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河套方言与普通话在语音方面的差别表现在声、韵、调三个方面。声母方面,河套方音多(ng),(v)两个声母;(z)、(c)、(s)有时分别代替(zh)、(ch) (sh)。韵母方面,河套方音无(ian)、(an)、(n)、(en)、(in)、(uen)、(uang)、(o)八个韵母,分别用(ie)、(e)、(iong)、(eng)、(ing)、(ong)、(ang)、(e)或(a)或(ie取代。声调方面,河套方音多一个声调——人声。 相似文献
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贾其坤 《全国优秀作文选(高中)》2013,(Z2):92-94
深受全国五千万中学生关注的第二届全国十佳文学少年评选已经揭晓。泱泱大国,只有十位获此殊荣,自然令人瞩目,引人羡慕。1994年11月中旬,这群缪斯的孩子——邹智勇(四川)、方欣(江苏)、单纯刚(河南)、张金荣(云南)、吴倩(湖北)、庞秀玉(天津)、李绪国(黑龙江)、王孟茜(山东)、孙卫卫(陕西)、唐波清(湖 相似文献
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林然 《阅读与作文(高中版)》2022,(7):26-26
大宗交易市场上,3月24日-3月30日,折价率前十名个股为长虹能源(836239)、特宝生物(688278)、中文在线(300364)、海优新材(688680)、科达自控(831832)、天智航(688277)、睿创微纳(688002)、绿的谐波(688017)、中控技术(688777)、翔丰华(300890). 相似文献
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张刘福 《语文世界(高中版)》2010,(1)
小朋友们,成语城擂台赛幸运大抽奖开始啦!本期获奖的小朋友名单如下:周惠珊(山东)、白杨(福建)、林香欢(广东)、韦思捷(广东)、李沅珊(黑龙江)、朱世纪(黑龙江)、惠欣雨(黑龙江)、马明(浙江)、刘佳伟(宁夏)、何林军(青海)、高韦文(贵阳)、邱丽(河南)、胡诚(四川)、陈祺(湖南)、李小明(甘肃)、马龙阳(海南)。 相似文献
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王丽媛 《伊犁师范学院学报》2021,(4):53-60
轻动词不是以单一数量存在,而是一个集合.轻动词这个集合可以包含v(Instru-ment)、v(Material)、v(Manner)、v(Location)、v(Source)、v(Reason)、v(Time)、v(Role)、v(Aim)、v(Causation)、v(Result)、v(Experience)、... 相似文献
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林然 《阅读与作文(高中版)》2022,(6)
大宗交易市场上,3月10日-3月16日,折价率前十名的个股为贝特瑞(835185)、广道高新(839680)、苏轴股份(430418)、朱老六(831726)、之江生物(688317)、深冷股份(300540)、前沿生物(688221)、天地数码(300743)、帝科股份(300842)、广生堂(300436). 相似文献
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利用植物监测手段对甘肃省兰州市南、北滨河路(安宁东段)道路两侧和兰州城市学院西校区的6种绿化植物带叶片进行了重金属含量的研究,采用原子吸收法,测定绿化带植物叶片中铅(Pb)、镉(Cd)、铬(Cr)、铜(Cu)的含量.结果表明,道路绿带化植物叶片中铅(Pb)、铬(Cr)、铜(Cu)的含量,滨河路段明显高于兰州城市学院西校区.并且未清洗叶片所测的铅(Pb)、镉(Cd)、铬(Cr)、铜(Cu)的含量又明显高于清洗过的叶片. 相似文献
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《语文世界(高中版)》2005,(6)
本刊公布“招聘小记者”的消息以后,编辑部每天都收到小朋友们热情洋溢的来信,经过编辑的认真评选,现在公布第二批入选名单——郑若楠(北京)、包明亚(深圳)、丘婷婷(深圳)、魏恋霁(四川)、王涵宁(浙江)、张嘉(深圳)、郭琦琦(深圳)、张乐宇(北京)、詹楷(深圳)、黄秋实(北京)、易佳仪(浙江)、蔡婷冶(深圳)、罗莉敏(深圳)、张诗元(湖北)、王天宇(河北)、曹一(深圳)、温安源(深圳)、张悦(北京)、曾旭升(深圳)、陈声雷(深圳)、陈锐(深圳)、王倩懿(贵州)、李诗(深圳)、叶宁致(福建)、卢炎林(深圳)、董小迪(山东)。《语文世界》小记者名单… 相似文献
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以麦肯锡7S模型为分析框架,从价值观(sharedvision)、战略(strategy)、结构(structure)、制度(system)、风格(style)、员工(staff)、技术(skill)七个维度,剖析目前高职院校教学管理创新的进展和取向. 相似文献
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Rachel Sermier Dessemontet Diane Morin Anne G. Crocker 《International Journal of Disability, Development & Education》2014,61(1):16-26
This study investigates the relations between teachers’ attitudes towards persons with intellectual disability (ID), in-service training on ID, and prior contacts with persons with ID. A sample of Canadian elementary school teachers (N?=?118) completed the Attitudes Toward Intellectual Disability Questionnaire, which measures cognitive, affective and behavioural components of attitudes towards persons with ID. Correlational and multivariate regression analyses were performed. Frequent contacts with persons with ID and experience of including a child with ID increased the likelihood of reporting prior positive contacts with persons with ID. In turn, this was associated with less discomfort towards persons with ID and more willingness towards interactions. In-service training on ID was related to better knowledge of rights and capabilities of persons with ID. Experience of including a child with ID in general education classrooms increased the likelihood to report feeling competent in teaching children with ID, which predicted more willingness to include children with ID. 相似文献
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This study explores the attitudes of future professionals working with students with disabilities towards four exceptionality groups: persons with deafness, with paralysis, with mental retardation (MR) and with delinquent behaviour, and specifically examines how deafness is perceived in comparison with the three other groups. Undergraduate students' (N=177) attitudes towards the four groups were tapped using a semantic differential scale referring to the cognitive, emotional and behavioural components of attitudes. Participants' degree of contact with people with disabilities was also reported. Results indicated that attitudes towards people with deafness were more positive than those towards the other three groups. Attitudes towards persons with paralysis were more positive than towards persons with MR and with delinquent behaviour, except when personality was considered. Emotional reactions and behavioural tendencies towards persons with delinquent behaviour were the most negative. Contact with people with disabilities had significant but low correlations with some aspects of the attitudes towards people with MR and paralysis. In general, the results of this study suggested that deafness was perceived as a physical disability and not as a social phenomenon. They also demonstrated that attitudes towards people with disabilities are a function of the particular disability condition and are multidimensional. 相似文献
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AbstractThis study has a twofold objective: to analyse and compare the phonological processes in a sample of Spanish children with hearing loss, both with a cochlear implant and with a hearing aid, with a group with normal hearing; and to determine whether there are differences between the participants with a cochlear implant and with a hearing aid in the frequency and nature of the phonological processes. The sample is made up of 168 participants, eight with hearing loss (four with an implant and four with a hearing aid) and 160 with normal hearing. Samples of spontaneous speech were collected and transcribed using the tools from the CHILDES project. For the analysis, the phonological processes paradigm was adopted, evaluating phonological development based on normative error rates. The participants with a hearing loss show slower phonological development in terms of phonological processes, along with atypical processes. Furthermore, the participants with cochlear implants committed more phonological errors than those that wear a hearing aid. The implications of the results are discussed, and it is recommended that auditory stimulation should be done early in children with hearing loss regardless of their technical aid. 相似文献
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本研究主要运用相关分析法及个人访谈法对来源于高职院校三大类学生的归因倾向、学校环境、兴趣水平、焦虑水平、学习策略水平、动机水平、动机行为、自我效能感水平分别与他们的自我效能感水平、兴趣水平作了相关分析。结果发现:三类不同学生归因倾向、学校环境、兴趣水平、焦虑水平、学习策略水平、动机水平、动机行为、自我效能感之间两两相关。对厌学者而言,自我效能与学习策略、动机行为达到非常显著的相关,与兴趣水平达到显著的相关,与学校环境存在不显著的负相关。兴趣水平与焦虑水平、自我效能达到非常显著的相关,与学校环境达到显著相关,与归因存在负相关。对次厌学者而言,自我效能与学习策略达到非常显著的相关,与动机行为达到显著相关,与学校环境、归因倾向呈现低等程度的负相关。乐学类学生的自我效能与动机行为产生了显著的正相关,与学校环境、归因方式产生低度负相关;他们的兴趣水平与动机水平、焦虑水平、自我效能、动机行为产生了中低度相关,与归因、学校环境、学习策略产生了中低程度的负相关。 相似文献
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This study examined the relationships between interpersonal communication motives and temperament traits. Results indicated that extroversion was positively correlated with pleasure, affection, inclusion, escape, and relaxation and was not correlated with control. Extroversion accounted for the most unique variance in the pleasure and relaxation motives. Neuroticism was positively correlated with inclusion, escape, and control, negatively correlated with pleasure, and not correlated with affection and relaxation. Neuroticism accounted for the most unique variance in the escape motive. Psychoticism was positively correlated with control, negatively correlated with pleasure, affection, inclusion, and relaxation, and uncorrelated with escape. Psychoticism accounted for the most unique variance in the interpersonal motives of affection and inclusion. 相似文献
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行星轮上点的轨迹存在很多形状与应用价值,基于数学分析与VB编程以及参数化的方法,得到了规则正多边形、规则正多角形、多叶玫瑰线、多圈回归螺旋线、环状相邻缠绕线与无限不循环曲线等几何图形,充分展示了行星轮上点轨迹的图形特征,为设计在一个行程单极限位置或双极限位置作高阶停歇的机构、多个行程单极限位置或双极限位置作高阶停歇的机构提供了理论基础。表明了虚拟实验用于揭示因素完全可控对象的客观规律上的优越性。 相似文献
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Can a dog be used as a motivator to develop social interaction and engagement with teachers for students with autism? 
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下载免费PDF全文 Kathryn Stevenson Scott Jarred Vivian Hinchcliffe Kathryn Roberts 《Support for Learning》2015,30(4):341-363
Research into children with autism indicates that therapeutic sessions with dogs might provide a way of encouraging social interaction and reducing solitary or repetitive behaviours. With recent educational ASD interventions aimed at providing ways of encouraging intrinsic motivation to socially engage, it is possible that sessions with dogs could be used in a similar way. The present study involved three students with ASD who were given five sessions with a dog and their teacher. Sessions followed a semi‐standardised approach and were recorded and coded on social behaviours, with qualitative observations made. Pre and post measures entailed ADOS‐2 assessments and teacher questionnaires. Results suggest that students' responses in sessions were highly individual; all showed an increase in meaningful social interactions with dog and teacher, reduction in solitary or repetitive behaviours within the sessions and reported generalisation effects in some areas. The study lends support to the research base on the beneficial impact of dogs for children with autism and suggests that sessions with dogs in school could act as a way to strengthen interactions and engagement with teachers. 相似文献
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山西省高校教师工作满意度的调查研究 总被引：16，自引：0，他引：16
通过对山西省七所高校281名教师进行的工作满意度的调查研究表明:女性教师要比男性教师的工作满意度要高,但在工作满意度的各个维度上并无显著差异;不同婚姻状况在上级满意度、工作环境满意度、晋升的满意度上存在差异显著。未婚教师整体上要比已婚教师的工作满意程度高。不同年龄段的高校教师在工作满意度的各个维度上差异均显著,尤以30-39岁、40-49岁年龄段的高校教师工作满意度的得分低;不同学历的高校教师在对上级、对工资的满意度上差异显著;不同职称的高校教师在工作满意度的各个维度上差异均为显著,讲师与副教授工作满意度的得分较低;不同工作时间的高校教师在工作本身满意度、上级满意度以及工作环境满意度的维度上存在显著差异,工作时间为11-20年的高校教师各项工作满意度的指标得分均较低。 相似文献
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Preparing preschool teacher candidates for inclusion: impact of two special education courses on their perspectives 下载免费PDF全文
下载免费PDF全文 Salih Rakap Oguzcan Cig Asiye Parlak‐Rakap 《Journal of Research in Special Educational Needs》2017,17(2):98-109
Successful implementation of inclusive practices depends mainly on teachers' attitudes towards children with special needs and their inclusion, and teachers' willingness to work with children with special needs in their classrooms. Experiences teacher candidates have during pre‐service stage might influence their perceptions towards children with disabilities and their inclusion. The purpose of this study was to examine the impact of two special education courses on (1) preschool teacher candidates' general attitudes towards inclusion, (2) their willingness to work with children with significant intellectual, physical and behavioural disabilities within inclusive classroom settings and (3) their level of comfort in interacting with children with disabilities. A four‐part survey was administered to participants four times throughout the study, once before and after each course. The survey package included (1) a demographic information form, (2) the Opinions Relative to the Inclusion of Students with Disabilities Scale, (3) an adapted version of the Teachers' Willingness to Work with Children with Severe Disabilities Scale and (4) the Interaction with Children with a Disability Scale. The results showed that both special education courses positively influenced teacher candidates' attitudes, willingness and comfort levels. However, impact of the second course focused on helping teacher candidates learn and apply instructional strategies to work with children with disabilities in inclusive classrooms was much larger. Implications of the study findings in relation to future research and practice are discussed. 相似文献