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田克让 《中学课程辅导(初三版)》2004,(7):14-14
知识与技能 图书馆是学生们吸取知识的海洋。它在师生的学习、工作和生活中起着十分重要的作用。学会图书馆事务上有关英语用语，对于大中学生来说十分必要，也十分有用。 相似文献
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王艳 《语数外学习(高中版)》2013,(11):34-34
Unit 1 School life in the UK这篇文章主要谈论美国的学校生活,通过本篇文章的学习,学生要掌握两种阅读策略:skimming and scanning。为了达到学习目标,教师先介绍阅读策略skimming的运用,以第一段举例,让学生学会在快速浏览的情况下,找到文章各个段落及全文的中心意思。接着介绍另一个阅读技巧scanning,通过判读正误、单项选择等练习运用这一策略,让学生通过实际操作掌握这一技巧。最后,通过任务型阅读填空的形式,帮助同学进一步巩固课文内容并再次理清文章概要。 相似文献
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《数理天地(高中版)》2003,(11)
The“Preliminary Project Development Plan for anAdvanced Manned Space Program Utilizing the MarkⅡTwo Man Spacecraft”framed six objectives.Theywere to be achieved in 10 flights,the first in March1963 and the rest to follow once every two months untilSeptember 1964. 相似文献
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Annika Andersson Mathias Hatakka Åke Grönlund Matilda Wiklund 《Learning, Media and Technology》2014,39(1):37-52
There is a debate about the advantages and disadvantages of using social media in education. Drawing on interviews and surveys with students and teachers in three Swedish schools, this study finds that students as well as teachers find much of the students' social media use distractive to learning. We investigate this by means of an interpretative study of students' and teachers' experiences. We find that concerns relate to how social media use makes students less social, how weaker students are more likely to get distracted, how teachers lack strategies for tackling the problem and how the responsibility of the use is delegated to the students. We discuss how the distractive use of social media is made possible as a result of education policies requiring a higher degree of individual work, individual responsibility, and educational choices for students. Teachers and school leaders need to jointly reclaim the students and coping strategies for the distractive use are urgently needed. 相似文献
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Policy conceptualizations of the global knowledge economy have led to the channelling of much Higher Education and Research and Development funding into the priority areas of science and technology. Among other things, this diversion of funding calls into question the future of traditional humanities and creative arts faculties. How these faculties, and the disciplines within them, might reconfigure themselves for the knowledge economy is, therefore, a question of great importance, although one that as yet has not been adequately answered. This paper explores some of the reasons for this by looking at how innovation in the knowledge economy is typically theorized. It takes one policy trajectory informing Australia’s key innovation statement as an example. It argues that, insofar as the formation of this knowledge economy policy has been informed by a techno‐economic paradigm, it works to preclude many humanities and creative arts disciplines. This paper, therefore, looks at how an alternative theorization of the knowledge economy might offer a more robust framework from within which to develop humanities and creative arts Higher Education and Research policy in the knowledge economy, both in Australia and internationally. 相似文献
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Richard Hatcher 《教育政策杂志》2013,28(5):599-619
In this article I use the concept of ‘re‐agenting’ to explore and explain the role of non‐state agencies, principally private companies and business entrepreneurs, as key instruments in the government’s transformation of the school system in England. Their role takes both for‐profit and not‐for‐profit forms. The outsourcing to private companies of the implementation of government education policies and the delivery of educational services to schools and local authorities has created a profitable market. Equally significant is the growing involvement of the private sector in schools through the sponsorship of specialist schools and Academies on a non‐profit basis. 相似文献
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Students’ Learning with the Connected Chemistry (CC1) Curriculum: Navigating the Complexities of the Particulate World 总被引：4，自引：3，他引：1
The focus of this study is students’ learning with a Connected Chemistry unit, CC1 (denotes Connected Chemistry, chapter 1),
a computer-based environment for learning the topics of gas laws and kinetic molecular theory in chemistry (Levy and Wilensky
2009). An investigation was conducted into high-school students’ learning with Connected Chemistry, based on a conceptual framework
that highlights several forms of access to understanding the system (submicro, macro, mathematical, experiential) and bidirectional
transitions among these forms, anchored at the common and experienced level, the macro-level. Results show a strong effect
size for embedded assessment and a medium effect size regarding pre-post-test questionnaires. Stronger effects are seen for
understanding the submicroscopic level and bridging between it and the macroscopic level. More than half the students succeeded
in constructing the equations describing the gas laws. Significant shifts were found in students’ epistemologies of models:
understanding models as representations rather than replicas of reality and as providing multiple perspectives. Students’
learning is discussed with respect to the conceptual framework and the benefits of assessment of learning using a fine-tuned
profile and further directions for research are proposed.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users.
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| Sharona T. LevyEmail: |
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Bent B. Andresen 《Education and Information Technologies》2017,22(2):533-550
In Denmark, 1:1 classroom has been implemented in all public schools (grades 1–9). Each student regularly accesses, processes, produces and exchanges written material using a computer (PC, laptop, tablet, etc.). These devices are considered as tools to enhance educational objectives, and in the article I present findings from research about how these devices might be used to enhance the students’ acquisition of literacy skills. An internationally comparative analysis by the OECD of the digital skills that students have acquired shows no appreciable improvements in student achievement in reading in the countries that ‘had invested heavily in educational technology’. The Danish cases presented in this paper, however, identify ways of using digital technology in order to improve student digital literacy skills. They provide evidence suggesting a positive influence on student reading, creating and sharing of learning material in 1:1 classrooms. The results gained are considered critical in the sense that they can be generalized with a view to future development of 1:1 educational initiatives. 相似文献
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《校园英语(教研版)》2014,(4):39-40
<正>全国优质课一等奖教材内容:外研社版(新标准)英语教科书九年级上册Module 1 Unit 2所教年级:九年级学生背景:九年级的学生已经有了一定的认知能力和生活经历,他们喜欢旅游,善于探索,渴望了解、体验这个神奇世界。Module 1 Wonders of the world中Unit 2来自一篇游记,介绍世界奇观美国科罗拉多大峡谷,学生会非常感兴趣。读游记,感自然神奇;品游记,舒心中热爱。 相似文献
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Zhang-fei Shou Qin Zhou Jie-ru Cai Jiang-hua Chen Kazuya Yamada Kaoru Miyamoto 《Journal of Zhejiang University. Science. B》2009,10(9):702-706
1-3 kinase pathway can mediate this effect. 相似文献
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一、话题导读节日是生活中值得纪念的重要日子,是人们为适应生产和生活的需要而共同创造的一种文化。节日的起源多种多样,有的源于传统习俗,有的源于宗教,有的节日则是对名人或某次有意义的事件的纪念。随着时代的发展和全球化,很多节日已不再局限于某个特定地区和人群了。但对全世界华人而言,在他们心中最重要的节日还是中国的春节。 相似文献
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INTRODUCTION Soil-borne pathogens, including Pythium spp. and Fusarium spp., cause significant yield losses in horticulture and agriculture crops (Mao et al., 1997). Current practices for controlling plant diseases are based largely on disease resistant crops, cultivation management in fields and application of synthetic pesticides (Elizabeth and Emmert, 1999). Biological control using antagonistic microbes to reduce the use of chemical pesticides in a system of integrated plantdisease … 相似文献
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Lee S. Shulman 《教育心理学家》2013,48(2):90-92
Several serious problems in the theoretical foundations of factor analysis are reviewed. The first, factor‐naming, is discussed as a determinant of factor fame. A second problem, that of rounding errors in the computerized extraction of factors, is treated from the perspective of psychoanalyticametric theory. Results of an empirical study of the causes of rounding errors are presented and discussed. 相似文献
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陈文宜 《读与写:教育教学刊》2010,7(3):6-6,9
This paper analy ses one unit of the NSET from one of the five dimensions proposed by Gao Lingbiao (GaoLingbiao,2002,27)--the dimension of psychological and cognitive development to see whether the content and tasks designed in this unit are actually reflecting the psychological and cognitive development of the language learners. 相似文献
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Agneta Ljung‐Djärf 《Early Years: An International Journal of Research and Development》2008,28(1):61-72
One of the most important benefits of computer use within educational settings has been described as its potential for use in collective activity. However; there is a need to take a closer look at the apparently unproblematic picture of children's actual cooperation around the computer. The purpose of this research was to study positions and positioning in peer activity around the computer in pre‐school. Data were collected in three different Swedish municipal pre‐school units with children from three to six years of age. In this paper three positions, described as ‘owner’, ‘participant’ and ‘spectator’, are identified and discussed. The positions are static as they constitute a specific space for acting, including rights, duties and obligations. They are also dynamic as, in relation to previous experiences, they appear to imply different opportunities to use the afforded space for acting. The play around the computer implies that positions and positioning are continuously defined and transformed in relation to each other. 相似文献