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1.
Last Sunday, my friends and I went to the river where we used to swim in. When we got there, to our surprise, the river had been polluted seriously.Last Sunday, my friends and I went to the river where we used to swim in. When we got there, to our surprise, the river had been polluted seriously. I n my memory, the water in the river was clean and clear. But now it is very dirty. There is a lot of rubbish floating on the river. How terrible it is! I observed carefully around the river, I fo… 相似文献
2.
CHARLOTTE-IMBERT 《贵阳学院学报(社会科学版)》1993,(1)
In this article I would Iike to suggest that not only is 'role-play' useful in the learning of language but it is essential. Coming from a theatre background I am particularly concerned with language as a means of rem communication. When we are Children we learn our native language unconsciously; we learn grammar by having our mistakes corrected by our parents and by the necessity of making ourselves understood. But, when we are learning a second language our ability to learn unconsciously is impaired by our adult minds. However, we can simulate the way a child learns by learning the second language in-countrg but this is often difficult to achieve. So, 'role-play' must be the next best thing. 相似文献
3.
Mother's Day is coming soon.As a child,I think we should do something useful for our mothers and make them happy.
One of the ways to celebrate Mother's Day is to give our mothers a day off.Let them relax while the rest of the family are doing the housework.Firstly,we should send our mothers some flowers or special small presents and say "Happy Mother's Day" to them.Secondly,we should do some housework,such as washing the dishes,cleaning the room and washing the clothes.We can also tell some jokes to our mothers and tell them something interesting in our school.I think these things can make our mothers happy.Finally,we should cook delicious food for our mothers.It's important for the whole family to have dinner together,because it will make our mothers feel happy. 相似文献
4.
During our marriage,my wife and I have always exchanged not just one kiss,but three kisses when we departed company. It has brought snickers and chuckles from others, usually our daughters. What is the significance of the three kisses? The three kisses are not to say good-bye,but are a reminder of the completeness and meaning of our marriage union. 相似文献
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Today is Saturday. It is sunny and warm. I went shopping with my good friend. On our way to the supermarket, we saw a purse on the road. We picked it up. There was some money and an ID card in it. We went to a police station with the purse. Then we gave it to a policeman. When I went back home, I told my parents about it. They were very happy and said, "you're our good child. We are proud of you!" I am very happy today. 相似文献
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《海外英语》2006,(6):32
Where love is concerned,too much is not even enough.Pierre de beaumarchais,French dramatist I could say that a winter breeze had sent snow flurries dancing against our windowpane as we cuddled in front of a glowing fire,sipping spiced cider,altemately nuzzling each other and cooing about the depth of our love. I could say that-but it would be a lie. 相似文献
7.
I realized I was holding an apple seed in my hand.It could become a beautiful big tree and grow thousands of apples in its lifetime.Each apple has several seeds that could grow a new tree,but why then the world isn’t filled with apple trees？It is a rule of nature that only a few of these seeds grow.And it’s quite often so with our dreams.Wonderful ideas come to our minds but they die too soon.We don’t take care of the little saplings,and we don’t protect them as we should.And then one day we wonder what happened to our dreams. 相似文献
8.
Last summer I went to Dalian with my parents for our summer holiday, and we had a very good time there.Dalian is a city by the sea. It is in North China, and lots of people go there to spend their holiday. 相似文献
9.
I have a big family. There are 42 brothers and sisters in it. We study and live happily. I think everyone has guessed that this big family is my class. It's one of the best classes in our school. In our family, everyone has his own character, such as clever boy Cao Cao, pretty girl Xiao Jie, little artist yao Bin and so on. Wen Bin is my brother. Perhaps you will think that he is a gentle boy when you hear the name. He looks quiet. But when he comes to the playground, he changes completely. He looks like a cute monkey. Although each of our brothers and sisters are not the same, we are very united (团结的). Our class is a warm family. Welcome to our home. I believe you will love it at once. 相似文献
10.
罗明芳 《中学生英语读写(高中版)》2003,(12)
In the summer holiday my classmates and I paid a visit to Penglai Mountain, which lies in the south of our hometown, Youxi. It is about one thousand metres high. It is said that the mountain is the highest one in Youxi.Singing and laughing all the way, we arrived at the foot of the hill on the early morning. The narrow road winds around the mountain. On both sides of it, we also saw 相似文献
11.
Emilia A. Nhalevilo 《Cultural Studies of Science Education》2011,6(2):441-444
This paper is written in response to a paper by Maria Rivera on issues of language and identity. I give an autobiographical
account of my own experiences in relation to language identity and colonialism. I relate language and issues of alienation
during the colonial time and I reflect on how that past is still currently distorting the way we look at our local language.
I depict some episodes that, although they cannot be generalized, show how colonialism still deforms our cultural liberty.
I conclude that only with cultural emancipation can we teach in a truly contextualized manner and do research based on our
context. Only with cultural liberty we can be emancipated in the context of globalisation. 相似文献
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Kathy Hytten 《Educational Studies A Journal of the American Educational Studies Association》2018,54(1):99-108
In this article, I argue that at its best, work in the foundations of education is about building islands of decency, borrowing from a metaphor originally used by Myles Horton. Horton suggests that in times of crisis and despair, we can work our way out of pessimism by surrounding ourselves with people who share some of our goals for a better world and working with them to create pockets of decency that are contagious. I begin by describing some of the commitments we share in the foundations field, focusing specifically on the ways we work toward social justice, diversity, and democracy. I then describe three tensions we must navigate in our work to be decent as scholars and people, unpacking the meaning of decency throughout the article. These are tensions between construction and critique, inquiry and advocacy, and humanist and instrumentalist rationality. I end by sketching some visions of hope and possibility, what the American Educational Studies Association can be in our next 50 years if we nourish the best of our habits and tendencies, and work to address some of our challenges. 相似文献
14.
Us and them: Finding irony in our teaching methods 总被引：1，自引：1，他引：0
This paper reports a collaborative project to explore our work as teacher educators, an effort to reconstruct a stance for ourselves in relation to our students. Our analysis is aligned with feminist post-modern perspectives, involving a reflexive representation of our teaching identities. To collect these expressions, we kept a real-time dialogue journal, sitting together weekly over the course of a semester, writing to each other in conversation about our ongoing interactions with students. We reviewed these written records looking for contradictions in our talk about our students and our methods of instruction. This paper shares our discovery of the ironic in our desires for authoritative knowledge, effective methods, coherent organization, and harmonic relationships that mirrored our students' requests of us. We suggest the importance of planting seeds of irony alongside our teaching recommendations, so that our students might recognize and embrace the limitations of our authority. I wonder about the value in talking about what concerns us in our teaching. The labels we dredge up get us to the same old places where we win, students struggle, and colleagues don't get it. Well, I don't usually get it either. I mean, I think you can get used to an audience and figure out how to address it, and that might get you good course evaluations. But to what end? (Hinchman, 9 September 1995). 相似文献
15.
Global/Cultural Teachers Creating Possibilities: Reading Worlds,Reading Selves,and Learning to Teach
《Pedagogies: An International Journal》2013,8(1):77-87
In this article I explore the notion of a global/cultural educator, especially how we as teacher educators prepare future educators for the global communities that they might serve. I argue that our challenge is to prepare educators to work on behalf of, from, alongside, and within communities. To work globally requires educators to bridge the gap between the privileged and the marginalised, between uniformity and diversity, between local and global, across gender and races, and between indigenous and immigrant. To achieve these goals, I posit that we need to go beyond an infusion of the knowledge of various cultures in our curriculum. I suggest that we need to find spaces where the global/cultural educator can have an identity that emerges not from theory alone but from a mix of scholarship, practice, global development, and cultural critique and proceeds in a manner that is responsive, supportive, diverse, and nonoppressive. It is a journey for which we lack a map and indeed may be blinded by our own vision. 相似文献
16.
Leeat Granek 《International journal of qualitative studies in education》2013,26(2):178-197
As researchers, we are intertwined in our research relationships in two ways that put us on the line. First, our very beings are co-constituted and developed in an intersubjective exchange with the people we work with. Acknowledging our interdependence frees us to take an empathetic and hermeneutic stance that I have termed the epistemology of the hyphen, in our qualitative research relationships, and in the process, reject the objectivist, dissociative mode of procuring research. Instead, we produce knowledge that is socially responsible by virtue of its grounding in empathy and care. Second, I suggest that we are also on the line when it comes to the relationship between ourselves, and our audiences. The constraints and freedoms that contour our voices as qualitative researchers shape not only the stories we tell about our participants, but also ourselves as human beings. We must incorporate affect into our reports for them to do justice to ourselves, our readers and listeners, and our participants. 相似文献
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从分析学校体育与学生社会适应能力及个性心理发展的关系入手,探讨了学校体育如何按"生理、心理、社会"的三维健康观来贯彻和落实"健康第一"的指导思想,在体育活动中培养学生良好的个性特征. 相似文献
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Jo‐Anne Ferreira 《Environmental Education Research》2009,15(5):607-620
In this paper I employ Foucault's notion of governmentality to reflect on a debate that occurred in the pages of this journal some 10 years ago. I argue that their exchanges indicate ways in which various positions are engaged in a struggle for dominance in this field, and how particular strategies are used to legitimate and maintain these positions. My purpose is not to propose a new orthodoxy – or even to critique those we have – but rather to raise questions about how the unquestioned ‘that‐which‐is’ of orthodoxies comes to be, and their effects. I also suggest that as environmental educators and researchers, we need to work harder to unsettle more often the taken‐for‐granted in environmental education so that we remain alert to our own easy acceptance of orthodoxies. Without this, we risk our exhortations to those we seek to educate – to think critically, to question assumptions, and so forth – becoming empty rhetoric if we are not practising these ourselves – examining our own, as well as others', assumptions and practices. 相似文献