排序方式： 共有104条查询结果，搜索用时 937 毫秒
11.
为了培养学生的观察力和想象力,教师要发挥插图的应有价值,让静止的插图变成鲜活的画面,在学习实践中引导学生展开联想,给学生插上想象的翅膀。 相似文献
12.
针对现阶段职业院校的生源质量比较低,为了达到办学目标,在教学方法和教学手段上突破传统的限制,利用计算机软件进行辅助教学。 相似文献
13.
14.
Sheryle Bergmann Drewe 《Interchange》1998,29(3):261-273
Artistic activities are frequently touted as being imaginative or valuable in helping develop the imagination of students. However, it is not always clear what is meant by the imagination. Is the imagination a faculty of the mind? Do some people have it while others do not? Is it something that can be developed? Or is having an imagination having the ability to conceive of ideas in a certain way? If having an imagination is an ability to conceptualize in a certain manner, can educators provide experiences which foster this ability? How does this ability differ from creative ability or the ability to fantasize? These questions, among others, must be dealt with if we are to come to an understanding of what we mean by the concept of imagination. Having a clearer understanding of what we mean by the imagination still leaves unanswered questions concerning why we should want to be imaginative and why being imaginative is important for arts education. These are the questions to be addressed in the following paper. 相似文献
15.
In this paper, we utilise the theoretical concept of ‘boundary crossing’ to explore how, as Australian university teacher educators, we worked with library curators and a class of student teachers to mount a public exhibition of their group work. We consider how the students crossed ‘boundaries of imagination’ in symbolic representation and critical analysis by creating artistic installations to express global education themes. We reflect on what we, the university educators, learned about crossing institutional and pedagogical boundaries to mutually facilitate new learning. We argue for the importance of shared public pedagogy as offering new avenues for teacher education and of connecting with local communities. 相似文献
16.
周桂成 《湖南科技学院学报》2005,26(7):144-147
如何在文学鉴赏中培养中学生的想象力呢?根据多年的语文教学实践经验,本文从三个方面进行了阐述：①用想象再现形象;②用想象丰富形象;③用想象体验形象。 相似文献
17.
Sue Ann Cairns 《Children‘s Literature in Education》2009,40(1):59-74
The Canadian young adult novel The Maestro by Tim Wynne-Jones foregrounds the relationship between imagination and subjective agency. While Burl uses his imagination
at the beginning to protect himself from his abusive father, his fantasies become dress rehearsals for small performances
that allow him to try on new identities and exercise autonomy through conscious choice of possible actions. The protagonist’s
imagination, nurtured by reading fairy tales, allows him to move out of his lonely private realm into intersubjective relationships
with others, particularly with parental figures who support his developing sense of agency.
相似文献
| Sue Ann CairnsEmail: |
18.
来自边界的眼光--卡夫卡文学观念论 总被引：2，自引：0，他引：2
文学是卡夫卡的生命形式，他基本上以文学的眼光在看待世界、处理人事。由于其生存状态的“边界性”，心性特征、思雏模式的极端个性化等原因，导致了他看待人事的方式与—般作家非常不一样。这样，也就生成了他与众不同的文学现。 相似文献
19.
在职高生高考数学的复习教学中,要注重区别对待不同成绩的学生,要充分重视学生的主体地位,发挥教师的主导作用. 相似文献
20.
胡彦 《金华职业技术学院学报》2001,1(4):97-98,101
演讲作为一门有声语言艺术是一项艰苦的劳动。由于我们对演讲的认识不足，因此使用时，常常被留于表面，使演讲缺乏应具备的深刻性、灵活性和时代性。实际上演讲过程是一个复杂的生理和心理的活动过程，它主要具备感受过程、思维过程和想象过程．只有充分认识和把握，才能克服演讲的表层性和盲目性，真正使演讲具有较强的感染力。 相似文献