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本文介绍了卡耐基建立自信的演说法,分析了卡耐基演讲法的理念与技巧,探讨了其对我国教育工作的启示,提出在我国教育工作中应使用卡耐基建立自信的演讲法,帮助人们摆脱消极心理,培养自信心,以进一步提高教育工作的效率。 相似文献
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本文介绍了卡耐基建立自信的演说法,分析了卡耐基演讲法的理念与技巧,探讨了其对我国教育工作的启示,提出在我国教育工作中应使用卡耐基建立自信的演讲法,帮助人们摆脱消极心理,培养自信心,以进一步提高教育工作的效率. 相似文献
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皮朝纲 《四川师范大学学报(社会科学版)》1991,(5)
克勤(1063—1135)字无著,号圆悟,又号佛果,俗姓骆,彭州崇宁(今属四川郫县)人。出家后,先于成都等地学经问法,后离川东下,投杨歧派宗师法演。不久,即因闻法演诵《小艳诗》而大悟。从此,便与法演“分座说法”。后来法演去五祖山,克勤留住太平。宋徽宗崇宁初,因母老回蜀,住持昭觉。后又谢职去荆州,见丞相张商英,谈论《华严》教义,被张称誉为僧中“管夷吾”。不久,沣州刺史某,延请克勤住持夹山灵泉院,旋迁湘西道林。政和末,奉旨移住金陵蒋山。宣和中,诏住京都天宁。徽宗赐号“圆悟禅师”。后又返蜀, 相似文献
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中学生物教材中的观察实验可分为验证性观察实验和探究性观察实验。实验的教法主要有：目标引导法、演示范学法、逐步推进法和探究发现法。学法主要有：取材好、试剂准、操作严、观察细、分析透、图表清、结论对。 相似文献
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本文分析了孟德尔遗传过程的发现过程是怎样体现了“假设-演泽法”,同时对课堂教学如果渗透和学习“假设-演泽法”进行了分析和说明。 相似文献
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高校政治理论课实践教学方法探微 总被引：2，自引：0，他引：2
孟彩云 《安阳师范学院学报》2004,(6):85-87
实践教学是"两课"教学的环节之一,是理论教学的深化或拓展;实践教学的目标是培养全体学生提高综合素质做一个全面发展的人.其具体方法有讨论法、辩论法、演讲法、寓教于乐法、感染法、研究法、谈话法、亲身体验法等等. 相似文献
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吴玉玲 《河南师范大学学报(哲学社会科学版)》1995,(3)
外语教学中听说法和交际法的比较与互辅吴玉玲一、听说法（Ａｕｄｉｏ—ＬｉｎｇｕａｌＡｐｐｒｏａｃｈ）听说法是结构语言学理论和斯金纳（Ｓ·Ｂ·Ｓｋｉｎｎｅｒ）的心理学理论完美结合的产物。由于这一教学法根置于人们所信服的理论，五六十年代一直享有很高声誉，统... 相似文献
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刘越峰 《河北师范大学学报(哲学社会科学版)》2011,34(2)
欧阳修在具体散文创作时经常采用配说法,包括简单配说法和高级配说法两类,其中高级配说法又分为主动配说法、被动配说法和虚实相生法三类.配说法的运用对欧文的情韵、结构以及文体创新等方面都大有裨益,它是形成欧阳修散文含蓄多情风格的重要手段. 相似文献
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课程故事刍议 总被引：1，自引：0，他引：1
王凯 《课程.教材.教法》2004,(4)
课程故事不能简单地理解为课堂教学的记录。课程故事体现着教师认识课程的叙事方式;反映了教师的成长历程;讲述、倾听故事是教师课堂教学生活的一种方式。课程故事具有情景性、探究性、自我实践性、反思性的特点。教师撰写课程故事能促进专业发展,锻炼教师观察日常教育生活的能力,帮助洞悉个人实践知识,提高反思探究能力,提升课程意识。 相似文献
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A sample of 68 university undergraduates were presented with a sequence of violent and nonviolent news stories either audiovisually (via television), in audio only or in print. Subjects were tested for cued recall of story content immediately after presentation. There was a significant main effect of presentation mode: recall of news was best from print and worst in the audiovisual condition. Significant interaction occurred between sex, mode and news type: males recalled violent news better than non‐violent news, while for females the reverse was true. Males also recalled violent news much better than females in the audiovisual mode, but no such difference occurred in any other mode. Results indicate that reading the news can produce better retention than listening to or watching it. Furthermore, the presentation of violent news stories audiovisually (on videotape) can produce especially impaired memory performance among female viewers. 相似文献
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随着教学观念的改变和现代化电教设施的普及,视、听、说在扩大学生文化视野,提高英语专业学生的基本技能,尤其是听说能力方面起了越来越重要的作用。“以学生为中心”的视听说互动教学模式主张：课内与课外相结合;个体学习与协作学习相结合;师生互动,使视,听,说三者有机融合起来。 相似文献
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赵香凌 《沈阳教育学院学报》2008,10(6):56-58
分析了英语视听说课教学活动的理论依据,结合亲身教学实践,从课前、课中、课后三个阶段探讨了多媒体网络环境下大学英语视听说课的教学方法。 相似文献
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Seventeen primary school deaf and hard-of-hearing children were given two types of training for 9 weeks each. Phonological training involved practice of /s, z, t, d/ in word final position in monomorphemic words. Morphological training involved learning and practicing the rules for forming third-person singular, present tense, past tense, and plurals. The words used in the two training types were different (monomorphemic or polymorphemic) but both involved word final /s, z, t, d/. Grammatical judgments were tested before and after training using short sentences that were read aloud by the child (or by the presenter if the child was unable to read them). Perception was tested with 150 key words in sentences using the trained morphemes and phonemes in word final position. Grammatical judgments for sentences involving the trained morphemes improved significantly after each type of training. Both types of training needed to be completed before a significant improvement was found for speech perception scores. The results suggest that both phonological and morphological training are beneficial in improving speech perception and grammatical performance of deaf and hard-of-hearing children and that both types of training were required to obtain the maximum benefit. 相似文献
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Identifying children with specific reading disabilities from listening and reading discrepancy scores 总被引：1，自引：0，他引：1
A method of identifying children with specific reading disabilities by identifying discrepancies between their reading and listening comprehension scores was validated with disabled and nondisabled readers in Grades 4, 5, and 6. The method is based on a modification of the reading comprehension subtest of the Peabody Individual Achievement Test (Dunn & Markwardt, 1970). In this modification, even-numbered sentences are read by subjects, and odd-numbered sentences are read by the test administrator as subjects listen. The features of this test that reduce demands on working memory, thereby making it suitable for the detection of a discrepancy between reading and listening comprehension in readers with disabilities, are discussed. A significant group-by-modality interaction was obtained. Children with reading disabilities scored significantly lower on reading than on listening comprehension, while nondisabled readers scored slightly higher, but not significantly so, on reading than on listening comprehension. The appropriateness of this method as a substitute for the traditional method, which is based on the detection of a discrepancy between intelligence and reading and which has recently been proscribed in certain school districts, is discussed. Issues concerning the listening comprehension skills of disabled readers are also discussed. 相似文献
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傅俭 《扬州大学学报(高教研究版)》2014,(3):94-96
根据Vygotsky的心理语言学理论,母语作为一种心理工具,在交互心理层面,会以＂搭脚手架＂的方式帮助习得者。研究母语在二语交互性练习中对话语者二语思维的作用有重要价值。研究表明：母语的使用在二语口语产出过程中具有积极作用,表现为：母语被用来理解并确认二语输入的信息;母语被用来构思口语任务的大意（把目前的题目与一些说话者长期记忆中的概念或经历相联系）;学生利用母语造句;学生利用母语来进行口语表达的过程管理。这为二语教师如何客观、有效地指导学生合理应用母语解决语言问题提供了参考。 相似文献
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洪朝晖 《宁波广播电视大学学报》2004,2(1):61-63
如何处理难句是大学英语听力教学中经常会遇到的难题，笔者凭借多年的大学英语听力教学经验，对其进行大致的分类，并根据不同的句子类型提出相应的课堂处理方法。 相似文献
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Desperate Housewives is an American teleplay which was broadcast by American Broadcasting Company in 2004. It describes the married life and some humorous stories about housewives who live on Wisteria Lane. In this teleplay, the talk has its unique features during the housewives, so it is worthy of studying. The thesis takes the Desperate Housewives as an object of study and from stylistic aspect to analysis and study the female language. Though the analysis, the conclusion is following: females tend to use intensifiers words, in vocabulary aspects; and in syntactical aspects, females like to use hedges, tag questions. And in grammar aspect, elliptical sentences and inverted sentences are quite popular among females. 相似文献
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D. Jean Clandinin C. Aiden Downey Janice Huber 《Asia-Pacific Journal of Teacher Education》2009,37(2):141-154
Teachers, in Canada and elsewhere, live and work on school landscapes being shifted by globalization, immigration, demographics, economic disparities and environmental changes. Within those landscapes teachers find themselves struggling to compose lives that allow them to live with respect and dignity in relation with children, youth and families. In places in Canada, increasing numbers of teachers are leaving after only a few years of teaching. In this paper we take up questions about the stories teachers tell of their leaving and about what we can learn about our work as teacher educators from listening to, and inquiring into, their stories. Considering the inter-relatedness of our lives as teacher educators with teachers, we also inquire into our shifting landscapes as teacher educators. We discuss possible spaces we might collaboratively shape with teachers as they, and we, attempt to sustain our stories to live by on these shifting landscapes. 相似文献