课程文献中心 更多>>

关键词： 英语   影视文学   翻译   艺术语言   处理原则  

摘要： 在进行英语影视文学翻译工作的开展上,合理的针对其中的艺术语言进行翻译处理有非常重要的价值和意义。随着我国对外交流的发展,在进行语言翻译上我国也取得了一定的成绩。但是对于英语这门语言的掌握来说,想要真正提升英语能力,实现英语语言掌握水平的提升需要付出更多的努力。所以本文在研究的过程中,针对如何有效进行英语影视文学翻译过程中的艺术语言处理进行了相应处理原则的分析和阐释。

关键词： 艺术  

ISBN: (纸本)9787568914130

摘要： 本书是艺术类大学英语系列教材主干教材的第3册。本册主题为艺术与社会, 全书共8个单元, 分别以音乐的力量、艺术的商品属性、电影的情感力量、舞蹈的人文关怀、时尚艺术形式的社会影响、广告策略的影响力、音乐剧和工业设计的话语权为主题, 选材以艺术类专业学生的专业兴趣为出发点, 融入语言技能和跨文化交际知识的学习, 突出语言运用的功能。本册延续系列的整体框架, 以3条基本的线索, 即主题、功能语言和文化贯穿全书。每单元的听、说、读、写模块难度有所提高, 适合大学二年级或相当水平的学生使用。

关键词： 文化拓展   艺术类学生   大学英语教学  

摘要： 大学英语教学不仅仅是语言知识技能的教学,把文化拓展应用于艺术类大学英语教学中更为重要。本文从艺术类大学英语教学现状,文化拓展的重要意义及主要途径几个方面探讨了艺术类大学英语教学中文化拓展的问题。

关键词： 高职   艺术类   英语教学   服务创新型   人才培养  

摘要： 现在社会对于人才的要求十分高,尤其是对英语技能的需求。在高职英语教学过程中,教师一定要注重对教学方式进行有效的改革与创新,为社会培养出更多服务创新型的人才,促使学生将来能够更好地适应社会,拥有更加美好的未来。

摘要： This theoretical dissertation asks: "How might an empathic-Thou lens inform ELA teachers' values, decisions, and practices surrounding writing assessment?" Using a framework informed by Martin Buber's I-Thou philosophy-and an approach informed by hermeneutics, autoethnography, and writing as inquiry-this study engages textual research and personal experiences to explore the powerful forces of three major concepts-writing, assessment, and empathy. This study documents the resulting disruption and re-minding. Asserting an understanding of the history, theoretical underpinnings, and coinciding values as necessary starting points, the study first individually examines each concept that roots the inquiry question. I first explore empathy and develop an empathic-Thou lens for inquiry that encourages readers to engage 3 R's: relationality, rupture, and re-minding. Then, an empathic- Thou exploration of writing and assessment suggests that both can be connected to Cartesian separation-reinforcing objectivity and binary thinking, influencing how English Language Arts teachers approach, respond to, and evaluate student writing-enculturement that establishes separations between student and teacher, mind and body, head and heart, and work from context. The study suggests that engaging an empathic-Thou lens could shift these educational tendencies, bringing an awareness to our separatist inclinations that, by default, distance us from students and their work. Furthermore, an empathic-Thou lens has the potential to motivate educators to make substantial change to our educational-doing through a greater awareness of our way of being in action. This dissertation suggests that exploring these concerns through a framework informed by Martin Buber's I-Thou dialogical philosophy-while building a deeper understanding of empathy-might differently inform ELA teachers' values, decisions, and practices surrounding writing assessment.

关键词： Language arts   Mathematics education   Educational psychology  

摘要： Teachers play a critical role in the academic achievement of children. Many students are not achieving at the same rate as their peers, leaving educators with the challenge of determining reasons for this variance. This quantitative study examined the relationship between teacher attendance and student achievement as measured by growth on the Measures of Academic Progress (MAP) assessment. Data were collected for all students in grades K-8 from an urban Mid-Atlantic school district. A pretest-posttest design was used to determine a growth score on the English Language Arts (ELA) and math MAP assessments during the 2017-2018 school year. Student growth scores along with teacher attendance data were analyzed using Spearman's correlations. No evidence for a statistically significant correlation was found in math for kindergarten, fourth, seventh, and eighth grade. Evidence for a statistically significant positive correlation was found in math for first, fifth, and sixth grade, but it was a very weak correlation. Evidence for a statistically significant negative correlation was found in math for second and third grade, but it was also a very weak correlation. No evidence for a statistically significant correlation was found in ELA for second, third, fourth, fifth, and sixth grade. Evidence for a statistically significant positive correlation was found in ELA for first, seventh, and eighth grade, but it was a very weak correlation. Evidence for a statistically significant negative correlation was found in ELA for kindergarten, but it was also a very weak correlation.

关键词： 初中英语   课堂教学   导入艺术  

摘要： 课堂导入环节是课堂教学中的重要环节,学生只有在这个阶段对所学的内容产生兴趣才会积极主动的参与到课堂教学中.初中英语是初中阶段的重点科目,为了有效的提升课堂教学的效率,教师应该增强课堂导入的艺术性.本文针对如何增强初中英语课堂教学导入的艺术性提出了几点策略.

关键词： 趣味导入   导入艺术   高中英语   课堂教学   教学实例   导入方法  

摘要： 文章以高中英语课堂为例,以"趣味导入,快乐教学"为题,结合英语教学实例就高中英语课堂导入艺术中的具体导入方法进行了分析,旨在能够给予广大高中英语教师可行的帮助和建议,借此在改善高中英语课堂教学质量的同时,为促进素质教育事业和综合素养培养工作的有效发展提供一定的理论指导。

关键词： 建构主义   英语交际能力   现状对策  

摘要： 随着社会对高素质艺术人才的需求,艺术类大学生的英语交际能力培养必须引起重视。本文以四川电影电视学院为例,对艺术类大学生的英语交际能力现状做了调查分析,并运用建构主义理论作指导,提出了培养艺术类大学生英语交际能力的一些对策。

关键词： 留白艺术   小学英语教学   教学策略  

摘要： 留白是我国传统国画艺术中的一种特殊构图手法,从艺术手法来说就是在美术作品中留下适当的空白,让画面的主体更加引人注目,引发观看者的无限遐想,可以有效提高艺术作品的欣赏价值。在新课标教学改革的不断推进影响下,留白艺术在小学英语教学中也得到了广泛的应用。在传统英语教学中学生往往通过死记硬背的方式记忆英语知识,这样的学习方法效率不高,而采用留白艺术手段教学可以改变学生被动的学习地位提高学习效率,在英语教学中运用留白艺术可以引发学生的自由思考提高学生的想象能力,让学生在学习过程中自主发现问题并探索问题。