共查询到20条相似文献，搜索用时 173 毫秒
1.
The purposeof the teaching and the learning of English is to develop communicative competence. Pragmatics is one of the most essential parts of the communicative competence .It concerns the appropriate use of language. This paper aims to show the significant role of pragmatics in the teaching and learning of English and further explores the importance of cultivating students' awareness to improve their pragmatic ability and communicative competence. 相似文献
2.
《铜仁师专学报》2001,3(1):29-33,66
Teh Purpose of the teaching and the learning of English is to develop communicative competence.Pragmatics is one of the most essential parts of the communicative competence .It concerns the appropriate use of language.This paper aims to show the significant role of pragmatics in the teaching and learning of English and further explores the importance of cultivating students‘awareness to improve their pragmatic ability and communicative competence。 相似文献
3.
Hernán Cofré Emilia Cuevas Beatriz Becerra 《International Journal of Science Education》2013,35(16):2243-2260
ABSTRACTDespite the importance of the theory of evolution (TE) to scientific knowledge, a number of misconceptions continue to be found among biology teachers. In this context, the first objective of this study was to identify the impact of professional development programme (PDP) on teachers’ understanding of nature of science (NOS) and evolution and on the acceptance of this theory. Its second objective was to study the relationship among these variables. Three instruments were used to quantify these variables: the Views of the Nature of Science Version D (VNOS D+), the Assessing Contextual Reasoning about Natural Selection (ACORN), and the Measure of Acceptance of Theory of Evolution (MATE). The results indicate that the PDP had a positive impact on teachers, significantly improving their understanding of the NOS and natural selection, as well as their acceptance of the TE. Furthermore, a positive correlation between the understanding of the NOS obtained by teachers in the first part of the PDP and the understanding and acceptance of evolution that these teachers showed at the end of the programme was determined. However, no relationship between an understanding of the NOS and gains in the understanding and acceptance of evolution was found. 相似文献
4.
苏秋芳 《福建教育学院学报》2001,2(4):42-44
In poetry, the device of ending two or more lines with words that sound alike is called end
rhyming;end words that share a particular sound are end rhymes. When used in a poem,end rhymes set
up a definite pattern of sounds-a rhyme scheme. 相似文献
5.
Graham Tall 《International Journal of Science Education》2013,35(1):17-38
Summaries English. The major national curriculum development projects in the UK were produced between 1963 and 1973. Although funded by two differentnational organizations, there has been considerable co‐operation and overlap of project staff and ideas resulting in a continuousrefinement of the centre‐periphery model used. By the end of the 10‐year period the model's defects had become clear and the continuing national projects considered it essential to request additional funds for further dissemination and after‐care. Subsequent projects have mostly been based on a local curriculum development model involving practising teachers to a much greater extent both in the curriculum development process and in the preparation of materials. It has become apparent that there is no single measure on which a project can be called successful or on which it can be determined that a project has ‘taken root’. Projects can fulfil their proposers’ wildest hopes and yet achieve little uptake; or, they can take root in the sense of having a considerable impact on science education in general whilst being substantially used by only a minority of the target group of teachers. The thesis of this article is that whilst dissemination and after‐care are essential, they are not sufficient to ensure uptake. Of prime importance isthe general attitude to curriculum development; the relevance of theprojects materials and ideas to the problems teachers face in schools; the extent to which they offer teachers fulfilment without requiring a complete re‐evaluation of their perspective to education and the cost in terms of equipment, materials and manpower. 相似文献
6.
Research Findings: The study examined the beliefs of kindergarten teachers (K-teachers) regarding the goals of kindergarten. We asked K-teachers to reflect on their own beliefs, their understanding of parents’ beliefs, and their understanding of the beliefs that guide agents of the education system. We further examined differences between K-teachers based on the type of kindergarten in which they worked (religious or secular) and the socioeconomic status of children’s families (middle-high or middle-low). A total of 120 K-teachers responded to closed questionnaires, and 12 teachers also participated in a semistructured interview. The results revealed an incongruence between K-teachers’ perspectives and their understanding of the positions of parents and of agents of the education system. K-teachers evaluated fostering children’s positive self-esteem as the most important goal and promoting literacy and mathematics skills as the least important. They believed, however, that parents and agents of the education system regard children’s advancement in literacy and mathematics skills as the most important goal. Practice or Policy: Recognizing this incongruence facilitates understanding of the rationale behind K-teachers’ actions and their relationships with parents and professional partners. It enables identification of topics that need to be addressed by the professional education community in order to create a dialogue among K-teachers, families, and policymakers. 相似文献
7.
Danièle Cros Maurice Maurin Roger Amouroux Maurice Chastrette∗ Jacques Leber Michel Fayol 《International Journal of Science Education》2013,35(3):305-313
Preconceptions of first‐year university students of the constituents of matter and the notions of acids and bases were investigated on a total of 400 students. The procedure used consisted of free interviews, semi‐structured interviews and questionnaires. It was found that the constituents of matter were well known to students, but that interactions between these constituents were either totally unknown or were the subject of severe misconceptions. The students’ knowledge tended to be qualitative and formal, with a worrying lack of connection with everyday life. 相似文献
8.
This article emphasizes the need to encourage undergraduate students to develop arguments, which involves enhancing their analytical skills and capacity for critical thinking, across disciplines regardless of level. It argues that these skills, required by the Quality Assurance Agency＇s （QAA） benchmarks, are developed not by instruction but by engaging with the philosophic process that leads to the deep learning. This process of learning is based on a dialectical approach, viewing dialogue with colleagues, primary texts and written assignments, as central to developing an inductive argument and a critical perspective. This article proposes an analytical framework to analyze the extent to which a tutor is facilitating the development of argument. It suggests that while, if required one must provide students with explicit guidelines about this process, nevertheless this practice is problematic because of the inherent tension between explicit teaching and deep learning, which facilitates the acquisition of these analytical skills. 相似文献
9.
Traditionally,civilization has been defined as the coexistence ofpeople who come together around humanistic thoughts and feel-ings,and who are conscious of their being human.Since peoplenaturally live in groups,some degree of civilization has always exist-ed.True civilization is based on refining one's manners,thoughts,feelings,and strengthening one's willpower.Some identify civiliza-tion with dazzling advances and innovations in sciences and technol-ogy—from trains to spaceships,broad streets and skyscrapers todams and nuclear power stations,telecommunication systems toelectronics.But these are no more than means of an easy,luxuri- 相似文献
10.
《北京大学教育评论》2011,(2):2
William Clark University Of Chicago Press,2006正如本书第一句所言,"这是一本奇特的书"。作为一部非同寻常的大学史,它在隐秘的历史中追述,仿佛探幽览胜,以最谦卑细致的笔触写下最有富于野心的叙述——从中世纪至近代,学术生活如何完成了理性化、科层化,学术卡里斯玛如何被转移、分解和重新定义,大学如何从行会、民族团、神学院、象牙塔变为由现代国家控制的科研机构——研究型大学如何在时代的转变中形成。 相似文献
11.
Since the hare failed in the race with the tortoise, he has been waiting for another race with the tortoise again. One day, he meets the tortoise. He says, "Do you dare to have a race with me again? Last time I failed because I was too proud. Let's have a race again, OK?" The tortoise agrees and Mr. Bear is the referee (裁判). When Mr. Bear shoots the gun, they begin to run. While running, the hare thinks, "I mustn't stop. I mustn't be proud." Suddenly (突然), there is a river in… 相似文献
12.
In this article, I illustrate how the dominant Black–White binary paradigm of race in the United States situates Indigenous
women as either racialized Others or White Others in the context of a predominantly White university. Race and racism are
thus salient in the lives of Indigenous students in multiple and complex ways—ways which are rarely elaborated upon in the
current research literature.
Angelina E. Castagno is a PhD Candidate in the Department of Educational Policy Studies, University of Wisconsin-Madison. 相似文献
13.
徐晓莹 《中国教育研究与创新》2004,1(6):48-49
During the years at the end of the nineteenth century and beginning of the twentieth century when Saussure was working out his ideas in Europe, synchronic linguistics was emerging independently, and in a very different style, in America, under the leadership of the anthropologist Franz Boas. Boas set a direction for American linguistics. The school founded by Boas was called structural linguistics. Beside Boas, the other two major representatives of this school during this period were: Sapir and Bloomfield. 相似文献
14.
Since the hare failed in the race with the tortoise, he has been waiting for another race with the tortoise again. 相似文献
15.
This article explores the school coordinator role in initial teacher training (ITT) in England. Recognising that mentoring is fully embedded and highly researched in ITT, it argues the role of the coordinator, while integral to partnerships, is far less researched. This paper investigates tensions in the role, between managing programme-wide quality assurance, teaching professional studies and developing school-based mentors. These questions were explored through multi-site case-studies with four HEIs and their partner schools in four linked phases of data collection. Data analysis established a range of different conceptualisations of the role, with only limited evidence of a development role with their mentors. The authors argue for policies which establish a more coherent conceptualisation of the role, and an agreed nomenclature. A key recommendation is to free coordinators from bureaucratic demands on their time to enable them to exemplify a new ‘professional multilingualism’. 相似文献
16.
《英语大王(小学)》2004,(8)
你看了《哈里·波特与阿兹卡班的囚徒》吗?在这部电影中,哈里用魔法从叔叔、婶婶家里跑出来,他上了一辆专门为那些遇到麻烦的魔法师们准备的公共汽车。车上的魔法师们不是坐着, 而是躺在床上。哈里还发现了他爸爸、妈妈死的那天晚上所发生的事情。去看看这部电影吧,它真是太精彩了! 相似文献
17.
18.
Johannes Westberg Ayhan İncirci Merja Paksuniemi Tuija Turunen 《Journal of educational administration and history》2018,50(3):133-144
This article addresses the role of the state and state formation in the establishment of national education during the nineteenth century and early twentieth century. Through a comparative case analysis of two countries at the European periphery (Finland and Turkey), this article shows how national educational systems, in both instances, were driven by periods of intense state building. In the nineteenth century, military defeats sparked educational reforms, and in the early nineteenth century school laws were enacted due to the establishment of the republics of Finland and Turkey. Nevertheless, these examples also show the limits of a state formation perspective. Despite changes in educational policy, neither state reached high enrolment levels in the nineteenth century, and only in Finland schooling for all was realised in the 1930s. Thus, this work encourages further comparative analyses of the social, economic and political circumstances in which these states acted. 相似文献
19.
In the 1940s, The Little Prince, a French writer Antoine De Saint-Exupery, was translated into more than 100 languages since its publication, deeply loved by children and even adults. Although The Little Prince uses the most common and simple words for the children, the author gives them a deeper meaning behind the simple words. This makes the fairy tale in the plain text under a thick poetic and symbolic meaning. In this paper, the author tries to study The Little Prince with the theory of the?matic structure, which provides a new perspective for the analysis of children's literature. It aims to examine how these"simple theme","multiple theme"and"clausal theme"promoting the development of novel discourse coherence and constructing a co?herent discourse, in order to help readers better understand the novel better grasp the characteristics of the characters. 相似文献
20.
Ulrich Teichler 《Higher Education》2008,56(3):349-379
Debates and policies in Europe as regards the diversity of higher education institutions and programmes have changed substantially
over the years. When expansion of the rate of new entry students was expected to grow beyond 10%, diversification between
types of higher education institutions became the most popular option, whereas no consensus emerged as far as the extent of
diversity and the most desirable classifications are concerned. In the 1980s, attention shifted gradually towards “vertical”
differences among institutions of formally the same type. Since the 1990s, more extreme modes of vertical diversity were more
frequently advocated as options to embark into world-wide competition for “world-class university”. The concurrent popular
debates are criticized as blaming moderate vertical inter-institutional diversity, emphasis on intra-institutional diversity,
efforts to put prime emphasis on a variety of profiles of any model other than extreme vertical diversity as counteracting
“quality”, although evidence for the superiority of the model praised is feeble. 相似文献