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1.
Volcanoes There are thou-sands of volcanoes all over the world. What makes volcanoes? What happens? The inside of the earth is very hot. Be-cause it is very,very hot,the rock has melted like ice.It has become liquid,like water.It is always boiling, like water in a kettle. If you have seen a kettle boiling, you know that the steam and boiling water try to get out. The very hot melted rock inside the earth also tries to get out. Usually it cannot be-cause the outside of the earth is too thick… 相似文献
2.
Brian J. Alters 《科学教学研究杂志》1997,34(1):39-55
Science education literature explicitly and implicitly advocates basic tenets (criteria) for “the nature of science.” The purpose of this study was to investigate whether the science education tenets are also held by philosophers of science (those who study purported tenets of science), and furthermore, to reveal possible related philosophical positions underpinning differences in responses among the philosophers. The philosophers of science expressed significant disagreements with the tenets, and different philosophers of science varied on their views about the tenets. In addition, relationships were found among the philosophers' views of the nature of science, their views of philosophy of space, and with their philosophy of science in general. Therefore, the tenets that are advocated as basic criteria for science education's “the nature of science” must be reconsidered so that more accurate criteria may be developed for future nature of science research. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34 : 39–55, 1997. 相似文献
3.
一、词汇过关1.experience【用法】用作及物动词,意为“体验;经历”。例如:He experienced all sorts of difficulties and hard ships.他经历过种种艰难困苦。Their country has experienced great hard-ships in2003.他们国家在2003年经历了巨大困难。experience还可作可数名词,意为“经历;经历过的事”。例如:Please tell us your experiences in Ameri-ca.请告诉我们你在美洲的经历。I had an unusual experience yesterday.昨天我经历了一件不寻常的事情。experience用作不可数名词,意为“经验”。例如:She has twenty years’experience inteaching.她有二十年的教学经验。He has not enough experience for the po-sition.他经验不足,不胜任这个职位。experienced用作形容词,意为“有经验的”。例如:experienced in ... 相似文献
4.
一、词汇过关1.experience【用法】用作及物动词,意为“体验;经历”。例如:He experienced all sorts of difficulties andhardships.他经历过各种各样的艰难困苦。Their country has experienced greathardships in2003.他们国家在2003年经历了巨大困难。experience还可作可数名词,意为“经历;经过的事”。例如:Please tell us your experiences inAmerica.请告诉我们你在美洲的经历。I had an unusual experience yesterday.昨天我经历了一件不寻常的事情。experience用作不可数名词,意为“经验”。例如:She has twenty years’experie… 相似文献
5.
《Journal of moral education》2012,41(4):509-527
This study examines early Chinese moral education—its curriculum, objectives and the philosophical assumptions underlying them—in its classical Confucian expression. It analyzes early Confucian debates on moral psychology, the Confucian moral curriculum consisting of model emulation, cultural practices and canonical instruction, and the methods and aims of Confucian statecraft. The study reveals how ancient Confucians integrated these components into a coherent discourse on moral education and its implementation for the related purposes of cultivating virtuous people and benevolent rulers. It explains why different early Confucians argued that ‘nature’ and ‘nurture’ must interrelate suitably not only for people to develop morally and prosper collectively, but also to moderate the ruler’s power by subjecting it to alternative sources of authority. This examination demonstrates that, contrary to modern criticisms of traditional Confucian culture and unlike contemporary uses of moral education in China, classical Confucian moral education was understood to serve aims quite different from either bolstering an autocracy or political indoctrination. 相似文献
6.
1.单词拼写根据句意和汉语注释，写出句中所缺单词的完整形式。1.The town was hit bya_(咫风)，in whieh 100 people drowned and more were missing·2.After the earih明ake，hundreds of people were_(埋)under the ruins. 3.It took real_(勇气)to 90 baek to reseue the ehild trapped in theb咖ing building. 4.When the hunterfi玲d the gun，the tiger turned and_(逃走). 5.Driversare_(催促)to take Care on iey roads. 6 .1 ean tell you the seeret plan，but will you _(发誓)not to tell anyone else? 7.The volcano_(喷… 相似文献
7.
一、词语例解玻鞘戮[用法In.点;斑点(small，round mark) A ti罗r has stripes and a leopard has sPots.老虎身上有条纹，而豹子有花斑。She has a whi*e dress初th blue spots.她有一件白底蓝点的外衣。2)污点;疵点(dirty mark) The hay’5 white shirt was marked up衍thspotsofink.那男孩的白衬衫上有墨水渍。HOw did you罗t that spot on your faee?你脸上怎么弄脏了一块? 3)地点;场所(plaee) 1 don’t know the exact sPot where it happened.我不知道事情发生的确切地点。Luekily there was a doetor on the spot.幸运的是现场有… 相似文献
8.
一、单词拼写根据句意和首写字母或汉语提示,写出句中所缺单词的完全形式。1.I easily s him in the crowd becausehe was very tall.2.I don’t think I have the c to tell himthe bad news.3.If you want to catch that train,we’d betterset off for the station i.4.Open 相似文献
9.
Pam Pointon 《Environmental Education Research》2014,20(6):776-794
This paper reports a study of 384 13–14-year olds’ written responses to open-ended questions about their understanding of and relationship with ‘nature’. Using constant comparative method the responses were coded, categorised and themed. Most students held scientific conceptions of nature (excluding humans) and a utilitarian relationship with nature, a predominantly anthroprocentric worldview. A small number held aesthetic conceptualisations and an intrinsic value relationship: an ecocentric worldview. A substantial number of students however were neither anthroprocentric or ecocentric but rather expressed a conception of and relationship with nature which reflected aspects of Bonnett’s ‘human-related’ relationship (Bonnett, M. 2004. Retrieving Nature: Education for a Post-humanist Age. Oxford: Blackwell). The findings from this study challenge a simple binary approach in which students’ environmental worldviews would be analysed as either predominantly anthroprocentric or ecocentric. Bonnett’s ‘human-related’ relationship to nature reflects a more complex view of the world. Analysis revealed interesting differences, however, between students according to their urban/rural location, gender and school type. 相似文献
10.
The aim of the study was to gain insight into undergraduate students’ environmental worldviews by exploring their ideas about nature and human–nature relationships. Participants were 29 students from a university in Taiwan. Interviews were employed as the dominant method, while a questionnaire survey was also used to support the sample selection and enhance the understanding of the interview data. Interview responses were analyzed using a phenomenographic approach and revealed a variation of students’ ideas. One key finding was that although the students were generally pro-ecological, their ideas about nature and human–nature relationships seemed to be often a mixture of worldview tendencies typically as follows: (1) humankind is part of nature and subject to natural laws, and thus cannot possibly destroy nature; (2) humankind plays a dominator role in nature, but can be ‘replaced’ by other species; and (3) humankind should take responsibility for nature in order to secure sufficient natural resources and a livable environment for all species, especially humans. Moreover, the students described and explained nature predominantly from a scientific perspective. The educational implications of the findings and limitations of the study are also discussed. 相似文献
11.
Nature connectedness counts as a crucial predictor of pro-environmental behavior. For counteracting today’s environmental issues a successful re-connection of individuals to nature is necessary. Besides the promotion of knowledge transfer the aim of the educational program presented in this study is to connect students to their environment. This research explores the impact of an outdoor environmental education program on primary and secondary school students’ nature connectedness with regard to the extent of their nature experience and participant age. The intervention was implemented in two durations: one-day and five-days. Participants were divided into four subsamples from seven up to 18 years of age. Findings suggest that both intervention types evoke immediate shifts towards a stronger nature connectedness among students (p < .001). Notably, the five-day outdoor education interventions were significantly more effective in sustainably promoting nature connectedness compared to one-day field trips (p < .001). Seven to nine year old students performed the strongest shifts towards nature. The value of short-term and residential outdoor environmental education interventions is discussed. 相似文献
12.
Getting to know nature: evaluating the effects of the Get to Know Program on children’s connectedness with nature 总被引：1，自引：0，他引：1
Coral M. Bruni Patricia L. Winter P. Wesley Schultz Allen M. Omoto Jennifer J. Tabanico 《Environmental Education Research》2017,23(1):43-62
People in industrialized countries may be losing their connection with nature. The Get to Know Program (Get to Know) is a multi-faceted program aimed at encouraging direct connection with nature through a variety of activities (observations of wildlife, hiking, creative arts, and special events), specifically among youth. Three studies assessed the effects of three Get to Know program activities on youth’s implicit connectedness with nature (measured using a computer based game). Participants were youth recruited from southern California schools or youth organizations. Participation in the Get to Know Program’s Creative Arts Contest was associated with increased implicit connectedness with nature. However, participation in the Get to Know Natural Treasure Adventure and Virtual Hike did not have an effect on connectedness with nature. Implications of these findings are important for agencies seeking to find effective tools for outreach focused on connecting participants with nature. 相似文献
13.
Kirsti Pedersen Gurholt 《Journal of Adventure Education & Outdoor Learning》2016,16(4):318-329
This article explores the concept of ‘curious play’ as a theoretical framework to understand and communicate children’s experiences of free play in nature. The concept emerged interactively from three sources of inspiration: an ethnographically inspired study of children playing in nature; as a critique of the concept of ‘risky play’ being the dominant discourse on children’s play in natural environments; and from phenomenological and cultural-historical theories of children’s play and play environments. The article illustrates this interplay through an analysis of two empirical examples, and argues that curious play offers a comprehensive and existential approach to understanding the interplay of children playing in nature and children’s growth. Thus, children are conceptualized as active explorers and playful agents whilst embodying and creating knowledge, skills and understandings of themselves and their life-worlds. 相似文献
14.
Gwen Arnold 《Environmental Education Research》2012,18(1):133-150
The increasing alienation of today’s children from the environment has been termed ‘nature-deficit disorder’. Research suggests this disconnect can adversely impact young people’s physical and psychological well-being. This paper explores whether online multimedia journaling about nature can increase the amount of time students spend outdoors, enhancing their environmental awareness and changing their nature-related perceptions. Students in a 60-person introductory environmental studies course at a large midwestern public university in the United States completed weekly online multimedia nature journals for one semester. A survey assessed their experiences. The median survey respondent spent an additional 11–20 minutes outdoors weekly. Seventy-four percent of respondents said that the project increased their awareness of nature, 68% said it changed the way they thought about nature, and 56% said it increased their interest in spending time outdoors. Though these findings are promising, there are some theoretical reasons for questioning their depth and duration. 相似文献
15.
Ⅰ. 单词拼写根据句意和所给的汉语提示, 写出句中所缺单词的正确形式。1. He was very (心烦意乱的) thatyou didn’t reply to his letters.2. The chance meeting (唤醒) theold passion between them.3. The a (达成) at this conclusionwas the result of much thought.4. It would be (难以置信) thatsuch an honest fellow should have goneagainst his friends>5. That volcano (喷发) in 1946after one hundred and twenty years ofsilence.6. When my old friend (力劝) meto accept a cigarette, it was more thanI could bea… 相似文献
16.
潘映霖 《课程教材教学研究(小教研究)》2023,(Z6):89-96
<正>基于主题意义进行英语单元整体作业设计是建立在单元整体教学设计的基础上,教师要围绕课程内容的六要素对单元教学内容和学情进行整体分析,确定贯穿于整个单元的主题意义理解、表达以及学习能力发展的主线,在此基础上设计体现学生学习进阶的单元整体教学目标;设计体现综合性、层次性、关联性、实践性的学习活动,设计帮助学生围绕主题意义开展多视角的学习理解、应用实践和迁移创新的活动,从而形成对主题内容的整体理解并提高其综合表达能力。 相似文献
17.
Kim Beswick Rosemary Callingham Jane Watson 《Journal of Mathematics Teacher Education》2012,15(2):131-157
In this article, we report on the use of a teacher profiling instrument with 62 middle school teachers at the start of a 3-year
professional learning programme. The instrument was designed to assess the aspects of teachers’ knowledge identified by Shulman
(1987) refined by Ball et al. (2008) and extended to include teachers’ confidence to use and teach various topics in the middle school mathematics curriculum
and their beliefs about mathematics teaching and learning. Based on a hierarchical coding of items, the application of the
partial credit Rasch model revealed that the profile items were measuring a single underlying construct and suggested that
the various facets of teacher knowledge develop together. We describe the characteristics of four levels of the hierarchical
construct measuring teacher knowledge and understanding for teaching mathematics in the middle years of schooling, and discuss
the unique affordances of a holistic view of teacher knowledge in contrast to considerations of multiple knowledge categories. 相似文献
18.
The midsession reversal task involves a simple simultaneous discrimination that predictably reverses midway through a session. Under various conditions, pigeons generally both anticipate the reversal and perseverate once it has occurred, whereas rats tend to make very few of either kind of error. In the present research, we investigated the hypothesis that the difference in performance between rats and pigeons is related to the nature of the responses made. We hypothesized that rats could have been better at bridging the intertrial interval by keeping the relevant paw close to the lever while eating, whereas the pigeons had to remove their beak from the response key and insert it into the feeder, thus making it difficult to mediate the response last made. In the present experiment, in successive phases, rats were trained to leverpress or nose-poke on a 40-trial midsession reversal, an 80-trial midsession reversal, and a variable-location reversal. The results showed that the leverpress group acquired the task faster than the nose-poke group, but that both groups reached comparable levels of performance. Thus, the difference in the natures of the responses cannot fully account for the differences in accuracy between rats and pigeons. Additionally, differences in the types of errors made by the two groups suggest that the nature of the response plays different roles in the performance of this task. 相似文献
19.
The interconnection between number theory, algebra, geometry and calculus is shown through Fibonacci sequence, golden section
and logarithmic spiral. In this two-part article, we discuss how simple growth models based on these entities may be used
to explain numbers and curves abundantly found in nature 相似文献
20.
Matthew H. E. M. Browning Marc J. Stern Nicole M. Ardoin Joe E. Heimlich 《Environmental Education Research》2018,24(3):326-342
Nature centers can serve as valuable community institutions if they are seen as providing important services to the community. Through survey research in communities surrounding 16 nature centers in the United States, we examine the attitudes, behaviors, and beliefs that drive hypothetical support for nature centers from local residents. Respondents who recognized centers as institutions that provide opportunities for leisure and connection with nature; contribute to civic engagement; and bolster local economies, community pride, and aesthetics reported the greatest likelihood of donating, volunteering, or responding to threats at local centers. Additional predictors of support included positive evaluations of staff members, perceptions of positive attitudes toward the center held by other community members, familiarity with center activities, pro-environmental attitudes, and past donation or volunteering. The findings highlight the potential returns for centers that expand their activities and operations beyond more traditional roles of providing nature-based outdoor recreation and environmental education experiences. 相似文献