首页
登录
职称英语
A Healthy Mix of Reading, Writing and Technology
A Healthy Mix of Reading, Writing and Technology
游客
2024-08-24
46
管理
问题
A Healthy Mix of Reading, Writing and Technology
About students’ reading
. Children were【T1】________more by the technology than by textbooks.
. The Internet allowed students to【T2】________their background knowledge and understanding of the content.
About students’ writing
. The writing component of the project posed the most difficulty for the students.
—PowerPoint is an authentic method of dealing with【T3】________
.【T4】________caused great problems for students. About language development
. Children learned relevant vocabulary by searching the Internet.
. Children had many opportunities to use language to【T5】________ About technology itself
. Children took a real【T6】________stance with technology.
. technology obstacles:
—the slow speed of the Internet connection
—the【T7】________of Internet access
—the lack of appropriate tables Some advice on integrating technology into the curriculum
. a【T8】________Internet access is essential
. do not spend much time teaching children how to navigate the Web. spend lots of time teaching literacy skills necessary for completing Internet-based activities
. evaluate children’s【T9】________
. provide time for【T10】________ [br] 【T1】
A Healthy Mix of Reading, Writing and Technology
Good morning. Today’s lecture is about the healthy mix of reading, writing and technology in social studies curriculum.
Firstly, about students’ reading.
We learn that if a child cannot read well, that lack of skill is intensified when he or she tries to obtain and process information from the Internet. Interestingly, however, children were so motivated by the opportunity to use the technology that they often persevered in decoding text and constructing meaning, beyond what they seemed willing to do when reading from their textbooks. We also discovered that the Internet allowed students to broaden and deepen their background knowledge and understanding of the content. Students learned much more about the US regions than they did in previous classes that had gathered information primarily from the textbook.
Secondly, about writing.
Overall, we found that the writing component of the project posed the most difficulty for the students. Students struggled with composing complete sentences on the note pages of their PowerPoint slides. PowerPoint, like many word-processing packages, has a feature that enables the software to check spelling as words are typed; misspelled words are then highlighted in some fashion (以某种方式). We believe this is an authentic method of dealing with misspelled words—one that many proficient spellers use frequently. Summarizing caused great problems for students. Despite several lessons on how to summarize, most students resorted to copying information, either from their textbooks or from the Internet. We worked individually with students to help them with these summarizing tasks.
Next, about language development.
Children were exposed to a wide variety of writing styles on the Internet sites they visited, and these styles were different from what they had experienced in textbooks. Through the activity, the children learned the vocabulary related to the regions they were studying. Children also had many opportunities to use language to communicate. As they completed the WebQuests, they shared information, discussed responses, asked for assistance from one another and from the adults, and chatted about what they were seeing on their computer screens.
Finally, about technology itself.
I believe the children acquired technology skills easily because they were involved in meaningful learning activities. We found that the children took a real problem-solving stance (立场,看法) with the technology throughout the project. Their motto seemed to be "When in doubt, click on something and see what happens. "
In summary, the only technology obstacles were those created by the slow speed of the Internet connection in the school, the breakdown of Internet access to the building, and the lack of appropriate tables on which to use the computers, write, and arrange materials.
For those who are interested in integrating technology into their curriculum, I offer some advice hoping that others may learn from the insights.
No. 1, when undertaking Internet-based activities, a high-speed Internet connection is essential.
No. 2, do not spend much time teaching children how to navigate the Web. Instead, let those who have experience with the Internet sit by those who need help.
No. 3, spend lots of time teaching literacy skills necessary for completing Internet-based activities.
No. 4, evaluate children’s process and product. No. 5, provide time for discussion after the lessons have been completed.
To sum up, in the above lecture we talked about how to make it a healthy mix of reading, writing and technology in social studies curriculum. Thanks for your listening.
选项
答案
motivated
解析
由原文可知,使用科技的机会大大激发了儿童的积极性,以至于他们经常坚持不懈地进行文章解读和意义构建。因此填入motivated。
转载请注明原文地址:https://tihaiku.com/zcyy/3733716.html
相关试题推荐
ASocioculturalApproachtoReading,Languagean
ASocioculturalApproachtoReading,Languagean
ASocioculturalApproachtoReading,Languagean
ASocioculturalApproachtoReading,Languagean
AHealthyMixofReading,WritingandTechnology
AHealthyMixofReading,WritingandTechnology
AHealthyMixofReading,WritingandTechnology
AHealthyMixofReading,WritingandTechnology
AHealthyMixofReading,WritingandTechnology
[originaltext]HealthyDietforAthletes
随机试题
Wheredoesthewomanwanttogo?[br][originaltext]W:Excuseme,couldyoutel
Thespeed______is340meterspersecond.A、atwhichsoundtravelsB、withwhich
Howoldis"old"?Theanswerhaschangedovertheyears.Twohundredyearsa
Weallknowthatemotionsoriginateinthebrain.Butweusuallytalkabout
公路汽车客运站的汽车进出站口应符合有关规定,下列哪条有误?()A.一、二级站
下列先天性心脏病,肺血减少的是A.房间隔缺损 B.室间隔缺损 C.动脉导管未
Ante主张决定基牙数量应A.以力比值 B.以缺牙数量 C.以牙周膜面积
男性,45岁。平时喜欢饮热开水及热粥,近5个月有进食困难。并逐渐加重。钡餐检查:
雇主责任保险、产品责任保险均属于( )。A.基本责任保险 B.独立责任保险
西南地区某高硫油气田项目组成包括40口油井、2座转油站、1座注水站、1座联合站以
最新回复
(
0
)