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关键词： 新课程   学生主体   结课艺术  

摘要： 也许是"万事开头难""良好的开端是成功的一半",让人笃信开,课很重要,所以老师们会绞尽脑汁地设计一堂课的导入,而对即将曲终人散的结课却一般不大重视,总是急忙草率收场结束手段随意、盲目,缺乏艺术构思。笔者通过几十年的教学经历结合新课标要求对初中英语课堂的结课艺术做了一点浅显的思考,希望通过各种形式活泼的结课活动推动课堂最后的精彩,激发兴趣,使学生对课堂教学回味无穷。

关键词： 英语文学   文学翻译   艺术语言  

摘要： 英语文学语言是一种文化表现形式,可以直接反映英语国家的政治、经济、文化等,因此对英语文学翻译中的艺术语言进行处理,可以更好地了解英语国家的政治、经济、文化,便于同西方国家进行更好的交流与沟通.基于此,本文对英语文学翻译中艺术语言的处理原则进行探讨,以供参考.

关键词： Language arts   Educational tests & measurements   English as a second language   Gender studies  

摘要： The purpose of this study was to investigate the impact of gender and ELL status in students’ performance, and to compare the consistency of the results of the differential item functioning (DIF) determining from applying Mantel-Haenszel (MH) procedure and the DIF results determining from applying item response theory (IRT)-likelihood ratio statistics. In literature, DIF has been applied as a statistical tool to investigate bias items against subgroups in a particular population and to evaluate the fairness and validity of the educational and/or psychological assessments. Gender and different linguistic backgrounds are the most studied variables in DIF literature. A version of an English language art test was examined for evidence of DIF based on gender difference and different linguistic backgrounds (ELL vs. non-ELL). DIF analyses were implemented through six sets: (1) gender differences (male vs. female), (2) ELL status (non-ELL students vs. ELL students), (3) gender within non-ELL group (male non-ELL vs. female non-ELL), (4) gender within ELL group (male ELL vs. female ELL), male cross linguistic background groups (male non-ELL vs. male ELL), and female cross linguistic background groups (female non-ELL vs. female ELL). The sample of this study consisted of students from 7th (N = 12,658) grade from 11 states who took the standardized English Language Arts (ELA) test based on common core state standards (CCSS) at the beginning of the 2014–2015 academic year. Data were analyzed using classical test theory (CTT) and IRT to detect DIF. The results revealed one DIF item when the MH procedure was applied. On the other hand, IRT-likelihood ratio flagged 4 items out of 34 test items. The results from both detection methods were inconsistent. Implications of these analyses were discussed in accordance with the previous findings for providing linguistically diverse students in regard to their gender with effective literacy programs to meet their academic needs.

关键词： 语境理论   词汇教学   高中艺术生  

摘要： 在新课程标准重新修订及新高考要求的背景下,高中英语教学有了新的任务,对高中英语教师也提出了更高的要求。众所周知,词汇是语言教学的基石。在高中英语教学阶段,词汇掌握的好坏直接影响到学生英语成绩的高低,特别是艺术生。而事实情况是一提到英语学习,学生们首当其冲的困难就是背单词。靠死记硬背来应付每天的课前听写。长此以往,学生们对英语越来越没有学习兴趣,越来越失去信心,导致英语成绩每况愈下。在此背景下,本文以语境理论应用于对高中艺术生词汇教学的有效性为研究内容,并基于高中艺术生词汇教学的现状提出两个假设:1.基于语境理论的高中英语词汇教学能增加艺术生学习词汇的兴趣,并且对培养他们的猜词策略产生积极的影响。2.基于语境理论的高中英语词汇教学能提高艺术生词汇运用能力,从而有助于提高他们的英语成绩。本研究选取了从教的包头市北重三中高二的两个艺术班(实验班和对照班)共84名学生为实验对象,进行了为期16周的教学实验活动。笔者采用测试和问卷调查为实验工具,对实验班和对照班实验前和实验后的数据进行收集,并用SPSS 22.0软件对数据进行分析。结果显示,实验前两个班的情况无显著差异。实验期间,在实验班笔者采用基于语境的词汇教学法教词汇,课堂气氛活跃,学生参与度高,而在对照班仍然采用传统的词汇教学方式一一讲解。实验后,词汇测试结果显示实验班成绩优于对照班,问卷调查结果显示实验班在学习兴趣,猜词策略及学习效果三个方面均优于对照班。笔者最后得出结论,在高中阶段,基于语境理论的词汇教学对艺术生是有效的,能够增加艺术生的英语学习兴趣,有效培养猜词策略,从而帮助提高艺术生的英语成绩。本研究有效地改善了艺术生词汇学习的现状,同时提出了几点可操作性的词汇教学建议,也希望对高中艺术生英语教学的相关研究提供参考。

关键词： 生涯规划   英语学习   动机   推动  

摘要： 针对艺术专业学生英语学习内在驱动力不足的问题,从生涯规划的角度分析内在问题为:缺乏学习动机。本文通过分析、调研,进一步讨论如何运用生涯规划来推动艺术专业的英语学习动机。并且具体指出在实践中,运用什么样的生涯思维和工具。

关键词： 初中英语课堂   提问技巧   艺术性  

摘要： 课堂提问是教师在学科教学中运用的一种重要方式,而提问的技巧性和艺术性对课堂教学效果有最直接的影响,因此教师在教学中应该注意对这方面内容的关注,促进教学质量和效率的不断提升。

关键词： 课堂教学   教学艺术   激情   成就感  

摘要： 兴趣是最好的老师.教师一定要努力创造出让学生体验成功的英语语言环境,使学生在耳濡目染中,情不自禁地喜欢上英语,达到学而有趣,学而有效.教学是一门艺术,英语教学是科学与艺术的结合.当我们走进英语课堂,我们的生命将充满激情;当学生走出英语课堂,他们的人生将更加辉煌!本文讨论的是如何丰富高中英语课堂的教学艺术,提高课堂教学效果.

关键词： 大学英语   “支架式”教学模式  

摘要： 近年来,"支架式"教学模式开始被引入高校教学并引起了广泛的关注。普通高校面向艺术类专业学生开设的大学英语课程,在实践教学中如何更好调动学生的学习积极性、培养学生语言综合能力,成为了艺术类大学英语教师必须面对的一个问题。本文将讨论"支架式"教学模式的四个主要环节,即搭建支架、创设情景、设置任务和鼓励评价,探讨其对艺术类大学英语课程的作用。

关键词： Literacy programsEnglish language--Study and teachingEducational technologyEducation--Effect of technological innovations onComputer-assisted instructionInterns (Education)ResearchUnited States  

摘要： This study examined three interns, with plans to harness the available digital technologies in the classroom to facilitate engaging and relevant literacy learning experiences in their secondary English Language Arts (ELA) classrooms during their year-long internship. They entered placements where each student had 1:1 access to internet-enabled digital devices. Using a multiple-case study design and ethnographic methods, the study spanned 14 weeks in the spring of 2018. The process of planning, teaching, and reflecting was captured through participant observations, audio recordings of classroom occurrences, audio recordings of post-lesson debriefs, and 3 semi-structured interviews from each intern during the start, middle, and end of the study. The purpose of this study was to examine the enacted teaching practices using digital technologies of three secondary English Language Arts pre-service teachers. Analysis across the cases suggested how and why the interns plied (or did not ply) new literacies in their teaching using digital technologies. Four essential themes emerged across the cases: to expand student notions of literacy, to meet the societal imperative for student competencies in digital literacies, by using discussion to facilitate student learning, and by advancing teaching practice into new territories of technology integration. Findings suggest that despite the interns’ positive beliefs and values about technology integration and digital literacy, they plied new literacies in disparate ways and to varying extents across their internship.

关键词： 小学英语   文本再构   方法   原则  

摘要： 阐述了新形势教学下"文本再构"在小学英语教学中的必要性和重要性。并以新版PEP教材为例,结合本地教学实际,论述了对小学英语教材进行文本再构的原则和方法,从而有效解决新课程目标与以往教学方式之间的变化,促进课堂高效,提高学生学习的有效性。