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Sue Greener 《Interactive Learning Environments》2016,24(4):663-664
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李翠珍 《沈阳教育学院学报》2000,2(3):93-95
初二是抽象思维形成的阶段,我们应激发学生的学习热情,培养他们的积极性、主动性和创造性,使他们积极思维,善于思考,鼓励他们树立自信心。 相似文献
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Angela Anning 《The International Journal of Art & Design Education》1999,18(2):163-172
Young children enter formal schooling with a repertoire of modes of representation with which they try to make sense of the world – drawing, modelling, role play, storying, emergent literacy and numeracy. In drawing they use mark making for kinesthetic pleasure and later learn to repeat patterns and shapes intentionally. From these repeated marks they begin to explore the potential of drawings to represent what they know. A parallel set of drawing strategies with an explicit communicative function develop through social relationships at home or in pre-school/care settings. Children observe and mimic modes of representation and absorb the semiotics modelled by adults or older children in the community/culture[s] in which they are reared. On entering formal school, the messages children receive from the culture of classrooms is that the modes of representation that are valued are the formal symbolic modes of literacy and numeracy whereas teachers perceive drawing as useful for occupational or recreational purposes. Ironically, as children are cultured into ‘academic’ achievements, they lose out on opportunities to engage in alternative modes of representation/symbolic systems, which may offer opportunities for cognitive challenge at higher levels. Thus, whilst pushing children to perform ‘academically’ in the early stages of schooling, we underestimate them ‘intellectually’. At elementary school level children’s mark-making is shaped into a ‘catch-all’, narrative/representational style of drawing across all subjects. Children often elect to explore their own personal, culturally specific ways of drawing outside school as ‘home art’. In school their capabilities in using alternative modes of representation as tools for learning wither away. 相似文献
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In this paper Fiona Reeve, Jim Gallacher and Terry Mayes of Glasgow Caledonian University, bring together two current themes in higher education, work‐based learning and the use of new technology in teaching and learning. The paper begins to explore their interaction by examining the ways in which new technology can help to overcome some of the barriers which exist to work‐based learning. To begin this analysis a general model of a WWW‐based learning resource is described which has relevance for a range of open learning contexts. A central aspect of this model is the use of communication technologies to promote the creation of learning dialogues. The way in which this general model might be applied to work‐based learning is then examined. Having suggested that such a model has much to offer work‐based learning, some of the constraints which might be encountered on implementation are then identified. Finally, the authors conclude that it is in promoting more and better forms of communication that new technology can contribute towards work‐based learning practice. 相似文献
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在英语学习过程中，介词的学习和使用是比较重要的方面，需要在弄懂其确切含义的前提下，努力加以掌握，本文着重探讨了成语介词due to(因为）和owing to(因为）的相同和不同之外，以期引起英语学习者的注意，掌握好成语介词，进面为学习英语打好基础。 相似文献
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Margaret Perkins 《English in Education》1999,33(3):62-69
The National Curriculum for Initial Teacher Education in English is specific and detailed about the knowledge expected of primary teachers. Shulman (1987) argued that teachers transform this sort of subject content knowledge into something accessible and meaningful to their pupils and this knowledge is described as ‘pedagogic content knowledge’. Medwell et al. (1998) found that effective literacy teachers only knew literacy in the way that they taught it. The research project underpinning this article aimed to explore student teachers' conceptions of the teaching of reading in order to find out what they thought they were teaching when they taught reading. It was thought that the personal reading histories of the students would impact on their developing conceptions of teaching reading. This article traces one student, Gordon, through the year of his PGCE course. In the form of dialogue between Gordon and the researcher developing understanding is articulated. Three different types of reading are described: decoding, making meaning and engaging. Reading is seen as a transformative process, where the reader is both within and outside the text. This has implications both for the conception of reading contained within the curriculum and the way it is implemented within the classroom. A teacher can only introduce children to experiences and ways of reading that are known to herself. It is argued, therefore, that student teachers need to extend the boundaries of their own reading and so appreciate the wide range of ways in which meaning is constructed and readers are created. 相似文献
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读写脱节一直是中学语文教学存在的不良现象 ,也是语文教学低效的重要原因。如何使学能致用 ,以用促学 ?本文提出了读写结合的教学模式 ,并从三个环节对这一模式进行探讨。 相似文献
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猜想与假设是科学探究的重要环节之一.本文结合教学案例,分别讨论了如何运用演绎法、归纳法、类比法、直觉法等物理思维方法引导学生猜想与假设. 相似文献
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Children face numerous transitions throughout their school careers. Research has demonstrated that early transitions can positively or negatively impact future school performance. Establishing effective models to ensure carryover of instructional strategies and interventions into early elementary school can increase the likelihood children will have a smooth transition to kindergarten from preschool. Response and Recognition (R&R) is a framework for delivering a continuum of instructional strategies and interventions to meet children’s needs at the preschool level. Response to Intervention (RtI) is a framework for implementing a continuum of instructional strategies and interventions to meet children’s needs at the K-12 level. The purpose of this paper is to outline the similarities and differences between the R&R and RtI frameworks and to provide recommendations of ways the two frameworks can be used to ensure a smooth transition into primary school. 相似文献
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丁继明 《佳木斯教育学院学报》2013,(10)
"成由勤俭败因奢",这是早被历史证明了的客观规律。此规律所以亘古不易,是因俭与成、奢与败之间存在着内在的必然联系:俭可砺志,促人生事业有成,奢能消志,使人生不思进取;俭使人心胸宽广、行为光明正大,奢使人心胸狭窄,行为卑鄙龌龊;俭开国家富裕强盛之源,奢削社会繁荣之基;俭风吹扬即是国家兴旺发达的标志,奢风弥漫实为国家衰亡败落的征兆。无论是人生历程还是国家大业,要想始终遵循俭而成的逻辑发展,避免奢而败的惩罚,就必须永远保持艰苦奋斗,节俭朴素的优良品德。新世纪新时期在认真学习中国特色社会主义创新理论的同时,研究和借鉴我国古代关于俭成奢败律的思想,从中吸取精神营养,无疑具有重要的现实意义。 相似文献
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Helen St Clair-Thompson Rebecca Giles Sarah P. McGeown David Putwain Peter Clough John Perry 《教育心理学》2017,37(7):792-809
Mental toughness can be conceptualised as a set of attributes that allow people to deal effectively with challenges, stressors and pressure. Recent work has suggested that it may be a valuable construct to consider within educational settings. The current studies explored the associations between mental toughness and educational transitions. Study 1 examined the relationships between mental toughness and concerns about moving to a new school in 105 children aged 12–13 years of age. The results revealed significant relationships between several aspects of mental toughness, but particularly confidence in abilities, and children’s concerns. Study 2 examined the relationships between mental toughness and adjustment to university in 200 undergraduate students at various stages of their course. The results revealed a role for several aspects of mental toughness; commitment, control of life, control of emotion, confidence in abilities and interpersonal confidence. The results are discussed in terms of implications for educational practice. It is suggested that measures of mental toughness could be used to identify individuals who may benefit from additional support during transition to a new school or to university, and that future research should explore the potential benefits of mental toughness training. 相似文献
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黄觉弘 《山西师大学报(社会科学版)》2009,36(2)
杜谔<春秋会义>所引"<总论>日"三十条,皆系孙复<春秋总论>佚文.另陈深<读春秋编>、汪克宽<春秋胡传附录纂疏>亦各引一条.<春秋总论>原书体例是先列经文,次引三传或诸家之言,再评衡诸说,断以己意.就佚文内容来看,<春秋总论>所论之范围皆<春秋尊王发微>所论及,而且二者绝大部分论说都是义旨相同和互补的,可见二者高度一致.但值得注意的是,有三条论说二者义旨全然不同.又唐顺之<荆川稗编>卷十六、程公说<春秋分纪>卷五十四以及卷七十三曾四引"孙复日",这四篇文辞均系孙复<春秋>佚论,盖出于亡佚之<睢阳子集>. 相似文献
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张晓萍 《广播电视大学学报》2006,(4):42-43
电视图像和语言既有联系又有区别的特点,决定了它们在电视节目中是互为条件、优势互补的关系。因此,电视解说词写作必须在把握好解说词特点的基础上进行,即电视解说词是协调性非独立性文体;是非修饰性的说明性文字;写作中必须运用口语化词汇表达。 相似文献
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杨杰 《河北软件职业技术学院学报》2000,(2)
在调查研究的基础上从三个方面分析了我国国内市场流失的现状;从四个方面提出了造成这一问题的主要原因。引用大量事例和典型分析探讨了我国加入世界贸易组织前后民族工业的保护措施。 相似文献
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本就当前学校德育面临的种种困惑进行反思，以期实现学校德育工作职能的转化，并力图构建强在强化情感体验性和实践性的行之有效的德育方法。 相似文献
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没人想在开始做一份新工作时傻乎乎地或做出不恰当的事。从第一天就留下个好印象——而不是坏印象——是十分重要的。你将面对一些新人,你将身处一个新的地方。如何行事可能有些困难。这里有7点妙法可帮你在新的工作岗位上度过最初的日子。1.第一次的印像将会永磨不去,所以你要留下个好的印象。在第一天上班之前,要弄清你的新工作是否有着装规范(即关于你该穿什么去上班的要求)。如果有,一定按照要求去做。不管是何种要求,永远要保持整洁。 相似文献