播电视大学学报》2013,33(2):110-111
大学英语四级后的教学到底该如何进行一直是困扰大学英语教师的一个问题。本文从一项对宿迁学院学生的问卷调查入手,对四级后学生的学习现状进行了调查分析。从后续课程设置角度看,目前的四级后大学英语教学己经不能很好的满足学生的学习需求。而多样化的四级后续课程设置既能满足学生的学习需求,也能很大程度上提高学生的语言应用能力。 相似文献
8.
随着网络化时代的到来,教育技术的应用,尤其是近年各高校学分制的大力推行,网上评教已成为高校学生评教的主要手段和对教师评价的一种有效途径.班级规模、教师职称、课程性质等各种外在的背景因素,都可能影响学生对教师教学效果的评价.文章以学生网上评教为切入点,调查分析大学英语教师课堂教学质量的现状,论述建构大学英语教师课堂教学质量的有效监控机制. 相似文献
9.
传统“大学英语写作”课程以教师评价为主,对于提高学生写作水平、写作课程参与度及积极性收效甚微。有鉴于此,基于Peerceptiv互评网络平台,构建基于师生合作互评的“大学英语写作”混合教学模式,以12名非英语专业大一学生为实践对象,践行“学生中心,产出导向,持续改进”的教学理念。研究表明,混合教学模式下学生互评加教师评价能显著助推不同水平学生提升英语写作能力,提升学生参与度和收获感,凸显学生主体作用,规避了传统英语写作课程“填鸭式”“满堂灌”教学的弊端,减轻了教师的批改负担,提高了教学效率,实现了“以评促学,以评促教”的“评、教、学”的有机融合。研究结果以期对“大学英语写作”教学模式改革提供可资借鉴之处。 相似文献
10.
侯春杰 《集美大学学报(教育科学版》2014,(1)
结合量化和质性研究方法,对某二本高校通过全国大学英语四级考试的学生进行英语学习情况调查。结果显示,通过英语等级考试和获得英语学分是学生学习的主要动力来源。取得相应的证书和学分后,学习动机随之下降。其次,学生的自信心越强,自我认同度越高,学习积极性也越高,学习行为更持久,学习效果也更明显。对于已经通过四级考试的学生来说,在学与不学之间做选择的时候,外部因素,如学校制定的"大学英语免修"政策,在某种程度上起了决定性的作用。 相似文献
11.
This study was conducted in order to determine the beliefs of students and teachers in different levels of education about
their communicative competences. The study group of this research is consisted of 600 secondary school, high school and undergraduate
students and 41 of their teachers. In this study, it is observed that not a significant correlation at a considerable degree
exists in the communicative competences of students with their teachers, who are from different nationalities, gender and
levels. Furthermore, regarding students, educated at different levels, no relation has been observed in their communicative
competences with their teachers. Moreover, while students consider their communicative competences with their teachers to
be moderately adequate, teachers consider their communicative competences with their students to be adequate in general. 相似文献
12.
Research has shown that high expectations of teachers about their students’ academic development have a positive influence on how these students actually develop. Therefore, when aiming to improve students’ learning results it is essential to know how teachers think about their students’ abilities. The present study was meant to investigate what perceptions primary school teachers in special education have of their students’ potential in mathematics and what possibilities they see to reveal this potential. Data were collected through an online questionnaire. Surprisingly, the responses showed that, although the teachers teach students with low achievement scores in mathematics, most of the teachers were positive about the mathematical potential of their students. The teachers often attributed unused potential to causes outside the student and they underpinned this view with observations from school practice. The article concludes with discussing the consequences of these findings for the professional development of teachers. 相似文献
13.
The present study explored the link between teachers’ perceptions of students’ problem behaviours, their emotional reactions, and their likelihood to help such students. One hundred and thirty five teachers responded to four written vignettes which depicted students with either aggressive or withdrawal behaviours. The effects of teacher gender and the nature of problem behaviours in male and female students on teacher's willingness to help were also explored. Results showed that teachers were least sympathetic and most angry with aggressive students. These students were more likely to be held responsible for their behaviours. Teachers were, however, willing to help all students regardless of their problems. Female teachers were more willing to help students than male teachers. The results supported the “empathy‐altruism” hypothesis with regard to helping behaviour. The influence of role expectation of teachers in the context of Chinese culture was also discussed. 相似文献
14.
运用<大学教师教学效果评价问卷>(学生用)进行调查分析,探讨师生性别因素及认知方式对评定教师教学效果的影响.结果表明:理科大学生和文科教师的性别因素对评价教学效果的影响很大,男生的打分高于女生,男教师在总分以及学习价值感等四个因子上的得分高于女教师.理科大学生与文科教师的不同认知方式对教学评价的主效应显著:场依存型教师得分最低,场独立型教师得分最高;场中间型学生给老师打分最高,场独立型学生打分最低. 相似文献
15.
黄俐 《邢台职业技术学院学报》2014,(4):4-7
在大学英语课堂教学实践中,一直存在着教师对阅读教学的本质理解不够深刻和学生英语阅读成效低下的问题。因此,在阅读教学过程中一定要体现师生的双主体性,即明确师生两个主体的辨证关系,把教师的"教"和学生的"学"统一起来,注重师生间的交往互动,教师不但要教会学生独立的阅读方法和技巧,也要培养学生对阅读的兴趣,调动学生阅读的积极性,最终提高英语阅读的水平和效率。 相似文献
16.
Sixteen deaf high school students and nine of their teachers, two deaf and seven hearing, were interviewed for their perceptions of the interest and difficulty of three types of text. Students read and retold the texts and reported on their use of metacognitive strategies and comprehension monitoring and assessment. In this paper, we compare the perceptions of the teachers and students. The teachers in this study underestimated the extent to which their students could comprehend independently, often based on insubstantial evidence. The text perceived to be most difficult by both teachers and students was also considered the most interesting to students, but not to teachers. This text also fostered the greatest use of a variety of metacognitive strategies, suggesting that difficult materials should not be avoided or simplified for deaf students. 相似文献
17.
如何培养学生学习数学的兴趣 总被引：1，自引：0，他引：1
冉红 《安阳师范学院学报》2000,(4):122-123
介绍了培养学生学习数学兴趣的方法：重视新课导入,激发兴趣;建立师生感情,增进学生对数学教师的信任;严格要求,巩固兴趣,培养学生积极主动。 相似文献
18.
Susanne Schwab 《教育心理学》2019,39(1):4-18
This study aims to show the importance of explicitly identifying student-specific teachers’ self-efficacy. Data from 43 regular teachers who rated their self-efficacy towards 611 fourth-grade students from inclusive classes in Austria were analyzed. In addition, 15 regular teachers and 15 special needs teachers rated their student-specific self-efficacy levels of 136 students. Teachers’ sense of self-efficacy towards individual students was assessed using a short, adapted version of Tschannen-Moran and Woolfolk Hoy’s Teachers’ Sense of Efficacy Scale. Results of multilevel-regression analysis showed that the higher the teachers’ general self-efficacy the higher was their student-specific self-efficacy. In addition, teachers’ student-specific self-efficacy was lower for students whose special needs regarded learning or behavioural and emotional disorders. The outcomes of the study imply that measuring teachers’ self-efficacy specifically for individual students compared to a teachers’ general self-efficacy towards inclusion is an important addition to previous research. 相似文献
19.
《Journal of moral education》2012,41(1):99-115
This is a study of teachers’ modelling of civic virtues in the classroom. It focusses on three virtues of good citizenship: justice, tolerance and solidarity. The aim is to explore the extent to which teachers can be regarded as models of these virtues. Questionnaires were developed for both students and teachers. Factor analyses showed that the three virtues could be empirically distinguished in teachers’ behaviour. The students rated their teachers higher on the justice and solidarity scales than on the tolerance scale. The teachers rated themselves as less just, but more tolerant than they were rated by their students. Furthermore, the correspondence between students’ perceptions and teachers’ self-ratings was not high: correlations were only found between ratings of teachers’ level of justice. The results of the study indicate that teachers need to become more aware of their exemplary function and the way they are perceived by their students. 相似文献
20.
《The Journal of educational research》2012,105(3):187-194
AbstractOne key to effective teaching is the ability to identify and understand the different ways students process information and acquire skills. The purpose of this study was to examine experienced and preservice teachers’ ability to diagnose student learning-style preferences. The subjects were 15 pairs of physical education teachers and their student teachers and 5 randomly selected students from each school site. To determine student learning styles, students completed the Canfield Learning Styles Inventory, and corresponding teachers and student teachers completed the Canfield Learning Styles Profile Assessment on each of their 5 students. The relationship between preservice/experienced teachers’ perceived scores and the students’ actual learning style scores was analyzed by the Pearson product-moment correlation technique. The results indicated that a wide variety of learning styles existed among the students and that neither experienced nor preservice teachers accurately diagnosed the learning styles of their students. The implications of this study are twofold. First, if teachers are going to make informed decisions about the teaching process, then they need to know the learning styles of their students. Second, information about learning styles should be included in the curriculum of professional preparation programs. 相似文献