培养一年級学生友爱和同志情誼     

М.С.考白瑟夫 《江苏教育》1956,(20)

培养生学中间友爱和同志情谊,表现出互助合作、互相关心和富有同情心,是苏联学校的一个重要任务。从一年级开始,在他们最重要的活动——学习工作和日常关系中,就应当发展儿童的同志情谊。教师在这个重要工作中起着主要的作用。在这篇文章中,我们将着重指明教师对培养一年级学生中间同志关系的领导作用。我们曾用系统观察薩拉托夫城学校教师工作经验的方法,也用同他们一起工作的方法,研究了这个问题。  相似文献   

苹果里的星星     

迪.恩.帕金斯 《少年月刊》2005,(6)

一﹁| 一黯黔馨~~苹果里的星星@迪.恩.帕金斯!美  相似文献   

Summer Magic     

Jettie M.McWilliams 《英语辅导》2005,(9)

A点严城澎尸飞枷 1 exl〕eri即eedthegl“yof‘一r,邵lydaw。 Andtheslowlyfadingsha山加切sat名u幻down. Iw“ove门ow元ngwlth」叼卯uslaug扮er As Irana们djumpedin俪cifu[Play And如in山lsJ咖edme公而即d讨the如笋 In myyouth Ie叩n住祀d thema胖ofsu~比‘splendor. My‘oul  相似文献   

Studying creation of bulk elementary excitation by heaters in superfluid helium-Ⅱ at low temperatures   总被引：1，自引：0，他引：1  

ZAKHARENKO A. A. 《浙江大学学报(A卷英文版)》2007,8(7):1065-1076

In this paper, the obtained experimental results concerning creation of bulk elementary excitations （BEEs） in isotopically pure liquid ^4He at low temperatures -60 mK are discussed. Positive rotons＇ （R^＋-rotons） creation by a pulsed heater was studied. Signals were recorded for the following quantum processes： quantum evaporation of ^4He-atoms from the free liquid-helium surface by the BEEs of the liquid helium-Ⅱ, and BEEs reflection from the free surface back into the bulk liquid. Typical signals are shown, and ratios of signal amplitudes are evaluated. For long heater pulses from 5 to 10 μs, appearance of the second atomic cloud consisting of evaporated ^4He-atoms was observed in addition to the first atomic cloud. It is thought that the first atomic cloud of the evaporated helium atoms consists of very fast ^4He-atoms with energies ～35 K evaporated by positive rotons with the special energies ～17 K （～2ER～2×8.6 K with ER representing the roton minimum energy） corresponding to the third non-dispersive Zakharenko wave. The second cloud of slower ^4He-atoms was created by surface elementary excitations （SEEs or ripplons） possessing the special energies ～7.15 K representing the binding energy. It was assumed that such SEEs can be created by phonons incoming to the liquid surface with special energies ～6.2 K corresponding to the first non-dispersive Zakharenko wave which can interact at the liquid surface with the same phonons already reflected from the surface for long heater pulses. Also, some pulsed-heater characteristics were studied in order to better understand the features of such heaters in low temperature experiments.  相似文献   

心路历程--建议     

Dr.Robert S.Herman 《海外英语》2003,(12):4-5

Dear Friends,Giving advice is one of the most popular pastimes known to mankind. Everyone has some advice to give to everyone else. It is easier to give advice than it is to take advice. Most of us have been given more advice than we can possibly use.I am drawn to this topic because many of our readers ask me to give them advice on a variety(变化,多样性)of different prob-lems.This can be very flattering(讨人喜欢的), and I appreciate your willingness to ask me. I respond to your questions, and I feel free to give my opinions and my comments on any subject. These comments  相似文献   

Origins of individual differences in theory of mind: from nature to nurture?     

Hughes C  Jaffee SR  Happé F  Taylor A  Caspi A  Moffitt TE 《Child development》2005,76(2):356-370

In this study of the origins of individual differences in theory of mind (ToM), the Environmental Risk (E-Risk) Longitudinal Twin Study sample of 1,116 sixty-month-old twin pairs completed a comprehensive battery of ToM tasks. Individual differences in ToM were striking and strongly associated with verbal ability. Behavioral genetic models of the data showed that environmental factors explained the majority of the variance in ToM performance in this sample. Shared environmental influences on verbal ability had a common impact on ToM and explained more than half the phenotypic correlation between these two skills. Possible underlying proximal mechanisms are discussed, including maternal speech and mind-mindedness, sibling interactions, and peer influences.  相似文献   

论生物課中各种不同教学方法的运用     

Е.П.勃罗諾甫特  周苹 《生物学教学》1959,(1)

千篇一律的上課方式是目前中学生物学教学中一个最大的缺点,这种上課方式的特点是:在口头检查学生的家庭作业后,教师講解新教材,演示直观教具,巩固新教材,布置家庭作业。这样的上課結構在有些場合下还可运用,但不能经常如此。如果在上課时运用各种不同的教学方法,特別是让学生独立地研究所分发的材料、活的植物和教科书上的插图的話,学生將能更好地掌握教材。当教师在进行生物学課时所采用的教学方法时应遵循些什么原則呢? 首先,应明确,生物学課程具有那些教学方法,按我們的意見,大致有以下一些:講解法,談話法,中学性的演講法,学生独立工作法,实驗,閱讀教科  相似文献   

时间的价值     

A.阿明 《小作家选刊(小学)》2003,(7)

时间的价值就像金钱的价值一样:完全体现在如何使用上。只肯花一点点钱以维持生命的守财奴其实等于是个穷光蛋,他的万贯家财也就形同乌有。同样,舍不得花费时间去获取更多的幸福、去使更多的人幸福的人,也是虚度年华。  相似文献   

我们怎样研究工厂史     

Э.Е.皮萨连柯 《历史教学问题》1959,(5)

我校历史小组研究"共产国际"造船厂史,已经两年了.历史小组开始活动的那天,正好是我市生活中极有意义的日子——赫尔松市这家历史最长久的企业开办150年纪念日.在小组成立不久的一次会议上,我简扼地给学生们讲了这家工厂的历史和该厂工人革命与生产的光荣传统.我的讲述使孩子们发生了兴趣.有一位组员问我:  相似文献   

Metamemory in children with autism   总被引：2，自引：0，他引：2  

Farrant A  Boucher J  Blades M 《Child development》1999,70(1):107-131

Five experiments are reported comparing metamemory abilities in children with autism, age- and language-matched mentally retarded children, and language-matched young normal controls. The mean language age of the participants in Experiment 1 was approximately 6 years, in Experiments 2, 3, and 4 approximately 8 years, and in Experiment 5 approximately 9 years. All the children were given one or more false belief tests. Experiment 1 assessed the children's understanding that a task variable (list length) and a person variable (age) will affect their own and others' performances on an immediate auditory-verbal recall task. Experiment 2 assessed the ability to utilize category cues in a picture recall task. Experiments 3 and 4 assessed the ability to verbalize strategies used in a memory span test and in one retrospective and two prospective memory situations. Experiment 5 assessed the children's knowledge and understanding of another person's memory. On the basis of available evidence and theory, we predicted that the children with autism would be impaired on all the metamemory tasks and that impairment would be associated with failure on tests of false belief. Our predictions were not supported. The children with autism were not impaired on any of the metamemory tasks, although they were less likely than controls to make spontaneous use of memory strategies involving other people. Unexpectedly few of the children failed the false belief tasks. These results are discussed in relation to theories concerning primary psychological deficits underlying autism.  相似文献