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《诗·大序》曰：“诗者,志之所之也。在心为志,发言为诗,情动于中而形于言。言之不足,故嗟叹之。嗟叹之不足,故咏歌之。咏歌之不足。不知手之舞之足之蹈之也。”“手之舞之,足之蹈之”的舞蹈是人们对真实情感和内心世界的一种富有感染力的艺术表达方式, 相似文献
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人为什么要写诗?《诗经·大序》有言:"诗者,志之所之也,在心为志,发言为诗.情动于中而形于言,言之不足故嗟叹之,嗟叹之不足故永歌之,永歌之不足,不知手之舞之足之蹈之也." 相似文献
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一、教育如水——对教育自然之道的认识与理解。水乃自然之物,水有八德:奔流不息,进取之德;哺育万物,奉献之德;水滴石穿,柔韧之德;一碗水端平,公正之德;源头活水,创新之德;甘心处下,谦虚之德;流水不腐,清廉之德;以水为净,包容之德。"天下之物,莫柔弱于水,然而大不可及,深 相似文献
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第一次鸦片战争,中国军队几乎每战必败。虎门之战败,广州之战败,厦门之战败,定海之战败,镇海之战败……但是,三元里抗英之战和镇江之战却可圈可点。 相似文献
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正教育之功,在文明人类之接续,经世济民之肯綮,民族勃兴之基底,型构未来之肇始。准此以解,自有文明社会以降,古今中外,历朝历代,未有不重视教育之著例。然对教育圭臬之领悟,教育制度之厘定, 相似文献
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德育者,思想之陶冶,行路之指南,处世之圭臬,社会和谐之保证,民族强大之条件,青少年成长之鼎足,个人发展之金绳,价值体现之机括也;德育健全,国民之幸,德育缺失,难以想象;职是之故,德育在教学中任重道远,堪谓至要,前路漫漫;今将所得管见率尔操觚,略述如下,祷有益于同仁教学,是我之深幸。 相似文献
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贾书建 《山西教育(综合版)》2010,(7):54-54
子曰：“知及之,仁不能守之,虽得之,必失之。知及之,仁能守之,不庄以莅之,则民不敬。知及之,仁能守之,庄以莅之。动之不以礼,未善也。”（《论语·卫灵公》）意思是说,才智能够胜任职位,但不能用仁德来守住它,即使得到了,也必定会失去。才智能够胜任职位,也能够用仁德守住它, 相似文献
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说到大学之大,让人想起半个多世纪前清华大学老校长梅贻琦先生的名言,"所谓大学者,非谓有大楼之谓也,有大师之谓也"。人民大学原校长纪宝成认为,"大学之大在于学生之大和学术之大"。当然,还有从其他不同视角来描述大学之大的,如"大学之大在于胸怀之大"、"大学之大在于包容"等等。笔者认为,大学之大也应体现在"课程之大"上。 相似文献
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Increasing numbers of students with autism are being educated in mainstream schools. However, outcomes for students with autism are poor when compared to typical students and students with other developmental disabilities. In order to better understand facilitators and barriers to success at school for students with autism, research into the attitudes of key stakeholders, educators, parents, people with autism, to inclusion in mainstream schools for students with autism, was reviewed. Key themes emerging included attitudes to inclusion, the characteristics of autism and social communication in particular and interaction with the school environment, and consequent student problem behaviour. Level of knowledge and understanding of school staff emerged as the primary issue with all stakeholders identifying the need for more training. Other support needs identified included the need for structural support, resources and funding. Parents, in particular, identified the need for a collaborative approach to the education process. The findings highlight the need to translate theory into practice to increase capacity in schools to provide effective educational programmes for students with autism. 相似文献
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Michael Davies Stephen N. Elliott Kuen Fung Sin Zi Yan Nedim Yel 《International Journal of Disability, Development & Education》2018,65(1):1-21
Adjustments are considered necessary for students with disabilities to be fully included in classroom instruction, classroom assessment and external accountability tests. The 67 item Checklist of Learning and Assessment Adjustments for Students (CLAAS), translated for the Chinese community, was used by 74 teachers from Macau and Mainland China to document their application of adjustments for 319 students with special educational needs across these three settings. Results indicated consistently large gaps between adjustment use in classrooms compared with national tests, with the allowable adjustments for public testing reportedly used very little. Findings also provided evidence for the content validity of the checklist for teachers of students with disabilities in China and its utility in documenting applied adjustments. This study also indicates the potential for CLAAS to provide teachers across China with a comprehensive list of adjustments, to reflect on and review adjustment decision-making and assessment protocols for all students. 相似文献
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Susanne Schwab 《Educational studies》2019,45(3):390-401
Previous research has shown that students with special educational needs (SEN) have fewer friendships than their peers without SEN. In this longitudinal study, 545 students from primary and secondary schools, including 106 students with SEN, were surveyed at the beginning and the end of the school year. The results show that students with SEN generally have fewer reciprocal friendships and, proportionally, more often nominate students with SEN than students without SEN. The stability of friendships is lower for students with SEN than for students without SEN. Additionally, for students with SEN, same-SEN-status friendships were as stable as cross-SEN-status friendships, whereas for students without SEN friendships with peers without SEN were more stable than those with peers with SEN. 相似文献
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Relationships between pretend play and word production were investigated in 10 hearing (H) and 10 toddlers with hearing loss (D) who attended an auditory/oral early intervention program. All children were videotaped interacting in free play with their hearing primary caregiver at 28, 29, and 30 months of age. Group comparisons were made for the scores for highest and mean levels of pretend play and for the underlying structures of decontextualization, decentration, sequencing, and planning. Relationships with word production were then explored for the two groups separately. Results showed significantly higher levels of pretend play for all dimensions for the hearing children and an association between level of pretend play and word production for the children with hearing loss. Associations between word production and sequencing and planning were found for both groups of children. Word production was associated with decontextualization for the hearing children and with decentration for the children with hearing loss. We discuss theoretical implications of the findings together with implications for intervention with toddlers who have hearing loss. 相似文献
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Spirituality is of acknowledged and profound importance to children from mainstream school populations, but has been overlooked in respect of children with special needs. This article explores the issues related to spirituality and disabilities, and the relationship between spirituality and education for students with special needs. The following aspects are considered: (a) holistic perspectives on education for students with disabilities; (b) spirituality as an integral element of special education and interventions; and (c) implications for educational programmes for students with disabilities. This article concludes that work in addressing issues related to spirituality and the implications for working with students with disabilities need to be given serious consideration. 相似文献
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周湖勇 《福建师大福清分校学报》2009,(3)
专升本院校在升格后,法律本科人才培养的特色和优势是这些院校法学教育生存和发展的关键,专升本院校法学本科专业人才和传统本科院校、特别是政法院校相比,其特色和优势在于应用型和复合型,和高职院校相比在于理论性.其办学定位和人才培养要体现这些特色,这是专升本院法学本科人才在市场竞争中取胜的关键. 相似文献
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伴随着汽车服务企业飞速发展,企业对人才的需求也在不断发生变化,由原来的初级向中级、高级发展。高职院校汽车技术服务于营销专业原有的人才培养模式、课程体系,已不能适应汽车行业对人才的需求。通过对汽车4S店的调研,根据不断变化的岗位进行分析,对旧的课程体系进行改革,建立适应企业需要新的人才培养模式、课程体系,为高职院校培养汽车营销人才提供参考。 相似文献
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Stefan Gustafson Christina Samuelsson Ellinor Johansson Julia Wallmann 《Scandinavian Journal of Educational Research》2013,57(3):292-308
According to the Simple View of Reading, reading ability can be divided into decoding and language comprehension. In the present study, decoding and comprehension's contribution to reading ability was studied both in children with reading difficulties and in children with typical reading ability. Decoding and comprehension was further divided into sub-components, and the contribution from non-verbal ability and general processing speed was also studied. The results demonstrated that decoding made the largest contribution to reading ability for children with reading difficulties, while language comprehension contributed the most for children with typical reading ability. The contribution of non-verbal ability was not significant, and general processing speed only made a significant contribution to decoding for typical children. The two factors in the Simple View of Reading, decoding and comprehension, together explained less of the variance in reading ability for children with reading difficulties than for children with typical reading ability. 相似文献
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Yona Leyser Tali Zeiger 《International Journal of Disability, Development & Education》2011,58(3):241-255
The impact of three variables on the self-efficacy of 992 general and special education preservice teachers was examined. These variables were years of preservice education, experience with children with special educational needs, and training in inclusion or exceptional education. All participants responded to a teacher self-efficacy scale that measured four factors. Findings revealed a main effect for years of preservice education and for major of the academic degree. The main effect for years of preservice education was found only for efficacy for social relations. The main effect for degree major revealed that special education majors had significantly higher scores than regular education majors, on all four factors. A significant main effect for experience and major was also found. Students with much and some experience had significantly higher scores than students with no experience on two factors. Intensity of training was associated with self-efficacy. Students with much and some training had significantly higher scores than students with no training on all four factors. Implications for research and practice are discussed. 相似文献
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This study examined the relationship of different measures of syntactic complexity with rated quality for two genres of text
produced by middle school students. It was hypothesized that different measures would be associated with distinct aspects
of syntactic complexity; words per clause with greater use of structures more typical of expository texts, and clauses per
T-unit with structures more typical of conversational or narrative registers. A sample of 41 seventh and eighth grade students
from suburban middle schools composed a narrative and persuasive essays. Texts were rated for quality and coded for syntactic
features including words per clause and clauses per T-unit. Syntactic complexity as measured in words per clause was positively
correlated with quality for essays but not for narratives. Clauses per T-unit was positively correlated with quality for narratives,
but negatively correlated with quality for essays. The relationships between syntactic complexity and text quality were thus
found to be dependent both on the genre of the text, and the measure of syntactic complexity used. 相似文献