共查询到20条相似文献，搜索用时 31 毫秒
2.
3.
【背景链接】蒙住双眼,把扑克牌放在鼻子下闻一闻就能说出数字花色;迅速翻阅书本,几秒内一目十行、过目不忘。这就是青少年脑力开发后的神奇功能,你信吗?请关注:"赢在右脑"培训班是如何行骗的? 相似文献
4.
Heidi B. Carlone Lacey D. Huffling Terry Tomasek Tess A. Hegedus Catherine E. Matthews Melony H. Allen 《International Journal of Science Education》2013,35(10):1524-1546
The historical under-representation of diverse youth in environmental science education is inextricably connected to access and identity-related issues. Many diverse youth with limited previous experience to the outdoors as a source for learning and/or leisure may consider environmental science as ‘unthinkable’. This is an ethnographic study of 16 diverse high school youths’ participation, none of who initially fashioned themselves as ‘outdoorsy’ or ‘animal people’, in a four-week summer enrichment program focused on herpetology (study of reptiles and amphibians). To function as ‘good’ participants, youth acted in ways that placed them well outside their comfort zones, which we labeled as identity boundary work. Results highlight the following cultural tools, norms, and practices that enabled youths’ identity boundary work: (1) boundary objects (tools regularly used in the program that facilitated youths’ engagement with animals and nature and helped them work through fear or discomfort); (2) time and space (responsive, to enable adaptation to new environments, organisms, and scientific field techniques); (3) social support and collective agency; and (4) scientific and anecdotal knowledge and skills. Findings suggest challenges to commonly held beliefs about equitable pedagogy, which assumes that scientific practices must be thinkable and/or relevant before youth engage meaningfully. Further, findings illustrate the ways that fear, in small doses and handled with empathy, may become a resource for youths’ connections to animals, nature, and science. Finally, we propose that youths’ situated identity boundary work in the program may have the potential to spark more sustained identity work, given additional experiences and support. 相似文献
5.
6.
绚烂初夏,T 恤当道。穿上精心搭配的 T 恤,无论走到哪里都让你和你的 TA 有一种形影不离的默契。这一季,真维斯为独一无二的你们精挑细选了多款情侣 Tee,夸张的、鲜亮的、毫无规则的 Logo Tee 为初夏浓情蜜意的你们送上丝丝爱意,就像吃了一粒薄荷糖,散发轻逸气息。 相似文献
7.
8.
近期,我观摩了南京市北京东路小学林丽老师的"On Summer days"一课。林丽老师像一个邻家大姐姐一样与孩子们一起学习,一同欢笑,她地道优美的口语,丰富的肢体语言,极强的课堂驾驭能力在征服孩子们的同时,也征服了所有的听课老师。更难能可贵的是,尽管面对的是一群二年级的小朋友,她仍然大胆放手,巧妙地为学生开放了学习空间,让学生自由地说,自主地学。现撷取两个精彩片段,以飨读者。 相似文献
9.
《Higher Education Policy》1999,12(3):245-252
Summer Session is an innovative program implemented by some universities in order to improve utilization of their facilities and to enable students to accelerate progress towards their degrees. A quantitative study has been undertaken at the University of Wollongong with the objective of obtaining information regarding the background of the students undertaking Summer Session, their reasons for enroling and their opinions regarding this program. All students enroled in Summer Session in the Department of Management in the Faculty of Commerce were surveyed over a three-year period (1993/1994, 1994/1995 and 1995/1996). A total of 613 completed questionnaires were returned. In summary, students appear to consider Summer Session to be a success, with 82% of continuing students planning to undertake further Summer Session study. The Commerce Faculty has offered a relatively large number of Summer Session subjects over this period and as a result has attracted students from other Faculties, with almost 20% of the students undertaking Department of Management Summer Session subjects being from outside the Commerce Faculty. Students liked the smaller group size (53%), the faster pace (44%), the easier access to lecturers and tutors (33%) and the more casual nature of classes (31%). By far the most frequently cited dislike was the limited subject choice (63%), with the second most common dislike, faster pace, given by 30% of students. No other dislike was given by more than 4% of students. A wide range of reasons was given for undertaking Summer Session; however, 64% of students stated that their motivation was to finish their degree early. Other reasons included failure of this subject previously, to decrease next semester’s load and failure of another subject. Summer Session is in demand from students. They are satisfied with most aspects of the program, except the limited range of subjects offered. Consideration should therefore be given by the university to increase the number of subjects offered in Summer Session. 相似文献
10.
Pauline Davey Zeece 《Early Childhood Education Journal》2008,36(3):275-279
During early childhood, children adopt a design-based conception of books with increasing consistency. It is not clear if
or how young children spontaneously indentify the myriad of commercially produced, book-related props, toys, and other materials
as support for their early literacy activities. Guidelines for evaluating these supplementary materials are presented and
thirteen books are reviewed and recommended. 相似文献
11.
a little与a bit这两个词语都有“一点儿”,“少许”的意思,在使用时有时可以互换,有时则不可以互换。下面试谈谈它们的用法。一、修饰形容词或副词原级时,二者意思相同,可以互换。例如: I’m a little/a bit tired; I think Imust go home.我有一点儿累,我想我得回家了。 相似文献
12.
张志刚 《中学英语园地(高三版)》2008,(4):24-25
1．两者都可放在形容词之前作程度状语用，并且都可以与tired，cold，sick，sad，serious等听了令人不愉快的形容词连用。例如： 相似文献
13.
莎士比亚十四行诗中“summer’s (s’) ...”词组的翻译 总被引：1，自引：0，他引：1
“夏天”是莎士比亚十四行诗中一个重要的意象。而由“夏日的……”组成的词组所传达的意象较“夏日”单独使用时的翻译要难。通过对梁宗岱、屠岸和梁实秋三位先生译文的对比,试图探究并评价三位译家在处理“夏日的……”词组的异同之处,以期为今后重译莎翁十四行诗的译者提供一些借鉴。 相似文献
14.
我们知道,冠词的用法有这样一条规则:序数词前面用定冠词the。是不是绝对如此,再无其他用法了呢?当然不是,请看中学英语课本中出现的四个句子: (1)He cast his net a second time, and drew in an old basket full of sand. He cast it a third time, and drew in a lot of stones. (JBⅤ, P. 128) (2)"Congratulations!" said Gessler, sneering. "Now tell me why you took a second arrow!"(SBⅠ, P. 282) 相似文献
15.
无疑,若干个连续自然数的和仍为自然数.反之,任一自然数都可以分拆成若干个(至少两个)连续自然数之和吗?显然,1与2应否掉(二连续自然数之和最小为3);再者,仅为2~n(n∈N)的自然数也在剔除 相似文献
16.
王用燮 《数理天地(初中版)》2006,(5)
1.定义 不大于。的最大整数，记为[司，读作“a的 整数部分”.例如[3.6〕一3，[3〕一3，〔一3.6] ~一4(不是一3)，[二]一3，等. a一[a]表示a的小数部分，记作{a}. 即{a}一a一压a]， 例如{3.6}一3.6一〔3.6] 一3 .6一3一0.6， {3}=O， {一3.6}一立3.6一[一3.6] =一3 .6一(一4)=0 相似文献
17.
18.
张敬伟 《中学英语之友(教育研究与实践)》2009,(4):21-21
a little和a bit都是英语口语中常用的词组，它们的用法和意义有相同的地方，也有不同之处，甚至还有完全相反的时候。现比较如下： 相似文献
19.
在学过了alittle,little;afew,few之后,我们懂得了有a表示肯定意义,无a表示否定意义,使我们对不定冠词a的重要性有了一定的认识。由于一a之差,往往使得面目全非。请比较以下词组和例句:1郾attimes有时Attimeshismotherlethimgoshoppingbyhimself.有时他妈妈让他自己去买东西。2郾atatime摇在……时候AtatimelikethisIdon’tdoanything.在这种时刻,我什么事也不做。3郾taketurns摇轮流做某事Theytookturnsworkingyesterday.Sotheydidn’tfeeltired.昨天他们轮流干活,因此他们不觉累。4郾takeaturn摇散步,转一转Let’stakeaturnbeforewegot… 相似文献
20.
易思源 《数学大世界(高中辅导)》2013,(Z1):22+66
设a为实数,|a|与a哪个大呢?初学者往往认为|a|>a.这是不对的.首先应了解什么叫做一个实数的绝对值.规定如下:一个正数的绝对值是它本身;一个负数的绝对值是它的相反数;零的绝对值是零.即|a|={a(a≥0)-a(a<0)如|3|=3,|0|=0,|-5|=5.所以,当a≥0时,|a|=a,只有当a<0时,才有|a|>a.我们还应了解,|a|的几何意义是指数轴上表示数a的点与原点的距离. 相似文献