Censorship, the Internet, and the child pornography law of 1996: A critique     

Jacques N. Catudal 《Ethics and Information Technology》1999,1(2):105-115

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兴趣·调动·交际·指导——师专英语专业阅读课教学模式     

桑龙扬 《江西教育学院学报》1999,(2)

阅读课是师专英语专业教学中的薄弱环节,而阅读课教学的效果直接影响到学生专业水平和技能的提高和发展。本文依据交际教学法等现代教学法理论和阅读心理学的原理,结合师专英语教学的实际,提出了“兴趣·调动·交际·指导”这样一个英语专业阅读课教学模式,并着重对这一模式的具体运用进行了较为详尽的阐释与评价  相似文献   

A simple and rapid method for isolation of cellular DNA     

N. B. Ramachandra 《Resonance》1998,3(7):71-73

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The origin of mass in Neutrons and Protons     

M. N. Saha D.Sc.  F.R.S. 《Resonance》1998,3(5):84-96

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Kaleidoscope: Building an Arts-Infused Elementary Curriculum     

N. Carlotta Parr  Jan Radford  Susan Snyder 《Early Childhood Education Journal》1998,25(3):181-188

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Supporting Cognitive Design: Lessons from Human-computer Interaction and Computer-mediated Learning     

Clark N. Quinn  Martyn Wild 《Education and Information Technologies》1998,3(3-4):175-185

Cognitive engineering has led to a consideration of the capabilities and limitations of users in relation to the products of system design. However, there has not been a similar recognition of human limitations in the process of design. One way to improve the products of system design is by making improvements in the process of design and, in particular, by addressing the limitations of designers through scaffolding with the technology that is the object of design. To do this we need to identify what we know about the process of designing for computer-mediated learning systems, and to build an understanding of how the design process might benefit from cognitive strategies and computer technology. Here we survey various approaches to support the design process, in order to identify approaches and opportunities that may inform both fields. Specific suggestions include heuristics for design, and scaffolding the design process through support tools. © IFIP, published by Kluwer Academic Publishers  相似文献   

Exploring the Functionality of Visual and Non-Visual Strategies in Solving Rotation Problems     

Núria Gorgorió 《Educational Studies in Mathematics》1998,35(3):207-231

This article deals with the solving of rotation problems, and shows that there is an alternative to using mental rotations or their encoding into verbal terms: namely using geometrical properties. The idea is consistent with the theory which distinguishes between visual and analytical individuals, but uses the construct strategies instead of the construct preferred processing mode. Moreover, contrary to many researchers who refer to this distinction, but who often use it to classify students, this researcher introduces a new parameter, namely the nature of the task. The article presents the analysis of the functionality and effectiveness of the different kind of strategies as a function of the task's characteristics. The research, dealing not with individual traits but with solving strategies, offers information that could be helpful for the improvement of geometry teaching.  相似文献   

On parallel computing — Indian trends     

U. N. Sinha 《Resonance》1998,3(11):2-5

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A Way with Words: Launching Literacy into the Community     

Jennifer E. Jordan  Caryn N. Lubetsky 《Journal of Career Development》1998,25(2):141-148

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Class size in the first years at school: a New Zealand perspective on the international literature     

Valerie N. Podmore 《International Journal of Educational Research》1998,29(8):711-721

During the 1980s, topics evident in the class size research included class size and children’s achievement, children’s behavior and affect, outcomes for different groups of children, teacher satisfaction and stress, the organization of instruction, and cost effectiveness. A New Zealand review tracing through the approaches to class size research indicated that the research methods used to investigate class size had become increasingly complex. In the 1990s, these topics continue to be addressed, with an increasing emphasis on the features and impact over time of smaller classes, and on the economics of schooling. In New Zealand in the late 1980s, a 1 : 20 teacher to pupil ratio policy was introduced for junior classes. The current staffing ratio in junior classes is 1 : 23. This summary review of the literature on class size highlights some issues and complexities arising from the international research and research within the New Zealand context.  相似文献