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关键词： 初中英语课堂   新课标理念   提问策略   新课导入  

摘要： 课堂提问作为课堂教学中必不可少的教学手段之一,不仅仅是促进师生、生生互动的催化剂,更是任务型教学中必不可少的环节。本文拟从课堂提问的作用、以往课堂提问的误区、创新课堂提问策略等方面探索新课标理念下初中英语课堂提问的艺术。一、课堂提问的作用1.课前提问——吸引学生,引发好奇。良好的开端是成功的一半,如何在上课伊始的3～5分钟内吸引学生的注意力,引发学生的好奇心,让学生在最短的时间内进入课堂学习的最佳状态,

关键词： 艺术类专业学生   英语写作焦虑   写作成绩   自我评价  

摘要： 中国学生英语写作能力的培养是语言技能训练中的一个重难点。大量教学实践表明,写作焦虑对学生的英语写作有着非常重要的影响。纵观国内外研究现状,相关研究都以高校英语专业或非英语专业学生这两大群体为研究对象对英语写作焦虑进行了深入探索。然而,鲜有研究对非英语专业中的艺术类专业学生的英语写作焦虑进行探讨。此次研究对象为西安外国语大学艺术类专业的大一新生,通过采用便利抽样方法,抽取了103人,其中男生36人,女生67人,专业分别为戏剧、表演、动画及视觉传达设计。因此,本研究从这一新的研究群体出发,对西安外国语大学艺术类专业学生产生英语写作焦虑的主要原因、写作焦虑与写作成绩的关系以及学生对英语写作水平的自我评价及他们的写作焦虑的关系三个方面进行了深入探究。在研究中采用二语写作焦虑量表、探索性因子分析、英语课堂写作测试及访谈的方法。结果表明,艺术类专业的学生确实存在英语写作焦虑,其焦虑因素分别为构思焦虑,回避行为及缺乏自信,且高低写作焦虑水平与英语写作成绩呈负相关关系。另外,学生对自我总体英语水平的自我评价对他们的写作焦虑存在正相关关系。以上发现能够帮助我们进一步认清艺术类专业学生的英语写作焦虑情况,为艺术类专业学生的英语写作学习提供启示,同时对艺术类专业学生的英语写作教学提出建议。

关键词： 英语互动教学   学习兴趣   初中英语课堂   初中英语教学  

摘要： 互动教学实际上指的就是,教师与学生、学生与学生、学生与教材之间进行的语言、思想和心灵上的沟通。在整个教学过程中,互动式教学方法属于动态发展的模式,其要求教与学相互统一、相互影响,这也是教学活动开展的重要过程。这一教学模式能够保证学生与教师之间进行交流,学生与环境之间进行影响,进而达到一种教学互动的形式,提高教学质量。实际上互动教学属于一种艺术,其在初中英语教学中的应用,能够有效激发学生的学习兴趣,营造良好的学习氛围,合理的划分教学层次,帮助学生与教师、教材之间交流达到最佳的教学效果。

关键词： Common Core State Standards   implementation   teacher leadership  

摘要： The Common Core has been at the center of contention for many years; research have both hailed its apparent virtues and condemned its perceived shortcomings (Conley, 2011; Eilers & D'Amico, 2012; Krashen, 2014a; Ravitch, 2016; Tienken, 2011). However, the standards themselves cannot be evaluated if implementation has not been effectively carried out. This study addresses the necessary topic of implementation in the Common Core context. The aims of this study were to describe the implementation of the Common Core English Language Arts Standards (CCSS-ELA) while highlighting the impacts, barriers and supports experienced by teachers in the process, to examine the differences in teachers' implementation of CCSS-ELA instructional practices and teacher leadership in various school contexts, and to find the impact of teacher transformational leadership dimensions on the implementation of CCSS-ELA instructional practices. This study follows a sequential mixed-methods design where a survey based on The Survey of Enacted Curriculum (Council of Chief State School Officers SEC Collaborative Project, 2005) and the Multifactor Leadership Questionnaire (Avolio & Bass, 2000) was administered to ELA teachers in six schools, a title I and non-Title school at the elementary, middle and high school level of study in a school district in Southern California. Forty-eight teacher participants answered the survey with the highest percentage, 39.6%, teaching at the elementary level or being employed in non-Title I schools, 64.4%. Follow-up interviews were subsequently conducted with 22 of the 48 teacher participants. A variety of analytical techniques including inferential statistics, content analysis and grounded theory were used to analyze the data collected. The study showed that teachers' implementation of CCSS-ELA aligned instructional practices and teacher transformational leadership differed by level of study but not by school Title I status. It also brought to the fore, two specifi

关键词： 艺术类学生   大学英语   改革策略  

摘要： 现在很多的师范院校的艺术类的专业招生比较看重学生的额专业课,以至于艺术类学生的文化科成绩普遍偏低,英语最为显著。学校不看重学生的文化课成绩的提高,造成学生长此以往下去,认为文化课成绩好坏无关紧要,以至于综合素质无法提高,严重影响学生综合素质的发展。结合这个问题,本文将就师范院校的艺术类在大学教学中的改革进行深入研究,为大学更好的开展大学英语教学提供借鉴。

关键词： 艺术生   大学英语   个性化教学  

摘要： 应用型本科院校的艺术类学生属于艺术特长类的学生,文化课尤其是英语基础比较薄弱。在大学英语教学过程中,针对艺术类学生开设的大学英语课程存在课程要求高而学生起点低的矛盾。传统的大学英语课程为完成既定的教学目标,主要以教师讲授为主,实行"填鸭式"的教学方法,并没有关注到艺术类学生情感上的变化。固化的教学模式使学生很难提起兴趣,积极主动地参与到课堂教学过程中。为了达到应用型本科高校的个性化人才培养目标的要求,大学英语教学必须进行教学改革,根据艺术类学生的专业发展和英语的学科特点实施个性化的大学英语教学。

关键词： 小学英语   引导作用   浅析  

摘要： 教学既是科学,又是艺术,它既有一定的规律,又充满着个性、人情和审美,有充满灵性的变式.所以我们常说'教学有法'——有规律可循,又'教无定法'——没有固定的程序.英语作为一门语言和人文学科,有着它自身的特点,它的教学过程同样也可因人而异,演绎得精彩纷呈.在小学英语的教学过程中,又以导入最能体现这种变式.教材内容的不同,教学对象的差异和教师自己本身的知识、个性的差异都能在此得以体现,又殊途同归,通过不同的形式促进学生的学习,呈现教学的内容.

关键词： Language arts   Middle school education   Reading instruction  

摘要： This study addressed recent declines and long-term stagnation in middle school student reading comprehension scores. The purpose of the study was to determine the impact of student-generated question interventions on student reading performance. The interventions were delivered across a multi-teacher, multi-school sample (n > 3000) through a district-developed English language arts benchmark assessment. Study participants were students in Grades 6 through 8 in a large suburban school district in the Midwestern United States. The study utilized quantitative experimental design. Test forms were randomly assigned to students allowing the researcher to examine the impact of two student-generated question interventions on student reading comprehension scores. The researcher utilized an ANOVA to determine if significant differences existed between treatment groups. The researcher also employed the Tukey Honest Significant Difference Test and Scheffe Test to conduct analysis of specific pairs of treatment groups. The researcher examined the impact of student-generated questions for the aggregate sample population, students grouped by prior achievement level, students grouped by ethnicity, students grouped by gender, and students grouped by family income level. For each grouping of students and each subgroup therein the researcher accepted the null hypothesis that a statistically significant difference between control and treatment groups did not exist. The researcher considered these results in light of existing research that has found positive impacts of the use of student-generated questions on student reading comprehension. The researcher concluded specific instructional strategies must be employed to induce benefits from the use of student-generated question interventions.

关键词： 艺术  

ISBN: (纸本)9787568914185

摘要： 全书共8个单元，分别对应主教材8个主题单元。内容除了提供基本的练习答案和课文翻译以外，还包括主题课文相关背景知识的详细延伸介绍、课文长难句分析、重点词汇及语法讲解。

关键词： 第二课堂   艺术类学生   英语教学   教学方法  

摘要： 当前的英语教学仍存在诸多问题,需要充分利用艺术专业的大背景和第二课堂的有效手段,转变学生的消极、逃避思想,真正培养学生良好的学习习惯。结合艺术类大学生的学习现状,从教学调查、环境构建、实施方法多个角度,探究如何在艺术类大学生中开展英语第二课堂教学活动。