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关键词： Language arts   Secondary education   Curriculum development  

摘要： Employers are indicating that students that have just graduated from high school are not prepared with adequate soft skills. High school teachers are burdened with the task to make students college and career ready. While “soft skills” is a broad term, some of its concepts can be found in the English curriculum. The speaking and listening objectives in the English curriculum are not tested on a standardized scale. This lack of testing could produce a narrowing effect that limits the amount of time spent teaching the speaking and listening content. Other potential barriers to teaching the speaking and listening skills include technology and a lack of training for teachers during their undergraduate studies. This study examined the implementation of reading and writing skills along with speaking and listening skills in English II classrooms in the state of Missouri. English II teachers were the focus of the survey due to the curriculum that they are responsible for teaching being subjected to a standardized test known as the End of Course exam. This standardized test only assesses reading and writing skills, but not speaking and listening skills. A Pearson’s r was used to determine the relationship between time spent teaching the assessed objectives of reading and writing and the nonassessed objectives of speaking and listening. A Pearson’s r was also used to determine the relationship between the time spent teaching speaking and listening skills and the potential barriers. Speaking and listening skills were not found to be taught in relation to the reading and writing skills. Although a discrepancy was found, the studied barriers of test preparation typologies, perceptions of standardized assessment, technology, and undergraduate training were not found to be the barriers that limit the soft skills implementation. More research is needed to better understand the inconsistencies.

关键词： 探究   英语文学   语言艺术  

摘要： 语言是一门艺术。在英语文学中,大师们运用优美的语言艺术将作品加工再加工,形成艺术品后呈现在读者面前。将文学赋予灵魂,利用语言的艺术让其丰满,将作品中所表达的思想,通过语言的表达得到升华。

关键词： 初中英语   课堂教学   调控艺术   教学方法   教学语言  

摘要： 众所周知,教学是一门学问与艺术。在初中英语教学活动开展中,教师倘若想打造出有效的英语课堂,不能简单地将英语基础知识进行灌输,而是要在极具艺术性手段的使用下,激发学生的探究兴趣,使学生在兴趣的驱使下,乐于参与课堂活动,进而掌握有价值的英语知识,提高英语课堂教学质量。为了实现这一点,教师在组织英语教学活动的时候需要掌握一定的调控艺术,在有松有弛的课堂活动开展中,使学生学得兴致勃勃。

关键词： 形成性评价   大学艺术类学生   口语能力   英语口语学习策略  

摘要： 评价是教育体系中不可或缺的一部分。如何通过有效测评促进大学生英语口语能力发展是大学英语教学的重要研究课题。形成性评价作为以评价学习过程为导向的课堂活动范式,要求评价者(教师、学生)采用、调整、设计各种适当的任务,系统收集学生信息,并用适当的评价工具对信息进行分析和阐释,再反馈给评价者用于调整教和学的过程,促进学生语言能力的发展。国内对于这一评估方式的研究已经十分广泛,对口语教学的评估也有所涉及,但针对大学艺术类学生这一特殊群体的实证研究较少。本研究从学习者的英语口语学习策略和英语口语成绩两个方面探究形成性评价对大学艺术类学生英语口语能力的影响,具体回答两个问题:1.形成性评价对大学艺术类学生的英语口语学习策略是否产生影响?2.形成性评价对大学艺术类学生的英语口语水平是否产生影响?研究以山西师范大学2017级广播传媒专业大学一年级两个班学生为对象,随机分为实验班和控制班进行了一个学期的英语口语实验,在实验班采用形成性评价,控制班采用终结性评价方式。实验前,对实验班和控制班发放口语学习策略调查问卷、进行口语水平前测;实验结束前一周,分别对两个班再次发放相同的英语口语学习策略调查问卷,并进行口语水平后测,调查一学期内学生英语口语学习策略和口语水平的变化情况。同时,对实验班学生进行访谈,了解学习者对评价方法的态度。这些数据都及时收集供研究分析。研究结果发现:1.实验班学生的英语口语学习策略尤其在认知策略,元认知策略和情感策略上较对照班有显著差异,但交际策略较对照班无显著差异,因此还需要进一步研究提供更多证据。2.形成性评价对提高大学一年级艺术类学生特定话题的英语口语水平有显著作用。实验班全班平均分提高4.53分,高于对照班2.02分,但实验班均分标准差为2.14,显示实验班同学学习成绩差距扩大。总体看来,形成性评价是一种高效的评价方式,通过将这种方式应用到大学艺术类学生口语学习中有非常积极的作用。但由于本研究的局限性,相关结论还需要后期更进一步深入探索。

关键词： 思维导图   艺术特色高中   英语教学   应用  

摘要： 随着社会经济的发展,国民的生活质量不断提高,这几年来也越来越重视学生们的受教育程度。英语作为学生需要掌握的科目课程中一门重要的外语课程,无论对于学生还是对于教师来说都有着重要的地位。在我国目前的艺术特色高中英语课堂上,很多学生对于英语学习都出现排斥、无兴趣、无信心等想法,因此艺术特色高中英语课堂大部分学生的英语成绩普遍较差,导致英语课堂学习氛围并不是很浓厚。思维导图作为一种有效的学习工具,是能够激发学生大脑潜能的重要工具,其在英语课堂中也起着非常重要的作用。

关键词： 农村高中   艺术生教学   教学方式  

摘要： 由于我国科技、教育的不断发展,中国对于人才的培养,知识的教育早已处于世界前列.但在我国偏远地区和教育落后的农村,对于人才的培养相比较要比城里的落后很多.农村学生多数都想尽办法的进城,才导致农村中学的教育一直处于低下状态.本文旨在探讨农村高中艺术生英语阅读课的探究

关键词： 艺术生   习得英语的关键问题   应对策略  

摘要： 英语是目前为止世界上所通用的国际语言,其对市场经济的全球化发展有着极为重要的作用,无论是在个人的学习与生活方面,还是在企业的商务交流上,其作用都是无法替代的.学生的英语成绩以及对学生英语能力的要求始终在更新着标准.企业对人才的招纳开始注重对英语技能的要求.艺术生的英语学习也受到这些因素的影响而更加注重英语教学水平.鉴于此,文章结合笔者多年工作经验,对艺术生习得英语的关键问题与应对策略提出了一些建议,仅供参考.

关键词： 互动式课堂   意义协商   互动参数   互动对策  

摘要： 本文以艺术类本科生为研究对象分析了能够影响互动式英语课堂的诸多因素。文章首先介绍了相关的理论背景以及英语课堂话语结构的研究现状。其次分析并统计了互动式英语课堂调查问卷中的相关数据。随后根据该结果提出了互动性课堂的目的在于促进师生间的意义协商并提出了相关的互动参数。最后根据相关互动参数提出了相应的互动对策。

关键词： 初中英语   课堂教学   提问技巧   提问艺术  

摘要： 初中英语是用来培养并提升学生自身语言能力以及素养的关键性学科,该门学科的艺术性比较强,且其在中学教育系统之中所占据的地位极高。所以,怎样开展初中英语教学活动成为了重点问题。初中英语老师需要注重课堂的提问技巧以及艺术性,让学生们都可以更为积极自主的参与到英语教学课堂上,不能强制性的将观念以及英语知识理论全部灌输给学生,应当端正学生们学习英语知识的态度,找出初中英语课堂教学中存在的问题,分析提问教学在初中英语教学课堂当中的重要性,提升总体英语教学课堂的质量以及效率,完善英语教学课堂。

摘要： The practice of tracking has had longstanding negative impacts on students, especially students in lower academic tracks. This research suggests that tracking develops the themes of a narrative of deficit through inequality and exclusion and impedes student motivation due to the negative implications. A common finding of outside research studies was that of disapproval for the current school organizational structure of tracking due to the negative consequences on students. Furthermore, several research studies developed an outline of positive ways to advocate for a unifying system of educational change. Educational leaders should heed the suggestions of researchers to promote changes within the system to benefit marginalized students. Students' silenced narratives should be considered to promote voice within educational change. The purpose of this narrative research is to explore motivation through the overt and covert narratives of 10th grade English Language Arts students, who self-select higher and lower academic tracks at a large, southeastern United States, public high school through a qualitative unstructured questionnaire. This study also observes 10th grade English Language Arts students' ability to discuss these issues. Using information from a 10-question qualitative, unstructured questionnaire of twelve (12) research participants, this thesis explores the following questions: Research question one (RQ1): What are 10th grade English Language Arts students' attitudes towards higher and lower academic tracks?, Research question two (RQ2): What factors contribute to 10th grade English Language Arts students' motivation to self-select higher and lower academic tracks?