共查询到20条相似文献，搜索用时 31 毫秒
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SHALJAN AREEPATTAMANNIL 《International Journal of Science and Mathematics Education》2012,10(3):695-716
This study, drawing on data from the Trends in International Mathematics and Science Study 2007, examined the predictive effects of multiple dimensions of mathematics and science self-concept??positive affect toward mathematics and science and self-perceived competence in mathematics and science??on mathematics and science achievement among 1,752 first- and second-generation immigrant adolescent students in Canada. First- and second-generation immigrant adolescent students?? self-perceived competence in mathematics had positive predictive effects on their mathematics and science achievement. In contrast, first- and second-generation immigrant adolescent students?? positive affect toward mathematics had negative predictive effects on their mathematics and science achievement. While first- and second-generation immigrant adolescent students?? self-perceived competence in science had no significant predictive effect on their mathematics achievement, it had a positive predictive effect on their science achievement. Positive affect toward science had positive predictive effects on second-generation immigrant adolescent students?? mathematics and science achievement, whereas it had no significant predictive effects on first-generation immigrant adolescent students?? mathematics and science achievement. Implications of the findings for policy and practice are discussed. 相似文献
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This paper presents a phenomenon of“Pseudo-resonance”of beams androds discovered from experiments and computations,and gives the definition of“Pseudo-resonance”.The relationship of distribution between the frequency of pseu-do-resonance and that of anti-resonance is found,and an analytic solution for thetransfer function between any two points on a beam or rod is established.The law ofdistribution of the anti-resonant frequencies,as well as the relation between the fre-quency distribution and the nodes of vibration is also proposed. 相似文献
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语言习得是指一个人习得语言的过程。儿童与成人之间的区别导致第一语言和第二语言习得的差异。本文从语言认知和情感因素两方面做深入分析，对第一语言和第二语言习得的差异进行比较和对照。 相似文献
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小礼 《小雪花(小学生成长指南)》2004,(22)
Do you know foot!Yes,I do.Do you know boot?No,I don't.Put your foot in your boot, 相似文献
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David A Hill 《英语辅导》2005,(1)
不同的分组讨论和分角色操练是复习和加速记忆所学知识的一种动态的学习方式,但各有利弊。科学的分析和运用此教学方案将会产生创造性 的教学效果。 相似文献
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张孝忠 《中学生英语读写(高中版)》2002,(4)
1.问:One dozen twelve,and two twenty-four.A.are;dozen B.is;dozens areC.is;dozen are D.is;dozen is答案为D。为什么不选B呢? (安徽桐城中学申影) 相似文献
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廖少华 《英语大王(小学)》2006,(1)
:h一is一:一谬my。。二 The.box 15 big and blue.The bag 15 big and blue，too.What，s in theb。x and the bag?儡毋下he。155。me 妞且务产昭2， 瓶麟瞥 Q) C U .‘l口 br··d一瘾一 SOme Cheese 戮 忌琶幽 卜几 in the bOX.The「e 15 SOme mi t·鲡。一’。。 p一尹 和卜 相似文献
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你们卸下了我的尖刺
毕业那年我19岁，学生十四五岁。看着他们，我的第一感觉就是虬怕”。第一次站在讲台上，我特意在脸上写满威严，硬撑着不让自己流露出半分胆怯。学生们看着站在讲台上梳着马尾的小小的我，表情不一。我把自己武装成一只刺猬，一站在讲台上就竖起浑身的束l』，准备随时应对一切。都说初中生最难管了，我可不能有些许的懈怠，一定要hold住。 相似文献
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1. WHOSE MISTAKES?Teacher: (Looking through Tom' s homework) Iwonder how one person could make so many mistakes? 相似文献
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《小雪花(小学生成长指南)》2004,(4)
以下是第二季度(4～6月)的配图内容。现在征集小朋友的配图作品!拿起你的小画笔,根据情节,展开想像,快快把故事变成图画呀Monkey and Pig 郭颖柔/文1.Alovelymonkeylivesinasmallhouse.2.Oneday,heseesapig.Heasks,"Hello,what’syourname?"3.Thepiganswers, 相似文献
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余民顺 《湘潭师范学院学报(社会科学版)》1997,(4)
AChinesescholaroncestated,"IfoneweretosetdownalltheseriousmistakesmadeinEnglishtranslationsofChinesepoetryduringthelasthalfcenturyormore,onewouldeasilyfillafair-sizedvolume.""OneHundredandOneChinesePoems",withEnglishtranslationsandprefacebyShihShunLiu,Hon… 相似文献
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(A) Teacher:What do we getfrom sheep? Boy:Wool. Teacher:You are quiteright.And what do we makefrom wool? 相似文献
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定义了一个新的映射：Ｐ－映射．从而圆满地回答了作者在文献［４］中所指出的问题．也就是说，一个从Ｔ２标架Ｋ到另一个Ｔ２标架Ｌ的标架映射ｆ能够被唯一地扩张为从τＫ到τＬ的标架映射的充分必要条件是ｆ是一个Ｐ－映射． 相似文献
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这是一张考卷上的其中一题:·#!%～-*……、-。,()1、A2、B3、C4、D我仔细地把这道让人喘不过气的题分析了三遍,郑重地填上一个E。一番争论开始了。A:“咦,这人是不是有神经病呀?怎么填个不存在的E呢?”B:“真是莫名其妙,让人摸不着头脑。”C:“就是,难道他想找死呀?3分呢!”D:“哎,又与100分失之交臂,是不是考试考多了,被考傻了?莫名其妙!”只有E默默的,默默的……果然,几天后考卷发下来了,这题的旁边画了一个极其鲜红的大叉!噢,E被这大叉给抹杀了!A:“真是自作自受,我这么美,为什么不选我?”B:“真是得到报应了!哼!”C和D:“我俩的… 相似文献