一、研究現(xiàn)狀：
本課題擬在外語教學(xué)法的范疇內(nèi)，通過探討如何運(yùn)用課堂提問技巧，一方面為學(xué)生能夠根據(jù)問題更快，更準(zhǔn)確地把握對(duì)文章的綜合理解，更好地獲取文章的內(nèi)在信息起到了積極的促進(jìn)作用，另一方面，由于本課題的內(nèi)容在目前的英語閱讀教學(xué)中出現(xiàn)很少，而本課題的研究將彌補(bǔ)這一方面的不足，也為廣大教師在閱讀教學(xué)中所采用的教學(xué)技巧提供了一項(xiàng)參考。它的理論意義和實(shí)踐意義將會(huì)十分顯著。
研究目標(biāo):針對(duì)課文內(nèi)容的不同，在閱讀課堂教學(xué)的各環(huán)節(jié)中精心設(shè)計(jì)問題，為引導(dǎo)學(xué)生能夠積極參與閱讀教學(xué)，使其能夠帶著疑問對(duì)文章進(jìn)行閱讀，并向?qū)W生提供盡可能多的直接使用語言的機(jī)會(huì)，讓學(xué)生回答問題，分析問題或就某一問題進(jìn)行討論，幫助學(xué)生在有限的課堂中最大限度地獲取文章的內(nèi)在信息，提高其閱讀速度，分析問題和解決問題的能力，從而改善閱讀課堂教學(xué)的質(zhì)量。
二、研究的目的及意義：
通過對(duì)目前已經(jīng)發(fā)展起來并比較成熟的幾種互動(dòng)模式的歸納來看：關(guān)于人際互動(dòng)這種互動(dòng)模式在目前的互動(dòng)性研究中被單獨(dú)研究還比較少，沒有被當(dāng)作一種獨(dú)立的模式應(yīng)用到英語口語課堂教學(xué)中，它更多的是被貫穿到其他幾種互動(dòng)模式當(dāng)中。因此，本論題認(rèn)為它還有進(jìn)一步研究的空間。
三、研究的理論依據(jù)和研究方法：
本論題將以教育心理學(xué)的理論為基礎(chǔ)，以互動(dòng)理論和構(gòu)建主義理論為依據(jù)，運(yùn)用歸納總結(jié)的方法對(duì)已有的研究進(jìn)行宏觀上的概述，從而引出本文論題，通過例證分析、驗(yàn)證人際互動(dòng)模式對(duì)課堂英語口語教學(xué)效果的提高所具有的重要意義。
四、研究內(nèi)容：
function and application of descriptive translation studies
introduction
the intention of this study is to explore possible advantages of descriptive translation studies as in its application in translation practice and translation analysis.
since early 20th century, translation studies gradually broke away from the marginal status within other related disciplines and established itself as an empirical science. from then on, schools of thought have kept coming out and each claims its legitimacy for existence. among these schools is descriptive translation studies (dts).
dts approaches translation from an empirical perspective. translation is viewed to be a social activity having significant importance in the receiving culture and for the target community. therefore, translation is dealt with beyond the linguistic realization and language comparison, and is incorporated in social and cultural context.
my attention was first directed to dts by its peculiar characteristic of observation, description and explanation. the subject is whatever happens in translation practice, from the determination of prospective function of translation to the process of translator s choice of strategies, brainstorming and the revision, to the final product making appearance in the target community.
the method of dts is basically descriptive. the prescriptive tendency and the problem-solution pattern is abandoned. translation phenomena are noted down. with accumulated data, some underlying truths about translation will come out which will prove to be instructive not only for theoretical probe but also for applied translation practice. i will apply this descriptive method in the case study of this thesis.
a convenient tool has been set up to conduct dts. norm is operative at every stage of description and explanation. function, process and product and their relationship as well are skeletal structure of what constitute descriptive studies. translation phenomena are accounted for with the help of norm.
in this regard, my observations are limited to several aspects, i hope in-depth observation and explanation will done in light of dts.
五、參考文獻(xiàn)
Jonssen, DH..Thinking Technology: Toward a Constructivist Design Model [J].Educational Technolgy. 3 (1994): 34-35.
Littlewood, William. Communicative Language Teaching [M].Cambridge: Cambridge University Press .1981.
盧艷春, 路雅琴. 構(gòu)建主義與大學(xué)英語口語教學(xué). 前沿雜志. 11 (2015):98-100.
司洪海. 構(gòu)建主義理論與英語口語教學(xué). 基礎(chǔ)英語教育. 4 (2015):8-9.
吳蕾. 構(gòu)建主義在英語口語教學(xué)中的應(yīng)用. 東華大學(xué)學(xué)報(bào)(社科版).7 (2015):23-24.
范雄飛, 黃玉蘭. 把角色扮演引入英語專業(yè)口語教學(xué)之中. 讀與寫雜志. 9 (2015):35-37.
徐志敏, 王瑛. 大學(xué)英語課堂互動(dòng)教學(xué)中角色扮演探究. 外語研究. 8 (2015):56-57.
黃影秋. 以學(xué)生為中心提高英語口語課堂效果. 濟(jì)南職業(yè)學(xué)院學(xué)報(bào). 3 (2015): 81-88.
何亞娟. 中學(xué)英語課堂互動(dòng)教學(xué)的探索與實(shí)踐. 渭南師院學(xué)報(bào). 12 (2015): 72-73.
顧曉樂, 黃芙蓉. 合作學(xué)習(xí)與情景劇表演. 國外外語教學(xué). 2 (2015):55-56.