The quotidianisation of the war in everyday life at German schools during the First World War     

Joachim Scholz  Kathrin Berdelmann 《Paedagogica Historica: International Journal of the History of Education》2016,52(1-2):92-103

Abstract

The outbreak of the First World War had a powerful impact on German schools. Undoubtedly, schools were institutions of socialisation that did offer support to the war. Indeed, research has shown that a specific “war pedagogy” made an aggressive propaganda possible in the classroom. This research usually emphasises the enthusiasm for war that swept up teachers and students in schools, as in the rest of the population, in the first few months of the war. However, this emphasis on the war frenzy obscures the fact that schools were not easily transformed into war institutions. Even if schools made a great effort to align themselves with the war effort, they remained independent associations, and soon after 1914, a quotidianisation (akin to routinisation) arose within the schools. To date, source materials that show this lack of influence of wartime propaganda on schools have only been analysed in terms of what they reveal about the deprivations and hardships of schools during the war. However, records from the schools also shed light on the everyday routines that continued during the war, and such evidence calls on scholars to reconsider the conditions in schools in the First World War. This article analyses selected records including school chronicles and exam protocols from the war years and shows that school life was often distinct from war enthusiasm. A more complex view is therefore advocated of the relationship between the First World War and the German school.  相似文献   

新疆双语教师母语磨蚀的成因及其语言学特征     

闫新红 《喀什师范学院学报》2011,32(2):95-98

新疆双语教师因职业需要与少数民族语言的接触较多,习惯于按照交际合作的原则进行教学和交际,导致他们的母语表达受到少数民族语言的影响,产生不同程度的磨蚀,在词汇、语音、语法各方面表现出母语磨蚀现象。  相似文献   

旅游地形象的游客感知实证研究——以湖南第一师范旅游景区为例     

王艳 《湖南第一师范学报》2011,11(1):71-74

旅游形象是影响旅游者决策行为的重要因素,通过测量游客对湖南第一师范旅游景区形象感知的评价,了解游客感知旅游景区形象的实际情况,为景区营销提供借鉴。  相似文献   

基于认知逻辑的模态逻辑运用的实在性分析     

姜桂飞 《毕节学院学报》2011,29(4):10-14

基于认知逻辑分析了模态逻辑在运用方面具有与一阶逻辑不同的特点,它不仅可以通过系统演绎论证来刻画具体的概念和实质对象,还能够解决许多领域中的现实问题,并指出了模态逻辑具有特殊性的两大基本原因。  相似文献   

两类换元积分法的必要性探析     

罗琼 《川北教育学院学报》2012,(5):155-158

在不定积分的积分法中,换元积分法通常被分为第一类换元法和第二类换元法.很多初学者对此不解.仔细分析两类换元法及其应用,它们各有千秋,二者并存非常必要.  相似文献   

“新的人民的文艺”——论中国共产党对第一次文代会的组织与思想领导     

邬冬梅 《绵阳师范学院学报》2012,31(10):8-12

1949年召开的第一次文代会及成立的文联确立了新中国的文学方向和文学体制,具有重要的历史地位。会议是中国共产党领导协商建国过程中对文艺界的团结和组织。中国共产党对于这次会议发挥了组织和思想的领导作用。中共中央领导人周恩来指导了会议的筹备工作,并在会议上作出了重要的政治报告,通过周扬等人与周恩来的密切联系,周恩来指导了文代会党组的工作,同时通过重要人员任命和代表资格审查制度,中国共产党实现了对文代会的组织领导;大会报告和专题发言指出了毛泽东文艺思想的方向,加上会议读物、会议活动等,中国共产党实现了对第一次文代会的思想领导。  相似文献   

杜鲁门政府与法国在印度支那殖民统治的重建(1945-1949)     

刘东明 《北京师范大学学报(社会科学版)》2012,(6)

第二次世界大战结束前后到1949年,美国的杜鲁门政府一面宣称在印度支那问题上保持中立,另一面却大力支持法国重返印度支那。长期以来,由于材料有限,国内学术界对这一时期美国的印度支那政策未能深入探讨。近年来,随着相关重要材料的解密和网络化,深入研究这一问题有了可能。资料显示,罗斯福政府曾提出印度支那战后脱离法国、置于国际托管之下的主张。但出于战后确保欧洲、抗衡苏联以及建立世界霸权的需要,继任的杜鲁门政府却正式承认法国对印度支那的主权,并在军事和财政上支持法国在印度支那重建殖民统治,为法军重返印度支那提供了船只和车辆,准许法国人无代价地使用剩余租借物资,敦促中国国民党受降部队从印度支那撤军。此外,美国政府还支持法国采取"以越制越"的手段,策划"保大方案",扶植保大傀儡政权,以抵消越盟的影响,促使法国在越南的殖民统治合法化。这些做法给法国在印度支那重建殖民统治提供了方便。了解这一时期杜鲁门政府的印度支那政策,有助于加深理解印度支那战争背后的大国因素和两极格局的形成。  相似文献   

Counselling with First Nations Women: Considerations of Oppression and Renewal     

Blythe Shepard  Linda O’Neill  Francis Guenette 《International journal for the advancement of counseling》2006,28(3):227-240

This article maps the historical background of First Nations women focusing on the residential school system, subsequent intergenerational trauma, and the effects of the Indian Act. Colonization has impacted the health and current roles and responsibilities of First Nations women. First Nations women's health needs to be viewed in a holistic framework that considers multiple levels of oppression, poverty, colonization, and life as a minority in a dominant culture. Social constructionism provides a new lens from which to question and re-conceptualize ways of working with First Nations women. Suggestions for the non-aboriginal counsellor in facilitating the healing process for First Nations women are offered.  相似文献   

Assessing more than you teach: the difficult case of transfer     

Sara J. Hines  Deborah L. Speece  Caroline Y. Walker  Lisa M. W. DaDeppo 《Reading and writing》2007,20(6):539-552

We conducted two case studies to evaluate the effectiveness of individualized remedial reading instruction linked to direct measures of student learning and transfer. The participants were two first grade children at serious risk of reading failure. The instruction targeted decoding of one syllable short vowel words and first emphasized onset-rimes and then phoneme manipulation. Forty words organized into 10 rime patterns were targeted for instruction. Probes consisting of all the instructional words were administered before each instructional session to monitor student progress. We also administered transfer probes to determine if the children could apply their knowledge more broadly. Instruction with onset-rime units yielded excellent maintenance and near transfer (novel words containing instructed rimes) but not far transfer (novel words derived from uninstructed rimes). The instructional change to phoneme manipulation yielded better far transfer for one of the two children. We consider the importance of administering measures that assess more than what is taught to get an accurate portrait of children’s responsiveness to instruction.  相似文献   

儿童母语习得内在因素及其对外语教学的启示     

杜小甫 《鞍山师范学院学报》2006,8(5):59-61

本文基于对儿童母语习得认知过程的研究,讨论了儿童本身具备的有利于母语习得的内在因素,并对比儿童的外语学习情况,探讨了基础阶段外语教学的某些误区,同时提出了解决方案,以期对外语教学有所启发和促进。  相似文献