论政治教师的课堂语言     

牛太 《湖北广播电视大学学报》2008,28(9):121-121

语言是思维的物质外壳,交流思想的工具。不同学科的教师语言,当然各具特色,并且教师的课堂语言艺术必然对教学效果产生重大影响。  相似文献   

诵读文言文的“四步曲”     

邹晓阳 《零陵学院学报》2004,2(1):68-69

文言文诵读的过程有“四步曲”：初读——咬文嚼字：再读——庖丁解牛；熟读——进入情境；背诵——回忆再现，四步曲是由高到低，由慢到快，由点到面，由语言到篇章结构的阅读理解过程。  相似文献   

Visual Basic中动态报表的研究与实现     

邰建华 《绥化学院学报》2004,24(2):158-160

报表是管理信息系统中的重要组成部分，动态报表又是报表中的关键技术，本文介绍了在VB中使用DataReport和VBA生成动态报表的方法，具有高效实用等特点。  相似文献   

把握新教材特点 搞好汉语文教学     

朴泰秀 《黑龙江教育学院学报》2005,24(1):62-63

义务教育朝鲜族学校教科书一年级汉语上、下册和七年级汉语上、下册(试用本)教材是延边教育出版社根据新课程标准编写的,已于2003年9月开始试用。该教材体现了时代性、实效性、灵活性、宽泛性和民族性等诸多特点。教材是重要的课程资源,把握好教材的特点, 对搞好汉语文教学具有重要的指导意义。  相似文献   

Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a second language     

Leong  Che Kan  Shum  Mark Shiu Kee  Tai  Chung Pui  Ki  Wing Wah  Zhang  Dongbo 《Reading and writing》2019,32(2):439-466

Reading and Writing - This study examined the contribution of the constructs of orthographic processing (orthographic choice and orthographic choice in context), syntactic processing...  相似文献   

贾平凹的艺术追求勾勒     

邰科祥 《商洛学院学报》2001,15(1):16-22

贾平凹的艺术追求是有迹可循的,这种踪迹或者趋势可以从四个方面来理解.即(一)创作对象的"心态"化;(二)表现方法的意象化;(三)创作风格的生命化;(四)题材和体裁的模糊化.总而言之,主体化是贾平凹艺术追求的总特征.  相似文献   

浅谈“形”在中国画创作中的重要作用     

唐泰志 《阿坝师范高等专科学校学报》2002,(1):89-92

中国画是我国文化的一种象征,历代来形成了以代表文人士大夫思想感情的“文人画”为主流。中国画中写意画是画家们所追求的最高境界。它以达意、畅怀为目的。“以线造型”的独特方式决定了它有别于西方艺术客观再现对象的艺术形式。本文从中国画的“造型”特点、历代大师成功的先例、经验及初学者认识“形”的重要性等方面加以论述,深入浅出地阐明了所要表达的观点。  相似文献   

弱广义对角占优矩阵的新性质     

张泰 朱艳张成毅  苗俊红 《海南师范学院学报》2007,20(2):97-100

给出了弱广义对角占优矩阵必有对角占优行这一结论，并证明当弱广义对角占优矩阵为不可约时，该结果还可以有更好的改进．  相似文献   

Factors influencing success in introductory college chemistry     

Robert H. Tai  Philip M. Sadler  John F. Loehr 《科学教学研究杂志》2005,42(9):987-1012

Previous research has found a wide range of predictors of student performance in introductory college chemistry. These predictors are associated with both the students' backgrounds and their high school learning experiences. The purpose of this research study was to examine the link between high school chemistry pedagogical experiences and performance in introductory college chemistry while accounting for individual educational and demographic differences. The researchers surveyed 1531 students enrolled in first‐semester introductory college chemistry courses for science and engineering majors at 12 different U.S. colleges and universities. Using multiple regression analysis, the researchers uncovered several interesting high school pedagogical experiences that appeared to be linked with varying levels of performance in college chemistry. Most notably, the researchers found that repeating chemistry labs for understanding was associated with higher student grades, whereas overemphasis on lab procedure in high school chemistry was associated with lower grades in college. These results suggest that high school teachers' pedagogical choices may have a link to future student performance. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 987–1012, 2005  相似文献   

Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context     

Rola Ajjawi  Joanna Tai  Tran Le Huu Nghia  David Boud  Liz Johnson  Carol-Joy Patrick 《Assessment & Evaluation in Higher Education》2020,45(2):304-316

Abstract

Work-integrated learning (WIL) is a feature of university courses, both in professional areas, where it is commonplace, but also across many different disciplines. Assessment of WIL can be complex as it involves parties and settings external to the university, and it can be problematic because of difficulties in aligning learning activities during placements with what is or can be assessed by the university. This paper explores the relationship between students’ placement experiences and accompanying assessments in contexts where activities are tightly coupled with the curriculum, and in those where it is not. It draws on a qualitative analysis of student interviews and drawings by the interviewees of their WIL experiences, supplemented with analysis of unit guides. Our findings highlight that students’ perceptions of authenticity of assessment were undermined by misalignments between the student, university and industry. Assessment authenticity was perceived by students as based on alignment between their current and future selves in the assessment process, involvement of industry supervisors and relevance of placement activities to assessment activities. The paper discusses the complexity of coordination of educational activities with external partners, especially when one party drives assessment. It then suggests a reframing of WIL assessment to promote alignment and authenticity.  相似文献