从文化视角看《中原音韵》的基础音系     

张颖 《和田师范专科学校学报》2007,27(3):91-92

本文将从三个方面论证《中原音韵》的基础音系为元大都（今北京）音系：1.北京语音历史传承;2.北京的历史地位;3.北曲的创作和发展。  相似文献   

高中生物学科研究性学习探析     

王洁 《大连教育学院学报》2004,20(3):19-20

对研究性学习从狭义和广义两方面进行了探讨,并阐述了开展研究性学习的形式、选题及教师在其过程中的作用。  相似文献   

合作探究教学法在《细胞生物学》教学中的应用     

贾永红 《教育教学论坛》2019,(7):71-72

为提高《细胞生物学》教学效果,加强生物学专业知识的深入理解和系统掌握,培养高素质、创新型人才,本课程进行了以"大班上课、小班讨论"为形式的合作探究式教学试验。结果表明,教学效果良好,学生普遍欢迎。合作探究式教学在提高学生学习兴趣、拓展知识面、激发学习潜能、培养团队合作精神等方面都发挥了重要的作用。  相似文献   

衡阳师范学院生物学实验教学体系的构建     

王芳宇  段小蓉  曹丽敏  何丽芳 《衡阳师范学院学报》2007,28(3):169-170

生命科学是一门实验性很强的学科,具有实验课程门类多,实验项目多的特点,合理设置实验室、合理安排实验内容,既有助于学生对理论知识的掌握,也有利于培养学生的实践动手能力和科研设计能力。  相似文献   

浅析《小重山令》之梅花意象     

任正霞 《黔南民族师范学院学报》2007,27(4):24-26,46

姜白石咏梅词意象万千。《小重山令》是咏红梅的名作，词人苦心经营了诸多意象，采用并置、叠加等方式来描写潭州红梅，表达了诗人的愁思。  相似文献   

“据形系联”、“杂而不越”——《说文》部首间相互系联方式试析     

陈平 《北京教育学院学报》2003,17(1):24-29

“据形系联”是《说文》部首间相互系联的主导方式 ,“据意系联”只是起辅助作用的次要手段。“据形系联”首先以一“基本形”部首将数个部首联为一组 ,而在前后两个以“基本形”联成的部首小组之间 ,许慎往往有意识地安排一个兼具前后两个“基本形”的部首居中 ,起衔接过渡作用。《说文》五百四十部基本就是通过这种方式串联在一起的。  相似文献   

从翻译方法对比赏析《荷塘月色》的两译本     

王婷婷  连婷 《佳木斯教育学院学报》2014,(9):305-305

《荷塘月色》是散文家朱自清的经典作品,其唯美的语言和精炼的句子结构受到很多译者的青睐。本文通过不同的翻译方法对比赏析两个广为接受的译本,杨宪益先生和朱纯深先生的译本。  相似文献   

Effects of an Educational Experience Incorporating an Inventory of Factors Potentially Influencing Student Acceptance of Biological Evolution     

Jason R. Wiles  Brian Alters 《International Journal of Science Education》2013,35(18):2559-2585

This investigation provides an extensive review of scientific, religious, and otherwise non-scientific factors that may influence student acceptance of biological evolution. We also measure the extent to which students' levels of acceptance changed following an educational experience designed to address an inclusive inventory of factors identified as potentially affecting student acceptance of evolution (n = 81, pre-test/post-test) n = 37, one-year longitudinal). Acceptance of evolution was measured using the Measure of Acceptance of the Theory of Evolution (MATE) instrument among participants enrolled in a secondary-level academic programme during the summer prior to their final year of high school and as they transitioned to the post-secondary level. Student acceptance of evolution was measured to be significantly higher than initial levels both immediately following and over one year after the educational experience. Results reported herein carry implications for future quantitative and qualitative research as well as for cross-disciplinary instruction plans related to evolutionary science and non-scientific factors which may influence student understanding of evolution.  相似文献   

Analysing the integration of engineering in science lessons with the Engineering-Infused Lesson Rubric     

Karen Peterman  Jenny L. Daugherty  Rodney L. Custer  Julia M. Ross 《International Journal of Science Education》2013,35(14):1913-1931

ABSTRACT

Science teachers are being called on to incorporate engineering practices into their classrooms. This study explores whether the Engineering-Infused Lesson Rubric, a new rubric designed to target best practices in engineering education, could be used to evaluate the extent to which engineering is infused into online science lessons. Eighty lessons were selected at random from three online repositories, and coded with the rubric. Overall results documented the strengths of existing lessons, as well as many components that teachers might strengthen. In addition, a subset of characteristics was found to distinguish lessons with the highest level of engineering infusion. Findings are discussed in relation to the potential of the rubric to help teachers use research evidence-informed practice generally, and in relation to the new content demands of the U.S. Next Generation Science Standards, in particular.  相似文献   

Biology Teachers Designing Context-Based Lessons for Their Classroom Practice—The importance of rules-of-thumb     

Nienke Wieringa  Fred J. J. M. Janssen  Jan H. Van Driel 《International Journal of Science Education》2013,35(17):2437-2462

In science education in the Netherlands new, context‐based, curricula are being developed. As in any innovation, the outcome will largely depend on the teachers who design and implement lessons. Central to the study presented here is the idea that teachers, when designing lessons, use rules‐of‐thumb: notions of what a lesson should look like if certain classroom outcomes are to be reached. Our study aimed at (1) identifying the rules‐of‐thumb biology teachers use when designing context‐based lessons for their own classroom practice, and (2) assessing how these personal rules‐of‐thumb relate to formal innovative goals and lesson characteristics. Six biology teachers with varying backgrounds designed and implemented a lesson or series of lessons for their own practice, while thinking aloud. We interviewed the teachers and observed their lessons. Our results suggest that rules‐of‐thumb, which differed substantially among the teachers, indeed to a great extent guide the decisions teachers make when designing (innovative) lessons. These rules‐of‐thumb were often strongly associated with intended lesson outcomes. Also, teachers’ personal rules‐of‐thumb were more powerful in determining the lesson design than formal innovative goals and lesson characteristics. The results of this study encourage more research into how rules‐of‐thumb reflect teachers’ practical knowledge, for which suggestions are made.  相似文献