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从关怀世界及人类的视角去观照爱伦·坡和菲茨杰拉德的小说 ,会从它繁复的形式和题材设置中查证内容得以成立的依据 ,从中寻找文本内容之外的无穷无尽的所有内容 ,如此推断 ,无限延伸 ,从而进入一个无限的证实文本内容真实性的范围 ,现实生活及其现世观点因之得以确认。 相似文献
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陈敏娜 《深圳信息职业技术学院学报》2011,9(2):17-21
目前在大学生党员队伍中存在着理想信念不坚定、入党动机功利化、党性意识薄弱、组织观念淡薄、奉献意识不强、政治学习氛围不浓的现象。为此,学校党组织要从考察制度上、组织管理上、学习机制上、监督力量上构建大学生党员先进性教育的长效机制。 相似文献
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本科生导师制的广泛实施,对担任导师一职的大学教师提出了新的责任要求。文章从导师职业的特殊性出发,认为本科生导师承担着以学术和道德为核心,以知识传播、能力培养、精神塑造为内涵的职业责任,并为如何更好地履行这一责任建立保障机制。 相似文献
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The aim of this two‐year longitudinal study was to investigate the role and impact of prior mathematics performance, cognitive appraisals and mathematics‐specific, affective anxiety in determining later mathematics achievement and future career orientation among Finnish adolescents. The basic ideas of the control‐value theory, assumed to be culturally universal, and previous controversial results regarding the relationship between mathematics anxiety and mathematics achievement were tested in the Finnish cultural context with a longitudinal design. The key premise of the control‐value theory is that control and value appraisals are significant determinants of both activity and outcome achievement emotions. Our results suggest that mathematics anxiety, a prospective outcome emotion, is determined by outcome expectancies (success or failure) and outcome value (the importance of performing well). They also suggest that anxiety as a negative affective emotion is a problem not only for those who perform poorly but probably also for certain pupils across all achievement levels. Compared with the performance level and with the boys, the girls exhibited inaccurately low outcome expectancies in mathematics. These low expectancies connected to the negative value of failure are a potential cause for their higher anxiety level. The educational implications of the findings are discussed. 相似文献
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陕西乡村旅游资源丰富,具有品牌丰富化、区域发展特色化、节庆旅游多样化等特点。本文运用ASEB栅格分析法,以体验为视角,分析了陕西乡村旅游发展的优势、劣势、机遇和挑战,并从发展可持续、管理可持续、动力可持续和生态可持续等方面探讨了陕西乡村旅游可持续发展的途径。 相似文献
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In this article, we examine content supply as a public service strategy in Finland, one of the forerunner countries of digital terrestrial television in Europe. Regarding digitalization, European broadcasters face several options from full service to a specialized mission. The case at hand is the first full digital year of 2002 in Finland. The focus is on one of the traditional principles of public service broadcasting, the diversity of programming, as it is realized in the new, digital, multichannel environment. We examine content diversity by comparing channel profiles as well by analyzing indexes of the horizontal and vertical breadth and dissimilarity of programming. In a market of two public service and two commercial analogue generalist TV channels, the five new thematic digital channels have radically altered the amount of system-wide supply, but the diversity of programming has not suffered. This is due to the specializing strategy of the public service broadcaster. Its approach to focus on factual programming is clear in its digital output but can be detected in moderation also in its analogue supply. However, with the expected increase on commercial digital supply also in terrestrial networks, there is the possibility of the generalist public service broadcaster to turn into a fragmented one. 相似文献
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This narrative inquiry aims to look at teacher–pupil relationships through teacher memories. When 49 university students of education were asked to write their memories of teachers, they told about their teachers in relation to pupils. The data were analysed thematically and, based on that, re‐read through the concepts of body, caring and power in order to answer the question of how these can be understood as elements of the teacher–pupil relationship. We will also discuss the potential for encounter in teacher–pupil relationships, since we noticed that students especially seemed to recall encounters and non‐encounters in the relationship. By listening to former pupils, it is possible to elicit significant memories of what, from their point of view, is in the core of being a teacher. The meaning of recalling one's own teachers in teacher education is also emphasised. 相似文献
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Minna Lakkala Hanni Muukkonen Kai Hakkarainen 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):281-300
There is wide agreement on the importance of scaffolding for student learning. Yet, models of individual and face‐to‐face scaffolding are not necessarily applicable to educational settings in which a group of learners is pursuing a process of inquiry mediated by technology. The scaffolding needed for such a process may be examined from three perspectives: the organization of activities, the affordances of tools, and process‐level guidance. The purpose of the present study was to assess three tutors’ contributions to university students’ computer‐mediated discourse organized as a question‐driven inquiry process. In all, 17 students participated in the discourse as part of their studies in a cognitive psychology course. Quantitative and qualitative analyses were conducted to investigate critical patterns and possible effects of the tutors’ process‐level scaffolding. During the process, the more experienced tutors acted as meta‐level commentators, whereas the less experienced tutor participated in the inquiry as a co‐inquirer who also produced inquiry questions. More elaborate scaffolding to foster students’ metacognitive awareness of the inquiry strategies was generally lacking in all three tutors’ data. Implications for pedagogical improvement in collaborative, computer‐supported educational settings are discussed. 相似文献
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Jake McMullen Minna M. Hannula-Sormunen Mikko Kainulainen Kristian Kiili Erno Lehtinen 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):562-573
Spontaneous focusing on quantitative relations (SFOR) has been shown to be a strong predictor of rational number conceptual development in late primary school. The present study outlines an intervention program that examines the possibilities to enhance late primary school students' SFOR tendency. The intervention program harnessed mobile technology in order to allow students to explore and identify quantitative relations in their everyday environment, including situations outside of the classroom. A total of 38 thirteen-year-olds from two classrooms participated in the seven-week long quasi-experimental study. One classroom spent five lessons over five weeks participating in activities which involved uncovering, defining and describing multiplicative relations in their everyday surroundings. In comparison to a business-as-usual control group, results show the intervention to be successful in enhancing SFOR tendency. These results suggest that it is possible to utilize mobile technologies to enhance students' awareness of the possibilities to use quantitative relations as explicit targets of focusing and reasoning in nonexplicitly mathematical situations. 相似文献