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1.
比较了贵州产绿臭蛙(Odorrana margartae),云南臭蛙(O.andersonii),花臭蛙(O.schmackeri)三种臭蛙的核型,C-带,银带,讨论了三种臭蛙的核型,C-带,银带的异同与形态差异的关系.在核型特征和C-带带型特征上,绿臭蛙与花臭蛙之间的差异最大,绿臭蛙与云南臭蛙的差异次之,云南臭蛙与花臭蛙之间的差异较小;在银带带型特征上,绿臭蛙的标准Ag-NORs位于第9号染色体长臂;云南臭蛙与花臭蛙的标准Ag-NORs位于第10号染色体长臂. 相似文献
2.
《British Journal of Educational Studies》1998,46(1):84-114
Catherine Twomey Fosnot (ed), Constructivism: Theory, Perspectives and Practice.
Basil Bernstein, Pedagogy, Symbolic Control and Identity: Theory, Research, Critique
Robert Jackson, Religious Education, an Interpretive Approach.
Ben Cosin and Margaret Hales (eds), Families, Education and Social Difference.
Gareth Elwyn Jones, The Education of a Nation.
Kamala Nehaul, The Schooling of Children of Caribbean Heritage.
Ann Hodgson and Ken Spours (eds), Dearing and Beyond: 14–19 Qualification, Frameworks and Systems.
Brian Wilcox and John Gray, Inspecting Schools: Holding Schools to Account and Helping Schools to Improve.
Patricia F. Murphy and Caroline V. Gipps (eds), Equity in the Classroom: Towards Effective Pedagogy for Girls and Boys.
Thomas P. Rohlen and Gerald K. LeTendre (eds), Teaching and Learning in Japan.
Alan Ryan, John Dewey and the High Tide of American Liberalism.
Ron Glatter, Philip A. Woods and Carl Bagley (eds), Choice and Diversity to Schooling: Perspectives and Prospects.
Ved Varma (ed), Managing Children with Problems.
Louis Cohen, Lawrence Manion and Keith Morrison, A Guide to Teaching Practice.
Andy Hargreaves, Lorna Earl and Jim Ryan, Schooling for Change: Reinventing Education for Early Adolescents
Michael Peters and James Marshall, Individualism and Community: Education and Social Policy in the Postmodern Condition 相似文献
Basil Bernstein, Pedagogy, Symbolic Control and Identity: Theory, Research, Critique
Robert Jackson, Religious Education, an Interpretive Approach.
Ben Cosin and Margaret Hales (eds), Families, Education and Social Difference.
Gareth Elwyn Jones, The Education of a Nation.
Kamala Nehaul, The Schooling of Children of Caribbean Heritage.
Ann Hodgson and Ken Spours (eds), Dearing and Beyond: 14–19 Qualification, Frameworks and Systems.
Brian Wilcox and John Gray, Inspecting Schools: Holding Schools to Account and Helping Schools to Improve.
Patricia F. Murphy and Caroline V. Gipps (eds), Equity in the Classroom: Towards Effective Pedagogy for Girls and Boys.
Thomas P. Rohlen and Gerald K. LeTendre (eds), Teaching and Learning in Japan.
Alan Ryan, John Dewey and the High Tide of American Liberalism.
Ron Glatter, Philip A. Woods and Carl Bagley (eds), Choice and Diversity to Schooling: Perspectives and Prospects.
Ved Varma (ed), Managing Children with Problems.
Louis Cohen, Lawrence Manion and Keith Morrison, A Guide to Teaching Practice.
Andy Hargreaves, Lorna Earl and Jim Ryan, Schooling for Change: Reinventing Education for Early Adolescents
Michael Peters and James Marshall, Individualism and Community: Education and Social Policy in the Postmodern Condition 相似文献
3.
分析了籼型小粒稻各次枝梗及其颖花分化发育和退化的遗传相关和通径关系,发现一次枝梗及其颖花与二次枝梗及其颖花之间,在分化和退化过程中有较大的竞争性;增加有效二次枝梗及其颖花数,比增加有效一次枝梗得其颖花数,对增加总有效颖花数作用更大。 相似文献
4.
5.
Mental health difficulties affect 1 in 10 children and adolescents, and up to half of adult cases begin during the school years. The individual and societal impacts of such difficulties are huge, and include poorer quality of life, lost economic productivity, destabilisation of communities, and high rates of health, education and social care service utilisation. Using early intervention and prevention in schools as a central component of a co-ordinated response to this emergent public health crisis makes good sense. Schools play a central role in the lives of children and their families, and their reach is unparalleled. It has been argued that truly comprehensive and effective mental health promotion in schools requires a universal screening component, but this is a controversial proposition. In this article we explore some of the opportunities and challenges posed by such a system. In doing so, we critically assess international literature on social validity (e.g. acceptability, feasibility and utility), definition and conceptualisation (e.g. what do we mean by ‘mental health’ and related terms?), design and implementation (e.g. planning, tool selection, linking to referral and intervention systems), psychometric considerations (e.g. are available instruments reliable and valid?), diversity (e.g. taking into account cultural variation) and costs and benefits (e.g. are the human, financial and material costs of universal screening justified by the improvements in provision and outcomes they bring?). We conclude by presenting a vision for a school-based system that takes into account these important factors. 相似文献
6.
案例教学:谋求教学理论与教学实践协同提升 总被引：6，自引：0，他引：6
传统的教师教育面临着无法切实沟通和有效整合教学理论与教学实践的困境，而案例教学则让人们看到走出这一困境的希望。由于运用于教师教育的案例教学是以讨论对话、集体合作、批判反思、理论实践协同提升、教师和学员共同发展为基本取向，因此，为切实沟通和有效地整合教学理论与教学实践，案例教学必须发挥以下基本功能：激活与展现教学实践智慧、解构与重构课堂教学实践、显化与提炼教学理论知识、直面与聚焦课程教学改革。 相似文献
7.
赵仁珪 《北京师范大学学报(社会科学版)》2012,(5):40-44
启功与东坡在很多方面具有相似性。他们都是诗人,诗作特立独行、幽默诙谐,都是各自时代背景里的诗词改革家;他们都是大学者,精通相关学科的学问,将杂家之学推向极致;他们都是大书画家,在书画造诣上都雄踞不同历史阶段的顶峰,都是书法史上里程碑式的代表人物,是集写家与理论家于一身的全才;他们都是教育家,教育理念、态度和方法有孔子之遗风;他们都具有高尚的品格,仁者爱人、热爱生活。他们是悠久的文化传统中的星座,我们在仰视他们的时候感到的是格外的明亮和永恒。 相似文献
8.
Hammer N Löffler S Feja C Sandrock M Schmidt W Bechmann I Steinke H 《Anatomical sciences education》2012,5(4):225-233
Anatomical fixation and conservation are required to prevent specimens from undergoing autolysis and decomposition. While fixation is the primary arrest of the structures responsible for autolysis and decomposition, conservation preserves the state of fixation. Although commonly used, formaldehyde has been classified as carcinogenic to humans. For this reason, an adequate substitute was developed. Ethanol-glycerin fixation and thymol conservation are described and compared with formaldehyde and phenol in this technical report. The setup, tissue qualities, financial aspects, and health concerns of this method are discussed. Ethanol-glycerin fixation and thymol conservation provide outstanding haptic and optic tissue qualities. Typical formaldehyde and phenol effects, such as skin, airway, and eye irritation, as well as carcinogenic effects, can be circumvented by using ethanol-glycerin and thymol instead. Ethanol-glycerin fixation is more expensive than formaldehyde and requires an explosion-proof facility. However, the absence of health effects and its convincing tissue qualities balance these higher costs. Therefore, ethanol-glycerin fixation and thymol conservation provide a potential alternative and complement established fixation techniques. The use of carcinogenic formaldehyde and toxic phenol can be effectively restricted through the use of the described method. 相似文献
9.
We analyse two narratives of teacher‐facilitator teams producing elementary science curricula and disseminating them to their peers. We draw on these stories to interpret how teacher‐facilitators position themselves with respect to other educators (e.g. peer teachers and development‐team members), to real and imagined students and parents, to knowing and learning science, and to pedagogical practices and texts. We read these acts of positioning relationally and responsively. Teacher‐facilitators position themselves and their work in highly complex ways to multiple political and social others. These multiple positions raise a range of anxieties and questions for the teacher‐facilitators and shape their curricular and leadership roles. Our purpose is, first, to tease out these complexities of positioning and subjectivity, and second, to consider how teachers construct their roles as pedagogical and curricular leaders among their peers. This analysis illuminates thinking about how reform is enacted in schools and how leadership roles are constructed. 相似文献
10.
刘廉昌 《昭通师范高等专科学校学报》2005,27(1):31-37
昭通作家群正逐步走向成熟,形成了某些较为鲜明的共同的风格特征,可概括为朴拙与灵秀.其中又可分为两派:其一为朴拙中透着灵秀,在真实地描写和再现现实生活中透露出作家观察生活的机敏与睿智;另一派为灵秀中孕含朴拙,在表现生活、表现理想和表现自己的审美追求的过程中孕含着由现实生活所激发的真挚而浓烈的情感. 相似文献
11.
想象性与写实性以及它们奇妙的结合,是希腊神话最基本也是最主要的审美特征。想象性表现为一切自然力和人间的一切事物都有相应的神掌控,人间具有超强本领的人也是神,并且这些又构成了一个严密有序的神世界。写实性表现为,反映了人类的起源和从原始社会进化发展到文明时代的历史进程,保留了原始社会的风貌,叙事性极强。二者的关系是,想象是手段、形式,写实是实质、内容。希腊神话的这一审美特征深刻广泛地影响着欧美后代的文化和文学艺术,是后代文学艺术的重要源头。希腊神话发育非常充分,这些审美特征更突出;中国神话发育极不充分,其审美特征严重依附于政治伦理道德,显示出两个民族历史文化的发展和背景的明显差异。 相似文献
12.
The purpose of this three-year naturalistic case study was to see whether collaborative reflection could enhance teaching and learning of science by generating desirable cognitive, metacognitive, and affective outcomes. Reflection was both individual and in groups, and involved reflection on practice in the classroom and phenomenological reflection on the nature of science teaching and learning. The study had two components. The preservice component involved 13 student teachers and teacher educators. The in-service component involved 14 novice and experienced science teachers and 350 of their students. The authors worked with both groups to devise ways of changing classroom attitudes and behaviors of teachers and students. The voluminous data collected include records of many interviews, questionnaires, and written evaluations. Findings from the study illuminate aspects of the nature of science teaching and learning, processes by which individuals improve the quality of their practice, and methods for exploring teaching and learning mechanisms and facilitating change. Central to these findings is the importance of each of the two types of reflection for fostering personal and professional development. For both teachers and students, both types of reflection acted to improve their knowledge, awareness, and control of themselves and their classroom practice. 相似文献
13.
高校科技创新平台的建设与运行机制研究 总被引：3，自引：0，他引：3
闫健 《实验室研究与探索》2012,(7):376-379
高校科技创新平台是我国科技创新体系的核心组成部分,是高校进行科技创新的新模式。建设高校科技创新平台的目的是整合科技资源,使科技成果能够进行有效地配置和融合,优化高校科技管理体制和运行机制,引导和调控科技活动及科技成果的转化,适应国际国内高校科技创新发展新趋势,实现与国家科技创新体系的有效对接。通过对高校科技创新平台建设的现状与存在问题的分析,给出了完善高校科技创新平台建设及运行机制的建议,对高校全面提升科技创新能力,促进重点学科和新兴学科建设,提升整体学术水平和综合竞争力,全面实现持续、稳定和协调发展具有积极的推动作用。 相似文献
14.
Most U.S. children and adults use computers and the Internet on a daily basis. The pervasiveness of electronic communication in a variety of contexts, including home and school, raises ethical and legal concerns for school psychologists and those in related fields of practice, because of the risks to privacy and confidentiality, boundaries, competence, and students’ well‐being. We detail the legal and ethical dilemmas school psychologists may face in electronic data storage and transmission, use of social networking, and efforts to address cyber bullying. We review relevant legal and ethical guidelines and provide recommendations for training and practice. 相似文献
15.
Kimberly A. Rhoades 《Child development》2008,79(6):1942-1956
A meta‐analysis examined the relations between children’s adjustment and children’s cognitive, affective, behavioral, and physiological responses to interparental conflict. Studies included children between 5 and 19 years of age. Moderate effect sizes were found for the associations between cognitions and internalizing and externalizing behavior problems and self‐esteem problems, negative affect and behavioral responses and internalizing behavior problems, and behavioral responses and self‐esteem problems. Small to moderate effect sizes were found for the associations between cognitions and relational problems, negative affect and behavioral responses and externalizing behavior problems, and physiological reactions and internalizing and externalizing behavior problems. Effect sizes were, with 1 exception, larger for internalizing than for externalizing behavior problems. Age significantly moderated the majority of effect sizes. 相似文献
16.
维果茨基是苏联著名的心理学家,对心理发展活动理论具有深入的研究。心理学与认识论是有机统一的,维果茨基反对传统认识论中的身心二元论,在批判吸收斯宾诺莎和黑格尔哲学的基础上,运用马克思主义的历史理论和方法论,开创了辩证唯物主义心理学。维果茨基借鉴《资本论》及其手稿中的方法论原则,运用"单位分析法""概念分析法"等来研究人的心理机制和认识发生过程,从语言和意识出发思考人与世界的关系,以工具-符号理论解决意识和活动的统一性问题,创造了一元论的历史方法论。维果茨基理论从认识发生学的角度解释了马克思的社会实践本体论,进一步深化、扩展了历史唯物主义思想。 相似文献
17.
William C. Bosch Jessica L. Hester Virginia M. MacEntee James A. MacKenzie T. Mark Morey James T. Nichols Patricia A. Pacitti Barbara A. Shaffer Paul B. Tomascak Suzanne P. Weber Rosalie R. Young 《Innovative Higher Education》2008,33(2):83-98
Faculty, staff, and student perceptions of high-quality learning experiences were explored using focus groups attempting to
define a “learning-centered” college. Common themes emerged suggesting that a successful learning community requires faculty-student
collaboration, effective communication, critical thinking skills, reciprocal respect, faculty passion for learning, high expectations
of both students and faculty, a variety of teaching and assessment strategies, and student engagement in and responsibility
for learning. All groups stressed the need for learning opportunities outside the classroom in both intellectual and social
situations. These themes provide a conceptual framework for future campus initiatives, which has broad relevance for other
institutions.
William C. Bosch is Retired Director of the Center for Learning and Teaching. He received his M.S. in Computer Science from Syracuse University,
and his interests include teaching and learning in higher education and educational technology.
Jessica L. Hester is an Assistant Professor in Theatre and received her Ph.D. from The University of Texas at Austin. Her research interests
are American theatre history and dramaturgy.
Virginia M. MacEntee is Assistant Professor in Curriculum & Instruction. She received her Ed.D. in Early Childhood Education from Nova Southeastern
Florida University; and her interests include special education, authentic learning, and classroom technology.
James A. MacKenzie is Assistant Professor of Biological Sciences. He received his Ph.D. in Molecular Medicine from Wake Forest University School
of Medicine; and his interests include molecular and cellular biology, physiology, and human health and disease.
T. Mark Morey is Professor of Psychology and received his Ph.D. at Depaul University. Research interests include stress, trauma, and coping.
James T. Nichols is Instruction/Reference Librarian and Distance Learning Librarian. He received his M.A. in Library and Information Management
from the University of Denver; his interests include information literacy.
Patricia A. Pacitti is Coordinator of Math and Science Services for the Office of Learning Services. She received M.A.s in Mathematics and Statistics
from Pennsylvania State University; and her interests include developmental education, curriculum design, and classroom technology.
Barbara A. Shaffer is Coordinator of Reference Services and an Instruction Librarian at Penfield Library. She received her M.L.S. from Syracuse
University, and her interests include information literacy and online learning.
Paul B. Tomascak is an Assistant Professor of Geology and Geochemistry. He received his Ph.D. in geology from the University of Maryland;
his research interests include applications of elemental and isotopic systematics to understanding solid Earth and Earth surface
processes.
Suzanne P. Weber is Associate Dean of the School of Education and Professor of Science Education. She received her Ph.D. in Population Ecology
from Syracuse University; her current interests include assessment of student performance and program effectiveness in higher
education.
Rosalie R. Young is Associate Professor in Public Justice. She received her Ph.D.in political science from Syracuse University, and her interests
include family mediation and the ability of the poor to access the legal system.
All authors are currently members of the Committee on Learning and Teaching at State University of New York at Oswego. 相似文献
18.
萧金权 《黄冈师范学院学报》2004,24(5):67-71
明与化都是奠基于、决定于社会实践和社会发展的基础。明是人类生产劳动的成果，是人类活动的产物，是人类不断进步的生动体现。化亦是人类活动的重要方面，它表征在人类物质的和精神的产品中，体现着人的本质和人的发展；人创造着化，化也塑造着人。明与化的差异性是相对的，化与明是两个既相互区别又有着内在联系的范畴。明与化的作用在人类社会发展过程中是不可低估的；在理论、实践及其相互结合上对明与化的探究有着重要的历史和现实意义。 相似文献
19.
《信阳师范学院学报(哲学社会科学版)》2021,(1):127-134
苏区文艺是中国共产党领导的早期革命文艺,苏区文艺确立了文艺为政治服务的原则和文艺大众化的方针。中央苏区与鄂豫皖苏区是土地革命战争时期中国共产党创建的最大的两块革命根据地,两个苏区的文艺无论是理论来源、指导思想、文艺制度,还是题材与体裁、表现手法、创作群体等,都具有同质同源的属性,但由于地域差异、地位差别,两者之间也有一些明显的区别。中央苏区文艺相较于鄂豫皖苏区文艺,理论体系更加系统,文艺制度更加完善,组织化程度更高,创作队伍更加庞大,人员更加专业,影响更加深远。苏区文艺作为中国共产党早期所进行的文艺理论与实践活动,其经验与教训对后来的延安文艺及新中国文艺的发展具有重要的借鉴意义。 相似文献
20.
笔墨是传统中国画主要表现语言.笔墨美是中国绘画在漫长的历史传统中逐渐生成、不断创新、积累起来的民族精神的结晶.可以说它浓缩了中国人的文化心理与哲学思考,以至审美表达及个性渲泄的全部内涵.笔墨受制于造型又超乎造型之外,是手段亦是目的.笔墨具有稳定的程式性、丰富的表现力和文学性. 相似文献