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关键词： 课堂教学   知识教学   个性发挥   课堂导入   填鸭式教学   语言艺术   板书设计   如沐春风   艺术语言   生命之花  

摘要： 优秀的英语教师在讲台上能够把英语知识教学,语言和交际能力的培养与性格锻炼、情操陶冶和个性发挥交融起来。从而让学生听课时如沐春风,轻松愉快,兴趣盎然,充分发挥学习的主动性。而不是机械的填鸭式教学让学生在课堂上索然无味,不知所措,昏昏欲睡。他们这种对课堂教学艺术性的刻意追求,不仅使学生能学好英语,而且能得到美的享受。笔者认为英语课堂教学艺术性主要体现在以下几个方面。1.

关键词： 美剧   任务驱动式教学法   大学英语  

摘要： 据相关调查显示,美剧是当前最受大学生欢迎的娱乐形式之一。作者提出将美剧融入艺术生的大学英语课堂教学,采用基于美剧的任务驱动式教学法,以有效提高艺术生学习英语的兴趣与效率。文章重点论述了美剧应用于艺术生大学英语课堂教学的可行性,以及教师在任务准备、设计及实施过程中的重要作用。

关键词： 词汇   英语教学   词块法  

摘要： 词汇是语言学习的基础,词汇教学贯穿英语教学始终。根据高中艺术生英语教学的现状及存在的问题,教师在词汇教学中应加强对学生自主学习能力的培养及学习方法的指导,把词块法运用到英语词汇教学中能取得不错的效果。

关键词： 以读促写   艺术类专业   英语写作教学   策略研究  

摘要： 英语阅读能力与写作水平是相辅相成的。大量的阅读不仅可以丰富写作的内容,而且能刺激写作兴趣,读得越多,写作灵感也就越强。因此,本文作者从自身教学实践出发,对"以读促写"在艺术类专业学生大学英语写作教学中的重要性进行了论述,并对具体的教学技巧和策略做了举例和论证。

关键词： 美术   英语   高等学校   教材  

ISBN: (纸本)9787562495697

摘要： 王健敏主编的《艺术类大学英语4·美术类》是“艺术类大学英语系列”教材中的专业分册，主要供艺术类绘画、雕塑及美术史专业方向大学生在大学英语课程基础阶段使用。全书共八个单元：Unit1，AncientGreekArt；Unit2，ChinesePainting；Unit3，RenaissanceArt；Unit4，WesternPainting；Unit5，Thel9th—CenturyEuropeanArt；Unit6，Printmaking；Unit7，Sculpture：Unit8，ModernArt。各单元由六个部分构成：Introduction，Lead-in，Module1LearntoTalk，Module2LearntoRead，Module3SkillLink，Module4CultureSalon。本书充分考虑到绘画、雕塑及美术史专业大学生的专业背景和英语学习特点，在兼顾进一步夯实英语语言基础的同时，着重培养学生的英语应用能力，将英语运用能力的训练与绘画、雕塑及美术史各专业方向结合起来，逐步提高学生运用英语进行美术相关领域的涉外交际能力。

关键词： English language arts   autism spectrum   teaching   culturally responsive practices   narrative inquiry   constructivism  

摘要： Current accountability measures require English language arts (ELA) teachers to teach literacy skills to all students. However, the population of mainstreamed students is becomingly increasingly diverse and includes students on the autism spectrum for whom literacy skills may lie in opposition to population characteristics. Further, educators are encouraged to respond to students in culturally responsive ways, and current teacher evaluation systems often require teachers to demonstrate cultural competence. However, a dearth of research provides insight into the ways secondary ELA teachers perceive their students on the autism spectrum, or how they interact with those students or support them in culturally responsive ways. This narrative multiple case study was undertaken to examine how five new ELA teachers perceived their students on the autism spectrum and if they enacted culturally responsive practices with them. Further, because the teachers were new to the profession with three years or fewer teaching experience, the study examined in what ways they constructed knowledge about how to teach the population. Themes emerged suggesting, among other things, that 1) ELA teachers perceive both strengths and challenges for their students on the autism spectrum within their content area, 2) ELA teachers rely primarily on other people to help them learn how to teach students on the autism spectrum because other resources are lacking, and 3) ELA teachers tend to demonstrate more culturally responsive practices over time with their students on the autism spectrum depending on the nature of their experiences. I propose a model to capture movement in culturally responsive practices for the autism spectrum utilizing Gay's (2010) characteristics of culturally responsive pedagogy.