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姜振华 《内蒙古师范大学学报(哲学社会科学版)》1996,(3)
听、说、读、写这个顺序是人们学习第一语言的基本顺序。读、说、听、写则是人们学习第二语言的顺序。第二语言的学习是在母语的符号思维系统已经建立起来并相当牢固之后开始的；第二语言的学习是在一种自觉状态中进行的，是一种有意识的学习。母语在第二语言的学习过程中起着极其重要的作用。双语共存的教学本质上是一种比较型教学。 相似文献
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E. J. Capaldi Donna R. Verry Timothy M. Nawrocki Daniel J. Miller 《Learning & behavior》1984,12(1):7-20
Two experiments indicated that two approaches to serial learning are too extreme—the classical view that it consists only of interitem associations and various recent views that it involves no interitem associations. The novel assumption introduced here was that phrasing cues, normally conceptualized as merely segregating long series into smaller units or chunks, may also enter into associations with items, thereby reducing interitem interference and facilitating serial learning. It was found that one item could become a signal for another item, an interitem association, or be overshadowed by a phrasing cue, such as a brightness and temporal cue, also signaling that item. The items were .045-g pellets. Rats traversed a runway for items arranged in ordered series, 14-7-3-1-0 pellets (Experiment 1) or 10-2-0-10 (Experiment 2). Complete tracking of, for example, the 10-2-0-10 series would consist of fastest running to 10 pellets and slowest running to 0 pellets. In both investigations, the interitem association overshadowed was that between 0 pellets and the subsequent rewarded item, 0 → 14 (Experiment 1) or 0 → 10 (Experiment 2). Either repetitions of the 14-7-3-1-0 subpattern (Experiment 1) or merely the terminal 10-pellet item (Experiment 2) were phrased, both methods producing identical results. Overshadowing the 0-pellet item produced superior serial learning, more rapid extinction, and, in Experiment 1, considerable elevation of responding when the brightness phrasing cue was introduced in extinction, an effect said to be conceptually identical to spontaneous recovery and one demonstrating directly that phrasing cues are in reality overshadowing cues. It was suggested that many effects attributed to forgetting may be due to unrecognized overshadowing of memory cues by phrasing cues, giving rise to exaggerated estimates of forgetting. 相似文献
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城市精神不是一个空泛的东西,它体现了城市中的人所具有的精神风貌,具体地说,它至少包括平等、契约、宽容、创新与共生等诸方面观念,这些观念则要通过教育获得. 相似文献
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Dr. William R. Tracey 《Clearing house (Menasha, Wis.)》2013,86(5):212-214
This article examines and critiques the leadership capacity of department leaders in a high school and attempts to gain a deeper understanding of how department leaders perceive their role as teacher leaders, making a distinction between what an individual department leader does in his or her position and teacher leadership as a form of continuous learning and innovation through collaboration. How do department leaders practice leadership to improve student learning? The author provides an investigation and analysis of the current level of leadership capacity exhibited by department leaders in a high school. A close look at the role and function of department leaders in this high school reveals an absence of the teacher leadership necessary to promote the broad-based leadership capacity that results in improved student achievement. 相似文献
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Eating is broadly conceptualized as food choice. Food choice is a complex activity with many dimensions. Food choice is multifaceted as it involves whether, where, when, how long, how, why, with whom, for whom, and under what conditions eating occurs. Food choice is contextual as it is situated within specific conditions and settings involving both individuals and institutions. Food choice is dynamic as it unfolds and is embedded in eating episodes over lifetimes within historical eras. Food choice is multilevel as physical, biological, psychological, and sociocultural factors operate simultaneously and interact. Food choice is integrated as people coordinate many considerations to construct specific eating activities. Food choice is diverse in its broad scope of distinct and unique eating activities. Food choice can be examined using both multi‐perspective and multi‐purpose approaches, and it may not be possible to integrate different perspectives into a unified approach to understanding and changing food choice. 相似文献
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Ziel dieses Beitrages ist es, verschiedene Indikatoren der sozialen Herkunft bei der Quantifizierung von sozialen Disparit?ten
zu vergleichen. Im Mittelpunkt steht dabei der in PISA eingesetzte Index für den Economic, Social and Cultural Status (ESCS). Dieser umfasst sozio?konomische und kulturelle Ressourcen des Elternhauses und deckt damit das theoretische Konstrukt
umfassender ab als andere Indikatoren der sozialen Herkunft. Anhand der internationalen Schülerdaten aus PISA 2003 und aus
der nationalen Erg?nzungsstudie (PISA-E) wurden Regressionsanalysen mit verschiedenen Herkunftsindikatoren gerechnet. Neben
dem ESCS wurden als Pr?diktoren der sozio?konomische Status (HISEI), der h?chste Bildungsabschluss umgerechnet in Bildungsjahre
(PARED) und ein Index für h?usliche Besitztümer (HOMEPOS) berücksichtigt. Es zeigt sich, dass der ESCS in allen Bildungssystemen
deutlich mehr Varianz in der mathematischen Kompetenz aufkl?rt als die Einzelpr?diktoren HISEI, PARED oder HOMEPOS. Auch in
einer anschlie?enden Analyse zu sozialen Disparit?ten der Bildungsbeteiligung lieferte der ESCS differenziertere Befunde als
der HISEI. Insgesamt wird der ESCS als valider und theoretisch umfassender Index der sozialen Herkunft eingesch?tzt. 相似文献
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Ian Winchester 《Interchange》2008,39(4):389-390
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Simple, reliable and sensitive analytical methods to determine anticariogenic agents, preservatives, and artificial sweeteners contained in commercial gargles are necessary for evaluating their effectiveness, safety, and quality. An ion chromatography （IC） method has been described to analyze simultaneously eight anions including fluoride, chloride, sulfate, phosphate, monofluorophosphate, glycerophosphate （anticariogenic agents）, sorbate （a preservative）, and saccharin （an artificial sweetener） in gargles. In this IC system, we applied a mobile phased gradient elution with KOH, separation by IonPac AS18 columns, and suppressed conductivity detection. Optimized analytical conditions were further evaluated for accuracy. The relative standard deviations （RSDs） of the inter-day＇s retention time and peak area of all species were less than 0.938% and 8.731%, respectively, while RSDs of 5-day retention time and peak area were less than 1.265% and 8.934%, respectively. The correlation coefficients for targeted analytes ranged from 0.999 7 to 1.000 0. The spiked recoveries for the anions were 90%-102.5%. We concluded that the method can be applied for comprehensive evaluation of commercial gargles. 相似文献
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Simple, reliable and sensitive analytical methods to determine anticariogenic agents, preservatives, and artificial sweeteners contained in commercial gargles are necessary for evaluating their effectiveness, safety, and quality. An ion chromatography (IC) method has been described to analyze simultaneously eight anions including fluoride, chloride, sulfate, phosphate,monofluorophosphate, glycerophosphate (anticariogenic agents), sorbate (a preservative), and saccharin (an artificial sweetener)in gargles. In this IC system, we applied a mobile phased gradient elution with KOH, separation by IonPac AS18 columns, and suppressed conductivity detection. Optimized analytical conditions were further evaluated for accuracy. The relative standard deviations (RSDs) of the inter-day's retention time and peak area of all species were less than 0.938% and 8.731%, respectively,while RSDs of 5-day retention time and peak area were less than 1.265% and 8.934%, respectively. The correlation coefficients for targeted analytes ranged from 0.999 7 to 1.000 0. The spiked recoveries for the anions were 90%～102.5%. We concluded that the method can be applied for comprehensive evaluation of commercial gargles. 相似文献
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《英语大王(小学)》2014,(Z1):64-65
Are you ready to make a nice Shish Ka Bob?The words of the Shish Ka Bob in this issue are-On Sunday morning,may brother and I planned to play basketball on the school playground.So we rode a bike happily.on the way to school,we saw a snake near the bridge·How terrible(可怕的)!Li Yangyi(李杨怡),Class 1,Grade 5,Wannian Central Primary School,Haimen,Jiangsu Province,226136Adviser:Shi Jin(施金) 相似文献
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温常俐 《四川教育学院学报》2004,20(6)
“我们教育的对象是有人格的、有个性的、有才干的人;我们教育的目的是让每个学生都抬起头来走路”(苏霍姆林斯基)。作为学校德育工作中坚的班主任,应当主动适应学生主体意识的变化的现实,转变观念,把自己视为学生的优秀的合作者。一言以蔽之,一个合乎时代要求的班主任应该具有充分的教育民主思想,用人性的、发展的观点去对待每一个学生。理解、尊重、协商、合作,通过师生人格、精神和情感的交互影响,达到学生个体人格的健全,实现学生个体行为的自律自理。一、理解是师生情感交流,完成班级管理目标的基本前提。一个理性的班主任应该把自己的… 相似文献
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《英语大王(小学)》2013,(6):35
What are the words of the Shish Ka Bob in this issue(本期)?Look,they are...Do you know where I am now?I’m sitting near a river.In the river,there are some boats.There is a goat on a boat. 相似文献