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《中学政治教学参考》2018,(16)
<正>为了更有效地考查学生的学科核心素养发展水平,《普通高中思想政治课程标准(2017年版)》(以下简称"2017年新课标")提出了学科任务导向型的学业水平考试命题框架。在考试命题中如何落实这一命题框架,以真正有效地考查学生学科核心素养发展水平,对广大教师而言还是一个新课题。一、模型建构:学科任务导向型的学业水平考试命题框架2017年新课标提出了制定学科任务导向型的学业水平考试命题框架,该框架建议:"以学科任务导向 相似文献
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白春玲 《试题与研究:高中理科综合》2021,(21)
新课程标准明确提出化学试题的命制原则,即必须坚持以化学学科的核心素养为导向,准确把握“素养”、“情境”、“问题” 和“知识”四个要素的定位及其相互联系,构建以学科素养为导向的命题框架。在真实情境中运用化学知识来解决实际问题,通过实际问题的解决考查学生的核心素养水平,由此提出以下试题命制思路: 相似文献
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《中学政治教学参考》2018,(22)
<正>《普通高中思想政治课程标准(2017年版)》(以下简称"新课标")依据学业水平考试的目标制定了以学科任务导向为标志,由关键行为表现、学科任务、评价情境和学科内容等四个基本维度构成的思想政治学业水平考试命题框架,以便有效测试思想政治学科核心素养的真实发展水平。虽然根据新课标编写的教材尚未面世和投入使用,但近年来基于学科任务测量学科核心素养的高考命题已经做出了一定的尝试和示范,给一线教师的日常教学以有益的导向和启 相似文献
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我国新一轮高中课程标准修订的两个突出特色分别是以培养学生的学科核心素养作为课程目标,以学业质量标准来组织和优化评价方式.如何将学科核心素养和学业质量标准有机地融合在一起,是课程实施过程中迫切需要解决的问题之一.本文以高中化学学科为例,通过国际比较,从"内容设计""水平划分"和"特征分析"等方面探讨与素养导向学科学业质量标准研制有关的若干关键问题,以期在素养要素选择、规范表达和实践指导等方面为学科学业质量标准的设计和应用研究提供参考与借鉴. 相似文献
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我国新一轮高中课程标准修订的两个突出特色分别是以培养学生的学科核心素养作为课程目标,以学业质量标准来组织和优化评价方式.如何将学科核心素养和学业质量标准有机地融合在一起,是课程实施过程中迫切需要解决的问题之一.本文以高中化学学科为例,通过国际比较,从"内容设计""水平划分"和"特征分析"等方面探讨与素养导向学科学业质量标准研制有关的若干关键问题,以期在素养要素选择、规范表达和实践指导等方面为学科学业质量标准的设计和应用研究提供参考与借鉴. 相似文献
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我国新一轮高中课程标准修订的两个突出特色分别是以培养学生的学科核心素养作为课程目标,以学业质量标准来组织和优化评价方式.如何将学科核心素养和学业质量标准有机地融合在一起,是课程实施过程中迫切需要解决的问题之一.本文以高中化学学科为例,通过国际比较,从"内容设计""水平划分"和"特征分析"等方面探讨与素养导向学科学业质量标准研制有关的若干关键问题,以期在素养要素选择、规范表达和实践指导等方面为学科学业质量标准的设计和应用研究提供参考与借鉴. 相似文献
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费聿辉 《临沂师范学院学报》2001,23(5):1-3
从主客体关系来看,现象是认识活动的直接对象物,是主客体相互作用的直接产物。 现象的生成条件是:第一,客观条件。包括物自体(客观事物)、时间、空间和环境等。第二,主体条件。 指主体的感官功能、心理、情绪、意志、知识和理性等。第三,观察仪器对于现象的生成具有重要意义。 相似文献
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James P. McDaniel 《Quarterly Journal of Speech》2013,99(1):48-66
This essay attempts to counter the dreariness of postmodern critique and culture by locating the vital force of phantasy, rhetoric, argument, hope, and memory in contemporary public affairs. More particularly, it engages recent controversies about collective memory and the FDR memorial statue especially to generate a greater sensitivity to the fact that we are agents (and not just dupes) of history. The body, symbolic and material, is a core site for the history, theory, and practice of democracy, I argue, and is the hard kernel of collective identification and division. Methodologically, the essay fuses Aristotle and Lacan's ideas about phantasy as a perceptual device, which gages and creates public and personal desire, as an analytic frame for the study of public discourse. 相似文献
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《British Journal of Educational Studies》1997,45(1):83-116
Buckingham, David Moving Images: Understanding Children's Emotional Responses to Television
Aldrich, Richard (ed) In History and in Education: Essays presented to Peter Gordon
Kohli, Wendy (ed) Critical Conversations in Philosophy of Education
Griffiths, Morwenna Feminisms and the Self: the web of identity
Fryer, Marilyn Creative Teaching and Learning
Atkinson, Paul; Davies, Brian and Delamont, Sara (eds) Discourse and Reproduction: Essays in Honour of Basil Bernstein
Slee, Roger Changing Theories and Practices of Discipline
Woods, Peter and Jeffrey, Bob Teachable Moments: The Art of Teaching in Primary Schools
Best, Ron (ed) Education, Spirituality and the Whole Child
Bassey, Michael Creating Education Through Research
Higham, Jeremy; Sharp, Paul and Yeomans, David The Emerging 16–19 Curriculum: Policy and Provision
Bruner, Jerome The Culture of Education
Halsall, Rob and Cockett, Mike (eds) Education and Training: Chaos or Coherence
McBride, Rob (ed) Teacher Education Policy
Wideen, Marvin F. and Grimmett, Peter P. (eds) Changing Times in Teacher Education
Nixon, Jon; Martin, Jane; McKeown, Penny and Ranson, Stewart Encouraging Learning: towards a theory of the learning school
Gewirtz, Sharon; Ball, Stephen, J. and Bowe, Richard Markets, Choice and Equity in Education 相似文献
Aldrich, Richard (ed) In History and in Education: Essays presented to Peter Gordon
Kohli, Wendy (ed) Critical Conversations in Philosophy of Education
Griffiths, Morwenna Feminisms and the Self: the web of identity
Fryer, Marilyn Creative Teaching and Learning
Atkinson, Paul; Davies, Brian and Delamont, Sara (eds) Discourse and Reproduction: Essays in Honour of Basil Bernstein
Slee, Roger Changing Theories and Practices of Discipline
Woods, Peter and Jeffrey, Bob Teachable Moments: The Art of Teaching in Primary Schools
Best, Ron (ed) Education, Spirituality and the Whole Child
Bassey, Michael Creating Education Through Research
Higham, Jeremy; Sharp, Paul and Yeomans, David The Emerging 16–19 Curriculum: Policy and Provision
Bruner, Jerome The Culture of Education
Halsall, Rob and Cockett, Mike (eds) Education and Training: Chaos or Coherence
McBride, Rob (ed) Teacher Education Policy
Wideen, Marvin F. and Grimmett, Peter P. (eds) Changing Times in Teacher Education
Nixon, Jon; Martin, Jane; McKeown, Penny and Ranson, Stewart Encouraging Learning: towards a theory of the learning school
Gewirtz, Sharon; Ball, Stephen, J. and Bowe, Richard Markets, Choice and Equity in Education 相似文献
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在网络安全中,越来越多的系统受到木马攻击,网络安全受到极大的冲击。本文作者希望通过对木马的攻击机制、攻击特点、攻击力、攻击步骤、伪装方法、传播途径、启动方式等进行全面的剖析,力求寻找在伪装、传播、启动等方面的共性,以进一步研究、制订出一整套新的、简便的、具有可操作性的木马检测、清除、诱捕及其防御策略。 相似文献
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井焕茹 《黑龙江教育学院学报》2005,24(2):147-148,150
在日语中,一个句子中同时出现两个以上“”或者“”的情况是屡见不鲜的。当一个句子里同时有两个“”时,只能有一个提示主题(大主语),另一个只能表示对比,起强调作用。当强调的内容是状态、存在、动作等的主体(小主语)时,小主语用“”,强调的内容是谓语部分时,小主语用“”。当一个句子中同时有两个“”时,大主语的“”表示排他,是句子叙述的重点,强调在一定范围中,被判断状态、存在、动作的主体只有“”或者在一定范围中的最甚者;小主语的“”只单纯表示被判断状态、存在、动作的主体。 相似文献
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吕志江 《江苏广播电视大学学报》2011,(5):50-53
具有功能教化性、选题灵活性、内容独特性、场景庄重性、视听公益性等特征的公众讲座,是城乡社区教育的有利载体,是时代主题宣示的有效方式,是公众素养教育的有益形式,是构建和谐社会的有力手段。举办公众讲座要遵循导向性、贴近性、序列性、时令性、可听性等原则,采取思想理论引领和各类知识普及相结合、域外讲座资源和域内讲座资源相结合、知名学者和草根人士相结合、固定讲坛与流动巡讲相结合、财政拨款与社会捐助相结合等策略方法。 相似文献
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实践的自由与美的范畴 总被引:10,自引:0,他引:10
张玉能 《华中师范大学学报(人文社会科学版)》2003,42(1):47-53
人,作为个体的生存,从实践(以物质生产为中心)出发才逐步生成,而在实足走向创造的过程中,人们才不断达到一定的自由境界。正是人的实践-创造的自由使自然人化,人也人化,从而产生出人对现实的审美关系;这种审美关系体现对象之上就是美,而体现在人本身之上则是美感。人类的实践-创造的自由同样是一个历时性的过程和一个共时性的结构,因此,它不仅有不同的自由程度和不同的自由境界,而且还有自由,反自由,不自由,准自由等几个维度;与这些不同的自由给度相关便形成了美,丑,柔美,刚美,悲剧性,喜剧性,滑稽,幽默的相应的美的范畴,并形成各个美的范畴之间的过渡,转化,对应等关系,从而形成一个完整的美的范畴体系。 相似文献
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The efficacy of sex education has been questioned, as students participate in high rates of unsafe sex after completion. Without exploring various sexual minority (SM) identities (e.g., gay, lesbian, and bisexual) and forms of sex, sex education may be especially unhelpful for SMs by perpetuating the heteronormative (i.e., assuming heterosexuality is normal) environment they typically experience. In the present qualitative study, semistructured interviews were conducted with 12 SMs regarding their experiences with sex education using a grounded theory approach. Participants described sex education as being heteronormative and exclusive of their identities, making them feel invisible, sexually unprepared, and shameful. Sex education also reportedly contributed to sexual hesitance, sexual violence, and risky sexual behaviors. Participants endorsed histories of depression, anxiety, and suicidality, often associated with their identity. To become more informed and sexually prepared, they sought information through conversations with others, online searching, college courses, and trial and error sexual experiences. Participants also advocated for inclusive sex education, which would incorporate all identities and associated safe sex practices. They concluded that inclusivity in curricula could lead to various improved outcomes for SMs, such as safe sex, a sense of community, identity confidence, healthy relationships, and resilience. 相似文献