关于高等师范院校文学理论课程体系建设的一些思考     

范立红 《毕节学院学报》2006,24(2):37-42

基于文学教育在中学语文教学中的重要地位,文学理论课程体系对于高师院校中文系学生的培养具有重要的意义.调查显示,当前高师院校中文系在文学理论课程的教学中存在着诸多问题,它要求我们在编订具有时代性、前沿性同时又不乏普适性的文学理论教材以及开设相应的课程以加强文学理论教学的实践性、时代性等方面做出不懈的努力.  相似文献   

Developmentally Appropriate Emergent Literacy Activities for Young Children: Adapting the Early Literacy and Learning Model     

Elizabeth M. Elliott  Charleen B. Olliff 《Early Childhood Education Journal》2008,35(6):551-556

Whether it be leaping, resisting, or being gently shoved, the field of early childhood education continues moving into the age of accountability. Young children are expected to exhibit many requisite skills prior to kindergarten. Thus, the advancement of pre-reading and writing skills development become one of the many areas of focus for early childhood teachers. This study focused on the advancement of young children’s emergent literacy and letter recognition skills through developmentally appropriate instruction and need based adapted activities using the Early Literacy and Learning Model (ELLM) curriculum. The results suggest that mindfully adapting activities to children’s needs advances children’s emergent literacy development.  相似文献   

第二次"国际性"音乐风格简析     

张国庆 《德州学院学报》2003,19(3):100-102

在西方专业音乐发展中,由于政治、经济、文化等多方面原因曾多次促成音乐“国际性”风格的形成。本文仅就文艺复兴时期形成的以尼德兰乐派为核心的第二次“国际性”音乐风格的萌芽、发展、成熟及逐步衰落的大致过程进行简要梳理和论述,以期对西方音乐史上这一独特现象有较为清晰的认识。  相似文献   

法兰克福学派生态危机论探析   总被引：1，自引：0，他引：1  

邓志伟 《湖南师范大学社会科学学报》2008,37(3):23-26

法兰克福学派认为生态危机是资本主义社会的主要矛盾;生态危机的实质是资本主义制度的危机;科技异化和消费异化是导致资本主义生态危机的根源;应当通过人的解放和社会健全两方面进行总体革命,实现科技的人道化发展、建立健康而人道的消费方式来重建人与自然的和谐。  相似文献   

“小学语文课程与教学论”课程存在问题原因探析     

辛涛  朱一彬 《连云港教育学院学报》2008,(1):76-78

随着基础教育课程改革的不断推进,现行的高师“小学语文课程与教学论”课程存在的问题直接导致了小学语文教师职前培养先天不足,存在问题的原因有“对学科体系认识不到位”和“课程教学实践过程措施不够扎实有效”等。  相似文献   

A preliminary research on middle school students’ academic subjective well-being and its major influential factors     

Dianzhi Liu  Ronghua Zhang 《Frontiers of Education in China》2006,1(2):316-327

This study is conducted with self-developed questionnaire on 910 middle school students, aimed at describing middle school students’ academic subjective well-being and exploring its influential factors. Results show that (1) Academic subjective well-being of middle school students is generally low and there exist differences in different schools and grades. Students from non-key middle schools have lower academic subjective well-being than those from the key schools. Grade 2 students in both junior and senior middle schools have the lowest academic subjective well-being. (2) Factors directly affecting middle school students’ academic subjective well-being are academic experience and the present academic achievements · · with the former playing a major role. (3) Factors indirectly influencing middle school students’ academic subjective well-being are social pressure and expected academic achievements, both of which influence students’ academic subjective well-being through students’ academic experience or their present academic achievements. __________ Translated from Educational Research and Experiment, 2004:4  相似文献   

Reasons of students and apprentices to choose a training company in the dual system     

Annette Hoxtell 《Journal of Vocational Education & Training》2019,71(1):46-64

This article sheds light on an understudied aspect of the transition from school to work: the choice of a training company. It presents findings from qualitative interviews with 69 secondary school students and apprentices from the German states of Berlin and Brandenburg, focusing on their reasons to choose a training company in the dual system. What reasons lead students and apprentices to choose a training company? The most common reason is personal impressions, which future apprentices obtain in their initial, personal encounters with a company and its staff. Students and apprentices often consider location, working atmosphere and soundness. Due to this study’s regional scope, its findings may not be fully generalisable on a national or international level. However, its findings may instigate further research in countries where people pursuing certain types of apprenticeship training have to apply to companies (e.g. Great Britain, Switzerland and Australia).  相似文献   

The school parade as a text: the management of diversity on national commemorations in Greece     

Luciana Benincasa 《Ethnography and Education》2019,14(2):170-191

The paper approaches school parades on national commemorations in Greece as a ‘text’ for storing and transmitting cultural meanings and value hierarchies. The study is based on policy documents and participant observation. The detailed Ministry instructions on how schools should select students for the parade may be viewed as instructions on how to manage dimensions of diversity. Two such dimensions are tallness and achievement, established by law as selection criteria. The latter could point to both intellectual abilities and effort. However, because of the dominance of effort in Greek educational rhetoric, achievement comes to be perceived mainly as an indicator of moral qualities, e.g. hard work. The selected students are distributed along the body of the parade according to ‘syntactic’ rules, i.e. mainly ‘firstness’. Skilful management of bodily and moral ‘diversity’ makes underlying value hierarchies explicit, thus producing cultural meanings and turning the parade into a text about the nation.  相似文献   

Public and private value in citizen participation in E-governance: Evidence from a government-sponsored green commuting platform     

Jingrui Ju  Luning Liu  Yuqiang Feng 《Government Information Quarterly》2019,36(4):101400

Citizen participation in E-governance is, essentially, a social exchange between individuals and their government through which the citizen creates public value as well as acquires private value. The direct effects of participation antecedents on participation outcomes have been fully examined, but few researchers have investigated the internal mechanism of citizen participation at the level of psychological value perception. The roles of perceived public and private value between the participation antecedents and outcomes remain unclear. Private value merits careful research in particular as the E-governance environment is being shaped by increasing privatization and continuous IT innovation. Based on the cognitive integration theory and the civic voluntarism model, this paper proposes a theoretical framework to examine the mediating roles of two values. We built a complete research model encompassing ten hypotheses centered on citizen e-participation in the context of green commuting governance. By analyzing survey data on a green commuting platform, we demonstrate the significant mediating effects of these two values and greater effect of private value acquisition on continuous e-participation intentions than public value creation. Our results have important research implications in regards to the roles of perceived values in participation, especially perceived private value.  相似文献   

Leading with intent: cultivating community conversation to create shared understanding     

Scott Marsh  Manjula Waniganayake  John J. De Nobile 《School Effectiveness & School Improvement》2016,27(4):580-593

School improvement is a central focus for school leaders. Whilst measures such as high-stakes testing and other government accountability agendas have at times marred the discourse of school improvement, how schools develop their capacity to ultimately improve the core business of student learning remains important. As an extensive area of scholarship, much has been written to support leaders in improving learning and teaching in their school. Indeed, studies demonstrate the value of establishing schoolwide goals and expectations and the importance of using evidence to improve teaching practice. This article presents qualitative data from 4 independent schools in the state of New South Wales (NSW) Australia which suggest that whilst the concept of school improvement is not new, the capacity of schools to embrace some key concepts found in this area of study is limited. The article proposes that through cultivating conversations within their communities, schools can foster shared understanding and enhance their capacity for improvement.  相似文献