共查询到20条相似文献，搜索用时 31 毫秒
1.
孙立新 《咸阳师范专科学校学报》2013,(5):44-49
本文讨论陕西方言对知照两系及日母逢入声薛药觉韵有关字的读音问题,其中牵扯“说（～话）”字以及“卓戳硕若”等北京翘舌音声拼[uo]韵母字的读音问题。“说”字在米脂等处读作入声,关中以及陕南山阳等处读作阴平调,陕南的西南官话读作阳平调,白河方言读作去声调,商南读作阴去调。“说”字的声韵组合很复杂,例如关中方言区西安等。“设摄涉赊奢”等字同音。陕北晋语以及宜川等处亦如读本文所讨论的“卓戳硕若”等字,关中多数方言点读这些字为平舌音声母拼以[Ц]为介音的音节。蓝田等处“卓戳硕”等字读作平舌音声母。 相似文献
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姜惠玲 《开封教育学院学报》2002,22(1):54-55
as是英语中使用率很高的一个词,而且其用法很复杂.本文主要对as的一些疑难用法进行了研究,重点论述了as作关系代词表示主句所表达的整个概念;as作连词引导让步状语从句;as表达类比;及as构成as much as,not as much as四方面的疑难用法. 相似文献
3.
Rachel Lambert 《International Journal of Inclusive Education》2017,21(5):521-531
Understanding learning disabilities (LDs) as constructed through multiple cultural practices including discourse, this paper focuses on a Latino middle school student with a LD named Elijah. This study documents both the discourses and practices used to position Elijah as a mathematics learner, as well as his use of similar discourses as he constructs a complex set of self-understandings as a mathematics learner. Elijah is positioned by discourses that prioritise speed as an indicator of mathematical ability, as well as discourses that construct students with LD as having both intelligence and differences such as processing speed. An analysis of interview and observational data suggests that Elijah constructed a unique set of self-understandings as a mathematics learner. Like his sixth-grade special education teacher, Elijah seems to differentiate between knowledge and the performance of knowledge in school. He created a unique identity as both ‘fast’ and ‘slow’ in mathematics, rejecting the binary found in many mathematics classrooms. These findings suggest that multiple discourses circulate in schools about ability and disability in mathematics. 相似文献
4.
张崇 《咸阳师范专科学校学报》2013,(1):61-62
罗常培先生在《唐五代西北方音》中分析汉藏对音材料时说,喻母三等的“往”本该读Ф,但在阿弥陀经中却象微母字一样读‘bwan,那是“误作”。而在今天的西安、渭南、富平等将微母与喻母分读的方言区,本该’Ф的“往”却象微母字一样读作了v声母。由此我们推测,大概早在唐五代时期,“往”在西北地区就：行了唇音声母的读法;陕北延川等地的“齐、净、栈、寨、歌谣”这些形容词或名词性词语,均有动词用法。并且,这些动词用法亦见于古代典籍。 相似文献
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王越群 《陕西教育学院学报》2009,25(3):I0001-I0003
本文通过对中国五体书法的分析,认为五体书法的和谐之美包括篆书纯净简约与圆转浑厚的契合之美、隶书雄阔严整与舒展灵动的互补之美、楷书厚朴持重与创新多变的交融之美、草书奔逸流荡与收放有度的顾盼之美,以及行书法度整然与神采飞扬的兼容之美等。它在很大程度上充分体现出中华文化的深厚底蕴和中国书法的艺术精髓。 相似文献
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How teachers become action researchers and how teacher educators become their facilitators 总被引：4，自引：2，他引：2
Petra Ponte 《Educational Action Research》2013,21(3):399-422
The article contributes to the theory of action research by focusing upon kinds of action an individual may undertake in relation to their research endeavour. The article explores action as illusion, as occurring at different speeds according to context, as ‘cure’, as repair to maintain a system, as system improvement, as border skirmishes, as deconstruction and as stealth action. Each of these kinds of action has implications for the action researcher seeking to bring about change. The article explores the ways in which the action researcher can challenge the status quo and bring about creative, educative, democratic frameworks for living in society. 相似文献
8.
在全国第三次大学计算机教育改革如火如荼进行中,毕节学院计算机应用基础公共课程,由于长期缺乏从本质上与时俱进的调整和改革而存在诸多弊端.我们以“键盘录入”和“基本操作”为基础,以Word、Excel及PowerPoint解决实际问题、PC机组装及互联网应用能力为目标的“两基础＋四能力”改革,注重抓好期末综合和过程性考试成绩的评价,抓好过程性任务实施、评价与抽查,就能保证毕节学院计算机应用基础课程改革取得成功. 相似文献
9.
“四项创新”促成“四成”教育 总被引：1，自引：0，他引：1
张国定 《安庆师范学院学报(社会科学版)》2008,27(6):1-3
理解大学生“四成”教育的内涵和作为新的教育模式的重要性。贯彻“通识为基、能力为本、人文为魂、服务为重”的“四为”原则,实施“德育创新、服务创新、文化创新和实践创新”,促进大学生“成长、成人、成才、成功”。 相似文献
10.
Meg Maguire 《Gender and education》2005,17(1):3-18
This paper draws on in‐depth interviews with five working class women who work/have worked as schoolteachers in inner city settings. The paper explores their subjective and continuing engagement with their class origins—their footprints in their past—as well as the way in which social class is implicated in their professional contemporary worlds—their footsteps forward. The paper argues that through exploring female classed experiences, social class can be seen as a complex amalgam of economic and material conditions as well as embodied lived experiences and subjectivities. 相似文献
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除了名词与代词都可以作主语外,英汉两种语言在对主语语类选择上似乎有着明显的不同,然而,本文试图证明这种不同只是表面的,实际上英汉两种语言中,主语都只能选择[+N]性成分,而不能选择[+V]性成分。 相似文献
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体制、机制和管理创新是新建院校生机与活力的源泉 总被引：2，自引：0，他引：2
李明 《楚雄师范学院学报》2005,20(1):90-94
面对高等教育的快速发展和激烈竞争, 新建院校要培植新优势、开创新局面、取得新业绩, 必须以新思想、新理念为先导, 以体制创新为关键, 机制创新为重点, 管理创新为基础, 全面推进创新工程, 以增强生机与活力。 相似文献
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小学数学双语教学是以外语为语言背景进行的教与学的交流,其重点在于解决数学问题的同时解决语言问题。因此,教师在处理教学交流时应注意不同交流方式中教学语言的选择,其中,常规性交流适宜用纯英语进行,相关性交流尽量要使用外语,程序性交流应该最大程度地使用外语,构思性交流适宜从使用母语向使用外语逐步过渡,同时,小学双语数学教学要注重学生对语言与数学结合的思维习惯的培养。 相似文献
14.
彭汉庆 《孝感职业技术学院学报》2002,5(1):5-8
进入新世纪的高等职教要切实走内涵式发展道路,以观念转轨为前提,以评估验收为手段,以正常 投入为途径,以专业建设和质量建设为龙头,以师资建设为根本,实现可持续的稳步发展。 相似文献
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马克思主义大众化是过程与目标的有机统一、真理性与价值性的有机统一、基本原理大众化与马克思主义中国化理论成果大众化的有机统一.推进马克思主义大众化,还需要坚持群众主体化、教育分众化、形式民族化和理论实践化等基本原则.正确认识马克思主义中国化、时代化和大众化三者关系,对于丰富和发展中国特色社会主义理论体系,推动中国特色社会主义伟大实践,具有重要的理论和实践价值. 相似文献
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如何对待科场怀挟是唐五代科举政策的一个内容,唐人对此的认识也处于探索阶段。允许考生怀挟书策被认为是唐帝国信心取士的体现,禁止怀挟也被认为是革除科场舞弊的重要手段。唐五代进士科允许考生怀挟的书策涵盖经、史、集和韵书、字书、类书等,间接地促进了当时的文化建设事业。本文检讨了唐五代怀挟政策的变革历程,并结合宋代的新情况来反观之,认为科举怀挟书策的需要促进了唐五代小型类书的编撰,也间接地催生了宋代坊刻事业的发展。 相似文献
17.
试析贵州话中的虚词“法” 总被引：2，自引：0，他引：2
张超 《贵州教育学院学报》2008,24(5):61-65
贵州话中的“法”有虚实两用,作为实词的“法”与普通话一致,而作为虚词的“法”,除了在“想法”、“说法”等词中与普通话相同外,其余三种用法均是普通话没有而贵州话独有的。 相似文献
18.
漆艺是传统与现代、审美与实用的完美结合。绿色环保、经久耐用的特质,独特的审美与文化传承效应,使漆艺在现代室内环境装饰中具有无可取代的优势。漆艺在现代室内装饰中的应用主要是通过＂作为环保装饰材料直接髹饰＂和＂漆艺作品陈设＂两种途径来实现的,能起到平衡、点睛室内环境,隔断、装饰室内空间,烘托、调节室内氛围等效用。 相似文献
19.
胡陵 《遵义师范学院学报》2004,6(2):29-30
在方言区的普通话语音教学中,方言与普通话差别较大的音类教授者与学习者都能给以充分的注意,但差别较少的音类却容易被教授者与学习者忽略.这些音类,方言区的发音与普通话近似,所属字的范围与普通话大致相当,相关方言著作的记音也往往与普通话相同.本文以韵母为切入点,以遵义方言为例,分析遵义方言中被认为与普通话韵母相同的韵母实际上发音与普通话不同的情况,以期引起普通话语音教学的注意. 相似文献
20.
Michael Henderson Nicola F. Johnson Glenn Auld 《Educational Research and Evaluation》2013,19(6):546-560
Social media, such as social network sites and blogs, are increasingly being used as core or ancillary components of educational research, from recruitment to observation and interaction with researchers. However, this article reveals complex ethical dilemmas surrounding consent, traceability, working with children, and illicit activity that we have faced as education researchers for which there is little specific guidance in the literature. We believe that ethical research committees cannot, and should not, be relied upon as our ethical compass as they also struggle to deal with emerging technologies and their implications. Consequently, we call for researchers to report on the ethical dilemmas in their practice to serve as a guide for those who follow. We also recommend considering research ethics as an ongoing dialogical process in which the researcher, participants, and ethics committee work together in identifying potential problems as well as finding ways forward. 相似文献