主题意义

(中学篇)2018年第10期:基于主题意义探究的英语教学理念与实践(北京:程晓堂;附PDF下载)

   
 
【摘  要】《普通高中英语课程标准(2017年版)》倡导基于主题意义探究的英语教学理念。本文根据主题式教学的基本原理,论述了英语学科开展主题式教学的必要性以及基于主题意义探究的英语教学的优势,介绍了基于主题意义探究的英语教学设计及实施路径,同时提供了相关教学建议和案例。

【关键词】主题意义;主题式教学;高中英语教学
 
 
 
一、引言
 
《普通高中英语课程标准(2017年版)》(教育部,2018;以下简称《课标》)将主题语境列为英语课程内容的六大要素之一,而且是第一要素。《课标》还指出,主题为语言学习提供主题范围或主题语境。学生对主题意义的探究应是学生学习语言的最重要的内容,直接影响学生对语篇理解的程度、思维发展的水平和语言学习的成效。

(中学篇)2018年第08期:围绕主题意义的阅读教学实施——以Smart or Harmful 阅读语篇为例(安徽:赵杰、王冠博 )一文涉及的教学内容

 
Smart or Harmful
 
 
If you need to call your parents but your phone is not with you, can you remember their numbers?
 
To remember 11 numbers is not difficult, but because of the smartphone, many of us cannot remember them.
 
Moreover, smartphones weaken our skills at giving directions. We cannot tell the north and the south.

(中学篇)2018年第03期:基于高中英语学科核心素养的阅读教学设计——以北师大版《英语》模块七Unit 19 Lesson 3 Body Language为例(北京:艾慧、郝奇斐)一文涉及的教学内容

 
1.  教材文本
Body Language Speaks For Itself
 
If you saw a father patting his son on the back while smiling happily, what would you think was going on? You would probably think that the father was congratulating his son on doing something well, maybe passing an exam or winning a race. You would know what was going on because you understood the message conveyed by the father's body language.
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