默会认识论在持拍隔网对抗性项群教学中的应用     

李振斌王永刚  曹海信 《商洛师范专科学校学报》2005,19(4):48-51

借鉴默会认识论的理论体系，结合持拍隔网对抗性项群教学实践活动的特点，提出了默会认识论与持拍隔网对抗性项群教学之间的相互联系，解释了在该项群教学实践活动中教师教学过程和学生认识过程的心理体验，对掌握持拍隔网对抗性项群技术教学策略和准确评价学生技术掌握阶段，从思维领域层面进行导向．  相似文献   

关于现代远程高等教育发展若干问题的思考   总被引：3，自引：0，他引：3  

于靖熙 《现代教育技术》2001,11(3):23-27

伴随现代媒体信息技术的进步及其在教育领域中的开发应用 ,网络教育在我国开始萌生发展 ,各种网络大学也因此应运而生。网络大学的发展 ,不仅取决于现代媒体信息技术的进步及其在高等教育领域中的应用情况 ,还取决于现实高等教育资源和教育组织的支持状况 ;伴随网络大学的兴起和发展 ,远程高等教育领域中的激烈竞争不可避免 ,并将带来远程教育领域中群雄逐鹿和优胜劣汰局面———而且这种局面会由虚拟教育领域扩展到现实教育领域 ;网络大学的普遍出现和现实社会学习需要的具体多样 ,将导致能够为网络大学提供现实支持和为学生提供具体学习服务的社区教育服务中心的建立 ,而这种组织将朝着为所有的网络大学提供平等竞争公共平台的方向发展  相似文献   

向热心于全国中学生作文大赛的王蒙先生提一个建议     

余清  晓瑛 《南京晓庄学院学报》2001,17(3):93-96

王蒙先生参与的全国中学生作文大赛的获奖作文,都堪称是很不错的文学作品,把这样的作文当作全国中学生学习作文的榜样,希望他们都朝这个方向努力是不必要的,不可能的,甚至是有害的.现代人必须人人会写作.他们要求于语文教师的就是保证他们无论是写一句话或写一串话(说一句话或说一串话)时都做到清楚通顺.让中学生瞄着"市场"的需要"生产"既有认识价值又有审美价值的"话语"来写作,既脱离作文的实际可能,也脱离学生将来对自己写作能力的需要.建议将这类大赛改作校园文学大赛.  相似文献   

孟子、曹丕、刘勰的"文气"观比较     

谢丹萍  吴建民 《南阳师范学院学报》2005,4(5):81-83

孟子、曹丕、刘勰的“气”观构成了古代气论的基本框架，他们的“气”观各有不同的理论内涵，对学创作具有不同的功能作用，因而也有不同的理论意义和价值。他们的“气”观对今天的作家及创作仍有重要的指导意义和应用价值。  相似文献   

《明季南北略》的写作原因和史料价值     

胡晓彤 《徐州师范大学学报(哲学社会科学版)》2004,30(2):114-119

明清鼎革之际,社会动荡乱离,《明季南北略》即是记录这一历史时期的作品。作者计六奇心系明朝,试图以此书来总结明朝由乱而亡的历史教训,寄托自己炽烈的民族感情,并希望以此书留名于世。书中保留了明清之际丰富的史料,特别是关于农民起义和抗清斗争的史料,有许多是不见于他书的珍贵记载;同时,书中许多记载是作者亲身的经历和见闻,更加真实可信,为其他史料所不及;计六奇一生湮没无闻,书中有关的写作经历,也是了解作者生平的第一手资料。  相似文献   

Teaching,learning, and evaluating: handwriting in Uruguayan public elementary schools in the 1830s     

Juan Viacava 《Paedagogica Historica: International Journal of the History of Education》2017,53(5):561-577

Abstract

This article examines the Uruguayan state approach to the teaching of writing in public elementary education during the 1830s, and is an attempt to explain why state officials advanced new pedagogical methods aimed at increasing rationalisation and standardisation. While many different handwriting styles existed in the past, the school system simplified and standardised public education under a single cursive style, the English round-hand. Notwithstanding the state’s standardising directives, Uruguayan teachers combined the pedagogical innovations of Lancaster’s monitorial system with the calligraphic traditions of the old writing masters. According to personal preference and necessity, teachers devised a hybrid system, which implemented new dictation exercises and the use of the writing slate, but preserved the writing masters’ imitation of muestras, and the use of quill, ink, and paper. The government arranged an inventive procedure to accurately measure students’ handwriting performance. The planas, or samples of students’ handwriting, were useful tools in the standardisation and evaluation of public education. Elementary schools from all over the country forwarded handwriting samples to the central state, or exhibited them in public examination ceremonies, as teachers publicised pedagogical success, and state officials confirmed the general advancement of public education. This study is also an attempt to show that the teaching of writing was part of a greater pedagogical mission and nation-building project: the intentional departure from colonial corporate identities, and the construction of a national community conceived as the sum of its individual citizens.  相似文献   

Cooperative writing response groups: revising global aspects of second-language writing in a constrained educational environment     

Melina Porto 《Journal of Further & Higher Education》2016,40(3):293-315

This article describes a cooperative writing response initiative designed to develop writing skills in foreign/second-language contexts (hereafter L2). The strategy originated from my desire to cater for my learners’ need to become better writers in English within a constrained educational environment in Argentina. In this article I describe this strategy and show how it has worked in my setting. First, I offer the rationale on which it rests, based on a sociocultural conception of reading and writing. This involves brief considerations about the notions of collaborative writing groups, social responses to texts and coherence in L2 writing. Second, I describe and explain the strategy in detail, and include one handout with specific written instructions (as my learners received them) for the cooperative writing response groups with a focus on coherence, i.e. global aspects of the composing process. Finally, I exemplify the strategy using one learner’s written text as a foundation (disclosed by permission).  相似文献   

汉语方言中两种差量式差比句使用情况的考察     

袁海霞 《培训与研究》2008,25(6):25-29

“A＋比＋B＋W＋Z”和“A＋W＋B＋Z”是两种带比较差值的差比句句式,广泛分布在汉语方言中。本文探讨它们在汉语方言区中的分布情况、交替机制以及竞争状态。和“A＋W＋B”不同,“A＋W＋B＋Z”普遍存留在汉语方言中,其原因有待考察。  相似文献   

对象化:写作主客体间的双向运动     

程民 《湖州师范学院学报》2003,25(2):7-11

在写作主客体关系中，写作主体与写作客体是一种对象性存在。作为内容，它必须是写作对象的主体化，通过主体摄取的选择、主观化和个性化的改造及文体规范的格式化实现；写作主体的对象化则是通过相似点、关联点的选择，移情、寓意与生命化及物我交融等手法，把自己的思想、感情、意志、愿望等主观的东西，寓寄到写作客体上去，使之成为代言表情对象。而网络写作双向互动的特长，在技术上给这种对象间的互联、互动、互惠带来更多的可能。  相似文献   

真情撩人"我"在其中--论郁达夫散文的自叙色彩     

常林红 《重庆职业技术学院学报》2003,12(4):84-85

一个"坦率到可以惊人"的现代作家郁达夫,在创作上高举"自叙传说"的旗帜,在他的散文作品中将他的整个心灵都奉献于读者之前,其真率自然的感情,犹如"从肝肺中流出".  相似文献