行动学习视角下外语教师实践性知识构建研究     

王栋  常留英 《宁波大学学报(教育科学版)》2011,33(6):64-67

参考Elbaz提出的教师实践性知识分析框架,以两位高校英语教师为个案,从行动学习的视角探究高校外语教师实践性知识的构建途径,以期为高校外语教师教育与专业发展提供相关启示。  相似文献   

田径跳跃项目专项动作协调能力研究   总被引：1，自引：1，他引：0  

刘擎 《内江师范学院学报》2011,26(6):107-110

通过对田径跳跃项目专项动作特征的研究,对田径跳跃项目专项动作协调能力进行了探索,认为田径跳跃项目的动作协调能力在运动技术上表现为：爆发性用力;跑跳结合;摆、蹬结合和空间动作的控制与定向能力四个方面,这将有助于我们对其专项运动协调能力水平做出科学的量度和判断,提高专项运动协调能力.  相似文献   

布格缪勒钢琴练习曲op.109创作特征及教学意义     

夏毅  黄长美 《内江师范学院学报》2011,26(3):123-125

布格缪勒钢琴练习曲Op.109具有标题性、音乐性、技术性和性格多样性四个方面的创作特征。作品有助于培养学生对音乐的理解力和想象力,提高学生对弹奏练习曲的兴趣,同时也有利于增强学生对不同性格音乐的驾驭能力。  相似文献   

Classroom action research on formative assessment in a context-based chemistry course     

Johannes Vogelzang  Wilfried F. Admiraal 《Educational Action Research》2017,25(1):155-166

Context-based science courses stimulate students to reconstruct the information presented by connecting to their prior knowledge and experiences. However, students need support. Formative assessments inform both teacher and students about students’ knowledge deficiencies and misconceptions and how students can be supported. Research on formative assessments suggests a positive impact on students’ science achievement, although its success depends on how the formative assessment is implemented in class. The aim of this study was to provide insights into the effects of formative assessments on achievement during a context-based chemistry course on lactic acid. In a classroom action research setting, a pre-test/post-test control group design with switching replications was applied. Student achievement was measured in two pre-tests, two post-tests and a retention test. Participants were Grade 9 students from one secondary school in the Netherlands. Repeated-measures analysis showed a significant effect of formative assessments on students’ achievement. During the implementation of the formative assessments, intriguing discussions emerged between students, between students and teacher, and between teachers. Adding formative assessments to context-based approaches reinforces their strength to meet with the current challenges of chemistry education. Formative assessments affect students’ achievement positively and stimulate feedback between students and teacher(s).  相似文献   

从费尔巴哈、赫斯到马克思:实践唯物主义的生成图谱     

吴苑华 《嘉应学院学报》2003,21(1):5-9

本文从费尔巴哈直观唯物主义和赫斯行动哲学对青年马克思哲学思想的思维性引领,意欲展示青年马克思实践唯物主义哲学思想的曲线性生成图谱及其内在的逻辑指认。  相似文献   

浅谈大学生艺术素质的培养     

胡轶 《商洛学院学报》2006,20(1):75-77

艺术素质教育是高校素质教育的重要组成部分。加强大学生艺术素质教育,对提高大学生艺术修养、艺术鉴赏能力,培养他们的想象力、创造力有着积极的促进作用。  相似文献   

论当代书法家丰富审美经验的有效途径     

苏洪强 《柳州师专学报》2002,17(1):120-124

优秀书法作品的诞生，需要艺术家获取强烈的审美体验。审美经验是审美体验的基础，因而书法家丰厚的审美经验是创作的重要因素，应当多从各种途径涉取丰富的审美经验。  相似文献   

论自由基反应及其影响因素     

文耀智 《邵阳学院学报(社会科学版)》2001,23(2):42-48

上世纪初发现自由基反应,其特点有三引发、传递和终止;分为单分子和双分子反应.共振杂化体越多的自由基越稳定,对自由基稳定有利的空间构型其反应易进行,溶剂化作用、氢键的形成、过渡态活化能等对自由基反应都有影响.  相似文献   

《呼啸山庄》:灵的经验与诗的创造     

杨华彬 《廊坊师范学院学报》2003,19(1):19-22

名《呼啸山庄》在世界学史上有独特的魅力，心灵的体验与诗意的创造弥足珍贵，作品有穿越生活的穿透力与震憾力。  相似文献   

Increasing the uptake of peer feedback in primary school writing: findings from an action research enquiry     

Stuart Ian Boon 《Education 3-13》2016,44(2):212-225

This article reports on how an action research strategy was used to increase children's uptake of feedback during peer assessment in primary school writing. Several different strategies were used in the study that had been successful in increasing students’ uptake of peer feedback in contexts such as higher education. In order to evaluate how successful these actions were, several different data collection methods were drawn upon to triangulate findings including children's work, observations, informal interviews and mind mapping. Thematic analysis was used to analyse the data generated. Findings are consistent with those from research in other settings which suggest that pupils make better use of feedback if: it is task-involving and useful; there is sufficient time given for them to act on it and discuss it with their peers; and they are asked to reflect on how it has been used to improve the quality of the assessed work.  相似文献