"物""我"的审美互动--"兴"之新解     

权雅宁 《南京师范大学文学院学报》2006,(2):67-72

“兴”的审美效果有高下之别。“兴”有不同的类型。兴是“诗缘情”理论的实践及发扬,是一种独特的生命省察方式,是中国古人混沌思维、巫术思维的具体体现。探讨兴的原始发生可以看到,最早的兴句可能是人对神的致敬、问候,是诗歌权力性质与一般口语的标志性区别之一。将“兴”规定为“物”“我”的审美互动可以具有普遍的解释功能。  相似文献   

被拒幼儿行为问题的个案研究     

黄波 《教育教学论坛》2020,(10):330-331

被拒绝幼儿是指在群体中受到排挤和拒绝的幼儿。在幼儿成长过程中,幼儿良好的交往行为有利于其健康人格形成。文章运用同伴提名法选出班级内被拒绝幼儿,对其进行行为观察、家庭访谈、与教师沟通等方式了解幼儿交往行为状况并分析其成因,提出改善其同伴交往行为的策略。  相似文献   

BX_3与C=C之间p-π作用的量子化学研究     

张士国 《滨州学院学报》2003,19(4):26-30

用量子化学计算方法对BX3(X=H,F,Cl)与C‖C之间通过p-π作用形成的复合物进行了研究.计算结果表明,各复合物中BX3均位于π键的上方,并且偏向于氢原子数较多的碳原子一侧.BH3与C‖C的作用是由π键中的电子通过向B的空p轨道转移而形成,但BF3和BCl3与C‖C的作用只是通过微弱的分子间作用力结合,复合物的形成使分子的振动光谱随作用的强弱而出现一定的红移现象.  相似文献   

信息技术与学科课程整合的教学思考     

李豫颖 《安顺学院学报》2004,(2)

基于中小学基础教育课程改革背景 ,讨论了信息技术与课程整合 ,以及信息技术下关于教学内容呈现方式的变革、学生学习方式的变革、教师角色和教学方式的变革、师生互动的变革等问题。  相似文献   

林乐知的翻译活动与晚清政治变革的互动     

高黎平 《安庆师范学院学报(社会科学版)》2006,25(1):25-28

美国传教士林乐知的在华活动注定与中美两国的政治有着千丝万缕的联系,尤其他的西学翻译与晚清政治变革的关系更是密不可分。他的整个翻译活动绝不是一种偶然、孤立的再创作行为,而是与政治有着多层面的互动。也只有在这种互动下,他的西学译作才在客观上产生一定的现实和社会意义。  相似文献   

优化高校"两课"教学的探索     

邵青艳  陈玲 《沧州师专学报》2005,21(1):97-99

"两课"是对大学生进行思想政治教育的主渠道主阵地,只有努力提高教师自身素质、在教学过程中实现主客体的双向互动和对学生成绩进行综合评定,才能做到优化"两课"教学,实现我们的教学目的.  相似文献   

等摩尔连续变化法测定瓜环包结配合物的包结比   总被引：1，自引：0，他引：1  

曾启华 《遵义师范学院学报》2006,8(2):50-52

讨论了等摩尔连续变化法测定瓜环包结配合物包结比的理论依据,并利用紫外吸收光谱和荧光光谱测定了七、八元瓜环(Q [7],Q[8])与α-萘胺(q1)、β-萘胺(q1)两种异物体相互作用形成包结配合物的包结比。实验结果表明:等摩尔连续变化法较摩尔比法结果更清晰、更准确。七元瓜环与两种萘胺异构体只能形成1:1的包结,八元瓜环与苯胺两种异构体则形成1:2的包结。  相似文献   

How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement?     

《Learning and Instruction》2016

This study investigates how self-regulated learning phases are related to collaborative engagement in two different collaborative task conditions. It integrates SRL theory and the concept of engagement, including interaction in collaboration, as key characteristics of engagement. Forty-four second-year teacher education students worked in groups during a 7-week math didactic course. We collected 84 h of video recordings and coded the group's cognitive and socioemotional interaction and three phases of self-regulation within interaction, including forethought, performance and reflection. After that we analyzed the relationship between the interaction types representing collaborative engagement and SRL phases within two learning tasks. The results show that collaborative engagement did not differ between teacher-led and student-led tasks in terms of the interaction types. However, the results showed that the SRL phases occurred differently within cognitive and socioemotional interaction types when the two task conditions were compared. Findings concerning teacher-led tasks showed invariance in the occurrence of SRL phases across the task and highlighted the relationship between socioemotional interaction and the forethought phase. Additionally, findings concerning the student-led tasks showed systematic changes in the distribution of phases of SRL across sessions in all interaction types. Our results' theoretical and methodological implications for collaborative engagement research are discussed.  相似文献   

The networked instructor: The quality of networks in different stages of professional development     

《Teaching and Teacher Education》2016

This article focuses on the quality of instructional networks in different stages of professional development. Drawing theoretically from social capital theory and literature on teacher interaction, we conducted in-depth interviews with 30 instructors at the university level. Using qualitative social network analysis to capture and analyze networks, we found that the quality of instructors’ interactions varied across developmental stages (novice, experienced non-expert, and expert instructors), both in terms of interdependence and opportunities for value creation. These findings offer valuable leverage for shaping educators’ everyday professional development and increasing teaching capacity through quality interaction.  相似文献   

Allocating Sample Sizes to Reduce Budget for Fixed-Effect 2×2 Heterogeneous Analysis of Variance     

Wei-Ming Luh  Jiin-Huarng Guo 《Journal of Experimental Education》2016,84(1):197-211

This article discusses the sample size requirements for the interaction, row, and column effects, respectively, by forming a linear contrast for a 2×2 factorial design for fixed-effects heterogeneous analysis of variance. The proposed method uses the Welch t test and its corresponding degrees of freedom to calculate the final sample size in a 2-step procedure. The simulation results show that the proposed sample size allocation ratio can minimize the sampling cost, while at the same time the designated power is achieved. The article concludes with a discussion to reiterate the importance of sample size planning, especially for testing the iteration effect.  相似文献