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pbl教學(xué)教學(xué)案例范文第1篇

一案例教學(xué)法在當(dāng)代高等教育中的意義

（一）案例教學(xué)法與傳統(tǒng)教學(xué)法的區(qū)別

案例教學(xué)法由美國(guó)哈佛大學(xué)首創(chuàng)，該方法是在教師的指導(dǎo)下，根據(jù)知識(shí)體系的掌握要求，利用案例引導(dǎo)教學(xué)活動(dòng)，組織學(xué)生進(jìn)行學(xué)習(xí)、研討和探究的一種教學(xué)方法[2]。

第一，從教學(xué)目的來(lái)說(shuō)，傳統(tǒng)教學(xué)重在理論知識(shí)的傳授，其缺點(diǎn)是缺乏理論聯(lián)系實(shí)際的結(jié)合點(diǎn)，容易造成理論脫離實(shí)際的弊病。而案例教學(xué)重在實(shí)際問(wèn)題的解決，其教學(xué)案例主要來(lái)自科研和生活實(shí)踐，具有真實(shí)性、完整性、典型性、代表性。通過(guò)案例的學(xué)習(xí)，能掌握隱藏在案例后的完整的知識(shí)體系，并在此過(guò)程中，訓(xùn)練學(xué)生獨(dú)立分析問(wèn)題和解決問(wèn)題的能力。

第二，從教學(xué)材料和授課方式來(lái)說(shuō)，傳統(tǒng)教學(xué)所使用的教學(xué)材料一般都是具有一定穩(wěn)定性的教科書(shū)，其典型授課方式是以“教師講，學(xué)生聽(tīng)”為主。而案例教學(xué)使用的教學(xué)材料是獨(dú)特的教學(xué)案例，并且這些教學(xué)案例一般都是隨時(shí)代的發(fā)展不斷更新。

第三，在傳統(tǒng)的教學(xué)中，教師只要教材熟悉、思路清晰、表達(dá)清楚，使學(xué)生掌握了教師的“真理”，責(zé)任就算盡到了。而在案例教學(xué)中，教師雖然可能比學(xué)生懂得多，但教師的角色并不是權(quán)威，應(yīng)定位為案例教學(xué)的設(shè)計(jì)者、引導(dǎo)者、組織者和案例討論的參與者。

第四，從學(xué)生的角色和責(zé)任來(lái)說(shuō)，在傳統(tǒng)教學(xué)中，學(xué)生處于消極、被動(dòng)和受支配地位。其角色是認(rèn)真的聽(tīng)講者和知識(shí)的接受者。而在案例教學(xué)中，不僅強(qiáng)調(diào)教師的“教”（引導(dǎo)），更強(qiáng)調(diào)學(xué)生的“學(xué)”（自主學(xué)習(xí)和研討），以學(xué)生為中心，學(xué)生在整個(gè)教學(xué)活動(dòng)中處于主導(dǎo)地位。

（二）案例教學(xué)法的重要意義

案例教學(xué)法有如下作用和意義：通過(guò)真實(shí)性的案例，能很好地解決理論與實(shí)際脫節(jié)的矛盾，便于理論聯(lián)系實(shí)際；通過(guò)師生角色的轉(zhuǎn)變，有助于調(diào)動(dòng)師生教與學(xué)的積極性；在解決現(xiàn)實(shí)案例的過(guò)程中，首先需要學(xué)生根據(jù)案例的需要，不斷地收集、分析、學(xué)習(xí)和處理各種知識(shí)和信息，從而有助于培養(yǎng)學(xué)生的信息收集、學(xué)習(xí)和處理能力；在解決現(xiàn)實(shí)案例的過(guò)程中，還需要學(xué)生運(yùn)用所學(xué)的知識(shí)體系解決現(xiàn)實(shí)問(wèn)題，從而有助于提高學(xué)生分析問(wèn)題和解決問(wèn)題的能力；解決問(wèn)題的途徑并非唯一，學(xué)生在案例分析過(guò)程中，可以站在不同的立場(chǎng)、多角度地分析和解決問(wèn)題，從而有助于培養(yǎng)學(xué)生的創(chuàng)新能力。

二pbl教學(xué)法與案例教學(xué)法的高度互補(bǔ)性

PBL（Problem-Based Learning）即“基于問(wèn)題的學(xué)習(xí)”，由加拿大的McMaster大學(xué)首創(chuàng)[3]。該方法以問(wèn)題為核心，其核心思想有兩個(gè)：一是將問(wèn)題作為學(xué)習(xí)和整合新知識(shí)的起點(diǎn)，以問(wèn)題為載體，使學(xué)生在解決問(wèn)題的過(guò)程中學(xué)到必要的知識(shí)；二是不單純只為獲得知識(shí)，在獲得知識(shí)的同時(shí)，強(qiáng)調(diào)問(wèn)題的解決。其教學(xué)的主要形式是：以學(xué)生為中心，在教師的引導(dǎo)下，以小組為單位圍繞著一個(gè)個(gè)的問(wèn)題進(jìn)行討論和學(xué)習(xí)。

PBL教學(xué)與案例教學(xué)有極強(qiáng)的互補(bǔ)性。在案例教學(xué)中，一個(gè)案例就是一個(gè)實(shí)際情境的描述，在這個(gè)情境中，往往包含著多個(gè)疑難問(wèn)題。換句話說(shuō)，要解決一個(gè)代表現(xiàn)實(shí)課題的真實(shí)性案例，需要將其分解成許多個(gè)問(wèn)題，通過(guò)每個(gè)問(wèn)題的解決，最終解決整個(gè)案例。同時(shí)，在解決問(wèn)題的過(guò)程中掌握每個(gè)問(wèn)題背后所包含的知識(shí)，所有知識(shí)的集合則構(gòu)成了案例背后隱藏的知識(shí)體系。也就是說(shuō)，在進(jìn)行案例教學(xué)的過(guò)程中，需要用到“基于問(wèn)題的教學(xué)”；而“基于問(wèn)題的教學(xué)”中的“問(wèn)題”，并不是隨意設(shè)置的，需要以案例解決的路線為指引進(jìn)行設(shè)置。

三案例教學(xué)法和PBL教學(xué)法的實(shí)踐探索

（一）課程平臺(tái)

我們以生物信息學(xué)為課程平臺(tái)。生物信息學(xué)是用數(shù)理和信息科學(xué)的觀點(diǎn)、理論和方法去研究生命現(xiàn)象、組織和分析呈現(xiàn)指數(shù)增長(zhǎng)的生物數(shù)據(jù)的一門(mén)學(xué)科[4]。它主要包括兩重含義：一是對(duì)海量數(shù)據(jù)的收集、整理與服務(wù)，即管理好這些數(shù)據(jù)；二是從中發(fā)現(xiàn)新的規(guī)律，即利用好這些數(shù)據(jù)。它是生命科學(xué)領(lǐng)域里一門(mén)極為重要的工具課程，可整合和串聯(lián)各門(mén)主干課程。

（二）具體實(shí)施

1分組

對(duì)班級(jí)學(xué)生進(jìn)行分組，分組的依據(jù)主要是每個(gè)學(xué)生能力的高低，將能力互補(bǔ)的學(xué)生分在一個(gè)學(xué)習(xí)小組中，每組控制在4-5人左右。

2提出教學(xué)目標(biāo)，布置真實(shí)性任務(wù)（案例）

案例教學(xué)法中案例的選擇并非隨意拿來(lái)，而是要根據(jù)教學(xué)內(nèi)容和教學(xué)對(duì)象的不同，精心選擇，精心設(shè)汁。其一，所選案例要貼切、恰當(dāng)，能全面反映教學(xué)內(nèi)容。其二，所選案例要生動(dòng)，具有吸引力，這樣才能調(diào)動(dòng)學(xué)生的積極性，吸引學(xué)生積極參與、積極思考。其三，所選案例要難易適度，充分考慮到學(xué)生的個(gè)體差異，盡量選擇和設(shè)計(jì)出所有學(xué)生都可理解接受的案例?；谏鲜鋈c(diǎn)，我們選擇了“某個(gè)新基因的發(fā)現(xiàn)與鑒定”這一真實(shí)性科研課題作為案例。

3以案例完成的步驟為主線，設(shè)置相應(yīng)的問(wèn)題集

教師在選擇好案例后要花一定時(shí)間仔細(xì)研讀思考，對(duì)下列問(wèn)題一定要成竹在胸：選用此案例主要想解決什么問(wèn)題？案例將可能涉及哪些方面的知識(shí)？通過(guò)研讀思考、翻閱教材和資料，將相關(guān)信息整理出來(lái)，歸納成問(wèn)題集，作為學(xué)生解決案例的線索和依據(jù)。按照這個(gè)原則，我們?cè)O(shè)置了以下11個(gè)問(wèn)題，構(gòu)成問(wèn)題集：（1）生物數(shù)據(jù)庫(kù)是如何架構(gòu)的，對(duì)于互聯(lián)網(wǎng)上常見(jiàn)的生物數(shù)據(jù)庫(kù)，該如何識(shí)別與理解？（2）如何通過(guò)國(guó)際上的生物數(shù)據(jù)庫(kù)檢索系統(tǒng)，對(duì)數(shù)據(jù)庫(kù)內(nèi)的生物分子數(shù)據(jù)進(jìn)行使用？（3）如何通過(guò)各種常見(jiàn)的雙序列比對(duì)軟件完成對(duì)生物分子的兩兩比對(duì)？（4）如何通過(guò)各種常見(jiàn)的多序列比對(duì)軟件完成對(duì)生物分子的多重比對(duì)？（5）如何利用EST數(shù)據(jù)庫(kù)獲得基因重疊群？（6）如何完成新基因的拼接獲得？（7）如何完成所得基因的理化性質(zhì)分析？（8）如何完成所得基因的啟動(dòng)區(qū)域分析？（9）如何完成所得基因的CDS區(qū)域分析？（10）如何完成新基因的人工翻譯？（11）如何完成所得蛋白質(zhì)的結(jié)構(gòu)與功能分析？

4定期討論

定期安排學(xué)生集中討論。每次討論主要完成兩方面工作：一是對(duì)問(wèn)題解決和案例完成進(jìn)展情況進(jìn)行報(bào)告，二是對(duì)所遇到的難點(diǎn)進(jìn)行互相交流。教師全程參與，對(duì)疑難點(diǎn)做出提示和建議。

5成果匯報(bào)

案例完成后，進(jìn)行集中匯報(bào)。讓學(xué)生對(duì)期間所做的工作、獲得的結(jié)果進(jìn)行匯報(bào)。

6教師評(píng)價(jià)、反饋

由指導(dǎo)教師對(duì)案例完成過(guò)程及結(jié)果進(jìn)行點(diǎn)評(píng)，對(duì)學(xué)生掌握知識(shí)的程度及學(xué)生的科研、應(yīng)用能力進(jìn)行評(píng)價(jià)，并提出可進(jìn)一步提高的方向。

7延伸階段

鑒于生物信息學(xué)都是在臨近畢業(yè)時(shí)進(jìn)行教學(xué)，對(duì)于有興趣的學(xué)生，可以將案例擴(kuò)展成畢業(yè)設(shè)計(jì)，進(jìn)行模塊化分流教學(xué)。

（三）案例教學(xué)法與PBL教學(xué)法的實(shí)施效果

1激發(fā)了學(xué)生的學(xué)習(xí)興趣，提高了教學(xué)質(zhì)量

學(xué)習(xí)是一種滿足人類基本需要的方式，興趣則是最好的老師。案例教學(xué)法與PBL教學(xué)法的實(shí)施，大大轉(zhuǎn)變了師生的角色和觀念。使教師認(rèn)識(shí)到學(xué)生作為主體參與教學(xué)的重要性，逐漸從知識(shí)論轉(zhuǎn)向主體論，從知識(shí)的傳授者、教學(xué)的組織領(lǐng)導(dǎo)者轉(zhuǎn)變成為學(xué)習(xí)過(guò)程中的咨詢者、引導(dǎo)者和伙伴；樹(shù)立了“以學(xué)生為中心”的教育理念，確立了學(xué)生全面發(fā)展、能力本位的價(jià)值取向。同時(shí)，真正落實(shí)了學(xué)生在教學(xué)活動(dòng)中的主體地位，改變了他們以往個(gè)體式、接受式、知識(shí)學(xué)習(xí)導(dǎo)向的學(xué)習(xí)方式，形成了合作式、探究式、能力培養(yǎng)導(dǎo)向的學(xué)習(xí)方式，讓每一位學(xué)生積極主動(dòng)地參與了學(xué)習(xí)過(guò)程。在此過(guò)程中，學(xué)生的學(xué)習(xí)興趣大大增強(qiáng)，教學(xué)效果十分良好，教學(xué)質(zhì)量有了明顯的提升。

2促進(jìn)了對(duì)學(xué)生能力的培養(yǎng)

古人云，“授之以魚(yú)不如授之以漁。”葉圣陶先生也認(rèn)為，“教是為了不教?！本科涓?，實(shí)際上都在強(qiáng)調(diào)學(xué)校應(yīng)該教會(huì)學(xué)生自主學(xué)習(xí)，這樣才能在知識(shí)的不斷更新中挺立潮頭，永遠(yuǎn)立于不敗之地。通過(guò)案例教學(xué)法和PBL教學(xué)法的實(shí)施，我們確立了以教師為引導(dǎo)、學(xué)生為主體的教學(xué)模式。通過(guò)真實(shí)性很強(qiáng)的案例與相匹配的問(wèn)題集，把知識(shí)獲取方式由灌輸式變?yōu)樘骄渴剑蟠筇嵘藢W(xué)習(xí)效果。并且在此過(guò)程中，極大地提高了學(xué)生分析問(wèn)題、解決問(wèn)題的能力，增強(qiáng)了學(xué)生的創(chuàng)新精神。

參考文獻(xiàn)

[1]趙姝淳.對(duì)高校創(chuàng)新性人才培養(yǎng)的思考[J].國(guó)家教育行政學(xué)院學(xué)報(bào)，2007（3）：64-67.

[2]王世民.淺議案例教學(xué)法[J].遼寧教育行政學(xué)院學(xué)報(bào)， 2006 （6）：91-92.

pbl教學(xué)教學(xué)案例范文第2篇

筆者在《金融法》課堂教學(xué)中采用PBL教學(xué)法組織案例討論，選擇一些涉及理論上有爭(zhēng)議、社會(huì)上有關(guān)注或者學(xué)生中有困惑的典型案例，通過(guò)細(xì)致編排內(nèi)容，精心選擇設(shè)問(wèn)，靈活運(yùn)用于課堂教學(xué)中。通過(guò)實(shí)際操作發(fā)現(xiàn)，該方法較好的提高了學(xué)生運(yùn)用法律知識(shí)分析問(wèn)題解決問(wèn)題的能力，并初步拓展了學(xué)生的學(xué)術(shù)視野和人文關(guān)懷。

1. 案例準(zhǔn)備

選取適當(dāng)?shù)陌咐浅晒M織案例教學(xué)的關(guān)鍵。一般法學(xué)專業(yè)本科階段，《金融法》多在第三學(xué)年開(kāi)設(shè)，學(xué)生已經(jīng)修完法學(xué)基礎(chǔ)課程，有了一定的部門(mén)法學(xué)習(xí)經(jīng)驗(yàn)。因此，篩選的案例一般要求有深度、有難度，內(nèi)涵層次豐富，外延真實(shí)可信。我們一般依照如下幾點(diǎn)進(jìn)行。

其次，真實(shí)性。我國(guó)目前仍尚認(rèn)判例可以作為法的淵源，但我國(guó)最高法院對(duì)某些具體案件的司法解釋與之有類似的作用。所以選取時(shí)下發(fā)生過(guò)的有著鮮明時(shí)代特征的案例，有利于學(xué)生從書(shū)本知識(shí)到社會(huì)實(shí)踐的過(guò)渡。

再次，爭(zhēng)議性。要求案件在大部分學(xué)生的知識(shí)范疇內(nèi)，有各抒己見(jiàn)、分析探討的層次和空間。法律爭(zhēng)議在目前我國(guó)法制完善過(guò)程中仍不同程度的存在。通過(guò)對(duì)爭(zhēng)議的討論，可以使得學(xué)生進(jìn)一步深入分析，厘清相關(guān)法律范疇的界定和判斷。

2. 問(wèn)題設(shè)置

這是教師駕馭整個(gè)案例教學(xué)過(guò)程的關(guān)鍵。案例選定后，教師要將其主要情景和事實(shí)系統(tǒng)歸納整理，發(fā)掘出案例所涉及的知識(shí)、理論、觀點(diǎn)及最新的理論動(dòng)向。以此為切入點(diǎn)，將整個(gè)案例有機(jī)分為幾個(gè)情景段落。一般地，我們將案例分成案例陳述、實(shí)際結(jié)案情況及法律理論運(yùn)用和拓展3個(gè)部分。

2～4個(gè)主要的討論問(wèn)題圍繞案例設(shè)計(jì)，一般放在第一個(gè)情景段落案例陳述之后，指向?qū)嶋H結(jié)案情況。使學(xué)生思考、討論時(shí)有的放矢，不偏離主題。并適當(dāng)預(yù)留幾個(gè)可以由學(xué)生提出問(wèn)題的點(diǎn)，鼓勵(lì)學(xué)生自己從案例中發(fā)現(xiàn)，以期通過(guò)增強(qiáng)學(xué)生的參與程度，鍛煉其發(fā)現(xiàn)疑問(wèn)、提煉觀點(diǎn)、設(shè)置問(wèn)題以及分析解決的能力，并在一定程度上逐步鍛煉學(xué)生在學(xué)科上的質(zhì)疑、探索的精神。

在第二個(gè)情景段落，也就是實(shí)際結(jié)案情況提出后，可設(shè)置爭(zhēng)議性問(wèn)題，交由學(xué)生分組討論。針對(duì)不同的案例，可選取大組或小組的不同分組方式進(jìn)行安排。大組討論，即分為兩大組，適用于相對(duì)容易區(qū)分為正反兩種主要觀點(diǎn)的問(wèn)題。小組討論，即將分為3個(gè)以上的小組，適用于有超過(guò)兩種以上主要觀點(diǎn)的問(wèn)題。分組后給學(xué)生1周左右的時(shí)間進(jìn)行準(zhǔn)備，一般是查找資料、組內(nèi)討論等，最終形成本組觀點(diǎn)。

做為第三情景段落的法律理論運(yùn)用和拓展，重點(diǎn)在于從案例討論回歸法律理論。指導(dǎo)學(xué)生深入分析具體法律知識(shí)的切入點(diǎn)，深刻領(lǐng)會(huì)相關(guān)法律理論的應(yīng)用過(guò)程。并努力指引學(xué)生向更加深入的層次探索，拓展一定的法律學(xué)術(shù)思維和視野。

3. 分析討論

這是整個(gè)PBL教學(xué)法在《金融法》案例教學(xué)過(guò)程中最主要的階段。占用課時(shí)相對(duì)較長(zhǎng)，若教師控制不當(dāng)，則可能導(dǎo)致“冷場(chǎng)”或者“鬧場(chǎng)”等極端情況的出現(xiàn)。只有討論熱烈而有條不紊才能達(dá)到教學(xué)目的，使學(xué)生有所得。我們一般按照學(xué)生演講、課堂討論和教師點(diǎn)評(píng)等環(huán)節(jié)進(jìn)行。

在學(xué)生演講中，要求每組選擇代表一名表達(dá)本組成員的觀點(diǎn)，其他成員可以補(bǔ)充，一般要求時(shí)間控制在3分鐘以內(nèi)。教師和其他同學(xué)可在演講結(jié)束后進(jìn)行提問(wèn)。另外，教師可以就發(fā)言者本身的講話過(guò)程、表情及動(dòng)作等進(jìn)行簡(jiǎn)短的穿插點(diǎn)評(píng)，一方面可以指導(dǎo)學(xué)生鍛煉當(dāng)眾講話的能力，另一方面可以營(yíng)造更好的活躍的課堂氛圍，有益于討論生動(dòng)、熱烈展開(kāi)。

課堂討論，一般針對(duì)不同的案例或分組方式具體安排。小組討論中，一般順接各組學(xué)生演講，而其他組成員則可針對(duì)演講中所表達(dá)的觀點(diǎn)或提出的問(wèn)題隨時(shí)進(jìn)行反駁、詰問(wèn)。大組討論中，可參照一般辯論形式，每組要求至少4名成員代表發(fā)言。隨后與小組討論安排大致相同。在此環(huán)節(jié)，教師要引導(dǎo)學(xué)生圍繞所提出的問(wèn)題進(jìn)行發(fā)言，應(yīng)鼓勵(lì)學(xué)生言之有據(jù)地表達(dá)自己的觀點(diǎn)，可以進(jìn)行有理有節(jié)的辯論。同時(shí)，也要掌控討論的氣氛和節(jié)奏，始終保持熱烈而不激烈的氣氛，避免個(gè)人攻擊等情況出現(xiàn)。指導(dǎo)同學(xué)充分發(fā)現(xiàn)和運(yùn)用團(tuán)隊(duì)的優(yōu)勢(shì)，在各組集體參與下充分交流信息和碰撞思維，引導(dǎo)學(xué)生朝著學(xué)術(shù)素養(yǎng)塑造方向，將討論達(dá)到一定的深度廣度。

教師點(diǎn)評(píng)，是PBL教學(xué)法案例教學(xué)的總結(jié)階段。在討論完成后，學(xué)生能收獲多少，與此階段密切相關(guān)。教師要對(duì)案例的討論情況進(jìn)行點(diǎn)評(píng)和小結(jié)，引導(dǎo)學(xué)生從討論回歸書(shū)本，從實(shí)際回歸理論，進(jìn)一步強(qiáng)化相關(guān)法律知識(shí)的理解和掌握，為日后學(xué)生熟練運(yùn)用理論解決實(shí)際問(wèn)題打下良好基礎(chǔ)，一步步打造學(xué)生的知識(shí)儲(chǔ)備和實(shí)踐能力。

4. 優(yōu)勢(shì)

pbl教學(xué)教學(xué)案例范文第3篇

基于問(wèn)題的學(xué)習(xí)（Problem－Based Learning，簡(jiǎn)稱PBL，也稱作問(wèn)題式學(xué)習(xí)）教學(xué)法是指以問(wèn)題為基礎(chǔ)、學(xué)生為中心、教師為引導(dǎo)的小組討論和學(xué)生自學(xué)的教學(xué)方式。應(yīng)用到法醫(yī)臨床學(xué)教學(xué)，PBL教學(xué)法可優(yōu)化為以“案件”為基礎(chǔ)、以學(xué)生為中心、以教師為引導(dǎo)的教學(xué)模式。在法醫(yī)臨床學(xué)教學(xué)中推行PBL教學(xué)法，是提高其教學(xué)質(zhì)量、培養(yǎng)合格法醫(yī)人才的一個(gè)重要手段。

一、PBL教學(xué)法在法醫(yī)臨床學(xué)教學(xué)中的實(shí)施過(guò)程

經(jīng)典PBL的實(shí)施包含八個(gè)步驟［1］：①確定不熟悉的、難以解釋的詞匯和語(yǔ)句，尋求其他小組能提供的解釋。②學(xué)生積極提出自己的想法，解釋所討論的問(wèn)題。③借鑒已有的知識(shí)、經(jīng)驗(yàn)和常識(shí)，對(duì)問(wèn)題提出所有可能的解釋。④仔細(xì)分析所產(chǎn)生的解釋。⑤協(xié)作小組共同協(xié)作形成一系列具體的、可實(shí)現(xiàn)的、綜合的和恰當(dāng)?shù)膶W(xué)習(xí)目標(biāo)。⑥學(xué)生通過(guò)各種資源發(fā)現(xiàn)有關(guān)學(xué)習(xí)目標(biāo)的資源。⑦小組間共享各自的研究成果并融合成綜合性的解釋。⑧討論經(jīng)驗(yàn)。

在法醫(yī)臨床學(xué)教學(xué)中，具體過(guò)程如下：①提出問(wèn)題：根據(jù)教學(xué)大綱、教學(xué)計(jì)劃及教學(xué)內(nèi)容，選擇具有代表性的案例，針對(duì)本次課的重點(diǎn)和難點(diǎn)，設(shè)計(jì)問(wèn)題；②針對(duì)提出的問(wèn)題，要求每個(gè)學(xué)生利用課余時(shí)間，通過(guò)預(yù)習(xí)教材、查閱相關(guān)文獻(xiàn)資料，尋求答案；③小組討論：以小組為單位進(jìn)行討論交流。由授課教師指導(dǎo)，對(duì)討論結(jié)果予以肯定；④回顧總結(jié)：最后教師對(duì)該次教學(xué)內(nèi)容加以歸納，并可對(duì)某些學(xué)生共同感興趣的問(wèn)題作進(jìn)一步深入講解，擴(kuò)展學(xué)生知識(shí)面。例如，在講授眼損傷章節(jié)時(shí)，選擇眼損傷典型案例。被鑒定人張某，男，48歲，2010年2月21日與他人發(fā)生糾紛，被對(duì)方用拳頭擊傷左眼部。2010年2月21日某醫(yī)院住院病歷記載：因“頭面部、背部被毆擊傷疼痛，左眼視物不清1小時(shí)”入院。體檢：神清，精神可，生命體征平穩(wěn)，一般情況可。頭頸部、胸腹部、四肢、脊柱無(wú)異常，腎區(qū)無(wú)叩擊痛。專科情況：視力右眼0.5，左眼手動(dòng)/30cm，紅綠光可見(jiàn)。左眼瞼腫脹，皮下瘀血，球結(jié)膜下廣泛性出血，角膜透明，前房水清，正常深淺，瞳孔圓，反射存在，晶狀體透明，玻璃體混濁，下方可見(jiàn)團(tuán)塊狀黑影。眼底模糊，視不清，眼壓Tn。右瞳孔等大等圓約3mm大小，光敏，鼻部腫脹。CT掃描示：左眼眶軟組織挫傷，雙側(cè)眼球未見(jiàn)明顯異常。初步診斷：左眼玻璃體積血；左眼視網(wǎng)膜震蕩傷。入院后給予擴(kuò)血管，促進(jìn)玻璃體積血吸收等治療。出院時(shí)患者仍訴左眼視物不清，查左眼視力0.04，不能矯正，球結(jié)膜無(wú)充血，角膜透明，前房正常，瞳孔圓，光反射存在，晶體透明，玻璃體較混，無(wú)積血，眼底視網(wǎng)膜無(wú)出血，視無(wú)水腫，境界清，黃斑中心反光不清。鑒定事項(xiàng)：對(duì)張某進(jìn)行損傷程度鑒定。法醫(yī)檢驗(yàn)：2010年9月18日活體檢查：一般情況好。眼科?？茩z查：右眼視力1.0，左眼0.1（矯正不能提高）。角膜（－），晶體周邊部微混，玻璃體（－），左眼眼底黃斑中心凹反光欠清，視網(wǎng)膜平伏，未見(jiàn)出血和水腫。眼壓：左眼17mmHg，右眼16mmHg。視覺(jué)電生理檢查報(bào)告提示：左眼視網(wǎng)膜功能降低；左眼視路功能降低。眼底造影：左眼可見(jiàn)熒光滲漏。

在完整的資料顯示完后，提出問(wèn)題：①能認(rèn)定張某的哪些損傷？②主觀檢查法得出的張某左眼視力障礙有無(wú)損傷的基礎(chǔ)？③張某左眼視力降低與外傷之間有無(wú)因果關(guān)系？④張某的損傷程度如何判定？⑤何為視網(wǎng)膜挫傷，與視網(wǎng)膜震蕩如何鑒別？然后我們推薦或提供部分相關(guān)文獻(xiàn)、資料，要求學(xué)生查找資料并學(xué)習(xí)和利用資料，針對(duì)上述問(wèn)題展開(kāi)充分討論。在與同學(xué)互動(dòng)討論的過(guò)程中，教師要引導(dǎo)學(xué)生回顧損傷程度鑒定原則，損傷因果關(guān)系判定的方法，偽裝視力低下的鑒別方法等。要求學(xué)生以法醫(yī)鑒定人的角色對(duì)此案進(jìn)行鑒定，啟發(fā)學(xué)生通過(guò)對(duì)案件資料的全面分析，認(rèn)定張某的損傷為左眼視網(wǎng)膜挫傷，損傷程度為輕傷。通過(guò)以此案例為基礎(chǔ)的討論式學(xué)習(xí)，將知識(shí)點(diǎn)融匯于案例中，不但形象生動(dòng)地學(xué)習(xí)了眼損傷的相關(guān)知識(shí)，而且培養(yǎng)了學(xué)生提出問(wèn)題、分析問(wèn)題和解決問(wèn)題的能力，使理論知識(shí)和法醫(yī)學(xué)實(shí)踐有機(jī)的結(jié)合起來(lái)，在理論學(xué)習(xí)中提高法醫(yī)學(xué)實(shí)際檢案能力，收到了良好的教學(xué)效果。

二、效果及體會(huì)

筆者認(rèn)為PBL教學(xué)法具有以下優(yōu)點(diǎn)：①有利于激發(fā)學(xué)生學(xué)習(xí)興趣，發(fā)揮學(xué)生學(xué)習(xí)的主動(dòng)性，提升學(xué)生的自學(xué)能力；②有利于學(xué)生理解新知識(shí)，鞏固舊知識(shí)。教師在設(shè)計(jì)問(wèn)題時(shí)，將各基礎(chǔ)及臨床相關(guān)學(xué)科知識(shí)融入問(wèn)題中，使學(xué)生在理解新知識(shí)的同時(shí)，又鞏固了原有知識(shí)；③有利于培養(yǎng)學(xué)生的綜合素質(zhì)和能力。［2］傳統(tǒng)的教學(xué)方法，學(xué)生長(zhǎng)期習(xí)慣被動(dòng)接受教師傳授的知識(shí)，不利于綜合素質(zhì)的培養(yǎng)。而PBL教學(xué)，學(xué)生以問(wèn)題為中心進(jìn)行自學(xué)，這樣就可以通過(guò)預(yù)習(xí)材料、文獻(xiàn)檢索、資料歸納和分析、觀點(diǎn)提煉以及人際交往來(lái)提高資料收集、人際溝通以及分析問(wèn)題和解決問(wèn)題的能力，可以通過(guò)討論來(lái)提高邏輯思維能力，可以通過(guò)課堂闡述、相互點(diǎn)評(píng)來(lái)提高語(yǔ)言表達(dá)能力。同時(shí)在教學(xué)中發(fā)現(xiàn)了一些問(wèn)題與不足：①個(gè)別學(xué)生有消極參與的情緒，依賴教師課后總結(jié)而不積極參與討論，或僅抓住表面現(xiàn)象而忽視對(duì)問(wèn)題的深入思考；②資料信息收集簡(jiǎn)單。有的學(xué)生為了快速完成任務(wù)，不進(jìn)行認(rèn)真仔細(xì)收集；③花費(fèi)時(shí)間太多。［3］

綜上所述，通過(guò)以案例分析為基礎(chǔ)的教學(xué)，在教學(xué)中模擬法醫(yī)的實(shí)際工作，提出問(wèn)題，解決問(wèn)題，寓理論知識(shí)于實(shí)際案例中，能夠調(diào)動(dòng)學(xué)生的學(xué)習(xí)主動(dòng)性，挖掘他們的學(xué)習(xí)潛能，培養(yǎng)他們分析問(wèn)題、解決問(wèn)題以及案件分析能力，促進(jìn)學(xué)生綜合素質(zhì)的提高，從而真正達(dá)到提升法醫(yī)臨床教學(xué)質(zhì)量的目的。所以，案例教學(xué)法是理論聯(lián)系實(shí)際，提高學(xué)生專業(yè)素質(zhì)的一個(gè)好的教學(xué)方法，［4］也是一個(gè)值得廣泛推廣的教學(xué)方法。

參考文獻(xiàn)

1 Yiou R, Goaenogh D. Applying Problem―based learning to the teaching of anatomy：the example of Harvard Medical School［J］. Surg Radiol Anat，2006（2）：189

2 王 荃、李自良、劉 彥.口腔頜面外科學(xué)PBL教學(xué)實(shí)踐與研究［J］.吉林醫(yī)學(xué)，2010（24）：4223～4224

pbl教學(xué)教學(xué)案例范文第4篇

本文共分五個(gè)部分，第一部分和第五部分分別為介紹與總結(jié)，中間三個(gè)部分為本文核心，分別展開(kāi)廣告英語(yǔ)在詞匯﹑句法﹑篇章三個(gè)層面的分析。本文的結(jié)論均來(lái)自于對(duì)語(yǔ)料庫(kù)的分析。整個(gè)研究從數(shù)據(jù)出發(fā)，由數(shù)據(jù)驅(qū)動(dòng)，由此進(jìn)行語(yǔ)言學(xué)上的分析與概括。

本文作者衷心希望此論文的分析結(jié)果能給英語(yǔ)廣告的寫(xiě)作者以及廣告英語(yǔ)的學(xué)習(xí)者提供幫助。

關(guān)鍵詞:廣告英語(yǔ)，詞匯，句法，篇章，相同點(diǎn)，不同點(diǎn)

ANANALYSISOFLANGUAGEFEATURESINENGLISHADVERTISEMENTS

Abstract

ThispaperpresentsananalyticalstudyofthelanguagefeaturesofEnglishadvertisementsatlexical,syntacticanddiscourselevels.Inordertoconductadata-drivenstudy,theauthorbuildsacorpusof60Englishadvertisements.Itishopedthatthroughthedetailedsurveyofthreetypesofadvertisements:namely,dailyconsumergoodsads,technicalequipmentads,serviceads,similaritiesanddifferencesinadvertisinglanguagefeaturescanbesummarizedandpossiblereasonswillbegiveninthelightofthemeaning,andfunctionoflanguage.

Thispaperwillbepresentedinfiveparts.Thefirstpartistheintroductionandthelastconclusion.Thefocusofthepaperislaidonthethreemiddlepartswhichrespectivelyanalyzelanguagefeaturesatlexical,syntacticanddiscourselevels.Theconclusionofthispaperisdrawnfromthedataanalysis.Intheanalysis,examplesfromthecorpuswillbegiven;figures,tablesandgraphswillalsobeofferedtomakethepaperunderstandableandpersuasive.

ItishopedthatthestudycanshedlightonthelanguagefeaturesofadvertisementsandalsoprovidehelptocopywritersandadvertisingEnglishlearners.

KEYWORDS:EnglishAdvertisements,Lexical,Syntactic,Discourse,

Similarities,Differences

Contents

1.Introduction………………………………………………………………1

1.1Rationaleofthestudy……………………………………………………...1

1.2Definitionofadvertising…………………………………………………...1

1.3Focusofthepresentstudy…………………………………………………1

1.4Sourcesofdata…………………………………………………………….2

2.Lexicalfeatures……………………………………………………………2

2.1Classificationofadvertisinganditsaudience……………………………..2

2.2Similaritiesatthelexicallevel…………………………………………….3

2.2.1Fewverbsareused………………………………………………………...3

2.2.2Useofemotivewords……………………………………………………..4

2.2.3Makepunandalliteration………………………………………………….4

2.2.4Useofweaselwords……………………………………………………….5

2.3Differencesatthelexicallevel…………………………………………….6

2.3.1Genderidentityinadvertisements………………………………………….6

2.3.2SelectionofAdjectives……………………………………………………7

2.3.3Compoundwords………………………………………………………….8

2.3.4Useofpronouns……………………………………………………………8

3.Syntacticalfeatures………………………………………………………9

3.1Similarities…………………………………………………………………9

3.2Differences…………………………………………………………………10

3.2.1Headlines…………………………………………………………………..10

3.2.2Comparisonofheadlinesofdifferenttypesofads………………………...11

4.Discoursefeatures...………………………………………………………..12

4.1Bodycopyofadvertisements……………………………………………...12

4.2Differencesinbodycopy…………………………………………….12

5.Conclusion…………………………………………………………………14

Acknowledgement

SincerethanksgotoDr.WeiNaixingforhisinsightfulguidanceandearnesthelpallthroughthesearching,analysisandpaper-writingstages.

TheauthoralsowantstoextendherthankstoMs.LindaFrostwhohasgivenmuchhelpindatacollecting.

[1]Bolinger,Dwight&Sears,DonaldA.AspectsofLanguagethirdedition

NewYork:HarcourtBraceJovanovich1981

[2]Bovee,CourtlandL.&Arens,WilliamF.ContemporaryAdvertisingforthedition

Homewood,IL:Irwin1992

[3]Gove,PhilipBabcockWebster’sThirdNewInternationalDictionary

Springfield,Mass.:G.&C.MerriamCo.1976

[4]Gregory,MichaelLanguageVarietiesandTheirSocialContexts

London:Routledge&KeganPaulLtd.1981

[5]Jefkins,FrankWilliamAdvertisingPhiladelphia,PA:MacdonaldandEvans1985

[6]O’Donnell,W.R.&Todd,LoretoVarietyinContemporaryEnglish

London:GeorgeAllen&Unwin(Publishers)Ltd.1985

[7]Roberts,WilliamH.&Turgeon,GregoireAboutLanguagesecondediton

Boston:HoughtonMifflinCo.1989

[8]Vestergaard,Torben&Schrder,KimThelanguageofAdvertising

Oxford[Oxfordshire];NewYork,NY,USA:B.Blackwell1985

[9]方薇《現(xiàn)代英語(yǔ)廣告教程》南京大學(xué)出版社1997

[10]崔剛，韓寶成，李營(yíng)，《廣告英語(yǔ)》北京理工大學(xué)出版社1993

1.Introduction

1.1Rationaleofthestudy

Weliveinaworldofadvertising.Aspotentialconsumers,weareendlesslybombardedwithallkindsofproductorserviceinformationfromvariousmediaincludingnewspapers,magazines,television,radio,postersandInternet,etc.Advertisingprovidesavaluableservicetosocietyanditsmembers,becauseitdefinesforconsumersthemeaningandtheroleofproducts,services,andinstitutions.Itindicatesthedifferencethatexistsbetweenbrandsofproductsandalternativeservices,aswellasthedistinguishingcharacteristicsofcompaniesandinstitutions.Advertisingalsotellstheconsumerwhataspecificproduct,brandorserviceshoulddowhenitisusedandthushelpshimorhertounderstandandevaluateexperiencewiththeproductsandservicesthatheorsheuses.Ontheotherhand,bymakingpeopleawareofproducts,serviceandideas,advertisingpromotessalesandprofits.Finally,binedwithallthesecommunicational,marketingandsocialfunctions.Advertisingbecomesindispensableinthemodernworld.

Naturally,advertisementsinEnglishhavebecomeanimportantmeansofcommunicatingideas,demonstratingavarietyoflinguisticfeaturesofitsown.Thepresentstudyattemptstoexaminethesefeaturesatthelexical,syntacticanddiscourselevels,inthehopeofbringingthemtolightand,thereby,offeringhelptoadvertisementwritersandlanguagelearners.

1.2Definitionofadvertising

AccordingtotheDefinitionCommitteeofAmericanMarketingAssociation(方薇,1997:2)

,advertisingisdefinedasfollows:

Advertisingisthenonpersonalcommunicationofinformationusuallypaidforandusuallypersuasiveinnatureaboutproducts,servicesorideasbyidentifiedsponsorsthroughthevariousmedia.

1.3Focusofthepresentstudy

Usually,advertisingcommunicatesinformationinthreetypes:audio,visual,andlanguage.Itisamorecommoncasethatanadvertisementisamixtureofthethree.Inradioadvertisements,musicisalwaysaccompaniedbylanguage;onTVandmotionpictures,musicandlanguageillustrationaremixedwitheachother.Inmagazinesandnewspapers,advertisementsareacombinationofpicturesandlanguageofwritteninformation.Althoughmusicandpicturescanprovidesomehints,orcreateakindofatmosphere,theinformationabouttheproductislimited.Evenworse,itmayleadtomisunderstanding.Thus,wemaysaythatlanguageinawayprovidesmoreexact,detailedanddependableinformationwhereasmusicandpicturesonlyactasasupplementarymeansinadvertising.Advertisinglanguage,playingaroleofcommunicationandpersuasion,hasdevelopeditsownfeatures.

ThispaperwillfocusonthelanguagefeaturesofEnglishadvertisementsatlexical,syntacticanddiscourselevels.Itishoped,byacontrastivestudyofadvertisementsonthreetypesofproducts(dailyconsumergoods,technicalequipmentandservice),similaritiesanddifferencesofthethreetypesofadvertisementswillbesummarizedandpossiblereasonswillbegiveninthelightofthemeaning,andfunctionoflanguage.

1.4Sourcesofdata

AlltheadvertisementsstudiedinthispaperaretakenfromEnglishmagazines.TheyarechosenfromTime,PeopleandNewsweek(issuesfrom1999-2000),becausethesethreemagazineshaveahugecirculation,coveringallkindsofaudience.Almostallkindsofadvertisementscanbefoundinthesemagazines.Inordertogetvaluableinformationforthestudy,acorpusof60advertisementswasbuilt,whichconsistsof20dailyconsumergoodsads,20technicalequipmentads,and20serviceads.Conclusionswillbedrawnthroughquantitativeandqualitativestudiesofthedata.

2LexicalFeatures

2.1Classificationofadvertisinganditsaudience

Generallyspeaking,advertisementscanbedividedintotwotypes:publicrelationadsandcommercialads.Theformertriestoadvocatereputationforasocialgroup,mercialadsaremuchmorepresentedthroughmassmediaforthereasonthatmanufacturersandcompaniesarewillingtospendalargesumofmoneytomakeacertainproductknownortoboosttheimageofacertainbrand.Insomecases,competitors,likeCoca-colaandPerpsi,mercialadvertisingcanalsobedividedaccordingtothetargetaudienceintotwogroups:consumeradvertisingandbusinessadvertising.Mostoftheadsinthemassmediaareconsumeradvertisements.Theyaretypicallydirectedatconsumers.Bycontrast,businessadvertisingtendstobeconcentratedinspecializedbusinesspublications,professionaljournals,tradeshowstargetingatacertaingroupofpeopleinvolvedinsomebusiness.Sinceconsumeradvertisingismostaccessibletocommonpeople,thepresentstudyonwillfocusonconsumeradvertising.Theclassificationofadvertisingisclearlyshowninthefollowinggraph

Graph1Classificationofadvertisements

PublicadsDailyconsumergoodsads

AdvertisingConsumeradsTechnicalequipmentads

Commercialads

BusinessadsServiceads

Theboldpartsshowthescopeofadvertisementswestudy.Dailyconsumergoodsarenecessitiesofdailylife,suchasfood,detergent,hygiene,etc.Technicalequipmentistechnicaltoysandelectricequipmentsuchascamera,vehicle,hi-fi,etc.Servicecoversbank,insurance,fund,etc.

Actually,advertisingworkseffectivelysomeofthetimeanddoesn’tworkothertimes.Thesinglecrucialreasonthatadvertisingdoesnotworkisthatinspecificinstancestheinformationitconveysneverreachestheconsumeratall,orisjudgedbytheconsumertobeeitherredundant,meaningless,orirrelevant.Forexample,amotorbikeadvertisementwillprobablybeinvisibletohousewivesonthelookoutfornewcutlery.Socialstatusandindividualinterestdecidethatconsumergoodsadsaremainlytargetingatwomenwhiletechnicalequipmentadsarelargelyaimingatmen.Theamountofsharedknowledgebetweentheadvertiserandtheaudiencetogetherwiththethinkinghabitoftheaudiencedirectlyinfluencestheadvertisinglanguage.Sinceproductsandaudiencechangeineveryadvertisementinordertoachievehighadvertisingeffectiveness,languageuseddiffersindifferenttypesofadvertisements.Thus,inthispaperwediscussnotonlythesimilaritiesoflanguagesharedbyalltypesofadvertisementsbutalsodifferencesoflanguageusedindifferentkindsofadvertisements.

2.2Similaritiesatthelexicallevel

Inordertomaketheinformationaccessibletoaudienceeffectively,thechoiceofwordsinadvertisingisverycautiousandskillful.Theaimoftheadvertiserisquitespecific.Hewishestocapturetheattentionofthemembersofamassaudienceandbymeansofimpressivewordstopersuadethemtobuyaproductorbehaveinaparticularway,suchasgoingtoHawaiiforalltheirholidayneeds.Bothlinguisticandpsychologicalaspectsaretakenintoconsiderationinthechoiceofwords.Sharingthesamepurposeofadvertising－tofamiliarizeorremindconsumersofthebenefitsofparticularproductsinthehopeofincreasingsales,thetechniquesusedatthelexicallevelbyadvertisersdonotvarymarkedly.Thefollowingpointsaresomeprominentsimilarities.

2.2.1Fewverbsareused

G.N.Leech,Englishlinguist,lists20mostusedverbsinhisEnglishInAdvertising:LinguisticstudyofAdvertisingInGreatBritain(方薇,1997:20).Theyare:make,get,give,have,see,buy,come,go,know,keep,look,need,love,use,feel,like,choose,take,start,taste.

Alltheseverbslistedabovearealsopopularinthecorpuswebuilt.

Youwilloftenreadsuchsentencesinanadvertisement:

Buyx.Useit.Wemake…Xwillgiveyouwhatyouneed.You’lllovex.Getx.Foxexample:

We’llmakethisquick.(HertzCarReturn)

Getgreatcoveragethat’ssoweightlessandwater-fresh.(ALMAY)

Allyouneedisatasteforadventure.(MillstoneCoffee)

You’llloveitevenmorewiththe2.1megapixelC-2000ZOOM.(OlympusCamera)

Don’thavemuchofapersonality?Buyone.(HondaMotor)

…

AllthesefrequentlyusedverbsaremonosyllabicandmostofthemhaveAnglo-SaxonoriginthatisthecommoncoreofEnglishvocabulary.LinguisticstudyshowsEnglishnativespeakerstendtousewordsofAnglo-Saxonorigin,becausenativewordshavecomparablystablemeaning.Inadvertising,thesesimplewordscanwintheconsumersbytheirexact,effectiveexpressionandakindofcloseness.Etymologicalstudiesshowthatthe20verbslistedbefore,exceptuseandtastewhicharefromancientFrench,allareAnglo-Saxonorigin.Eventhetwowords,useandtastehavelongbecomeindispensablelexicalitemsinthestockofcommoncorevocabularyoftheEnglishpeople,developingtheirstablemeaningandusage.

2.2.2Useofemotivewords

Aclosescrutinyofrecentadvertisementssuggeststhatthesoft-selltechniqueisnowpopular.Bysoft-selltechniquewemeantheonethatfavorsamoreemotiveandlessdirectiveapproachtopromoteaproduct,mainlyfocusingonthebuildingofbrandimage.Asaresult,emotivewords,mostofwhicharepleasantadjectives,aregreatlyencouragedtouse.

Datafromthecorpusshowsthatthemostfrequentlyusedadjectivesareasfollows:

new,good/better/best,fresh,free,delicious,sure,full,clean,wonderful,special,crisp,real,fine,great,safe,andrich.

Theseadjectiveshelptobuildapleasantpictureinreaders’mindsandmanagetocreateabeliefinthepotentialconsumer:IfIbuythisproductorifIchoosethisservice,Iwillleadabetterlife.Inaddition,comparativesandsuperlativesoccurtohighlighttheadvantageofacertainproductorservice.Forexample:

Nothingcomesclosertohome.(VegetableandChickenPastaBake)

ThinkLysolisthebestdisinfectingspray.(DisinfectingSpray)

Theworld’scoolestCDsaren’tmadeinNewYork,LondonorL.A.Theyaremadeinmyapartment.(PhilipsCDRecorder)

TheCompaqArmadafamilyislighter,withnewroundededgesforeasierpacking.(Compaq)

…

2.2.3Makepunandalliteration

PunisanamusinguseofawordorphrasethathastwomeaningswhichiscalledPolysemyorofwordswiththesamesoundbutdifferentmeaningswhichiscalledHomonymy.Pun,thegameofwords,willleaveadeepimpressiononreadersbyitsreadability,wit,andhumor.However,tomakeasuccessfulandimpressivepunisnoteasy.Exceptforitsownmeaning,thewordusedasapunisusuallycloselyrelatedtothecharacteristicsofacertainproductorthebrandnameoftheproduct.Suchcoincidencedoesn’toccuroften.Herewepresentseveralclassicpun-usedadvertisements.Forexample:

Giveyourhairatouchofspring.

Askformore.(Moreisafamousbrandofcigarette)

Giveyourbusinessthesharpedge.(SharpCorporation)

…

Byusingpun,advertisementswillbeeasilyrememberedbythereaders.Inaddition,filledwithwitandhumor,punshelptheadvertisedproductwinfavorfromreaders.

Alliterationistheuseofwordsthatbeginwiththesamesoundinordertomakeaspecialcommunicativeeffect.Usuallytheyarepleasingtoearsbecauseofthecleverchoiceofthewordbytheadvertiser.Inaddition,therepetitionofthebeginningsoundemphasizesthemeaningtheadvertisementwantstoexpress.Thefollowingareexamplespickedfromthecorpus.

…,everythingyouneedforthatbigbargainbasementspecial.

…,andvitaminEtoleaveskinsoftandsmooth.

Treatyourwearyghostsandgoblinstoawarmbowlofchilland…

…

2.2.4Useofweaselwords

Aweaselwordisdefinedas“awordusedinordertoevadeorretreatfromadirectorforthrightstatementorposition”accordingtoWebsterDictionary(PhilipBabcockGove,1976).Theuseofweaselwordshasbecomeadeviceinadvertising.Weaselwordsmakepeoplehearthingsthataren’tbeingsaid,acceptastruththathaveonlybeenimplied,andbelievethingsthathaveonlybeenimpliedandsuggested.Let’stakealookunderastronglightatseveralfrequentlyusedwords.

Help

OceanSprayCranberryJuiceCocktailhelpsmaintainurinarytracthealth.

Ithelpscontrolthebacteriainthissystem.

Abreakthroughwaytohelpstopwear-out

Helpfinancethevideoequipment.

…

Alltheexamplesshownarefromourcorpus.23%advertisementsofallsamplesusethewordhelp.Thesehelpscanbeomittedbecausetheyhavelosttheiroriginalmeaning:aid,assist.Yet,helpinadvertisingEnglishisneverredundant.Ithasmagicpowerinadvertisers’eyes.

Helpisthegreatqualifier;oncetheadvertisersaysit,hecansayanythingafterit.Helpqualifieseverything.Theaudiencehasneverheardanyonesay,“Thisproductwillkeepyouyoung,”or“Thistoothpastewillpositivelypreventcavitiesforalltime.”O(jiān)bviously,advertiserscan’tsayanythinglikethat,becausetherearenotanyproductslikethatmade.Butbyaddingthatonelittlewordhelp,infront,theycanusethestrongestlanguagepossibleafterwards.Andthemostfascinatingpartofitisthatthereadersareimmunetotheword.Thereadersliterallydon’thearthewordhelp.Theyonlyknewwhatcomesafterit.Thatisstronglanguage,andlikelytobemuchmoreimportanttothereadersthanthelittlewordatthefront.

Like

It’slikegettingonbarfree.

Cleanslikeawhitetornado.

It’sliketakingatriptoPortugal.

…

Likeisalsoaqualifier,andisusedinmuchthesamewayashelp.Butlikeisalsoacomparativeelement,withaveryspecificpurpose;advertisersuseliketogettheaudiencetostopthinkingaboutsomethingthatisbiggerthanorbetterordifferentfromtheproductwhicharebeingsold.Inotherwords,theycanmaketheaudiencebelievethattheproductismorethanitisbylikeningittosomethingelse.Likehelp,likedoesn’tcatchmuchattention.Howeverbyusingit,almostanythingcanbesaidandpromisedafterwards.

2.3Differencesatthelexicallevel

2.3.1Genderidentityinadvertisements

Whilewefoundquitealotofsimilaritiesinthechoiceofwords,wehavealsofoundsomedelicatedifferencesinthechoiceofwordsinthethreetypesofadvertisementsasclassifiedbefore:dailyconsumergoodsads,technicalequipmentads,andserviceads.

Language,asacommunicativetool,isnotonlytoimpartinformation,tocommunicateideasaboutaproduct,etc.,butalsotoconveyinformationabouttherelationshipbetweentheaddresser(advertisement)andtheaddressee(theaudience).Anintimaterelationshipbetweentheadvertisementandtheaudienceisalwayshopedtoachieve.Soaccordingtodifferentaudience,languageappliedisdifferent.

Whatconstitutesafemaleandamaleidentity,accordingtoadvertising?Table1,basedonthelanguageofadvertising(TorbenVestergaard&KimSchrder,1981:74),givesthecommodityprofileoftwogender-identifiedmagazines:WomenandPlayboyandalsoprovidesthedistributionofthedifferenttypesofadvertisements.

Table1Distributionofthreetypesofadvertisements

Percentageofads

Women(%)Playboy(%)

Daily

Consumer

Goods

Hygiene103

Beauty181

Clothes1214

Food,Detergents31-

Tobacco815

Beer,Spirits-25

Leisure-3

Technical

Equipment

Vehicle-27

Radio,hi-fi-4

Computer-7

ServiceInsurance,banking2-

Others191

Itcanbeseenfromtable1thatthehygiene,beauty,foodanddetergentsadsaredominantinthewomen’smagazineswhiletechnicalequipmentadsprevailinmen’smagazines.Thereasonisthatwomenarepotentialpurchasersofdailyconsumergoodswhilemenarepotentialpurchasersoftechnicalequipment.Soadvertisinglanguagetriestowinitsaudiencesbynoticingaudiences’genderidentity.

Inaddition,sincethesubjectsinvolvedinadvertisementsvaryfromsimpletocomplex,sharedknowledgebytheaddresser(ads)andaddressee(theaudience)varies.Forexample,knowledgeoftechnicalequipment,sometimesdemandshigheducationalbackgroundorspecialinterestsinacertainfield.Toconveydifferentknowledgeclearly,advertisementsdon’talwaysspeakinthesameway.Inthefollowingsection,wewillmakeacomparativestudyofthreepointsinordertofinddifferencesinthechoiceofwordsinthreetypesofadvertisements:theselectionofadjectives,theuseofcompoundwordsandtheuseofpronouns.

2.3.2Selectionofadjectives

Adjectives,asemotiveandexcitingwords,areusedtoenhancethefactsofacertainproductorservice.Inthestudyoftheselectionofadjectives,wehavefirstdividedadjectivesintotwogroups:descriptiveadjectivesandevaluativeadjectives.Theformerisusedinobjectivedescriptionandthelattergivetheadvertiser’ssubjectivecomments.Thenwehavelistedthosefrequentlyuseddescriptiveadjectivesandevaluativeadjectivesindailyconsumergoodsadsandtechnicalequipmentads,andwesurprisinglyhavediscovereddescriptiveadjectivesdifferfromeachotherintwokindsofadvertisements.

Table2Comparisonoffrequently-usedadjectives

indailyconsumergoodsadsandtechnicalequipmentads

DescriptiveadjectivesEvaluativeadjectives

Daily

Consumer

Goods

Ads

radiant,shiny,dazzling,gold

soft,smooth

fresh

creamy,crispy

clean

easy,convenient

rich,effective,crucial

healthy,fast

valuable,flew

essential

good/better/best

magic

Technical

Equipment

Ads

audible,visible

high-volume,full-colour,

high-speed

magnetic,sharp

invisible,multiple

flexible,versatile

Table2showsthatdescriptiveadjectivesindailyconsumergoodsadssuchasfresh,crispy,andsoft,tendtoconveythesenseofsight,touch,andtaste.Thetemptationarousedbythisvividdescriptionofaproductishardtoresistespeciallyforwomenwhotendtobemovedbypleasantsenses;comparedwithmen,womenareinclinedtothinkintermsofimagesandperceivethroughsenses.However,men,thetargetaudienceoftechnicalequipment,aregoodatrationalthinking.Menarenotcontrolledbysenses.Onthecontrary,theproduct’sinteriorqualityandfunctioniswhattheypayattentionto.Sothedescriptiveadjectivesusedintechnicalequipmentadsaretheonesconveyinginformationoftheproduct,suchas

audible,visible,high-volume,high-speed,etc.

2.3.3Compoundwords

poundadjectivesareoftenseeninadvertisements.Inthepresentstudy,wefoundcompoundwordsturnupwithvaryingproportionsinthreetypesofadvertisements.

Compound-

usedAds

Total

Ads

Percentage

DailyConsumerGoods52025%

TechnicalEquipment132065%

Service72035%

Obviously,compoundwordsturnupin65%technicalequipmentads,40percentagepointshigherthanthatofdailyconsumergoodsads;30percentagepointshigherthanserviceads.

Compoundwordsintechnicalequipmentads,areusuallycombinedtogiveanexactdescriptionofacertainfeatureoracertainfunctionsuchashigh-volume,full-color,multi-functional,non-stop,water-cooled.Oftennumbersareemployedinfrontofthehyphen,whichisseldomseeninotheradvertisements,suchas64-bit,24-valve,4-wheel,255-horsepower.

Thisdifferencecanbeaccountedforintermsofthedifferentcomplexitiesofthegoods.Incomparisonwithdailyconsumergoodsandservices,technicalequipmentismuchmorecomplicatedinfunctionandstructure.Itisjusttheadvantageousfunctionornewlydesignedstructurethattheadvertiserwantstohighlightintechnicalequipmentads.Thus,theadvertiseremploys,evencoins,somanycompoundwordsthattheycanmaketheintroductionofcomplicatedtechnicalequipmentbriefandprecise.Grammatically,compoundwordshelptoavoidusingclause,whichenhancethereadabilityofadvertisements.

2.3.4Useofpronouns

Pronounsofthefirstandsecondperson:we,Iandyououtnumbertheotherpronounsinadvertisements.Itisbecausethatyou,weandIhelpcreateafriend-likeintimateatmospheretomoveandpersuadetheaudience.Advertisementswithlotsofpronounsofthefirstandsecondpersonarecalledgossipadvertisements.Here,gossiphasnottheleastderogativemeaning.ItoriginatesfromoldEnglishgodsib,meaningfriendlychatsbetweenwomen.Advertisementsthatgoliketalkingwithfriendscloselylinktheadvertisementandtheaudience.Theaudiencewilleasilyacceptaproduct,aserviceoranideaasifagoodfriendrecommendedthem.

Thoughpronounsofthefirstandsecondpersonarepopularinadvertisements,therearesomedifferencesintheuseofthesepronounsinthethreekindsofadvertisements.Thefirstpersonwealmostneveroccursindailyconsumergoodsadsandtechnicalequipmentads,whereasweisusedinalmost80%theserviceadsinthecorpus.Thefollowingaresomeexamples.

Whatcanwedoforyou?

SocomeonandjoinusaswecelebrateMillenniaManiaSingapore.

…,wehelpourneighborsfindthebestwaystogivetotheirfavoritecharities­

We’restrongerthanever.

…

Therearetwofactorstoexplainthephenomenon.First,indailyconsumergoodsadsandtechnicalequipmentads,aproductisthefocusofinformation.Whentheproductneedstobementioned,“it”isused,andinmostcases,thebrandnameisused,evenrepeatedtoimpressthereaders.However,inserviceads,serviceisactuallytheproduct.Sinceserviceisintangible

wecanberegardedasthereplacementoftheservice.Second,itismorenecessaryforserviceadstocreateafriend-likeatmosphere,becausewinningtrustisthefirstthingserviceadswanttodo.

3.Syntacticalfeatures

3.1Similarities

Thepurposeofalladvertisingistofamiliarizeconsumerswithorremindthemofthebenefitsofparticularproductsinthehopeofincreasingsales,andthetechniquesusedbyadvertisersdonotvarymarkedly.Anadvertisementisoftenmerelyglimpsedinpassingandso,tobeeffective,itsmessagemustbecolorful,legible,understandableandmemorable.Therulesgoverningthelanguageofadvertisingaresimilar.WehavesummarizedthelexicalfeaturesofEnglishadvertisements.Ifwordsareleavesofatree,andsentencesbranches;thebranchesmustalsopossesstheirsimilarities.

First,lengthofasentenceinadvertisingisusuallyshort.Asentenceindailyconsumergoodsadshas10.3wordsonaverage;intechnicalequipmentads,11.8words;inserviceads,12.3words.

Second,astosentencestructure,paredwithcomplexsentences,simplesentencesaremoreunderstandableandforceful.Ellipticalsentencesareactuallyincompleteinstructurebutcompleteinmeaning.Theadoptionofellipticalsentencescansparemoreprintspace,andtakelesstimeforreaderstofinishreading.Inaddition,agroupofsentencefragmentsmaygainspecialadvertisingeffectiveness.Letuscomparethefollowingtwoadvertisements.

a.Baked.Drenched.Testedtotheextreme.AMotorolacellularphone…

b.TheMotorolacellularphonearebakedanddrenchedtoextreme.

Obviously,byusingellipticalstructure,sentenceaisfarmorebrief,eye-catchingandforcefulthansentenceb.What’smore,itconveysattitudesthatsentenceblacks.Sentenceaimpliesakindofappreciationforthephone,bysplittingthesentenceintoseveralfragmentsandrearrangingitswordorder.Thereforeskillfularrangementofellipticalsentencesmayaddcolortoasentence.

Third,astosentencepatterns,interrogativesentencesandimperativesentencesareheavilyusedinEnglishadvertisements.Imperativesentencesareshort,encouragingandforceful.Theyareusedtoarouseaudiences’wantsorencouragethemtobuysomething.Forinstance:

Entersomethingmagical.(Oldsmobile)

Feelthecleanallday.(ALMAY)

Byeone.(Hondamotor)

…

Intheexplanationofthehighfrequencyoftheuseofinterrogativesentences,LinguistG.N.Leech(方薇,1997:77)discussestwomainfunctionsofinterrogativesentences.Viewingfromtheangleofpsychology,interrogativesentencesdividedtheprocessofinformationreceivingintotwophasesbyfirstraisingaquestionandthenansweringit.Thusitturnsthepassivereceivingintoactiveunderstanding.Fromthelinguisticangle,interrogativesentencesdecreasethegrammaticaldifficulty,becausetheyareusuallyshortinadvertisements.Takethefollowinginterrogativesentenceasanexample:ifitisaskedtocondensetoonesentence,thecondensedonewillbecomplexanddull.

What’sinWoman’sRealmthisweek?Awonderfulbeautyoffersforyou.

There’sawonderfulbeautyofferforyouinWomen’sRealmthisweek.

Fourth,thepassivevoiceisusuallyavoidedbecausethepassivevoicegivestheaudienceanindirectandunnaturalfeeling.Indailycommunication,passivevoiceisseldomused;soisinadvertisements.Presenttenseprevailsinmostadvertisementsbecausepresenttenseimpliesauniversaltimelessness.Ontherareoccasionswherethepasttenseandthepresentperfecttenseisused,itstressesthelongtraditionsassociatedwithaproduct,suchas“We’vetakenourwhiskyinmanyways,butalwaysseriously”;oremphasizesitsreliability,suchas“We’vesolvedalong-standingproblem,”;ormakesanappealtoauthority,suchas“Eightoutoftenownerssaidtheircatspreferredit.”

3.2Differences

3.2.1Headline

ThetermHeadlinereferstothesentencesintheleadingpositionoftheadvertisement—thewordsthatwillbereadfirstorthatarepositionedtodrawthemostattention.Therefore,headlinesareusuallysetinlargertypethanotherportionsoftheadvertisement.Research(CoutlandL.Bovee&WilliamF.Arens,1992:294)hasshownthat,onaverage,threetofivetimesasmanypeoplereadtheheadlineasreadthebodycopy.Therefore,iftheadvertiserhasn’tdonesomesellingintheheadline,hehaswastedthegreatestpercentofhismoney.Soitmightbesuggestedthatadvertisersshouldnotbeafraidoflongheadlines.

Aheadlinehasnumerousfunctions.Firstofall,theheadlinemustattractattentiontotheadvertisementfast.Itshouldtakeonlyafewsecondstocapturethereader’sattention.Otherwise,theentiremessagemaybelost.Aheadlinealsoselectsthereader,thatis,ittellswhethertheadvertisement’ssubjectmatterintereststhereader.Theideaistoengageandinvolvethereader,suggestingareasontoreadtherestoftheadvertisement.Therefore,theheadlineisthemostimportantinanadvertisement.

Generally,wecanclassifyeffectiveadvertisingheadlinesintofivebasiccategories:benefitheadline,provocativeheadline,news/informationheadline,questionheadline,andcommandheadline.

Benefitheadlinesmakeadirectpromisetothereader.News/informationheadlinesincludemanyofthehow-toheadlinesandheadlinesthatseektogainidentificationfortheirsponsorsbyannouncingsomenewsorprovidingsomepromiseofinformation.Provocativeheadlinesareusedtoprovokethereader’scuriosity.Tolearnmore,thereadermustreadthebodycopy.Aquestionheadlinewillpiquethereader’scuriosityandimaginationbyaskingaquestionthatthereaderisinterestedin.Acommandheadlineordersthereadertodosomething.Itmotivatesthereaderthroughfearoremotionorbecausethereaderunderstandstheinherentcorrectnessofthecommand

3.2.2Comparisonofheadlinesofdifferenttypesofadvertisements

Table4tellswhichtypeofheadlineismostusedinacertaintypeofadvertisements.

Table4Comparisonofheadlinesinthreetypesofadvertisements

Benefit

Headline

News/Infor

headline

Provocative

Headline

Question

Headline

Command

Headline

Daily

Consumer

Goods

15%

25%

15%

40%

5%

Technical

Equipment

10%

30%

30%

25%

5%

Service

35%

10%

40%

10%

5%

Whyquestionheadlinesaremorefrequentlyusedindailyconsumergoodsads?AmericansociolinguistDanielN.Maltz(方薇,1997:144)concludedthroughstudythatwomentendtoaskquestions.Theyhaveubiquitouscuriosity.Sothewomen-targetingads,dailyconsumergoodsads,cleverlyemployquestionheadlinestocatertowomen’scuriosity.Thequestioncanbewhatwomencare,suchas“Whichofthesecontinentalquiltpatternswillsuityourbedroombest?”;orwhatwomenseldomthinkof,suchas“Heartheoneaboutthecomedianwhoneverdrankmilk?”.Nomatterwhatkindofquestion,itwillarousewomen’sinteresteffectively.

Accordingtothecomparison,informationheadlinesaremostpopularintechnicalequipmentadvertisements.Forexample:

Here’sthefilmlessversion.

It’saboutexchanginginformationeasilywithpeopleyoutrust.

ThemuscularV6givestheGrandVitaraundeniableappeal.

…

Technicalequipmentistheresultofscienceandhightechnology.Unknowninformationinanadvertisementaccountsforalargeproportion.Unlikedailyconsumergoodsads,nointroductionofaproductisnecessaryinheadline,becausewearesofamiliarwiththesedailyusedproductsthatalmostallinformationbecomesgiveninformation.Therefore,headlinesoftechnicalequipmentadsmeantoattractreadersbydisplayingtheunknowninformationofaproduct.

However,serviceadstendtogivepromiseinheadlinetoattractreaders.Forexample:

Whereveryouare,wheneveryouneedus,theAllianzGroupisalwaysthereforyou.

Therightbankcanmakeallthedifference.

Cancerpatientsflyfreeonthewingsofangles.

…

Banks,insurancecompanies,publicutilitiesandairlinespreferusingbenefitheadlinestoemphasizewhattheycandotocustomers.Consumergoodsandtechnicalequipmentcanpresentthemselvesinbeautifulpictures.However,serviceadsarenotabletopresenttheir“product”inprintexceptlanguage.So,theyhavetohighlighttheir“product”intheheadline.

4.Discoursefeatures

4.1BodyCopyofanAdvertisement

Ingeneral,awrittenadvertisementconsistsoffiveparts:headline,bodycopy,slogan,illustrationandtrademarkamongwhichheadline,bodycopyandsloganarethemainparts.Headlineplaysaroleincatchingattentionfromreaders;slogancanbeusedasadevicetocreateacorporateimageandacommonpracticetoconcludeadvertisement.

Inthissectionwewilldiscussthebodycopyasadiscoursecomponent.Theadvertisertellsthecompletesalesstoryinthebodycopy.Setinsmallertypethanheadlinesorsubheads,thebodycopyisalogicalcontinuationoftheheadlineandsubheads.Itisalsowherethesaleisclosed.Thebodycopyshouldrelatetothecampaignappealandtothereader’sself-interest,anditmustexplainhowtheproductorservicebeingadvertisedsatisfiesthecustomer’sneed.Thebodycopymayconcentrateononeorseveralbenefitsastheyrelatespecificallytothetargetaudience.Insomecases,especiallyindailygoodsads,bodycopyisomittedjustbecausereadersknowwhattheyare.

4.2DifferencesinBodyCopys

Copysfallintomanycategories.Somecommontypesofcopysincludestraight-sellcopy,institutionalcopy,narrativecopy,dialogue/monologuecopy.

Inastraight-sellcopy,thetextimmediatelyexplainsordevelopstheheadlineinastraightforwardattempttoselltheproduct.Sincetheproduct’ssalespointsaretickedoffinorderoftheirimportance,straight-sellcopyisparticularlyadvantageousfortechnicalproductsthatmaybedifficulttouseindirect-mailadvertisingandindustrialsituations.Manycameraads,forexample,usethisstraight,factualcopytogetthemessageacross.Thestraight-sellapproachemphasizesthereasonwhytheconsumershouldbuysomething.Forexample:

PickuprightwhereyouleftoffwiththenewC-2000ZOOMfilmlessdigitalcamera.

Youlovedtakingpicturesthen.You’llloveitevenmorenowwiththe2.1megapixelC-2000ZOOM.It’llremindyouofyourfavoritefilmcameraofyesterday,butwithalltheadvantagesOlympusfilmlessphotographyofferstoday.OnlytheC-2000ZOOM,forexample,incorporatesanall-glass,aspherical3xzoomlenssystemfeaturingalargeaperturef2.0lensthat’sexceptionallyfastandbright.Alongwithautomaticormanualfeatureslikeapertureandshutterpriority,spotmetering,exposurecompensation,whitebalanceandISOsettings.Andjustlikeyourfilmcamera,theC-2000ZOOMgrowswithyouwhenyouaddexternalflash,lightingequipment,lensesorfilter.SobringbackoldmemorieswhilecreatingnewoneswiththeC-2000ZOOMfromOlympus--THEWORLDLEADERINFILMANDFILMLESSPHOTOGRAPHY.

Sometimestheadvertiserusestheinstitutionalcopytosellanideaorthemeritsoftheorganizationorserviceratherthansalesfeaturesofaparticularproduct.Ofteninstitutionalcopyisalsonarrativeinbecauseitlendswarmthtotheorganization.Serviceads,suchasadsofbanks,insurancecompanies,publicutilities,andlargemanufacturingconcernsarethemostcommonusersoftheinstitutionalcopy.

Advertisersusethenarrativecopytotellastory.Itoftensetsupaproblemandthencreatesasolutionusingtheparticularsalesfeaturesoftheproductorservice.Itmaythensuggestthattheaudiencesusethesamesolutioniftheyhavethatproblem.Serviceadvertisementsareoftenwritteninthis.Forinstance:

LIFEINSURANCEISN’TFORTHEPEOPLEWHODIE.

IT’SFORTHEPEOPLEWHOLIVE.

“ItbrokemyhearttohearmydaughterDorseysayshewishedherdaddywasstillhere.Butthankstohisforesight,we’llstillhavethethingsheworkedfor”

DorseyHoskins’fatherBryanfeltatinglinginhisarm.Thediagnosis—aninoperablebraintumor.Hediedsixmonthslater,at33,leavinghiswifeDeanalonetoraiseDorseyandhersisterHattie.Fortunately,Bryanboughtlifeinsurancewhenhegotmarried,andagainwhenhisdaughterswereborn.Deaninvestedtheproceedsinherownclothingstore,whichgiveshertheflexibilitytospendmoretimewithherchildren.

Areyouprepared?Withoutinsurance,yourfinancialplanmaybejustasavingsandinvestmentprogramthatdieswhenyoudo.Aninsuranceagentorotherfinancialprofessionalcanhelpyoucreateaplanthatwillcontinuetoprovidefortheonesyoulove.

Byusingadialogue/monologuecopy,theadvertisercanaddthebelievabilitythatthenarrativecopysometimeslacks.Thecharactersportrayedinaprintadvertisementdothesellingintheirownwords,throughatestimonialorquasi-testimonialtechnique,orthroughacomic-strippanel.Allkindsofadscanusethisbodycopy,ifnecessary.Forexample:

WhenIwantaCDdoneright,Idoitmyself.Yeah,thismachinerocks.Itburnsfull-sizeCDsthatsoundtotallyliketheoriginal.ItplaysCDs.RecordsCDtoCDatdoublespeed.Andrecordsoffofjustaboutanysource.LPs.Cassettes.Theradio.It’sevengotatextdisplay.Anyway,nowI’vegotmyowngreatesthitscollection.ThestuffIwanttolistento.I’vegottoadmitit’sgettingbetter.

5.Conclusion

Uptonow,wehaveanalyzedlanguagefeaturesofadsatthreelevels.Linguisticsimilaritiesanalyzedinthispaperandsharedbyallkindsofadsareshownasfollows:

Ⅰ.Lexicalfeatures

a.One-syllableandsimpleverbssuchasgetandmakeareused.

b.Emotiveadjectivesareadoptedtoarousereader’sinterest.

c.Wordsarecarefullychosentomakepunandalliteration.

d.Weaselwords,suchashelpandlike,maketheuseofstrongestlanguagepossibleinadvertisements.

Ⅱ.Syntacticalfeatures

a.Sentencesinadvertisementsareshort.Onaverage,asentenceconsistsof11.8words.

b.Ellipticalsentencesareusedtospareadvertisingcostandatthesametimeimproveadvertisingeffectiveness.

c.Interrogativesentencesandimperativesentencesarecommoninadvertisements

d.Presenttenseprevailsinadstosuggesttimelessness.Andactivevoiceisusedtocatertoaudience’shabitindailytalk.

Ⅲ.Discoursefeatures

Acompleteadvertisementconsistsoffiveparts:Headline,BodyCopy,Slogan,Illustration

andTradeMark.Bodycopyisthekeypart,conveyingproductorserviceinformation.

Whilesummarizingsimilaritiesoflanguagefeaturesofthreekindsofadvertisements,wehavediscussedthedifferencesbetweentheseadsonthefollowingdimensions:

First,inordertoachievethehighestadvertisingeffectiveness,theadvertiserpreciselytargetstheaudiencebytheirsocialstatus,roles,income,educationalbackgroundandgender.Thereforeadvertisinglanguageadjustsitselftogetclosetotargetaudience.

Second,dailyconsumergoods,technicalequipmentandservicearetotallydifferentadvertisingsubjects.Forexample,somewordsintechnicalequipmentadsarecomprehensibleonlytothoseacquaintedwiththatfield.TakeiMACPCasanexample.AllthefeaturesofiMAC,plus:400MHZ,G3processor,slot-loadingDVDdrive,10GBdiskstorage,dual400MbpsFireWireports,andiMovievideoeditingsoftware.Laymenofcomputersmustfeelconfusedbythesedazzlingfiguresandunits.However,inordertomaketheinformationofatechnicalproductclear,somejargonsarenecessary.Thereforedifferentkindofadsspeakdifferentlanguage.

Thestudyhasshownthatthreekindsofadvertisementsinthecorpusrespectivelydemonstratetheirownuniquelanguagefeatures.

Indailyconsumergoodsads,descriptiveadjectivestendtoconveysensesofsight,taste,andtouchinthehopeofsatisfyingwomen''''sappealforbeautyandcomfort.Nojargonisused.Headlinesofdailyconsumergoodsadstendtoaskquestiontoarousetheinterestofaudience,especiallywomen''''s.Thebodycopyseemsnotsoimportantandessentialasthatoftheadvertisementforproductsrequiringhightechnologicalinformation,thusinsomecasesbodycopyisomittedindailyconsumergoodsads.

Intechnicalequipmentads,poundwords,particularlycompoundjargons,arefrequentlyusedtoexactlyintroduceacomplicatedproduct.Headlinesoftechnicalequipmentmeantoattractreadersbytransferringtheunknowninformationofaproduct,sotheyareofteninformation/newsheadlines.

pbl教學(xué)教學(xué)案例范文第5篇

關(guān)鍵詞:PBL教學(xué)法細(xì)胞工程教學(xué)改革

中圖分類號(hào):G64 文獻(xiàn)標(biāo)識(shí)碼:A 文章編號(hào):1674-2060(2016)03-0292-02

PBL(Problem-BasedLearning)是基于構(gòu)建主義教育理念而發(fā)展起來(lái)的一種“以問(wèn)題為基礎(chǔ)”的教學(xué)法[1],是1969年Barrows在加拿大McMaster大學(xué)創(chuàng)立[2],是近年來(lái)國(guó)際上受到廣泛重視的一種教學(xué)模式。目前,國(guó)內(nèi)外越來(lái)越多的學(xué)校開(kāi)展教學(xué)改革,將PBL教學(xué)法應(yīng)用在醫(yī)學(xué)、理工、化學(xué)甚至電子、商學(xué)、法律等學(xué)科領(lǐng)域。與傳統(tǒng)的教育模式相比,PBL教學(xué)法強(qiáng)調(diào)把學(xué)習(xí)設(shè)置到復(fù)雜的、有意義的問(wèn)題情景中,將抽象的理論知識(shí)和實(shí)際案例結(jié)合起來(lái),鼓勵(lì)學(xué)生通過(guò)自主學(xué)習(xí)和集體討論、相互協(xié)作來(lái)分析、解決問(wèn)題,從而學(xué)習(xí)到相關(guān)的科學(xué)知識(shí)。在培養(yǎng)學(xué)生創(chuàng)造性思維和解決問(wèn)題能力等方面,PBL教學(xué)法具有良好的效果。研究發(fā)現(xiàn),該教學(xué)法可全面提高教師教學(xué)質(zhì)量和學(xué)生的綜合學(xué)習(xí)能力[3]。生物技術(shù)專業(yè)旨在培養(yǎng)有良好的科學(xué)素質(zhì)、較強(qiáng)的創(chuàng)新意識(shí)和實(shí)踐能力的人才。如何提高學(xué)生的綜合學(xué)習(xí)能力,培養(yǎng)學(xué)生創(chuàng)造性思維和解決問(wèn)題能力一直是備受關(guān)注的問(wèn)題。本文在比較和分析傳統(tǒng)教學(xué)法和PBL教學(xué)法特點(diǎn)的基礎(chǔ)上,以北師大珠海分校生物技術(shù)專業(yè)2012級(jí)和2013級(jí)本科學(xué)生為對(duì)象,初步探討PBL教學(xué)法在細(xì)胞工程教學(xué)中的應(yīng)用,為生物技術(shù)專業(yè)教學(xué)改革提供一定的客觀依據(jù)。

1研究對(duì)象

以北京師范大學(xué)珠海分校工程技術(shù)學(xué)院2012級(jí)、2013級(jí)生物技術(shù)專業(yè)4個(gè)教學(xué)班學(xué)生為對(duì)象,設(shè)置對(duì)照組和實(shí)驗(yàn)組,對(duì)照組學(xué)生為2012級(jí)和2013級(jí)生物1班學(xué)生,共80人,實(shí)驗(yàn)組學(xué)生為2012級(jí)和2013級(jí)生物2班學(xué)生共87人。學(xué)生入學(xué)成績(jī)比較無(wú)顯著性差異(P>0.05)。

2PBL教學(xué)法的實(shí)際應(yīng)用

與傳統(tǒng)的單純教學(xué)、復(fù)習(xí)舊課、講授新課、小結(jié)及總結(jié)、布置作業(yè)的教學(xué)形式相比,PBL教學(xué)法采用情景教學(xué),將教學(xué)過(guò)程分為提出問(wèn)題、分析和建立假設(shè)、收集資料、討論及論證假設(shè)、總結(jié)反思5階段[4]。這個(gè)模式類似于目前研究生教育中的Seminar課程的形式,教師的作用重點(diǎn)是進(jìn)行引導(dǎo)和總結(jié)[5]。學(xué)生往往需要查看大量的文獻(xiàn)資料,利用課堂整合并學(xué)習(xí)各種綜合知識(shí)、交叉課程。

2.1實(shí)際案例的選擇

在充分分析教材《(細(xì)胞工程》,安利國(guó)主編)的基礎(chǔ)上,結(jié)合企業(yè)、實(shí)驗(yàn)課程的實(shí)踐,選定八個(gè)章節(jié)制定主體模塊(如“單克隆抗體之生物導(dǎo)彈技術(shù)”“、干細(xì)胞與組織工程之皮膚美容”“、植物快繁體系的建立之胡蘿卜愈傷組織的誘導(dǎo)”“、傳染與免疫”等),通過(guò)問(wèn)題引導(dǎo)學(xué)生課前查閱相關(guān)資料,課上討論并根據(jù)現(xiàn)象分析原因,提出解決方案。

2.2PBL教學(xué)法的實(shí)施

1)設(shè)置情景,提出問(wèn)題自由組隊(duì),以5-8人為一個(gè)小組,通過(guò)閱讀資料,與老師一起提出問(wèn)題。2)自主學(xué)習(xí),收集資料通過(guò)教材、參考書(shū)、圖書(shū)館、互聯(lián)網(wǎng)等有針對(duì)性進(jìn)行自學(xué),收集并整理資料。3)分組討論,分析歸納通過(guò)資源共享,小組討論,對(duì)問(wèn)題進(jìn)行解答,并設(shè)計(jì)實(shí)驗(yàn)提出解決方案。4)總結(jié)評(píng)價(jià),檢測(cè)矯正將解決方案以報(bào)告形式向全班學(xué)生進(jìn)行展示,并在實(shí)驗(yàn)教學(xué)中應(yīng)用檢測(cè)。

3結(jié)果與分析

3.1學(xué)生期末考試成績(jī)

從表1可以看出,PBL教學(xué)法在細(xì)胞工程學(xué)教學(xué)過(guò)程中的影響。從學(xué)生期末試卷成績(jī)可以看出,實(shí)驗(yàn)組和對(duì)照組學(xué)生期末成績(jī)無(wú)顯著性差異(P>0.05);但從平均分?jǐn)?shù)可以看出,實(shí)驗(yàn)組學(xué)生成績(jī)明顯高于對(duì)照組。

3.2學(xué)生教學(xué)反饋

教學(xué)改革主要通過(guò)兩方面進(jìn)行教學(xué)評(píng)價(jià),一方面是學(xué)生最終成績(jī),另一方面就是學(xué)生的教學(xué)評(píng)價(jià)。通過(guò)學(xué)生教學(xué)質(zhì)量評(píng)價(jià)調(diào)查,實(shí)驗(yàn)組學(xué)生在教學(xué)效果、內(nèi)容的系統(tǒng)性、教學(xué)互動(dòng)、激發(fā)學(xué)生興趣、引導(dǎo)學(xué)生思考問(wèn)題等幾方面滿意度有了明顯的提高。PBL的教學(xué)課堂氣氛十分活躍,改變以往單純聽(tīng)課的狀態(tài),學(xué)生主動(dòng)參與到課堂的教學(xué)中,并化被動(dòng)為主導(dǎo),通過(guò)討論進(jìn)行演講展示。以問(wèn)題帶動(dòng)思考,在案例中學(xué)習(xí)理論知識(shí),掌握的更加牢固,并開(kāi)拓學(xué)生視野。學(xué)生不僅擴(kuò)展知識(shí)面,更學(xué)會(huì)多種查找資料的方法,充分提高了獲取各方面信息的能力。通過(guò)他人的帶動(dòng)學(xué)習(xí),不會(huì)查文獻(xiàn)的同學(xué)也無(wú)形中逐漸提高了自學(xué)能力,更增加學(xué)生的團(tuán)隊(duì)協(xié)作能力。

4PBL教學(xué)法在實(shí)際教學(xué)中出現(xiàn)的問(wèn)題

4.1PBL教學(xué)案例的選擇

[6]PBL教學(xué)法是以問(wèn)題為基礎(chǔ)“,問(wèn)題”是整個(gè)教學(xué)的出發(fā)點(diǎn),學(xué)生在教師的指導(dǎo)下,以小組的形式針對(duì)問(wèn)題進(jìn)行探究,并提出解決方案,進(jìn)而挖掘問(wèn)題背后的科學(xué)知識(shí)[7]。但往往一個(gè)問(wèn)題的解決方案和結(jié)果不是單一的,是多樣的,不存在唯一性。且生物技術(shù)專業(yè)教學(xué)案例較少,部分案例知識(shí)覆蓋面較窄,不能覆蓋全部的章節(jié)內(nèi)容。

4.2對(duì)學(xué)生個(gè)人能力的要求

由于我國(guó)的教學(xué)體制一直延用傳統(tǒng)教學(xué)方法,主要以老師講授為主。學(xué)生的自學(xué)能力較弱,查找資料能力差,歸納總結(jié)能力有待提高。所以,剛接觸PBL教學(xué)模式,學(xué)生會(huì)很新鮮,對(duì)問(wèn)題創(chuàng)設(shè)表現(xiàn)出無(wú)從下手,不知所措,課下查找資料也比較盲目,不能把握問(wèn)題的重點(diǎn),討論也沒(méi)有針對(duì)性等等。另外,學(xué)生獲取信息、加工和評(píng)價(jià)信息的能力很差,盲目地找尋,效率很差[4]。因此,PBL教學(xué)法對(duì)學(xué)生個(gè)人的自身能力要求很高,教學(xué)改革初期,要求老師做好引導(dǎo)和前期指導(dǎo)工作,在平時(shí)教學(xué)中注重培養(yǎng)學(xué)生查閱資料能力、分析歸納能力,以提高學(xué)生的綜合素質(zhì)。

參考文獻(xiàn)

[1]楊海蓮.以學(xué)生為中心進(jìn)行基礎(chǔ)生物化學(xué)研究性教學(xué)[J].中國(guó)大學(xué)教學(xué),2006(2):35-36.

[2]BARROWSHS．ATaxonomyofProblem-BasedLearningMethods[J].MedicalEducation,1,86,20(6):481-486.

[3]馬良,張宇昊.PBL教學(xué)模式在食品毒理學(xué)課程中的應(yīng)用研究[J].西南師范大學(xué)學(xué)報(bào)(自然科學(xué)版),2012,37(2):171-174．

[4]丁國(guó)芳,楊最素,徐銀峰,等.人體解剖學(xué)教學(xué)中滲透PBL教學(xué)的實(shí)踐[J].中國(guó)高等醫(yī)學(xué)教育,2008(11):76—77.

[5]劉燁,魯映青,汪青.PBL教學(xué)模式在病理學(xué)CPC教學(xué)環(huán)節(jié)中的應(yīng)用[J].中國(guó)高等醫(yī)學(xué)教育,200,(2):104--106.

[6]范暉,涂惠.PBL教學(xué)案例的選擇與開(kāi)發(fā)[J].西北醫(yī)學(xué)教育,2009,17(5):1000-1002．