共查询到20条相似文献，搜索用时 163 毫秒
1.
骆小所 《楚雄师范学院学报》2015,(1)
深层修辞研究,是对传统语言学研究反思的结果,它打破了语言三要素的定式,开辟了语言学研究的新领域,特别是修辞学研究的新领域。深层修辞研究的深化促使了艺术语言学的诞生。语言学研究出现了科学语言,即普通语言和艺术语言研究。深层修辞和艺术语言研究,解决了对超越语法言语研究的缺位。人的自然语言分为科学语言和艺术语言,深层修辞、艺术语言研究与传统语言研究共同组成语言研究的自然化和生态化。这是哲学反思的结果。 相似文献
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质性研究和量性研究的争论促进了混合方法研究的发展,混合方法研究融合了质性研究和量性研究,成为"第三种研究"范式。混合方法研究综合了两种研究方法,使研究更加深入和全面,在博物馆成人教育领域的研究将会有广泛的应用。 相似文献
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吴友纯 《廊坊师范学院学报》2006,22(4):24-26
总结了近20年来标题语法研究的主要内容:特殊词语和语法格式的研究、标题语言性质和功能的研究、标题语法的综合研究;分析了标题语法研究的特点:范围广、挖掘深、方法多样;预测了标题语法的研究趋势:历时研究和解释研究. 相似文献
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韩梅 《语文学刊:高等教育版》2015,(3):22-23,37
本文简要评述了应用语言学研究领域中的一部新作——《应用语言学研究的质性研究方法》。全书探讨了应用语言学研究中的质性研究方法和重点研究话题,深入浅出,有理有据,研究方法和具体实例相结合,阐述与展现了质性研究的整个过程,有助于应用语言学领域的深入发展和研究,进一步推动了实证研究的开展。 相似文献
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叙事研究作为一种研究方法进入我国教育研究领域,引起了教育研究的一阵躁动.它丰富了教育研究取向的同时,也引起了认识的质疑和争议.教育叙事研究和其他教育研究方法各安其命,相辅相成;研究者的叙事和教师的叙事各取所需,交互作用. 相似文献
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自2000年以来,网络消费已得到了社会各界的广泛关注,本文通过对2000年以来发表在各学术期刊上的364篇关于大学生网络消费研究的学术论文进行梳理和分析。从研究时间、研究的学科视角、研究方法、研究对象和研究内容角度研究总结了我国大学生网络消费的基本情况和特点,在此基础上,对已有研究取得的成果和研究缺陷进行了分析和总结。 相似文献
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混合研究方法产生于质性和量化研究的激烈争论,目前已经成为“第三种教育研究范式”.量化、质性和混合研究三种研究方法具有各自的特点和优势,在实际运用中需要根据研究的问题来选择合适的研究方法.为了更好地认识混合研究方法,本文剖析了混合研究方法的类型和具体研究方案的设计,并用一个研究实例分析了“完全混合同时同等地位的设计方案”,概述了教育研究中应用混合研究方法的目的和意义,思考了采用混合研究方法对我国教育研究领域的重要启示. 相似文献
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王丽萍 《湖北第二师范学院学报》2013,(4):115-118
本文根据对1979—2012年关于《西游记》英译研究的期刊和学位论文的统计,从7个方面论述了其研究现状：总括性介绍和译者研究、书名英译研究、翻译策略研究、译文研究和译文对比、儒道释等文化研究、语言学视角研究、基于语料库的研究,并对重点论文进行了述评。最后还对《西游记》英译的进一步研究提出了建议和展望。 相似文献
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本文首先对国内外外语焦虑与口语水平相关性研究进行了简明的归纳和分类,在此基础上,本文总结了国内外现存研究的特点,例如研究范围不断扩展,研究手段和方法科学化,并指出了现有研究的不足:研究对象片面,研究方法单一,研究深度不够,同时提出了相关的研究展望. 相似文献
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唐光荣 《重庆职业技术学院学报》2012,21(2):49-52
《城口厅志》应只有一种版本,即刘绍文主持的道光24年刻本。所见三种印本中,四川本印刷时间更早,书版的毁损程度较轻。城口本、重庆本印刷时间约晚50年,书版的毁损程度较重,但印刷质量较好,内容更完整,并增补有少量光绪年间的材料。城口本中的补正出自近人,讹误较多。 相似文献
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Eve Kikas Mairi Männamaa Vaike Kumari Triin Ulst 《International Journal of Disability, Development & Education》2008,55(4):315-329
The relationships among verbal skills of primary school students with learning disabilities and a typically developing comparison group were studied and compared with written tasks carried out in Estonian classrooms. Word defining, categorising/justifying, guessing, and memorising tasks were used. The participants were 251 students in Grades 2–4; of these, 163 were described as achieving normally and were in regular education classrooms, and 88 were diagnosed as having specific learning disabilities and attended special schools or classes for students with specific learning disabilities. Except for performance on the memorising tasks by grade, all the scores were better in upper grades. Children with learning disabilities performed less well than the children in the typically developing comparison group on all the tests. Associations between the results of various tests were stronger in the typically developing comparison group than in the group of children with learning disabilities. 相似文献
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目的：研究自发性高血压大鼠（SHR）膈肌功能的变化。方法：大鼠随机分成两组，SHR组和Wistar大鼠组，各8只，应用体外灌流大鼠膈肌条的方法，测量张力一频率曲线，疲劳指数的变化，同时测定膈肌组织中的超氧化物歧化酶（SOD）、丙二醛（MDA）、一氧化氮合酶（NOS）活性（总NOS和iN0s）和NO含量的变化。结果：与对照组相比，SHR组大鼠膈肌张力-频率曲线右移，疲劳指数下降明显（P〈0．01），组织中SOD、总NOS活性和NO含量显著降低（P〈0．01），iNOS、MDA含量显著增加（P＜0．01）。结论：自发性高血压大鼠膈肌功能受到损伤。 相似文献
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在完善的水循环人工生态系统养殖华支睾吸虫的第一、第二中间宿主淡水螺类和鱼类,并进行人工感染实验,为教学提供生物材料。解剖动物收集华支睾吸虫卵,放入培养皿和养殖缸内感染第一中间宿主纹沼螺、长角涵螺;取阳性螺逸尾蚴感染第二中间宿主鱼类;采用鱼肉压片法观察寄生在鱼肉中的活囊蚴;采用人工消化法分离鱼体内的活囊蚴感染实验动物;解剖动物模型。学生观察到了华支睾吸虫生活史发育过程中的各时期活虫体,并获得生态室内鱼类的感染数据。在完善的水循环生态环境条件下,感染华支睾吸虫的第一、二中间宿主生长繁殖良好,其体内的尾蚴和囊蚴为实验教学提供了丰富的生物材料。 相似文献
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“定县模式”与“新庄模式”是中外教育史上乡村教育的两面旗帜,晏阳初和裴斯泰洛齐就是乡村教育运动中伟大的旗手。他们的乡村教育思想折射出根植于现实的教育家的理想诉求,迎合了那个时代的民族改造浪潮,反映出复兴民族的时代精神。尽管他们所处的国度与环境不同,但他们的教育实验过程和理论的形成过程有较多的相似之处。他们都具有基督的博爱精神;受到西方教育思想的深刻影响;肩负着教育改造社会的使命感和责任感;他们的乡村教育理论根植于各自社会的文化传统、国家教育的现实以及乡村教育改革的需要。他们的教育实验扎根于农村;实验服务的对象是穷人;其目的是解决农民的劣根性;教育内容强化训练、重实用、重生活;教育手段上科学化、简单化,成功地创造了两种乡村教育模式。 相似文献
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David Kember 《Higher Education》2009,57(1):37-55
Results from a programme level survey at a university in Hong Kong were used to select six departments which had good records
in developing graduate capabilities. Focus group interviews were conducted with students in the departments to discover which
capabilities students thought were important, how the capabilities were nurtured and the influence of the teaching and learning
environment on their development. Analysis of the data showed that the findings were consistent with a previous quantitative
model. Capabilities were developed if the curriculum made demands on students to practise the use of the capability. Intellectual
capabilities were nurtured through active learning experiences, performed in class or for assessment, which required the practise
of the capability. Communication and teamwork skills developed through group projects and activities in which communication
was practised. 相似文献
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Laura Hirsto 《Scandinavian Journal of Educational Research》2013,57(2):99-108
In this study, the strategies teachers use in home and school collaboration were surveyed. The subjects were early education teachers in Helsinki, Finland. Questionnaires were used for the data collection. Factor analysis resulted in the extraction of six strategy types. Strategies representing parents as the recipients of information were most frequently used. Strategies representing two‐way communication were also quite often in evidence. The most rarely used strategies included parents as decision makers, volunteers, or resources in the elaboration of learning. Teachers who had children who were approximately the same age as their pupils were more active in using strategies involving teachers as supporters of parenting and parents as a resource for the elaboration of learning. The strategies found and the implications of the Finnish data are discussed. 相似文献
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孙连荣 《宁波教育学院学报》2008,10(4):34-37
通过调查外来民工子弟学生与本地学生自我价值感发展状况。结果表明:两类被试在特殊自我价值感上存在显著性差异,而在总体和一般自我价值感上无显著性差异;六年级的当地普通学生在个人取向家庭自我价值、社会取向人际和生理自我价值感上都显著高于外来民工子弟学生,而在社会取向心理自我价值感上则显著低于后者;外来民工子弟男生在个人取向生理自我价值感上显著高于当地普通男生;但女生在这个方面显著低于当地普通女生。 相似文献
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What Makes a Student Group Successful? Student-Student and Student-Teacher Interaction in a Problem-Based Learning Environment 总被引：1，自引：0，他引：1
Lindblom-Ylänne Sari Pihlajamäki Heikki Kotkas Toomas 《Learning Environments Research》2003,6(1):59-76
This study investigated student-student and teacher-student interaction in a problem-based course and looked at study success in relation to group dynamics and approaches to studying. Data for this study were provided by 31 law students who were enrolled in a course in legal history at the University of Helsinki in February 2001. The students were divided into three small groups that were tutored by one teacher. Both the students and the teacher were interviewed. The interaction between the students and their teacher, and the group dynamics of each subgroup, were observed during the tutor sessions. The results showed that the student groups were very different from each other in terms of study success, group dynamics and communication between the group members. One group achieved significantly higher grades than the other two groups. There was only one clear difference between the three groups. The interviews and observations showed that the students in the best group participated more evenly and actively in the discussions than students in the other two groups. 相似文献
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目的：探讨切开复位锁定钢板内固定治疗跟骨骨折的临床疗效。方法：分析2008年9月至2011年9月,行切开复位植骨锁定钢板内固定治疗跟骨骨折100例（共103足）。男性76例,女性24例,其中单侧97例,双侧3例。年龄18-64岁,平均（33.19±5.97）岁。按Sanders分型Ⅱ型28例,Ⅲ型62例,IV型10例。均采用跟骨外侧L型切口,切开复位锁定钢板内固定。结果：92例获得随访,随访时间6-30个月,平均18个月。应用Maryland评分系统进行疗效评定。优46例、良40例、中4例（1例双侧跟骨骨折）,优良率93.4%。其中1例出现骨不愈合,再次行距下关节融合术,1例出现皮肤坏死经换药后治愈,1例出现腓肠神经症状。结论：切开复位植骨锁定钢板内固定是治疗跟骨骨折的有效方法。 相似文献