听力教学中辨音能力的培养

心理语言学中关于语音听辨的原理和听音经历的三阶段为探究影响辨音效果的因素提供了依据.在听力理解过程中,除语音知识外,词汇、语法、语境知识以及心理状态都会大大地影响听音、辨音的效果.因此,在听力教学中不仅要注重语音学习,还要注重词汇、语法和文化的学习,克服听力焦虑,从而提高学生的辨音能力.     

高职日语听力教学改革的探索

在日语学习中,听力始终是学生学习的一个瓶颈.在高职学校中,大部分听力材料学生能看得懂而听不懂,或者仅仅听得懂单词而听不懂内容是一个较为普遍的情况.提高学生的听力能力最关键的是要以"教为主导,学为主体"为主导思想,激发学生的积极性,培养学生的自主学习能力.中、高级的听力教学要倡导"实用、实践、实际"三原则.听力技能的培养和提高是一个系统工程,需要课前、课上、课下的持续努力.     

听力教学反思

听力是高考英语的重要考查内容,在高考中占一定的比重和分值.因此,培养学生的听力是英语教学的重要内容和任务.怎样实现这个目标?笔者采取了听取意见--调整模式--总结反思的方式,收到了较好效果.     

浅谈初中英语听力教学中存在的问题及解决方法

新课程标准要求英语教师从"重视语法知识讲授"转变为"重视学生语言技能培养"听、说、读、写是语言学习的基础,也是学习的最终目标.听作为语言学习的首要环节,在英语学习中起着重要的作用.作为基础教育的中学英语教育,应及时解决学生听力存在的问题,找出解决方法,把提高学生听的能力提到重要的位置.     

高中英语听力教学之浅见

听力技能是综合性较强的技能.本文提出中学听力教学应以听为中心,使听、说、读、写各技能有机结合,既重点突破,又相辅相成、相互促进,并辅之以听力技巧,从而达到提高听力教学效果的目的.     

新课程下高中英语听力教学现状浅析

听说读写四个方面的技能在语言学习中相辅相成,相得益彰.然而听力教学长期以来一直是英语教学中的一个薄弱环节.而且<新课程标准>对学生听力技能的培养提出了较高的要求,细化了分级目标.因此如何通过有效的教学方法来提高听力教学就成为一个很现实合紧迫需要解决的问题.本文从以下方面对新课程下高中英语听力教学现状进行了分析.     

充分创造各种条件解决学生听力中存在的问题

听说读写言语交际活动在人类活动中,听起着十分重要的作用.它是英语学习中的四项基本技能之一,也是学生最感到困难的一项技能.真正了解听力理解的过程,会有助于帮助学生解决听力中的难题.     

认知模式框架下听力策略与听力能力动态相关性的实证研究

听力理解作为第二语言的一个单独并且较为重要的部分已经受到学者们更大更多的关注.大家也开始意识到,听力对提高第二语言学习有着非常重要的作用.听力理解是第二语言学习的一个重要环节.而听力水平的提高又一直困扰着中国英语学习者和广大英语教师,是现今英语学习中比较主要问题之一,听力教学也是大学英语教学中的薄弱环节.本文将从认知理论的角度探讨认知模式框架下听力策略与听力能力相关性的研究,并对如何提高第二语言听力的认知能力提出了几点建议.     

体育教学中体育能力的培养

通过体育教学培养学生的体育能力和养成自觉锻炼的习惯,这是每位体育教师的职责,也是体育教学向素质教育转轨的一项重要任务和研究课题。学生体育能力的提高,对身体基本活动能力、运动技能的掌握和增强体质等都有较好的促进作用。为学生终身体育和培养学生的锻炼习惯奠定基础。体育教师应考虑如何通过教学过程来培养学生的体育能力和养成经常锻炼的习惯,也就是将能力教育贯穿于整个体育教学中,培养学生养成良好的锻炼习惯。     

有关物理教学中能力培养的讨论

能力是人顺利完成某种活动的心理特征.学生通过知识和技能的学习可以形成各种能力,观察、思维、学习及动手能力等是学生应具有的基本能力,而从事实际工作的能力是他们的专业能力.物理学是许多高职学院教育课程体系中的一门重要的基础课,物理学独特的知识结构和知识体系,以及它独特的研究方法,为培养学生的基本能力、提高学生的基本能力水平提供了丰富的素材和广阔的天地.     

任务型英语阅读教学读后活动与能力整合

从一个中心(语言学习者),两个阶段(任务完成中和任务完成后),三个维度(语言学习者、阅读材料、教师)来探索语言学习者在任务型阅读教学之后的各项活动、行为和培养、提高学习者的四个语言基本技能层面(听、说、读、写)的学习策略整合,旨在了解学生不同读后学习行为习惯,帮助教师鉴定学生的不同的读后表现与需求,力求在动态的学习过程中落实语言学习者、阅读材料、教师间的多层互动,实现读后任务与语言学习策略及语言能力的理想整合。     

On the English Teaching of Listening and Speaking in Vocational School in China

In vocational school,most students feel that it is very difficult for them to listen to English and speak English. The aim of learning English is to communicate with others,and oral English is becoming more and more important,so at the beginning stage,the     

Listening in aging adults: From discourse comprehension to psychoacoustics.

Older adults, with or without clinical hearing loss, have more trouble than younger people understanding speech in everyday life. These age-related difficulties in speech understanding may be attributed to changes in higher-level cognitive processes such as language comprehension, memory, attention, and cognitive slowing, or to lower-level sensory and perceptual processes. A complicating factor in determining how these sources might contribute to age-related declines in speech understanding is that they are highly correlated. This study describes attempts to systematically investigate sensory-cognitive interactions in controlled experimental situations. The authors looked at experimental conditions that closely approximate everyday listening, and show that older adults do indeed experience deficits in spoken language comprehension relative to younger adults in these conditions. Finally, further experiments designed to isolate more precisely the cognitive and perceptual sources of these age-related differences and how they vary with listening condition are reviewed. In large part, it was found that age-related changes in speech understanding are a consequence of auditory declines. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

数控车床教学探索

为适应现代机械制造技术的发展,文章从教师自身素质及采用的教材等方面探索了合理、适用的数控车床教学方法,为社会培养具有综合素质的数控操作人才提供借鉴.     

Listening comprehension, oral expression, reading comprehension, and written expression: Related yet unique language systems in grades 1, 3, 5, and 7.

Age-normed tests of listening comprehension, oral expression, reading comprehension, and written expression were administered in Grades 1 (n = 128), 3, and 5, or 3 (n = 113), 5, and 7. Confirmatory factor analyses compared 1- and 4-factor models at each grade level and supported a 4-factor model of language by ear, mouth, eye, and hand. Multiple regressions identified which of the 3 other language skills explained unique variance in each of the 4 language skill outcomes and provided additional evidence that language is not a single skill. Individuals' ipsative scores (amount that the standard score for age on each language measure deviated from individual's mean for all 4 measures) showed that 25% to 30% of individuals showed relative strengths or weaknesses (±1 SD) in specific language skills, but only 7% were stable across Grades 3 and 5. Findings are discussed in reference to (a) theoretical implications for idea comprehension and expression via language by ear, mouth, eye, and hand; and (b) educational applications of observed developmental and individual differences for general, special, and gifted education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

《计算机组成原理》“教”“学”的技术与艺术探索

<计算机组成原理>是计算机科学技术系的一门核心专业基础课程.从课程地位来说,它在先导课和后续课之间起着承上启下的作用,如何提高课堂教学效果,如何增强学生的实际应用能力,这是本文所要探索的主题.     

高专护士生英语听说应用能力培养探讨

在对护士生英语听说应用能力培养的探讨中,通过对照班和实验班的对比试验研究发现,试验前两个班级听说能力差异不大,通过在试验班采用不同的教学方法和手段,结果试验班的听说能力明显优异于对照班.     

ANN在采矿方法技经指标预测中的应用研究

人工神经网络是一种具有高度非线性、自学习、动态处理、联想记忆、容错性等特征的复杂网络。将其运用于采矿方法技术经济指标预测，可以有效地解决采矿方法选择评价时指标获取难的“瓶颈”问题。     

计算机课程教学方式探讨

在中职计算机应用教学中,充分利用现代化的教学技术手段,引用切合实际的案例教学,加上丰富的网络资源辅助课堂教学,不仅能在教学中加强师生的交流与互动,也可以激发学生学习计算机的兴趣,在实际运用中取得了良好的教学效果。     

Skills of Cognitive Therapy (SoCT): A new measure of patients' comprehension and use.

The authors describe the development and psychometric properties of a new measure called the Skills of Cognitive Therapy (SoCT) in depressed adults and their cognitive therapists. The 8-item SoCT assesses patients' understanding and use of basic cognitive therapy (CT) skills rated from the perspectives of both observers (SoCT-O; therapists in this report) and patients (SoCT-P). Ratings of patients' skill usage are made on 5-point Likert-type scales ranging from 1 (never) to 5 (always or when needed). Higher scores reflect greater patient skill in applying cognitive therapy principles and coping strategies. To develop this scale, a 33-item pool was used, rated by both patients and their therapists at the middle and end of CT (Ns = 359–416), and evaluated the reliability and concurrent and predictive validity of both versions of the scale. The SoCT has excellent internal consistency reliability and moderate correlations between the observer and patient versions. It is important to note that the SoCT showed good predictive validity for response when collected at the midpoint of acute phase CT. Considering both patients' self-ratings and clinicians' SoCT ratings, the odds ratio for responding to CT was 2.6. The practical utility of the SoCT is discussed, as well as its theoretical importance in research of patient CT skills (e.g., acquisition, comprehension, and generalization) as putative moderators or mechanisms of symptom change in the therapy. (PsycINFO Database Record (c) 2011 APA, all rights reserved)