共查询到20条相似文献，搜索用时 31 毫秒
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你问我爱不爱你我答不出来我可诚实的伤害你也不愿用谎言来训导你对你的所作所为,我有何资格批评我才刚开始要认真真实的你当我俩接触时未免过于真诚我不得不闭上双眼逃避我想拥抱着你到死直要我俩崩溃落泪我要拥抱你,直到我内心的恐惧平息罗曼史与所有的策略令我与自尊交站但经过不安的感觉尚存一丝温柔我只是另一位作者陷入了真理一位忧郁的职业拳击手在岁月里挣扎……Sometimes when we touchYou ask me if I love youAnd I choke on my replyI'd rather hurt you honesdythan mislead you wich a lieAnd who am I to judge you on w… 相似文献
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Not too long ago, we read a novel in my school that touched on the topic of saving the environment, and our teacher had us write an essay on an environmental issue. Immediately, ideas entered into my head and I was eager to start, but something made me stop. 相似文献
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Epitypification can solve many taxonomic problems and stabilize the understanding of species, genera, families or orders. The aim of this paper is to illustrate how to epitypify. A few examples where taxa have been epitypified are considered and the benefits and disadvantages of epitypification are discussed. We also outline some examples oftaxa which need to be epitypifled with reasons. 相似文献
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开栏的话1997年,台湾中华音乐人交流协会举办了一场名为永远的未央歌的演唱会,以纪念台湾民歌运动30年。演唱会上,蔡琴的一段话让我记忆尤为深刻:各位爸爸妈妈,我要提醒你们,不要怪我们的孩子没有学问,不要怪我们的孩子没有文学基础,那都是我们造成的。为什么他们只用一些电脑的语言,他们不会写优美的文字,他们写不出好的旋律?因为生命是需要美滋养的。我们是听民歌 相似文献
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《International Journal of Educational Research》2001,35(2):237-246
The results of the nine studies reported on in this special issue suggest quite clearly that a book-based program consistently accelerates the language acquisition of school children in situations where (1) they are learning a second language; (2) they have minimal access to interesting reading materials; and (3) their teachers are themselves teaching in a second language. In this closing chapter, a set of generalizations derived from these studies is presented. More specifically, three areas are discussed: (1) the link with other empirical studies; (2) theoretical issues raised by the results of the studies; and (3) policy questions raised by the results of the studies. 相似文献
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There has been a variety of approaches to the study of mathematical understanding, and some of these are reviewed before outlining the background to the model we are proposing for the growth of such understanding. The model is explained in detail and illustrated with reference to the concept of fractions. Key features of the model include don't need boundaries, folding back, and the complementarities of acting and expressing that occur at each level of understanding. The theory is illustrated by examples of pupils' work from a variety of topics and stages. Finally one of the practical applications of the theory, mapping, is explained in some detail. 相似文献
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