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  • 刘艳红、张军,2022,基于语料库的大学英语专业教材中的思辨元素探究[J],《外语教学》(3):75-80。
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    刘国兵推荐: 作者通过语料库的数据分析,发现该教材语篇的显著语义域有:语言、人、思想/信念、对比、概念、评估、社会行为/状态/过程,几乎涵盖了思辨性文本应具备的“认知能力”和“情感特质”两方面基本要素。由此可见,《大学思辨英语教程》在搭建跨学科知识结构、提高人文素养、培育社会主义核心价值观和加强中国优秀传统文化教育方面将起到积极的作用。该论文使用语料库分析工具,分析大学思辨英语教材,其研究结果有助于我国高校外语类思辨教材的建设,为培养优秀的思辨人才提供教材理论指导。
  • 何安平、许家金、张春青,2020,《语料库辅助中学英语教学案例选编》[M]。北京:外语教学与研究出版社。
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    刘国兵推荐: 《语料库辅助中学英语教学案例选编》是目前国内针对中学英语教学编写的语料库辅助课堂教学用书。该书选取了来自教学一线的50个典型案例,每个案例解决一个在教学中发现的实际问题,配有详细、具体的操作步骤,是一本非常实用的教学指导用书。
  • 吴宗杰、张迎春,2020,民国时期中小学英语教科书的文化话语分析[J],《外语教育研究前沿(原《中国外语教育》)》,3(3):57-65。
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  • 陈则航、邹敏、苏晓俐,2020,中学英语教材阅读中的思辨能力培养:基于中德两套教材的对比[J],《外语教育研究前沿(原《中国外语教育》)》,3(3):49-56。
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  • 张虹、于睿,2020,大学英语教材中华文化呈现研究[J],《外语教育研究前沿(原《中国外语教育》)》,3(3):42-48。
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  • Saad F. Shawer. (2010). Classroom-level curriculum development EFL teachers as curriculum-developers, curriculum-makers and curriculum-transmitters. Teaching and Teacher Education, 26(2), 173-184.
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  • Shawer, Saad Fathy, & Gilmore Deanna, Banks-Joseph Susan Rae. (2009). Learner‐driven EFL curriculum development at the classroom level. International Journal of Teaching and Learning in Higher Education, 20, 125-143.
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  • Shawer, Saad Fathy, & Gilmore Deanna, Banks-Joseph Susan Rae. (2008). Student cognitive and affective development in the context of classroom-level curriculum development. Journal of the Scholarship of Teaching and Learning, 8, 1-28.
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  • Shawer Saad F. (2010). Classroom‐level teacher professional development and satisfaction: teachers learn in the context of classroom‐level curriculum development. Professional Development in Education, 36, 597-620.
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  • Tomlinson, Brian (2013). Developing Materials for Language Teaching. London: Bloomsbury Academic.
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  • Walsh, Steve (2011). Exploring Classroom Discourse Language in Action. London: Routledge.
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  • Tomlinson, Brian (2011). Materials Development in Language Teaching. Cambridge: Cambridge University Press.
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  • Richards, Jack C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.
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  • Winnie Yuk-chun Lee. (1995). Authenticity revisited: Text authenticity and learner authenticity. ELT Journal, 49(4), 323-328.
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  • Opoku‐Amankwa, Kwasi. (2010). What happens to textbooks in the classroom? Pupils'access to literacy in an urban primary school in Ghana. Pedagogy, Culture & Society, 18, 159-172.
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  • Miguela, Nausica Marcos. (2015). Textbook consumption in the classroom: Analyzing a classroom corpus. Procedia Social and Behavioral Sciences, 198, 309-319.
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  • Slimani, Assia (1987). The Teaching/Learning Relationship: Learning Opportunities and Learning Outcomes an Algerian Case Study. Lancaster University.
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  • Harwood, Nigel (2013). English Language Teaching Textbooks Content, Consumption, Production. London: Palgrave Macmillan.
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  • Tomlinson, Brian. (2014). Review of Harwood, Nigel (2014). English language teaching textbooks: Content, consumption, production. International Journal of English Studies, 14, 99-103.
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  • Ball, Deborah Loewenberg, & Cohen, David K. (1996). Reform by the book: What is: Or might be: The role of curriculum materials in teacher learning and instructional reform?. Educational Researcher, 25(9), 6-14.
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