加强对大学英语学习弱势群体的关注   总被引：1，自引：0，他引：1  

王林  杨建华 《广东技术师范学院学报》2004,(1):85-89

本文把第四学期CET - 4成绩在 4 9.5分以下的非英语专业本科生称为大学英语学习的弱势群体。统计了这部分学生的数量 ;分析了这个群体产生和形成的主要原因 ;提出了帮助这部分学生走出英语学习困境的建议以及改变现状的具体措施。  相似文献   

Swinging from a tree: can the process of technological integration be improved using Fault Tree Analysis?     

Mandie Aaron 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(6):1051-1054

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论体育对人的社会属性的影响   总被引：2，自引：0，他引：2  

王斌  孙德成 《安徽体育科技》2002,23(3):6-8

体育以它特有的方式对人的社会属性有着十分重要的影响,它培养了人的竞争意识,拓展了人的思维理念,培养了人的主体精神、团结意识及爱国热情.  相似文献   

体育技术CAI课件的设计   总被引：7，自引：0，他引：7  

杜少武  吉娜薇  梁梅花  吉莎丽 《体育与科学》2001,22(5):79-80

计算机辅助教学的兴起，使整个教育界传统教学方法扣理念受到了强烈的冲击，文章通过对大型体育技术课件的研制，论述了该类课件与纯理论课件的异同，其具有动态素材多，取材方便等特点，能有效防止CAI课件把黑板搬上电脑的弊端并提出了该类课件设计的一般原理和方法。  相似文献   

ADONIS—latest developments and its role in the changing publisher/library relationship     

HENK C. J. COMPIER  ROBERT M. CAMPBELL  B. V. ADONIS 《Health information and libraries journal》1992,9(1):3-13

Brains–Computers–Machines: Neural Engineering in Science Classrooms     

Eric H. Chudler  Kristen Clapper Bergsman 《CBE life sciences education》2016,15(1)

Neural engineering is an emerging field of high relevance to students, teachers, and the general public. This Feature presents online resources that educators and scientists can use to introduce students to neural engineering and to integrate core ideas from the life sciences, physical sciences, social sciences, computer science, and engineering into the classroom.  相似文献   

A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes     

Justin D. Lewin  Erin L. Vinson  MacKenzie R. Stetzer  Michelle K. Smith 《CBE life sciences education》2016,15(1)

At the University of Maine, middle and high school teachers observed more than 250 university science, technology, engineering, and mathematics classes and collected information on the nature of instruction, including how clickers were being used. Comparisons of classes taught with (n = 80) and without (n = 184) clickers show that, while instructional behaviors differ, the use of clickers alone does not significantly impact the time instructors spend lecturing. One possible explanation stems from the observation of three distinct modes of clicker use: peer discussion, in which students had the opportunity to talk with one another during clicker questions; individual thinking, in which no peer discussion was observed; and alternative collaboration, in which students had time for discussion, but it was not paired with clicker questions. Investigation of these modes revealed differences in the range of behaviors, the amount of time instructors lecture, and how challenging the clicker questions were to answer. Because instructors can vary their instructional style from one clicker question to the next, we also explored differences in how individual instructors incorporated peer discussion during clicker questions. These findings provide new insights into the range of clicker implementation at a campus-wide level and how such findings can be used to inform targeted professional development for faculty.  相似文献   

A study of Attachment Disorders in young offenders attending specialist services     

《Child abuse & neglect》2017

Attachment disorders, specifically Reactive Attachment Disorder (RAD) and Disinhibited Social Engagement Disorder (DSED) are disorders associated with neglect and abuse in which people have significant difficulties relating to others. This study aims to explore Attachment Disorder symptoms and diagnoses in young offenders and factors that may be associated with them such as mental health problems. A cross-sectional design was used with 29 young people who were known to Intensive Services, aged 12–17 (M = 16.2, SD = 1.3), 29 carers and 20 teachers. They completed measures investigating symptoms of Attachment Disorders and psychopathology. Eighty-six percent of the young people had experienced some form of maltreatment and the rates of an actual or borderline Attachment Disorder was 52%. A positive correlation between Attachment Disorder symptoms and other mental health problems (as rated by carer-report Strengths and Difficulties Questionnaire Total Difficulties Score), accounting for 36% of the variance was found, with a large effect size (r_s = 0.60). Attachment Disorder symptoms were associated with hyperactivity and peer relationship problems.  相似文献   

In practice: How I learned to stop blaming students     

Jim Dewey 《About Campus》2011,15(6):26-28

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Only connect: Troubling oppositions in gender and mathematics     

Heather Mendick 《International Journal of Inclusive Education》2013,17(2):161-180

This paper focuses on the ways in which many researchers working in the area of gender and mathematics make sense of their data. In particular, it is argued that their use of the oppositional framing, separation versus connection (and others, such as cognition versus affect and objective versus subjective), operates to fix difference, and so to fix gender and mathematics within a structure of binary thinking that ultimately serves to re/produce gender inequalities. The aim is to suggest a more productive approach to understanding the continued gendering of participation in mathematics. This approach is based in deconstructing these oppositional patterns. This theoretical approach is illustrated using readings of interviews with two young mathematics students, Analia and Phil, talking about their relationships with the subject. The paper ends by looking at what this unfixing of difference means for mathematics pedagogy.  相似文献