国外母语教材的提示语特色探微  

Study on the Characteristics of the Instructions in Foreign Mother-tongue Teaching Materials

作　　者：马爱莲[1] 

机构地区：[1]杭州师范大学人文学院

出　　处：《课程．教材．教法》2009年第6期87-91,共5页Curriculum，Teaching Material and Method

摘　　要：静态的教材提示语往往传达出编者的教育理念，体现出编者的学法教法的指导。国外母语教材对此匠心独运，提示语大多采用对话式，语言平易近人、善于点拨；提示语内容丰富多彩、功能全面，发挥着提示语文学习的要点、学习方法的获得和运用、阅读思考的习惯养成、言语实践的注意事项、学习内容的拓展和迁移等作用。The static instructions of teaching materials often convey the editor＇s education rationales, which also reflect the editor＇s guidance of methods in studying and teaching. The foreign teaching materials of mother-tongue have great originality on this. The instructions are usually written in dialog style, with easy language, rich content and full in function. They help to make clear the main points of knowledge and play important roles in acquiring and applying the learning methods, cultivating the habits of thinking in reading, paying attention to the practice of language, expanding and transferring the content of learning.

关 键 词：国外 母语教材 提示语 特色 

分 类 号：G623.3[文化科学—教育学]