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二、任务型阅读理解 任务型阅读理解题的出现与我国教育界流行的任务型英语教学趋势相吻合。该题型主要是应用文体裁——广告。主要考查考生在有限的时间内根据不同人的不同需要捕捉到相应的有效信息的能力。[第一段] 相似文献
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张琪 《韩山师范学院学报》2012,(2):77-83
近年来,英语语言教学的相关研究指出,通过对语言练习＂任务＂的特征和实施条件进行加工处理,可使任务参与者的注意力聚焦到语言使用的准确性、流利性和复杂性上。该文通过个案的设计与实践分析,探讨任务设计与实践结果之间的联系和影响。采用Ellis的描述框架对该任务的设计和特征进行了描述和解释,并预测了实践的效果;将任务的实践效果与预测效果进行比较后,分析差距,对任务设计进行相应的修改处理并进行二次实验;并在设计、实践、分析、修改、二次实践与二次分析的全过程基础上,对英语口语教学的任务设计提出了相关建议。 相似文献
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英国有个名叫“战争中的动物”的网站，上面记载着许多战争中让人难以置信的动物故事——
一只名叫“罗伯”的伞兵军犬曾在非洲和意大利战场上独自执行了超过20次跳伞任务，完成了一名优秀士兵都无法完成的任务； 相似文献
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<正>在盲校小学生的习惯养成中,班级卫生值日是重要抓手。但在具体实践中却问题频现,引人深思。整个二年级,仅倒垃圾这项任务就屡次换人,阻力重重——“老师,能否别再让小魏倒垃圾了？她眼睛不好,处处不如人,平常在家里我们都舍不得让她干活！”“老师,小姚身体弱,因为垃圾不卫生,他倒垃圾这些天都生过几次病了。” 相似文献
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正接到学校任务——李端镇中心校四年级语文老师要"点菜",请我上一堂习作公开教学课,而且内容是他们已经上过而感觉效果不太好的"园地一"。由此经历了一次磨课过程。针对这个教学内容,针对接班上课,针对"二次"教学的实际情况。我开始了备课——既要落实本单元的训练要求,又要避免学生因为"炒冷饭"而产生的厌烦情绪。第一次教学设计很快出来了,但没有进行试讲。 相似文献
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本文在正定二次型的基础上定义了半正定二次型，并给出了半正定二次型的一些性质及其证明，最后用半正定二次型的有关知识解决了一类初等数学问题——不等式证明。 相似文献
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《中学课程辅导(初二版)》2003,(4):33-34
’科K萝 。 一 一’0” .… 一 一 一i 一 一 ’一’…、。制0’％铲√、 一、填空题1.①/瑟,②~/,丽,⑧√丢习④专以研中是最简二次根式的是——·(只填序号) 厂_2.若n”、“<”或“一”)8.rFl_=享+了焘+了斋+…+了赢一——·二、选择题1.下列二次根式中与√24是同类二次根式… 相似文献
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This paper presents evidence from an ESRC funded research study into the implementation of the Literacy Hour in small rural schools in England. It supports evidence from national UK data that progress in literacy was made during the first year in which the Literacy Hour was operative. However, evidence from this small‐scale study shows progress being different in each class. Evidence is also presented to show that reading scores provide only a partial picture and that progress in writing may be evident in different classes. It is argued that following the Literacy Hour is not enough but that how teachers teach and the tasks they set during this classroom time have implications for the kind of progress made. 相似文献
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The results are reported of a survey of the experiences of 101 primary school teachers of the newly introduced Literacy Hour. The teachers were asked about the training and preparation they had received, the implementation of the Literacy Hour, its effectiveness and how children with special difficulties are differentially affected. General comments were also sought and sufficient were made for other aspects of the Literacy Hour to be reported, such as ability differences, writing, children’s attitudes and differences between different school years. 相似文献
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Despite a professional rhetoric about the importance of consulting children, there is reason to think that many teachers continue to disregard children's views in their dayto-day practice. The Literacy Hour, with its detailed content and prescribed pedagogic structure, leaves teachers, teaching assistants and children very little room for comment or change. This article reports on a small-scale interview study involving 48 children. The study aimed to understand children's experiences of the Literacy Hour. It is suggested that their comments should serve to inform professional practice. They raise important considerations related to teaching and learning and also provide reasons for questioning if the hour is as complete an answer to literacy teaching as it is claimed to be. 相似文献
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Kate Wall 《Curriculum Journal》2013,24(3):233-246
This article investigates the policy of setting that is commonly being seen as an organizational tool for effective delivery of the National Literacy Strategy (NLS). It is suggested that teachers are finding the increased amount of whole-class teaching to a diverse range of abilities, as prescribed by the NLS, problematic. This case-study researches both teachers' and children's perspectives on the Literacy Hour as taught in mixed-ability classes and in sets. Reflective commentaries and pupil questionnaires were used to collect data over two years. The results indicate a complex range of issues, both pedagogical and organizational, which need be considered before setting can be promoted as a strategy for literacy delivery. I conclude that there is a need for urgent research into the effectiveness of setting as a means of teaching the Literacy Hour. 相似文献
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谭天 《首都师范大学学报(社会科学版)》2004,3(Z1):104-110
淘金热是阿拉斯加 (Alaska)城市兴起的最主要的原因。第一批欧洲人到达阿拉斯加前 ,此地的原住民仍然处于原始社会阶段。 1 741年 ,俄国人来到了这片土地。他们建立起星星点点的狩猎站和贸易站。 1 867年 ,美国从俄国手中购买了阿拉斯加。随后的几年间 ,这里并没有出现多少变化。不过 ,淘金热给阿拉斯加的命运带来了转机。 1 880年人们在朱诺(Juneau)发现了黄金 ,从而揭开了淘金热的序幕。分布广、产量大的金矿给这里带来了勃勃生机。城市在一夜之间兴起了。总之 ,淘金热点燃了阿拉斯加现代文明的火种。 相似文献
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Roger Beard 《Literacy》1999,33(1):6-12
This paper outlines some of the key influences on the development of the National Literacy Strategy. In particular, it concentrates on the influences of international data on reading standards, international analyses of school effectiveness and some sources which have influenced the main components of the Framework for Teaching which supports the Literacy Hour. Finally, it draws upon national inspection evidence that many schools are likely to have much to gain from adopting the Literacy Hour. This conclusion is supported by the highly significant gains in the achievement of over 7000 pupils which have been reported in the evaluations of the National Literacy Project (NLP), the initiative on which the National Literacy Strategy is based. The paper is based on a more detailed review of research and other related evidence (Beard, in press). 相似文献
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Jean H. Willis 《Community College Journal of Research & Practice》2013,37(6):475-478
Meridian Community College and Rush Health Systems are partners in delivering training focused on Rush's mission statement of hospital-wide commitment to “excellence in service management.” Rush and MCC have delivered customized classes in the following areas: medical billing, leadership management, computer training, admissions clerk, and system-wide customer service training. 相似文献
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Roger Harris 《Education 3-13》2013,41(1):53-56
Literacy teaching and learning in English primary schools has changed over the last few years. In particular the Literacy Hour has established more firmly a number of literacy activities such as shared reading and shared writing as well as creating a clear focus and time for literacy. However, it has also led, this article argues, to a devaluing of books, children and teachers. The Literacy Hour for the early years in Key Stage 1 may be too restrictive, formal and inappropriate for the youngest primary school children. 相似文献
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This paper reports on a study to examine whether the framework for teaching the Literacy Hour can provide an inclusive learning environment for pupils with special educational needs. Carol Miller, Penny Lacey and Lyn Layton, all members of the Inclusion, Special Education and Educational Psychology Group in the School of Education at the University of Birmingham, used a survey and case studies to provide examples of organizational strategies and activities in literacy teaching. The authors go on to evaluate the extent to which these approaches promote inclusion in the Literacy Hour. They conclude that, while most children were included, some were engaged in alternative activities which were, in reality, focused on the development of communication skills. The authors close their article with a call for further research. 相似文献
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The National Literacy Strategy (NLS) was introduced into schools in England in 1998 with the aim of raising the literacy attainments of primary‐aged children. The Framework for Teaching the Literacy Hour, a key component of the NLS, proposes an interpretation of literacy that emphasises reading, writing and spelling skills. An investigation of the Literacy Hour for pupils with a range of special needs raised questions about teachers' interpretation of literacy when children have severe and complex learning needs. The research suggested that a skill‐based view of literacy is limited and has the potential to exclude pupils who cannot access or produce written material by conventional means. These issues are discussed within the context of views drawn from contemporary literature. Implications for further research are identified. 相似文献