共查询到20条相似文献，搜索用时 78 毫秒
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童年的一天,他在屋里玩,父亲沉默地坐在角落里。10分钟内,他做了11件事情:写了一个半字,画了一个没画成的苹果,看了几秒钟书,大叫了几声,踢翻了一个凳子,发呆半分钟,玩了三样玩具而且都扔到了门外,傻乎乎地唱了几句歌,欣赏了一下父亲没画完的画作,画了个女孩并哈哈大笑,最后发疯地叫了几声妈…… 相似文献
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管莉莉 《中小学作文教学(小学版)》2011,(29)
高校图书馆开展勤工俭学工作,不仅缓解了图书馆日益增加的工作量与工作人员紧张之间的矛盾,使图书馆日常工作得以顺利开展,而且还减轻了一部分同学的经济压力,丰富了他们的理论知识,开阔了他们的视野,提高了他们的实践能力,培养了他们的创新意识,凝聚了他们的创造能力,增强了他们的自信心。本文简述了高校图书馆开展勤工俭学的利与弊。 相似文献
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于妍 《创新作文(初中版)》2011,(11):14-14
春蚕死去了,却留下了美丽的丝绸;画眉飞走了,却留下了美妙的歌声;雨滴落下了,却为天空留下了七彩的霓虹;面包不见了,却留下了阵阵芳香…… 相似文献
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陈季君 《遵义师范学院学报》1999,(3)
五四运动中,使中国更多的先进知识分子认识到了帝国主义的本质,认识到了工人阶级的伟大力量,认识到了中国只有走十月革命的道路才有出路,因而迅速地实现了政治立场和世界观的根本转变。首先,五四运动促进了革命知识分子与资产阶级民主主义的决裂,逐渐确立了对马克思主义的信仰,获得了具大的精神力量;其次,知识分子走上了与工农相结合的道路,获得了深厚的物质基础和阶级基础。这样,中国知识分子登上了实现自身价值的社会舞台.实现了新的觉醒。 相似文献
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通过对233名彝族农村小学4～6年级学生进行数学问题解决观念问卷的抽样调查,结果发现:学生数学问题解决观念归为数学问题、常规和非常规数学问题解决、数学问题解决动机和数学问题解决能力五方面的自我认识和看法;凉山彝族农村4～6年级学生数学问题解决观念总体上不理想,在数学教学中应给予充分重视;民族和性别因素在方差分析中主效应明显,可能与彝族学生思维方式、语言习惯等文化背景差异及当地小学数学教学现状有关;数学问题、常规和非常规数学问题解决、数学问题解决动机等观念显著影响数学问题解决观念。 相似文献
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教育管理学的研究对象及其分类 总被引：2，自引：0，他引：2
教育管理学的研究对象是教育管理问题或成为问题的教育管理现象。根据教育管理问题的性质,可从不同的角度把教育管理研究的问题分为事实问题与价值问题、经验问题与概念问题、常规问题与革命问题。所有这些问题必须是真问题,而不是假问题。 相似文献
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This study compared how selected mathematics textbooks from Mainland China and the United States at the lower secondary grade level represent various types of problems for classroom teaching and learning. The examination of problems was carried out based on the classifications of problem types established in the study, including routine problems versus non-routine problems, open-ended problems versus close-ended problems, traditional problems versus non-traditional problems, and application problems versus non-application problems, among others. Both the similarities and differences in the representation of problems in the selected textbooks were analyzed. The results were used to explore the possible influences of those textbooks on students’ different performances in mathematics, as revealed in cross-national comparisons. Discussions about how to improve the representation of problems in mathematics textbooks were provided at the end of the study. 相似文献
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Dalia Asman 《Asia Pacific Journal of Education》2009,29(2):229-249
This study focuses on the knowledge exhibited by 30 elementary school in-service and pre-service teachers in solving non-routine mathematical problems and on their beliefs regarding these kinds of problems. Interviews were used to reveal teachers' knowledge and beliefs. The findings indicated that these teachers had difficulty in solving non-routine problems and that their ability to solve these problems was influenced by their professional backgrounds. Most of the teachers, although failing to solve the given problems, expressed their willingness to give such problems to their students in class, explaining that such problems are important for students to learn how to solve as they help develop mathematical thinking and the skill of solving problems in everyday life. However, the teachers were unwilling to include such problems in examinations. 相似文献
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职校学生的问题行为突出,主要归纳为学习问题行为、交往问题行为、生活问题行为三个方面。这些问题的解决要突破以往不关注学生自身需求的解决方法,要求教师在处理学生的问题行为时,应更多的关注理解学生的需求,以真正解决学生的问题。 相似文献
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在我国存在着这样一个弱势群体——农村留守儿童。农村留守儿童问题已成为亟待解决的社会问题。通过对农村留守儿童存在的背景、现状分析,研究解决农村留守儿童问题,具有非常重要的现实意义。农村留守儿童存在心理问题、品行问题、安全问题、学习问题和生活问题等诸多问题。这些问题产生的原因包括社会因素、政府因素、家庭因素和学校因素等,从家庭、学校、政府、社会4个层面提出解决农村留守儿童问题的对策和建议,以期对农村留守儿童问题的解决提供有价值的参考。 相似文献
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李太平 《华中科技大学学报(社会科学版)》2003,17(1):32-36
全球问题是20世纪具有全球普遍性和危害深刻性并且决定人类共同命运而又只有经过全人类的共同努力才能解决的问题，全球问题分为3大类：自然环境问题、社会问题、人自身的问题。其形成的思想根源包括3个方面，与自然环境问题形成有关的是人类中心主义、科学主义、经济主义；与社会问题形成有关的是个人主义、国家主义、民族主义；与人自身问题有关的是享乐主义。每一种思想都与全球问题的每一方面有关联。这些思想都可以在主体性哲学中得到说明，在主体性哲学的指导下，这些思想形成一个相互联系、相互作用的有机整体。 相似文献
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van Lier PA Vitaro F Barker ED Brendgen M Tremblay RE Boivin M 《Child development》2012,83(5):1775-1788
This study explored whether early elementary school aged children’s externalizing problems impede academic functioning and foster negative social experiences such as peer victimization, thereby making these children vulnerable for developing internalizing problems and possibly increasing their externalizing problems. It also explored whether early internalizing problems contributed to an increase in externalizing problems. The study examined 1,558 Canadian children from ages 6 to 8 years. Externalizing and internalizing problems, peer victimization, and school achievement were assessed annually. Externalizing problems lead to academic underachievement and experiences of peer victimization. Academic underachievement and peer victimization, in turn, predicted increases in internalizing problems and in externalizing problems. These pathways applied equally to boys and girls. No links from internalizing to externalizing problems were found. 相似文献
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This study examined the relationships among academic, sociometric, and personality variables of 242 children who were selected by their teachers as having behavior problems, learning problems, learning and behavior problems, or no problems. The results were generally supportive of teachers' ability to distinguish between children with problems and children without problems. Children without problems and those with behavior problems only were more similar than different. Children with learning problems and those with learning and behavior problems were also more similar than different, yet differed significantly from children with no problems and those with behavior problems only. The unique characteristics of each group were identified and contrasted. 相似文献
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