排序方式： 共有14条查询结果，搜索用时 31 毫秒
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Los autores proponen la Lingüística Textual para un reenfoque de las actividades de análisis de texto en la enseñanza. Como modelo de aplicación de esa propuesta se expone un caso de análisis textual de una nanación en el que se localizan los mecanismos de coherencia y se generan preguntas de control y ejercicios para que el alumno desarrolle estrategias de lectura. 相似文献
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刘杰 《涪陵师范学院学报》2003,19(4):36-38
狭义咏史是指作直接歌咏历史题材,以寄寓思想感情,表达议论见解的一种诗歌类别。虽然咏史诗与用典和咏怀有某些相似之处,但是它又具备和后两不同的特点,我们应该加以区别。咏史诗的产生和我国重史的民族传统及人尚古心理有关,同时又受乐府民歌创作实践的影响。从“正体”咏史到“变体”咏史的转变,我们可以看到咏史诗从重客观铺陈到尚主观抒情的曲折发展历程。 相似文献
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There is growing evidence that school engagement, or more specifically disengagement, is a key indicator for predicting Early School Leaving. The aim of this article is to explore the impact of secondary schools in student (dis)engagement and subsequent opportunities to succeed in school. Drawing on data from a qualitative study in five secondary schools in Barcelona, the article discusses the role of school context in inhibiting or facilitating school engagement by exploring compositional effects, organisational and pedagogical practices, and teachers’ expectations. To do so a twofold perspective is adopted: firstly, we look at the main school features and their impact on students’ educational opportunities; and secondly, a systematic analysis of the dimensions of school engagement (behavioural, emotional and cognitive) is carried out. As a result, the article contributes to the identification of the most significant variables at school level that influence student engagement and their opportunities for school success. 相似文献
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The global popularity of test-based accountability appears to signal political trust in standardised assessments as valid and relevant measures of education quality. Nonetheless, research shows that educators' perceptions of standardised testing and test-based accountability can vary significantly, as do their responses to accountability demands. Considering the key influence of teachers' beliefs on the way in which they respond to education reforms, in this article we examine teachers' beliefs and opinions about standardised tests and test-based accountability. We analyse a comparative study on interpretations and experiences of standardised testing and test-based accountability demands of compulsory education teachers in Chile and Norway. These cases were selected following a most-different-systems design approach. The data was derived from an electronic survey (n = 2,531) and in-depth interviews (n = 41). The analysis shows how in both contexts, teachers are relatively critical about the validity, usefulness and fairness of standardised tests. This indicates lacking teacher trust in standardised testing and test-based accountability. Still, despite similar trends, some key differences in the beliefs of Chilean and Norwegian teachers are found, which highlight the influence of the sociocultural context in shaping teachers' beliefs. By illuminating how teachers in different contexts make sense of test-based accountability, our analysis contributes to the understanding of why the often-reported mismatch between policy expectations and policy outcomes might occur. 相似文献
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Fermi problems are open, non-standard problems that require the students to make assumptions about the problem situation and to estimate relevant quantities before engaging in, often, simple calculations (Ärlebäck The Montana Mathematics Enthusiast, 6(3):331–364, 2009). Our study focuses on the plans—schemes aimed at solving—devised by students aged 12–16 years to solve Fermi problems involving big numbers. The strategies which appear in these schemes are characterized herein and analyzed to find out to what extent they would be suitable to solve the problems. Some of the identified strategies are related to magnitude estimation (use of a reference point), whereas others correspond to modeling processes (grid distribution, use of a concentration measurement, reductions of a problem, and use of a proportion). We conclude that Fermi problems involving large numbers may constitute a good opportunity to discuss heuristics and problem solving strategies in compulsory secondary education classes. 相似文献
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Albarracín Lluís Ferrando Irene Gorgorió Núria 《International Journal of Science and Mathematics Education》2021,19(6):1209-1227
International Journal of Science and Mathematics Education - This paper presents a qualitative study developed with a group of 16-year-old students who were asked to estimate large numbers of... 相似文献
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Quevedo-Junyent L Aznar-Casanova JA Merindano-Encina D Cardona G Solé-Fortó J 《Research quarterly for exercise and sport》2011,82(4):644-651
In this study, we examined differences in dynamic visual acuity between elite and subelite water polo players and sedentary students. To measure dynamic visual acuity binocularly, we asked participants to indicate the orientation of a broken ring, similar to the Landolt C, which increased in size as it moved across a computer screen. Two different speeds, three possible trajectories, and two different levels of contrast were evaluated. There were statistically significant differences between elite players and sedentary students for each combination of speed, contrast, and trajectory. Elite players achieved better dynamic visual acuity scores, and results also improved for some combinations of speed, contrast, and trajectory. Comparison between elite and subelite groups failed to reveal any 相似文献
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从公共图书馆的社会教育职能入手，阐述县级图书馆为建设社会主义新农村服务的意义、机遇，并从服务工作现状出发，有针对性地从服务理念、服务定位、服务方式、服务体系等方面提出具体对策。 相似文献
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Aina Tarabini Marta Curran Alejandro Montes Lluís Parcerisa 《Critical Studies in Education》2018,59(3):364-381
The objective of the article is to examine what is ‘taken for granted’ in the policies designed to combat Early School Leaving (ESL) in Catalonia, identifying their implicit ontologies, causal assumptions and logics of action. In order to do so, the realist evaluation is applied. Specifically, this methodology has been applied to compare the discourses, priorities and policies of two key agents in defining and implementing policies to combat ESL in Catalonia: the Catalan Department for Education (Regional Government body) and the Barcelona Education Consortium (Local Government body). In each case, systematic documentary analysis has been conducted as well as in-depth interviews with educational experts and policymakers. The results of the analysis allows opening up the black box of the political priorities defined by this two political agents, identifying two highly controversial logics to understand educational success and to consequently address ESL 相似文献