共查询到20条相似文献，搜索用时 31 毫秒
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Jane Murray 《International Journal of Early Years Education》2018,26(4):335-339
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Karen D. Larison 《Science & Education》2018,27(1-2):133-157
The Next Generation Science Standards (NGSS Lead States 2013) mandates that schools provide students an understanding of the skills and knowledge that scientists use to engage in scientific practices. In this article, I argue that one of the best ways to accomplish this goal is to have students take the perspective of the scientist by reading nonfiction narratives written by scientists and science writers. I explore the anthropological and neurological evidence that suggests that perspective-taking is an essential component in the learning process. It has been shown that by around age 4, the human child begins to be able to take the perspective of others—a process that neuroscientists have shown engages episodic memory, a memory type that some neurocognitive scientists believe is central in organizing human cognition. Neuroscientists have shown that the brain regions in which episodic memory resides undergo pronounced anatomical changes during adolescence, suggesting that perspective-taking assumes an even greater role in cognition during adolescence and young adulthood. Moreover, I argue that the practice of science itself is narrative in nature. With each new observation and experiment, the scientist is acting to reveal an emerging story. It is the story-like nature of science that motivates the scientist to push onward with new experiments and new observations. It is also the story-like nature of the practice of science that can potentially engage the student. The classroom studies that I review here confirm the power of the narrative in increasing students’ understanding of science. 相似文献
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《常熟理工学院学报》1998,(2)
由英国著名语言学专家L.G.Alexander原著的《朗文英语语法》(Longman English Gram-mar)一书的中文译本(外研社,90.10)中第103页讲述’s和s’后面的名词省略中有这样的叙述: ——某人的住所: I’m staying at my aunt’s.译:我住在我姑母家。 相似文献
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Thomas Crisp 《Children‘s Literature in Education》2011,42(2):91-104
On September 16, 2009, the Lambda Literary Foundation (LLF) released a statement revising their eligibility guidelines for
the Lambda Literary Award, the most prestigious citation offered for LGBT books and authors. This criteria, which demands
that an author must self-identify as a member of the LGBT family of writers, has been met with considerable disapproval within
the field of children’s and young adult literature, with critics decrying the decision as unfair and essentialist. By arguing
for the deployment of strategic essentialism as a discourse of resistance and by working to complicate discussions of essentialism
within the field of children’s and young adult literature, the author of this article confronts the condemnation levied at
the Lambda Literary Foundation and makes the case for the necessity of establishing the “Lammys” as an “insider-only” citation. 相似文献
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Aboywaswalkingalongthestreet.Suddenlyhestoppedandlookedupintothesky.Ayoungmanpassedbyhim.Whenhesawtheboy,hefeltcuriousandlookedup,too.Justthenagirlcameupandsawthem.“Istheresomethinginterestinginthesky?”shethoughtandlookedup,too.Suddenlytheboyasked,“Hey,whatareallofyoulookingupat?”“Thatswhatweregoingtoaskyou,”saidtheyoungman.“Youwanttoaskme?ButIwasntlookingatanything,”saidtheboy,“Iraisedmyheadupwardbecausemynosebled.”What’s in the Sky?@程炜… 相似文献
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Early childhood educators are likely to encounter youngsters who experience problems at home impeding their abilities to learn
and benefit from the program. One such group is children who live or have lived with adult domestic violence. Children yet
to begin elementary school are over-represented among groups of young people known to live with inter-parental violence. A
qualitative study using clinical interviews of young children was used to develop a model suggesting how key aspects of development
among children 3–5 years of age can react to and be affected by inter-parental violence. Focus is on age-appropriate expression
of emotions, salience of observations and conflicting messages, a child’s focus on outcome versus process, egocentricity and
self-blame, learning of gender roles, and delay or regression in development of independence. Implications for the classroom
are outlined, including providing a nurturing environment, supporting child adjustment, and helping caregivers. Special contingencies
when families are in shelters are also discussed. 相似文献
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For the Chinese versions of Hamlet, Liang Shiqiu’s and Zhu Shenghao’s translations can be called the classic. Because the two great translators have their own choices, their versions differ a lot. In the translating process, translator’s subjectivity plays an important role and it is one of the major reasons for emerging different translation. The thesis mainly talks about Liang Shiqiu’s and Zhu Shenghao’s different versions from the perspective of translator’s subjectivity by comparison. 相似文献
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Susan Lingle 《Parenting, science and practice》2019,19(1-2):56-58
SYNOPSISAcross species of mammals, the cry of a young infant has profound effects on the parent’s brain, physiology, emotions, and behavior. High levels of infant crying can trigger increases in testosterone in men, which is accompanied by less sensitive caregiving. By learning about the biological roots and essential functions of the infant’s cry, parents may be empowered to take steps to manage the stress that is inherently induced by these cries. 相似文献