试论中国现代知性诗歌的特征     

潘志存 《温州大学学报(社会科学版)》2004,17(4):72-75

纵观中国的现代诗学史，主情与主知是二元并峙的诗学理论构架体系，主知诗学的出现，是诗歌抒情艺术的一大转折。然而，对于知性理论的认识至今仍有许多偏差，本追溯了知性的内涵，并对知性诗歌的内涵特征作了细致地界定。  相似文献   

Starting and Sustaining an Undergraduate Research Program: The SURIEM Experience at Michigan State University     

Robert W. Bell 《PRIMUS》2017,27(3):406-417

Abstract

Mentoring undergraduate students in research is both rewarding and challenging. In this paper we present how we established a summer Research Experience for Undergraduates (REU) program in the mathematical sciences at Michigan State University. A goal of our REU is to include students who are at an early stage of their study of mathematics. We share our experiences in recruiting students, designing research projects, and mentoring our participants. We discuss the challenges we faced and the solutions we found while working with a diverse group of undergraduate students from across the nation.  相似文献   

试论《数学课程标准》情感目标的贯彻          下载免费PDF全文

邬振明 《惠州学院学报》2004,24(6):109-112

基础教育《数学课程标准》中的情感目标如何贯彻落实到数学教学中，是目前基础教育改革必须要下工夫的一个实际问题．针对当前的数学教学实际，本文从三方面进行了探讨．  相似文献   

审美体验与科学体验     

王苏君 《贵州教育学院学报》2001,17(6):56-61,69

科学需要体验 ,甚至也需要审美体验。审美体验与科学体验既有相同点又有区别。审美体验与科学体验可以相互渗透。当代社会 ,由于科学的负面效应对大自然和人类所造成的危害越来越严重 ,阐述并提倡科学与审美的统一、科学体验与审美体验相互渗透显得尤为重要。  相似文献   

新课程改革背景下的生物实验与教学     

马友仙 《安顺学院学报》2006,(4)

新《生物课程标准》要求教师在认真学习和领会《标准》的基础上,结合学校和学生的实际,对生物课教学内容、教学方法进行一系列的改革。通过教学实践表明,这一改革使学生的综合能力、创新能力等方面得到了培养和提高。  相似文献   

Students’ perceptions of the academic environment and approaches to studying in British postgraduate business education     

Haoda Sun  John T.E. Richardson 《Assessment & Evaluation in Higher Education》2016,41(3):384-399

Recent research on student learning in higher education has identified clear associations between variations in students’ perceptions of the academic environment and variations in their study behaviour. This study investigated a general theoretical model linking students’ demographic characteristics, perceptions and study behaviour with measures of outcome, and in particular, compared three accounts of the causal relationship between perceptions and study behaviour. Data were obtained from 469 postgraduate students at six British business schools. Path analysis was used to assess the causal relationships among the students’ age and gender, their scores on the Course Experience Questionnaire, their scores on the Revised Approaches to Studying Inventory and their ratings of general satisfaction with their programmes. This yielded evidence for the causal efficacy of most of the paths identified in the general theoretical model. In particular, as in the case of students taking more traditional academic subjects, there exists a bidirectional causal relationship between variations in students’ perceptions of the academic environment and variations in their study behaviour.  相似文献   

基于软件即服务的高校学生事务实务中信息服务的设计及实现     

王炯贤  孔令辉 《教育教学论坛》2020,(13):136-139

根据高校学生事务管理中实务管理的特点,文章结合云计算中的软件即服务技术发展状况,分析实务管理中信息服务的用户需求。文章描述如何使用软件即服务技术中的自助建站、协同办公、在线表单等服务应用,设计并实现以手机端网站为载体的系统型信息服务。  相似文献   

韩国终身学习城市的实务运作、成效与启示   总被引：2，自引：0，他引：2  

黄富顺 《现代远程教育研究》2011,(2):45-51

学习型城市,早期称为教育型城市,其发展与终身学习思潮有密切关系。终身学习城市有两个支柱统舍,即人力资本与社会资本,通过统整各种学习资源,提供市民参与学习的机会,以使个人不断成长,城市提升竞争力。韩国致力追求学习强国,人才大国的目标,侧重终身学习的推展,尤其终身学习城市的推动,绩效卓著：韩国终身学习城市的建构,已形成一种广泛的社会运动;是推展终身学习的利器;是政府整体的事务;居住于终身学习城市,带给居民光荣感;将推展终身学习城市视为一种重要的社会投资。韩国终身学习城市实施的实务运作、取得的成效和存在的问题,对我们建设学习型城市有着重要启示。  相似文献   

心灵与言辞——王蒙、张承志新疆经验书写比较     

杨秀明 《伊犁师范学院学报》2011,(2):42-45

不同个人经验下,关于同一对象的书写呈现出不同的面貌,王蒙和张承志不同的新疆经验使他们在关注对象的书写上迥然不同,尤其是他们的新疆题材小说分别将日常生活情境和宗教神性氛围作为书写对象,前者热衷于描绘新疆人的生存智慧和异域情趣,后者将目光聚焦在民族宗教信仰和＂心灵模式＂。作为外来者书写新疆,两者的写作都存在着不同程度的＂想象＂,探寻王蒙和张承志新疆经验书写差异的原因,可以从一个侧面观照中国当代文学的人文精神及文化价值的建构。  相似文献   

Approaches to studying and perceptions of the academic environment among university students in Pakistan     

Raza Ullah  Muhammad Hafeez 《Compare》2011,41(1):113-127

There has been a paucity of research on the experiences of students at Pakistani universities. A survey of over 900 students at two universities examined their approaches to studying and perceptions of their courses. Evidence was obtained for a deep approach, a surface approach and two aspects of a strategic approach. Their perceptions were based upon the instructional practices, the acquisition of generic skills, the appropriateness of the assessment and of their workload, and the available learning resources. A higher‐order analysis revealed two broad dimensions of the student experience in Pakistan. Students who had positive perceptions tended to adopt a deep approach, to prefer courses, teaching and assessment that supported their understanding and to be engaged and reliable in their studies. However, students who had negative perceptions tended to adopt a surface approach and to prefer courses, teaching and assessment that reinforced this approach through the bare transmission of information.  相似文献