对影响我国大学公共体育课程改革因素的调查   总被引：5，自引：0，他引：5  

吴燕丹  陈亮 《闽江学院学报》2004,25(5):113-116

随着社会的进步和教育事业的发展，高校公共体育课程出现了不能完全适应时代发展和人才培养要求的问题，通过对我国普通高校公共体育课程改革中出现的较为普遍的问题进行归纳分析，根据时代与社会的需要进行创新，建立课程的新框架、新体系。  相似文献   

论新课程背景下初中生阅读能力的培养     

黄宏锦 《湖南第一师范学报》2006,6(1):26-28

阅读能力的培养关系到语文素养的有效形成,我们必须综合运用培养阅读兴趣、选择阅读内容、指导阅读方法、进行创造性阅读指导等途径,通过不懈的努力,提高初中生的阅读能力。  相似文献   

用3DSMAX动力学面板模拟物理碰撞现象     

吴海滨 《石家庄学院学报》2001,3(2):58-60

用一个自行设计的实例,阐述30SMAX动力学面板的使用,对设置动力学面板的参数进行了详细分析,对在制作过程中常见的一些问题,给出解决方法.  相似文献   

关于吸收集     

宣恒农  刘顺保 《湖南师范大学教育科学学报》1996,(2)

本文通过反例指出吸收集的所谓等价定义并不等价  相似文献   

Form Invariance, Noether and Lie Symmetry of Non-conservative Hamiltonian Systems in Phase Space     

傅景礼陈立群  谢凤萍 《上海大学学报(英文版)》2004,8(3):252-257

For the non-conservative holonomic Hamiltonian systems in phase space, the definition and criteria of the form invariance of the generalized Hamilton canonical equations were given. The relations among the form invariance, Noether symmetry and Lie symmetry were studied. The theory of the form invariance for the conservative holonomical systems was worked out. An example was given to illustrate the results.  相似文献   

高中英语阅读教学的三种提问方式     

张东波  汪锦霞 《郧阳师范高等专科学校学报》2003,23(5):137-137,142

在高中英语阅读课教学中，除注意设计一些课文明示的、直接的或命令式的问题进行提问外，还应多作展示性、参阅性和评估性的提问，以培养学生分析式的阅读能力。  相似文献   

怎样读书与写学术论文     

徐有富 《邯郸学院学报》2006,16(2):36-39

读书要思考,思考的标志是能提出问题,而要提出问题必须有"怀疑一切"的精神,并能疑人之所不疑.当我们的论文选题确定后,读书则要有明确的目的.我们在论文写作的过程中,要善于对观点与材料进行分析与归纳,还要注意运用比较研究的方法.  相似文献   

基于网络的英语阅读教学实践研究   总被引：3，自引：0，他引：3  

孔惠洁 《徐州师范大学学报(哲学社会科学版)》2004,30(5):128-130

近年来的网络英语阅读教学实践表明 ,网络教学具有明显的优势 ,网络教学方法是对传统教学方法的有效补充 ,但网络教学也有一定的局限性 ,如师生间缺乏直接交流和网络存在的负面影响等。  相似文献   

Citing as a sourcing practice: students’ citing self-selected online sources in their essays (Las citas como práctica del uso de las fuentes: las citas de fuentes en línea seleccionados por los estudiantes en sus trabajos)     

Carita Kiili  Eva W. Brante  Eija Räikkönen  Julie Coiro 《Infancia y Aprendizaje》2020,43(1):174-209

ABSTRACT

This study examined upper secondary school students’ citations of self-selected online sources in their essays. Students (n = 140) conducted online inquiry about either effects of social media on people’s quality of life (SM) or allowance of genetic manipulation of organisms (GMO). Students, working either individually or in pairs, explored online sources with the help of a graphic organizer, after which they composed their essays. To capture the quality of citations identified in the essays, they were evaluated in terms of accuracy and richness of source features. Further, regression analysis was used to examine the effect of topic, grade level and work mode on the number and quality of citations. Results showed that students seldom cited sources in their essays, and when they did, citations were mostly accurate but less often rich in source features. When writing about SM, students most frequently cited media sources, while sources with ideological, political or religious motives were frequently cited in GMO essays. Students’ grades and work modes predicted the number of citations and number of accurate citations.  相似文献   

Untangling the effects of shared book reading: Multiple factors and their associations with preschool literacy outcomes   总被引：5，自引：0，他引：5  

Annemarie H. Hindman  Carol M. Connor  Abigail M. Jewkes  Frederick J. Morrison 《Early childhood research quarterly》2008

Evidence strongly suggests that shared book reading at home and in preschool is important for young children's development of the foundational skills required for the eventual mastery of decoding and comprehension. Yet the nuances of how learning from book reading might vary across these contexts and with children's skills are not well understood. One hundred and thirty children participating in a longitudinal investigation of literacy development were videotaped reading a storybook with a parent. Children were also videotaped in their 33 preschool classrooms during the instructional book-reading portion of the day. Readings were coded for adult and child contextualized and decontextualized language relating to both decoding and meaning-making skills, and relations between this talk and emergent literacy outcomes were analyzed. Results demonstrate that parents and teachers overwhelmingly focus their book-related talk on meaning-related rather than code-related information, and that the relations between outcomes and talk depend in part on children's initial levels of vocabulary skills. Implications for practice and research are discussed.  相似文献