德育在身边发现总动员     

年红 《辽宁教育》2007,(8):46-47

锦州市古塔区站四小学建于1965年,有学生1400多人.多年来,该校以德育教育为先导,大力加强素质教育,在教育改革中日益焕发着旺盛的生命力.围绕“千教万教,教人求真;千学万学,学做真人“的陶行知思想,进一步地改善和提高德育工作的针对性、实效性,从而构造多渠道、多形式的德育教育体系,初步形成了“人无我有,人有我精“的少先队及德育教育的特色做法.……  相似文献   

传奇人族MMA的惊天逆转     

领先世界一年 《电子竞技》2016,(5):98-101

本期为大家带来的是第十二届宅男杯上韩国人族选手MMA与波兰虫族选手Nerchio的一场TvZ攻防战。Nerchio前期的蟑螂压制被MMA依靠农民操作完美化解,随后MMA转出女妖打击虫族经济取得了巨大优势,但在之后大部队推进时,由于没有控制好视野,MMA中了虫族的“偷天换日”之计导致三矿失守陷入被动局面,此时MMA展现出了韩国人族强大的韧性,依靠解放者掩护空投打出了华丽的多线,一步步收复失地最终实现了逆转翻盘。  相似文献   

国内交通标示汉英翻译现状与翻译规范研究   总被引：1，自引：0，他引：1  

郭海波  年智英 《考试周刊》2007,(5):70-72

本文就国内交通标示和地点名称英译错误,探讨了翻译的标准和原则,建议针对不同文体采用不同的翻译标准。具有非文学性特征的标示牌,以国内外公众为服务对象,其翻译要力求忠实、通顺,真正做到译语简洁,一目了然。据此,笔者把所涉及的交通标示和地点名称标示大致分成三大类,试图通过例证探讨公式化翻译模式,为国内公共标示的翻译工作者提供可操作的翻译方法参考。  相似文献   

爸爸妈妈 你们为什么不吻我呢     

M·A 厄克特  秋影 《家庭教育》2005,(1)

小女孩辛迪和她的爸爸妈妈生活在一起。她的家庭并不富裕,但一家人非常和睦,生活也很幸福。然而生活中好像还存在着什么缺憾,辛迪没意识到。辛迪9岁那年,第一次在外面过夜,那是在她的好朋友黛比家。睡觉前黛比的妈妈进来,分别轻轻地吻了吻她们的额头,并向她们道了“晚安”。“我爱你,黛比。”当黛比的妈妈吻过黛比之后,轻声地说道。“我也爱您,妈妈。”黛比喃喃地应道。面对此情此景,辛迪不禁大吃一惊,心中久久不能平静。从她记事以来,从来就没有人吻过她,还向她道晚安、说爱她之类的话。整整一夜,她的眼前始终闪现着黛比的妈妈轻吻黛比时的…  相似文献   

手不释卷的顾炎武     

年晓 《七彩语文(小学低年级)》2016,(4):20-23

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大利亚TAFE的特色及其对我国发展高职的启示     

年大琦 《职教论坛》2005,(24):60-62

澳大利亚职业教育独具特色,其职业教育和培训主要是通过TAFE学院来进行实施的,具有独特的办学风格和特点,因而本文对TAFE学院的基本情况和它的主要特色进行了介绍,以期对我国的高等职业教育的良性发展起到推动和借鉴作用.  相似文献   

Developmental links of very early phonological and language skills to second grade reading outcomes: strong to accuracy but only minor to fluency     

Puolakanaho A  Ahonen T  Aro M  Eklund K  Leppänen PH  Poikkeus AM  Tolvanen A  Torppa M  Lyytinen H 《Journal of learning disabilities》2008,41(4):353-370

The authors examined second grade reading accuracy and fluency and their associations via letter knowledge to phonological and language predictors assessed at 3.5, 4.5, and 5.5 years in children in the Jyv?skyl? Longitudinal Study of Dyslexia. Structural equation modeling showed that a developmentally highly stable factor (early phonological and language processing [EPLP]) behind key dyslexia predictors (i.e., phonological awareness, short-term memory, rapid naming, vocabulary, and pseudoword repetition) could already be identified at 3.5 years. EPLP was significantly associated with reading and spelling accuracy and by age with letter knowledge. However, EPLP had only a minor link with reading fluency, which was additionally explained by early letter knowledge. The results show that reading accuracy is well predicted by early phonological and language skills. Variation in fluent reading skills is not well explained by early skills, suggesting factors other than phonological core skills. Future research is suggested to explore the factors behind the development of fast and accurate decoding skills.  相似文献   

The development of the ability to recognize the meaning of iconic signs     

Tolar TD  Lederberg AR  Gokhale S  Tomasello M 《Journal of deaf studies and deaf education》2008,13(2):225-240

Early developmental psychologists viewed iconic representation as cognitively less complex than other forms of symbolic thought. It is therefore surprising that iconic signs are not acquired more easily than arbitrary signs by young language learners. One explanation is that children younger than 3 years have difficulty interpreting iconicity. The current study assessed hearing children's ability to interpret the meaning of iconic signs. Sixty-six 2.5- to 5-year-olds who had no previous exposure to signs were required to match iconic signs to pictures of referents. Whereas few of the 2.5-year-olds recognized the meaning of the iconic signs consistently, more than half of the 3.0-year-olds and most of 3.5-year-olds performed above chance. Thus, the ability to recognize the meaning of iconic signs gradually develops during the preschool years. Implications of these findings for sign language development, receptive signed vocabulary tests, and the development of the ability to interpret iconic symbols are discussed.  相似文献   

Recognition of facial emotions among maltreated children with high rates of post-traumatic stress disorder     

Masten CL  Guyer AE  Hodgdon HB  McClure EB  Charney DS  Ernst M  Kaufman J  Pine DS  Monk CS 《Child abuse & neglect》2008,32(1):139-153

OBJECTIVE: The purpose of this study is to examine processing of facial emotions in a sample of maltreated children showing high rates of post-traumatic stress disorder (PTSD). Maltreatment during childhood has been associated independently with both atypical processing of emotion and the development of PTSD. However, research has provided little evidence indicating how high rates of PTSD might relate to maltreated children's processing of emotions. METHOD: Participants' reaction time and labeling of emotions were measured using a morphed facial emotion identification task. Participants included a diverse sample of maltreated children with and without PTSD and controls ranging in age from 8 to 15 years. Maltreated children had been removed from their homes and placed in state custody following experiences of maltreatment. Diagnoses of PTSD and other disorders were determined through combination of parent, child, and teacher reports. RESULTS: Maltreated children displayed faster reaction times than controls when labeling emotional facial expressions, and this result was most pronounced for fearful faces. Relative to children who were not maltreated, maltreated children both with and without PTSD showed enhanced response times when identifying fearful faces. There was no group difference in labeling of emotions when identifying different facial emotions. CONCLUSIONS: Maltreated children show heightened ability to identify fearful faces, evidenced by faster reaction times relative to controls. This association between maltreatment and atypical processing of emotion is independent of PTSD diagnosis.  相似文献   

例谈用假设法解物理习题     

詹振亚  张年春 《理科考试研究》2001,8(11):36-37

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