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摘要： Many rightly assume that textbooks prior to 1970 in the United States were not culturally responsive to African Americans, and that assumption includes that some research has been conducted on culturally responsive textbooks and African Americans since the Civil Rights Act of 1964. However, even in today's 21 st century market, textbook editors and publishers continue to manufacture textbooks that now include African Americans and other ethnicities, but only occasionally in roles that build up the cultural capital of those people groups. In the 21st century there is an urgent need for culturally responsive teaching, "an approach that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impact knowledge, skills and attitudes" (Ladson-Billings, 2007), and we are lagging terribly. Gay (2010) charged that all students experience home to school discontinuities throughout their schooling experiences, and such discrepancies are considered more pronounced for ethnically and culturally diverse students, such as Hispanics and other English language learners (Gay, 2010; Muhammad, 2012). For these students, home to school cultural discontinuity emerges from cultural bias found in teaching culturally irresponsive texts. As a way of historically tracking this lack of cultural insensitivities through the ages, we will compare literature textbooks from the 1960s, the 1980s, and the year 2000, alongside a present day (2012) textbook to note how far multiculturalism in academic texts has advanced. Additionally, we will begin to explore how these culturally responsive, and irresponsive, texts effect the cultural capital of African American and Spanish-speaking ELL students will be examined.

关键词： differentiation   enrichment   accelerated students   generating high expectations   strategies  

摘要： Teachers are challenged to meet the needs of every student in their classroom and deliver instruction that gives students the opportunity to learn at their highest potential. In any given classroom, there are "at risk students," "grade level students," and "accelerated students" that need to have their specific learning needs met. Specifically in English Language Arts, teachers have a wide spectrum of abilities they need to accommodate for. All three levels of learners should be pushed to their fullest potential and challenged equally. By administering a survey to several schools in a suburban Rochester, New York community – data was collected to see if teachers believe all students in their classrooms are being sufficiently challenged, and if so, how are the teachers accommodating for all levels of learners in ELA. Data collection occurred over several weeks in the spring. The information gathered can help all levels of students be adequately challenged, and also provide resources and techniques to further the professional development of current and future teachers.

关键词： 初中英语课堂   面部表情   调控艺术  

摘要： 课堂教学是实施素质教育的主阵地,教师的课堂教学艺术也是教育艺术的重要组成部分。在初中英语不同于其它学科,它是一门实践性很强的外国语言,需要大量的听、说、读、写训练,要形成自己独特的教学节奏。俗话说:文似看山喜不平,戏如观水欲浪生。英语课堂要做到快与慢有变换,动与静有交替,张与驰有错落,起与伏有波澜,而要做到这些离不开课堂的调控。教育家纳集安律说:'教育人是艺术中的艺术,因为人是一切生物中最复杂和最神秘的。

关键词： 结课方式   归纳总结法   提炼升华法   知识内容理序法   激发感情法  

摘要： 通过对五节评优课的结课环节进行分析,并结合日常教学,总结出有效的四种结课方式:归纳总结法、提炼升华法、知识内容理序法和激发感情法;并找出结课应遵循的三大原则:和谐完整性、灵活多样性以及目标突出性。

关键词： 英语   课堂教学   教学艺术   教学方法   对话情境   趣味性  

摘要： 英语教师要把英语授课过程当作一种艺术，让学生对英语学习产生兴趣，能把精力集中到学习上。文章从创新教学方法、创设对话情境、开发课堂趣味性三方面入手，研究提高英语教学艺术性的措施，从而提高课堂教学效率。

关键词： 自主学习   艺术生   大学英语  

摘要： 自主学习能力是当代大学生在英语学习中所应该具备的重要能力,特别是对于艺术生来说,提高他们的英语自主学习能力对于提高他们的英语水平尤为重要。该文从笔者学校艺术生的英语学习成绩不理想的现状出发进行调查研究,分析艺术生的专业特点与影响英语学习能力养成的原因,从而对提高艺术生英语自主学习能力提出合理化建议。

关键词： 初中英语   阅读教学   文化渗透  

摘要： 长期以来,我国对英语的教学侧重于对英语的语法和翻译的教学,而忽略了对其深层次的文化交流,这使得我们的学生在语言学习的最重要方面一文化艺术方面显现出能力的不足.因此,在我们的初中英语教学中进行文化艺术渗透极为重要,因此文章旨在对英语文化的渗透进行探讨.

关键词： 游戏化教学   大学英语   艺术院校  

摘要： 为了激发艺术院校学生学习英语的积极性,文章主要通过探索国内外游戏化教学研究现状,结合教学实际,从以学生为中心,考虑不同学生的特点;利用游戏的交互性和及时反馈的特点;兼顾目的性与趣味性,合理选择游戏三个方面分析了如何在艺术院校英语教学中引进游戏化教学,以此来提高学生学习英语的综合能力,激发学生学习英语的积极性。

关键词： 艺术类研究生   分类培养   英语教学   多元化英语教学模式  

摘要： 当前我国艺术类研究生英语教学面临学术型、专业型人才培养区分度不够的现实困境。本研究基于研究生分类培养的视角,提出了彰显艺术类研究生教育特性的多元化英语教学模式,构建了从课内到课外、从理论到实践、线上与线下相结合的立体化课程体系,根据艺术类专业硕士研究生和学术硕士研究生的不同培养目标动态安排"课堂"、"实践"、"网络"三环节的课程内容和学时,契合艺术类学生的学习风格设置个性化模块课程,以最大限度地满足学生需求。