论图式论及其对英语阅读教学的指导意义     

孟凡韶 《许昌学院学报》2001,20(1):121-124

认知心理学家所提出的图式论,为探讨英语阅读教学过程中背景知识与语言理解之间的关系提供了一个很好的理论框架.本文根据该理论,从阅读理解的角度分析了图式论对话语理解的认知性解释,论证了图式论与阅读理解是一个相互制约的过程,阐述了图式论对现代英语阅读教学的指导意义.  相似文献   

阅读教学的问答对话结构     

蒋成瑀 《浙江教育学院学报》2005,(3):1-6

阅读教学是问答对话的交流活动.问题源自文本,师生在与文本的对话中寻找答案,并置入新问题;在教材编者、师生、生生之间的多元碰撞交流中,获得意义的创造.  相似文献   

Knowledge of the alphabet and explicit awareness of phonemes in pre-readers: The nature of the relationship     

Rhona S. Johnston  Marjorie Anderson  Christopher Holligan 《Reading and writing》1996,8(3):217-234

This study was carried out to examine the extent to which preschool children are aware of the phonemic structure of the spoken word and to investigate how they acquire that knowledge. The four year old non-readers carried out a battery of takss designed to assess product name reading ability, knowledge of the alphabet, rhyme skills and explicit phonemic awareness ability. There was evidence that they generally acquired knowledge of the alphabet before they showed explicit phonemic awareness ability. Fixed order regression analyses showed that ability to read and write the alphabet generally accounted for unique variance in phoneme awareness and product name reading ability over and above that accounted for by rhyme skills but that rhyme ability accounted for no unique variance beyond that accounted for by alphabet knowledge. Further analyses showed that alphabet knowledge also contributed unique variance to product name reading ability over and above that accounted for by phonemic awareness ability but that the reverse was not the case. It was hypothesised that many preschool non-readers may start to gain an insight into the phonemic structure of the spoken word by becoming aware of the connection between the sounds of letters in environmental print and the sounds of the spoken word.  相似文献   

对大学英语阅读课教学的思考     

景岚 《金陵科技学院学报(社会科学版)》2001,16(4):42-44

较为理想的阅读教学方法应全面考虑句法分析和篇章分析 ,从这一角度出发 ,该文作者提出了自己的设想  相似文献   

提高大学俄语阅读能力的实践与思考   总被引：1，自引：0，他引：1  

刘祥云 《黑龙江教育学院学报》2007,26(3):152-153

阅读能力的培养是大学俄语教学的重要任务。培养学生的阅读能力应贯穿于教学过程的始终,需要教师与学生紧密配合才能有效完成,二者缺一不可。  相似文献   

Supplemental reading strategy instruction for adolescents: A randomized trial and follow-up study     

Susan Chambers Cantrell  Janice F. Almasi  Margaret Rintamaa  Janis C. Carter 《The Journal of educational research》2016,109(1):7-26

In this study, the authors examine the impact of a yearlong supplemental reading course involving daily instruction in the learning strategies curriculum on lower achieving adolescent students' reading achievement and motivation. Using a multiple-cohort randomized treatment-control group design over 4 years, they compared achievement and motivation outcomes for 605 sixth-grade students who participated in the intervention with 530 students who did not participate and 593 ninth-grade students who participated in the intervention with 535 students who did not participate. Results indicated significant impacts of the intervention on reading achievement for ninth-grade students but not for sixth-grade students. Significant impacts on reading motivation were found for both sixth- and ninth-grade students. An exploratory follow-up study indicated potential benefits of a second year of intervention for sixth-grade students who are still low achieving after 1 year of intervention.  相似文献   

重新认识物理阅读能力     

卢慕稚  褚慧玲 《教育学报》2003,(8):35-37

文章对当前评价中出现的以阅读为基础的问题进行了分析 ,指出中学物理教学必须注重培养学生的物理阅读能力 ,进而提出改革中学物理教学的建议。  相似文献   

Effects of single‐case reading interventions for students with and at‐risk of emotional and behavioral disorders in grades K–12: A quantitative synthesis     

John William McKenna  Mikyung Shin  Michael Solis  Min Mize  Kathleen Pfannenstiel 《Psychology in the schools》2019,56(4):608-629

This study examined the effects of reading interventions from single‐case design studies for students with and at‐risk of emotional and behavioral disorders in grades K–12 using a quantitative synthesis. Seventeen studies met the selection criteria of having one more dependent variables meeting what works clearinghouse (WWC) design standards with or without reservations. Although students’ reading performance significantly improved from baseline to intervention phases (p < 0.001), the overall weighted average effect size was weak (Tau‐U = 0.58, 95% confidence interval = [0.54, 0.63]; d = 0.29); smaller effects were found on reading comprehension. Interventions were less effective for students in secondary grades, students with a comorbid disability, and students in substantially separate settings. While no studies meeting the selection criteria were conducted in inclusive settings, the teacher provided interventions were more effective than those provided by researchers suggesting the importance of the student–teacher relationship for reading instruction. Study limitations, areas for future research, and implications for school practices are discussed.  相似文献   

大学英语阅读课英汉对照教学探讨   总被引：1，自引：0，他引：1  

黎楠 《怀化学院学报》2007,(2)

阅读理解在4级和6级考试及考研测试中占有举足轻重的地位。根据图式理论,对大学英语阅读教学进行了英汉对照的探讨,以大学体验英语综合教程2为主,陪以英汉互译版本的参考书,象看英文字幕电影一样汉语与英语同时进行教学,通过调查问卷论证英语快速阅读的可能性。  相似文献   

Becoming Poetry Teachers: Studying Poems Through Choral Reading     

Gabrielle Cliff Hodges 《Changing English: An International Journal of English Teaching》2016,23(4):375-386

Abstract

The poet, Seamus Heaney, argues that transformations for both teachers and students may be engendered through recognising the connections and distinctions between the language of poetry and the language of everyday life. This article explores some of the ways in which choral reading of poetry, using multiple voices like musical instruments, may change student teachers’ perceptions of poetry. Five small groups of Secondary English student teachers on an initial teacher education Postgraduate Certificate of Education (PGCE) course constructed choral readings, each group working with a different poem. During the session, they wrote journal entries about how creating the readings and listening to other people led them to think differently about studying poetry with students in the classroom as future secondary English teachers. Several months later, a small voluntary group met to recollect the session and consider more critically the potential of choral reading as one possible approach to teaching poetry.  相似文献