英汉韵式异同比较     

黄慧敏 《湖南师范大学社会科学学报》2001,30(2):92-95

修辞建构主要从语音、语义和形式三方面来分类描述。英汉押韵作为一种语音修辞手段正是为了从语音上来造就一种和谐自然、悦耳动听的语言音乐氛围。根据这一点 ,作者将分析和比较一下英汉押韵韵式的建构。  相似文献   

A meta-analysis of the effects of Montessori education on five fields of development and learning in preschool and school-age children     

《Contemporary educational psychology》2023

This meta-analysis examines the effects of Montessori Education (ME) on five dimensions of development and learning in preschool and school-age children. It includes data from 33 experimental or quasi-experimental studies comparing ME with other pedagogical approaches (268 effect sizes; n = 21,67). These studies were conducted in North-America, Asia and Europe, and published between 1991 and 2021. Effect size estimated using Hedges’ unbiased g, and a 3-level multilevel meta-analytic approach applied due to the dependency among the effect sizes obtained from the same study. Results showed that ME’s effects on development and learning are positive and vary from moderate to high, depending on the dimension considered: cognitive abilities (g = 0.17), social skills (g = 0.22), creativity (g = 0.25), motor skills (g = 0.27), and academic achievement (g = 1.10). Analyses of different moderators did not reveal differences by school level, type of publication and continent.  相似文献   

Unravelling the gender bind,uncovering the heterogeneity of domination     

Susan Murphy  Dativa Shilla  Consolata Chua  Christina Raphael  Niamh O'Rourke  Molly Middlehurst-Schwartz 《比较教育学》2019,55(2):264-280

ABSTRACT

Gender norms and learned practices of student teachers can influence their performance in practice, either fixing or challenging, gendered social norms and expectations. This paper shares the findings of a multi-year mixed-methods research project that explored the understandings of gender norms and experiences of students and staff within a large teacher-training college in Tanzania. Data was collected to inform a wider gender mainstreaming initiative across the institution. Using a blend of quantitative and qualitative methods, the findings identified a strict and rigid gender binary which seemed to inform attitudes and practices of teaching and learning. Furthermore, it uncovered heterogeneous forms of gendered domination that were experienced by staff and pupils within the institution. The findings suggest that stand-alone ‘female only’ gender mainstreaming strategies may not be sufficient to achieve a gender equitable environment within the institution. Rather, it suggests that a whole-of-community approach is necessary to unravel deep-rooted biases and to tackle diverse forms of domination that affect different members of the college community in different ways. Such findings are particularly important in light of the epistemic power that is conferred on teacher-graduates and that is transferred through teaching practices to communities across Tanzania.  相似文献   

教育发展观新探:可持续发展的教育理念   总被引：1，自引：0，他引：1  

齐德江  王勤  李卫平 《宜宾学院学报》2005,5(2):105-107

可持续发展的教育理念是随社会、经济的发展而映生出的教育发展思想，是一种全新的教育发展观，也是教育可持续发展的关键，其核心内容是实现人自身的可持续发展，即促进人的全面而自由的发展。该理念对于全面推进和实施素质教育、走出应试教育的误区，正确确立适应新时代的人才观及人才培养模式，具有重要的指导意义。  相似文献   

网络环境下高校图书馆的发展与创新     

张惠平  胡祖胜  周慧磊 《黄冈职业技术学院学报》2007,9(1):58-60

本文论述了网络环境下高校图书馆面临的挑战与机遇;阐明了网络环境下高校图书馆发展由图书馆整合向社会化信息系统融合的转变;提出了网络环境下高校图书馆创新的措施。  相似文献   

“育人为本"与高考制度创新     

Yan Mingming 《湖北招生考试》2005,(12)

育人为本是教育工作贯彻科学发展观的根本任务,也应成为高考制度改革的价值取向。高考制度创新着眼于人的全面发展和经济社会的可持续发展,促进人才群体结构优化,构建和谐社会;育人的全面要求与特定时段人的发展的有效集成应相互衔接。改革高考制度的过程中要注重:重塑共性;方式多样;降低难度;评鉴多元;衔接课改,促进育人。  相似文献   

"三个代表"与"西部大开发"   总被引：1，自引：0，他引：1  

鲁延安  王钦安 《安康学院学报》2001,13(2):5-8

江泽民总书记提出的“三个代表”重要思想与“西部大开发”伟大战略是有机联系的整体。它们的提出不仅是因为国家处于跨越世纪，迈向新战略目标的关键时刻，更重要的是要确保我党在中华民族伟大复兴事业中强有力的领导能力，顽强的生命力，强大的凝聚力。用“三个代表”重要思想指导西部大开发战略的实施，正确处理各种矛盾，是对我党和全国人民领会，贯彻实践“三个代表”思想的检阅。  相似文献   

江泽民"西部大开发"战略构思浅探     

顾栋 《怀化学院学报》2001,20(4):5-7

在新世纪曙光升起前夕,江泽民同志高瞻远瞩提出了"西部大开发"战略.这是事关全局的大战略,要坚决摒弃大开垦;是全国发展的大思路,要坚决摒弃大开采;是可持续发展的大课题,要坚决摒弃大圈地.  相似文献   

The classroom observation protocol for socioscientific issue-based instruction: development and implementation of a new research tool     

Mustafa Sami Topçu  Jaimie A. Foulk  Troy D. Sadler  Sasithep Pitiporntapin  Nejla Atabey 《Research in Science & Technological Education》2018,36(3):302-323

Background: For the past decade, science educators have been exploring the use of Socio-scientific Issues (SSI) as contexts for science teaching and learning, and research indicates that doing so can support significant learning gains. However, research related to how teachers take up the practice of SSI-based instruction is far more limited, due in part to a lack of tools for use in this kind of research.

Purpose: The focus of this research is development and testing of a new classroom observation protocol specifically designed for SSI-based instructional contexts.

Design and methods: Development of this SSI-Observation Protocol (SSI-OP) took place in four distinct phases: review of existing protocols and SSI-based instruction frameworks, writing and revision of protocol items, initial testing of the draft protocol, and soliciting feedback from SSI experts.

Sample: Following the four stages of SSI-OP development, we progressed to a series of field tests. The field tests were conducted with three different samples. The first sample was an experienced (10 + years) high school biology teacher and one of her honors biology classes. The second sample consisted of seven Turkish Pre-service Science Teachers (PST) participating in a science methods course. The third sample included two Thai PST from a field experience course embedded within a teacher education program.

Results: The final version of the protocol addressed five dimensions of SSI-based instructional activities: focus of instruction, teaching moves, role of teacher, role of students, and classroom environment.

Conclusions: The SSI-OP could be used in a variety of ways for research including documentation of current practices, impacts of professional development and/or curricula on teaching practices, and changes in teaching over time. We offer the SSI-OP as a new tool with the potential to contribute to science teacher education and research that may advance the teaching and learning of science through SSI.  相似文献   

论应用文发展生产力与制度创新的功能     

洪威雷 《广播电视大学学报》2001,(4):24-27

对应用的功能研究，应与时代的发展，社会的进步联系起来，才能看清应用写作过程的根本属性和应用的显性功能、隐性功能，应用不仅是生产力的组成部分，而且是发展生产力的推动；应用不仅与制度变迁有密不可分的关系，而且是制度创新的介质。  相似文献