高校图书馆如何更贴切地服务于读者--需读者之所需急读者之所急     

张小鸽 《环球赛鸽科技》2014,(28)

本文针对图书馆服务于读者角度,从多方面谈及高校图书馆如何更贴切服务于读者：如何多关注读者,多调查研究,优化图书资源设置;如何在在工作中,善于发现问题,及时总结问题,妥善解决问题,实现图书馆与读者的和谐共处;如何多与读者交流,多听取读者意见,贴切服务于读者;最后谈及了作为高校图书馆工作人员应该从哪些方面做,才能更贴切的服务于读者。  相似文献   

义务教育班级适度规模收益评价指标体系及其分析     

张万朋  孙雪 《教育与经济》2012,(2):51-53

在我国小班教学以及班级规模的研究已经有了相当长的历史,但是大多数研究或为国外研究介绍,或为一线实践经验,此领域内的实证研究依然比较缺乏。本文在概念辨析的基础上,尝试运用实证研究的方法对义务教育阶段班级适度规模下的收益问题进行深入探讨,试图设计、构建一套义务教育班级适度规模的收益评价指标体系。  相似文献   

Project friends: A multi-age learning community     

Diane Adams  Carlene Harmon  Stephanie Reneke  Thomasenia Lott Adams  Lynn Hartle  Linda Lamme 《Early Childhood Education Journal》1997,24(4):217-221

Project Friends is a learning community based on our confidence in the multi-age classroom as a valuable and viable vehicle for teaching young children. Our three multi-age classrooms of kinder-garten, first- and second-grade children were the served as the setting for Project Friends. In this article, we share our beginnings, significant features and outcomes of the learning community, and our reflections on a year ended in Project Friends. Our experiences and the experiences of the children in the multi-age classrooms continue to provide rich contexts for teaching and learning in the elementary school. Supported by school/university collaboration.  相似文献   

大学英语阅读理解题的设计     

熊咏萍 《孝感职业技术学院学报》2002,5(4):58-61

文章介绍了在设计阅读理解题时应该注意的两个问题:一是内容及难度须合宜;二是设计应巧妙。  相似文献   

Impact of a Mentoring Experience on College Students’ Beliefs about Early Childhood Development     

Mary Trepanier-Street  Martha A. Adler  Julie Taylor 《Early Childhood Education Journal》2007,34(5):337-343

With the increasing demands placed on working families and the push downward of academics from the K-12 system, there is a critical need to provide high-quality early childhood programming for our nation’s children, particularly those considered at risk for academic failure. This study attempts to (a) understand the beliefs of college students about early childhood development and developmentally appropriate practices, and (b) determine if these beliefs change after their yearlong involvement in Jumpstart, a national intensive mentoring program for academically at-risk preschoolers. Surveys from this national program investigated college students’ beliefs about early childhood development and developmentally appropriate practices. Results indicate that a yearlong mentoring program positively impacts college students’ beliefs. These beliefs become less skills-based more and child-centered and constructivist.  相似文献   

Fatherhood Education From a Cultural Perspective: Evolving Roles and Identities After a Fatherhood Intervention for Latinos in South Florida     

Maritza Concha  Maria Elena Villar  Rocio Tafur-Salgado  Sandra Ibanez  Lauren Azevedo 《Journal of Latinos & Education》2016,15(3):170-179

This article uses gender-role theory to consider the involvement of Latino fathers in their children’s lives as a result of participating in a fatherhood educational intervention. Open-ended interviews (n = 48) were conducted with participants of the program. Findings revealed that the content of the group intervention encouraged fathers to redefine their identity as a male and father by examining their own communication, discipline, and self-control as well as recognizing certain aspects of Latino culture. Implications of this study can be used to design culturally competent behavioral interventions for Latino fathers.  相似文献   

欧阳修排抑“太学体”发覆   总被引：2，自引：0，他引：2  

谢琰 《安庆师范学院学报(社会科学版)》2008,27(10):84-88

欧阳修排抑＂太学体＂,主要目的不在文体革新,而是借此打击轻薄举子＂妄议时事＂的政治习气。这股习气是庆历至嘉年间＂言事之风兴盛＂大潮流的一个支流。欧阳修在现实政治中艰难地维护＂朝廷大体＂,痛苦地调和日趋偏激的＂政治气节＂,虽然寄希望于下一代,但最终没能遏止住偏激矫节的言事之风。他的政治心态和政治遭际,具有相当的代表性。  相似文献   

试论内隐记忆的本质特征   总被引：4，自引：0，他引：4  

徐大真 《信阳师范学院学报(哲学社会科学版)》2001,21(1):61-63

内隐记忆是一种自动的、不需要有意识参与的记忆.内隐记忆与外显记忆之间具有随机独立性与功能独立性特点.加工说与系统说在内隐记忆的理论建构上各执一词,各有特色,但其总的发展趋势是走向融合.  相似文献   

Culturally Appropriate Context: Unlocking the Potential of Response to Intervention for English Language Learners     

Yaoying Xu  Elizabeth Drame 《Early Childhood Education Journal》2008,35(4):305-311

The number of young children whose home language is not English continues to increase every year in the United States. Challenges for English language learners (ELL) involve low academic achievement related to low expectations and inappropriate instruction, and inappropriate assessment instruments or procedures resulting in overrepresentation of ELL students in higher incidence disabilities. In addition, the lack of effective instructional strategies for teaching ELL students often lead to behavioral problems and poor social interaction skills. The purpose of this article is to examine the learning context of young ELLs relative to culturally and linguistically responsive intervention. Components and potentials of response to intervention model were investigated. Essential factors involved in culturally and linguistically responsive intervention were identified. Finally, challenges in preparing culturally appropriate context were discussed.  相似文献   

Turkish preschool teachers’ beliefs and practices related to two dimensions of developmentally appropriate classroom management*     

İkbal Tuba Şahin-Sak  Feyza Tantekin-Erden  Sharolyn Pollard-Durodola 《Education 3-13》2018,46(1):102-116

The purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to two dimensions of classroom management. The participants of the study were four female teachers working in Ankara. The data of this study were collected through a demographic information protocol, interviews, classroom observations, and a document review. The findings of the study showed that preschool teachers’ beliefs were closer to developmentally appropriate practices than their self-reported and actual practices. Also, teachers’ actual practices were mainly influenced by the physical characteristics of the schools and children’s characteristics.  相似文献