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ROB FIELDING 《The International Journal of Art & Design Education》1994,13(2):145-151
The connection between language and drawing development has always seemed a plausible proposition despite the lack of research in this area. This paper reports on the research findings and theory offered to date in support of links that are purported to exist between these two human abilities. The most convincing arguments for this proposition emanate from the work and ideas of the Russian psychologist Lev Vygotsky who claims that drawing behavior is inextricably linked to the development of language in humans. In addition, more recent research by Dyson et al has revealed a crucial role for drawing as a prerequisite for the development of writing skills. 相似文献
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LUCIA A. GILBERT 《Counselor Education & Supervision》1981,21(1):57-62
The author asked student counselors to predict sex-role behaviors of a hypothetical female or male client experiencing academic and personal difficulties. In general, student-counselor attitudes (liberal or moderate) toward sex roles influenced their predictions of client behavior in work and education roles but not in family roles. The sex of the client also influenced their judgements. The author discusses the implications of these findings for future research and for training programs to reduce sex bias in counseling. 相似文献
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GILBERT CLARK ENID ZIMMERMAN 《The International Journal of Art & Design Education》1994,13(3):275-286
This paper contextualises and summarises five research projects concerned with the education of artistically talented students in the United States. It reports on over ten years of research and describes the hypotheses, methods and findings of studies linked by their concern for the special needs of the artistically able. Finally, the paper points towards the next stages of the research. 相似文献
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This article explores the gender dynamics of boys' responses to one particular aspect of English teaching: oral performance work. It focuses on the possibility that the requirement to perform publicly in dramatic and other oral tasks may be an important factor in the rejection of English by many boys, and may contribute to boys' relatively poor achievement in English. The article provides a study of boys' engagement in English oral activities in two classrooms, and identifies a number of factors influencing boys' English learning. In particular, it shows that there is no simple relation between the performance requirements of English learning activities and boys' disengagement with English. 相似文献