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
10
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] 【T9】
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
process and product
解析
由原文可知,讲话者给出的第四点建议是,评估儿童的(学习)过程和成果。因此填入process and product。
转载请注明原文地址:https://tihaiku.com/zcyy/3733724.html
相关试题推荐
ASocioculturalApproachtoReading,Languagean
ASocioculturalApproachtoReading,Languagean
ASocioculturalApproachtoReading,Languagean
ASocioculturalApproachtoReading,Languagean
ASocioculturalApproachtoReading,Languagean
ASocioculturalApproachtoReading,Languagean
AHealthyMixofReading,WritingandTechnology
AHealthyMixofReading,WritingandTechnology
AHealthyMixofReading,WritingandTechnology
[originaltext]HealthyDietforAthletes
随机试题
Youngpeoplearefacinganuncertainfuture.Asthe21stcenturydawned,the
Formostpeoplewhohavesleepingtroubles,whichofthefollowingisthemostu
Youprobablyhavenoticedthatpeopleexpresssimilarideasindifferentway
下列哪项多不需要作会阴切开A.经产妇胎儿窘迫需立即结束分娩者 B.估计分娩时会
在20世纪80年代美国第四次并购浪潮中催生了()等著名并购基金管理机构的成立,
下列属于消费金融公司资产业务的是()。A.同业拆借 B.固定收益类证券投资
关于基金从业人员“客户至上”职业道德规范的描述,错误的是()。A.当客户的利益
符合汽车库、修车库防火分隔要求的有()。A.当汽车库和汽车坡道上均设置自动灭火
商店进了100件同样的衣服,售价定为进价的150%,卖了一段时间后价格下降20%
以下不属于心理咨询的内容的是A.情绪问题 B.家庭矛盾 C.人际关系 D.
最新回复
(
0
)