共查询到20条相似文献，搜索用时 15 毫秒
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何玲 《小溪流(作文画刊)》2004,(4)
英语中的很多词语是不能望文生义的,如“face the music”这个短语。如果你认为是“面对、应付音乐”的话,就大错特错了。这个短语已有百年以上的历史了,是美国男女老少都非常熟悉的短语。最早使用这个表现法的是 相似文献
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When someone says,“Well,i guess i‘ll have to go face the music”it does not mean he is planning to go to a concert .it is something far less pleasant,like being called in by your boss to explain why you did this and did that,and why you did not do to this or that sour music indeed,but it has to be faced. 相似文献
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流畅的线条，精致的纹理，搭载HTC特有的魅力拍摄及悦动音效功能，HTC Ｏne SC 特邀当红模特张奕、王梓亦分享。 相似文献
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热爱音乐,喜欢MP3的轻巧可爱。2001年10月23日,当苹果的CEO拿出那个白色的小盒子时,没有人能预感到iPod能风靡整个世界,当时市面上的各种MP3播放器已经琳琅满目了。直到今天,我们看见满大街的帅哥美女披挂着耳机线招摇过市,为了各种美丽配件不惜大花血本,才知道MP3的音乐时代终于来了! 相似文献
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If m usic m akes you sm arter and exercise helps you to think, surelyexercising to m usic can turn you into a genius(天才)?A group of A m eri-can researchers believe thatthis is indeed true.A team of scientists from O hio State U niversity (俄亥俄州立大学)conducted experim ents on 33volunteers (志愿者) w ho w ere recoveringfrom heart disease follow ing surgery(外科手术).A boy adds som e healthy sounds to the environm ent.They found thatpeople who exercised while listening to Italian com pose… 相似文献
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杨战伟 《中学课程辅导(初二版)》2005,(4):44-46
同学们，你们好!让我们一起进入第七单元的学习。在本单元，我们将学习使用“would you mind doing…“来向别人提出建议及要求；谈论自己所抱怨的事，对别人的抱怨表示道歉；了解各个国家的礼仪、社会行为标准的相同点或不同之处。在上学期第十一单元中，我们学习了如何有礼貌地请求别人作某事及向别人提出建议。为这一单元的学习打下了基础，我想同学们一定会学好这一单元的，一定要有信心哦!OK，首先我们来关注一下本单元的语法知识。 相似文献
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There is a lack of empirical studies that examine the influence of neoliberal ideas in preschool music and teaching. Neoliberal ideas have primarily been studied in a broader educational perspective and related to preschool policy reforms. The aim of this paper is to study preschool teachers’ rhetoric concerning music contents and music activities related to neoliberal ideas. Data consist of group conversations with preschool teachers and of video observations of daily music activities, at one preschool in Sweden. Discursive psychology has been used as a micro-sociological methodological approach. The findings show that music in this preschool is characterized by popular music, and varied consequences for knowledge content and early childhood learning are highlighted and analyzed. Also, it is argued that neoliberal ideas, in varied ways, determine the establishment of music content. For many reasons, rhetoric concerning the choice of musical content is of great importance to the field of preschool education. For example, it is essential to music education research and to preschool teachers’ everyday work, as it can improve teaching and learning qualities and become a knowledge contribution in society at large. 相似文献
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一天下午我打开收音机,偶然听到一位节目主持人正在介绍西方流行歌曲,其中有一首歌名为“face the music”,他随口就把它译为“面对音乐”。我当时想其他听众一定会纳闷,真不知怎样才能“面对音乐”。其实,“face the music”作为一个英语成语已有一百多年的历史了。关于这一成语的来源,有两种说法。一种说法是:这个成语最初是一个戏 相似文献
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Manfred Wagner 《High Ability Studies》1998,9(1):115-124
Mozart's work is quite unique on account of its quantitative and qualitative fullness within a short life. The explanatory patterns offered for this phenomenon range from a concentrated process of musical socialization, which comprised an exclusive preoccupation with music, to the specific fact of his travelling activity at that time (approx. 10 years of Mozart's life); to his good fortune in receiving, as a natural accompaniment in life, a musical education which was focused exclusively on high standards and enabled Mozart to become acquainted with almost the whole of the central European intelligentsia; to a consciously economic way of working which helped him to translate his experience of life into a work of art. These circumstances, which are ideal from the point of view of production, determined as they were by exceptional talent and by the environment, seemed to be so improbable to succeeding generations that the history of the reception of Mozart displays not only a reaction from a non‐academic perspective, but also designed a variety of diverging explanations for the (literally) unbelievable circumstances. This is probably why, ever since the start the nineteenth century, writings about Mozart have been not only contradictory, but have in part also provided no answers whatsoever to those questions which played such a major role in the biography. Consequently, the anomaly is valid not only for the process of production but also for that of reception. 相似文献
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《新课程导学(上)》2009,(9):15-17
同步点拨
【学习目标导航】
1．学会运用重点句型：Wouldyoumind＋v—ing…？
2．学会委婉向对方提出请求和建议。
3．掌握本单元的重点词汇。 相似文献
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杨战伟 《中学课程辅导(初二版)》2005,(4)
同学们,你们好!让我们一起进入第七单元的学习。在本单元,我们将学习使用"would you mind doing…"来向别人提出建议及要求;谈论自己所抱怨的事,对别人的抱怨表示道歉;了解各个国家的礼仪、社会行为标准的相同点或不同之处。在上学期第十一单元中,我们学习了如何有礼貌地请求别人作某事及向别人提出建议。为这一单元的学习打下了基础,我想同学们一定会学好这一单元的,一定要有信心哦!OK,首先我们来关注一下本单元的语法知识。 相似文献
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In this paper the authors utilise findings from the Economic and Social Research Council‐funded InterActive Education project to present a characterisation of the sub‐culture of school music with Information and Communications Technology (ICT) in England. They consider the opportunities and challenges ICT presents to the teaching of primary (ages 4–11) and secondary (ages 11–18) classroom music through an investigation of the perceptions, personal philosophies and pedagogical styles of seven teachers with whom they worked over a period of three years. Their work is underpinned by Goodson and Mangan’s definition of subject sub‐culture and they draw on Shulman’s notion of ‘knowledge bases’ in order to categorise and discuss the data. Through the identification and elaboration of key themes, the authors provide a snapshot of the emerging sub‐culture of music and ICT in schools. 相似文献
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This article focuses on an oversubscribed UK higher education music conservatoire that centres its selection procedures on individual performance auditions. In this mixed‐method study, centrally‐held assessment scores are used to show that A‐level music grades are a more effective predictor of final degree result than performance at audition. This context is then used to consider the learning of two students at the conservatoire who defy the expectations implied by the statistical results. Through six interviews with each student, their stories are probed through the lens of their trajectories of participation. Drawing on the notion of expansive and restrictive learning, the role that depth and breadth plays in learning to perform is unpacked, and it is suggested that both may be of central importance in shaping musical expertise. The authors discuss the results in terms of the specific challenges that the conservatoire faces in broadening its access, and consider the implications for learners of musical performance. 相似文献
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In order to give all children equal opportunities in school, methods to prevent early differences are needed. The overall aim of this study was to investigate the effectiveness of two structured teaching methods: Math in Action, characterised by physical activity and music, and common numerical activities. Children (28 girls, 25 boys) were assigned to 1 of the 2 conditions during a period of 3 weeks (2 times a week for a 30-minute session). The results show that children who learn mathematics in an environment characterised by physical activity and music develop their mathematical abilities significantly more than children who learn mathematics through common number activities. We have also shown that children with different motor skill abilities benefit from learning mathematics in an environment characterised by physical activity and music. 相似文献
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《Educational Philosophy and Theory》2013,45(1):65-75
This essay considers the way and manner in which a musician and music educator approaches his or her work. It is suggested that anthropomorphic conceptions of music have endured in music education practice in the West. It is proposed that our view of the ‘processes’ of music making, music reception and music learning can be challenged and reconsidered. Heidegger's theory of art is used as a way of rethinking these processes, and of reconsidering our relational dimension with music. The unfolding of music in music‐events occurs as people ‘work‐with’ music and interact with its dimensions in a way that is culturally and dialogically vibrant. Music education can thus become more responsive to changing ‘modes of beings’ in the moment. 相似文献
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Dimitra Kokotsaki 《Educational studies》2016,42(2):201-220
This study aims to explore pupils’ affective engagement with school and music during their transition to secondary school. A gender comparison is also being made to ascertain any differences that may exist between boys and girls during this time. A sample of 182 pupils completed two questionnaires (attitudes to school and attitudes to music) three times (at the end of Year 6, at the beginning and end of Year 7). A series of one-way repeated measures analysis of variance tests showed that pupils’ overall attitudes to school dropped significantly from the end of Year 6 to the end of Year 7 with their enjoyment towards school and their satisfaction with the work environment declining. Pupils’ attitudes to music presented a significant fall at the end of Year 7 after a slight improvement at the beginning of secondary school. Girls held consistently more positive attitudes towards school and music than boys. It is suggested that pupils’ attitudes are malleable and responsive to environmental change and, therefore, this problem can be remedied if appropriate interventions are put into place particularly regarding the teacher-pupil relationship and pupils’ perceived autonomy in their learning. 相似文献