A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher wellbeing and performance     

《Teaching and Teacher Education》2017

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Exploring elementary students’ perceptions of disabilities using children's literature     

Julia Wilkins  Kathryn Howe  Maddie Seiloff  Shelly Rowan  Elizabeth Lilly 《British Journal of Special Education》2016,43(3):233-249

The portrayal of characters in children's literature can be a very powerful influence on young children. Teachers have a responsibility to expose children to characters of all types, including those with disabilities. The goal of this study was to explore how third and fourth grade students responded to characters with disabilities in children's books. We read a total of 12 books that included characters with disabilities to students in two third‐grade and one fourth‐grade class at three elementary schools. We video‐recorded discussions about the books and identified the following four themes, all of which related to influences on students’ responses to the character with a disability: (a) societal messages, (b) academic responses, (c) teacher influence and (d) portrayal of disability. We recommend that teachers carefully select books featuring characters with disabilities based on the way the disability is portrayed in the book, and, after the read‐aloud, use questioning strategies that encourage students to make thoughtful, deep comments rather than giving ‘expected’ responses.  相似文献   

Children's responses to the interactivity of storybook apps in family shared reading events involving the iPad          下载免费PDF全文

《Literacy》2017,51(1):44-52

This paper reports on some data on the effects of screen‐based interactivity on children's engagement with storybook apps during family shared book reading that were gathered in a 2‐year, small‐scale ethnographic case study in Spain. Data analysis focuses on the complex interplay between the storybook app's interactive features and the children's responses to them. Our findings show that interactive elements increase the child's autonomy, as they tend to promote the importance of the reader, positioning him or her as a collaborator, storyteller, an author or an internal character in the fiction; something that can materialise in exciting narrative strategies that can trigger powerful responses to digital literary texts in emergent readers, including playing, creating new fictions or engaging emotionally with the story. Finally, we argue that the Reader Response models that have been used over recent decades to understand children's reading experiences with storybooks need to be revised to better understand their current experiences with interactive texts.  相似文献   

对“训练周期”理论的重新审视     

王士赵 《南宁师范高等专科学校学报》2013,(3)

马特维耶夫的“训练周期”理论应属于训练的指导思想，而不是具体的训练方案。竞技状态和训练安排出现的周期性，是科学的规律，训练中必须遵循。但“训练周期”理论不能作为具体的训练安排，由于运动训练受许多因素的制约，其任何一种因素发生变化，必然导致整个训练过程实施周期发生改变。因此，必须依据训练的实际变化适时对训练周期进行适当的调节，同时，周期的划分和具体的训练方法应该依项目特点等情况来安排。  相似文献   

Solomon,Lord of the Rings: Fashioning the Signet of Power from Electrum to Nuḥās*     

Allegra Iafrate 《Al-Masaq: Islam & the Medieval Mediterranean》2016,28(3):221-241

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提升英语专业教师的文学素养的必要性与策略     

章洁帆 《郧阳师范高等专科学校学报》2012,32(4):119-122

英语专业教师作为学科建设的重要力量,肩负着语言教学和文化传播的双重使命,其自身的文学素养直接关系到教学改革的成败和人才培养的质量。而教师的文学素养作为教师知识结构的重要组成部分和人文素质的核心内容,其构建和提升是一个长期的动态的过程,需要教师个人、学校和社会的共同努力来实现。  相似文献   

图书馆文献编目工作浅议     

王艳 《和田师范专科学校学报》2007,27(6):234-235

本文重点介绍和分析了现阶段图书馆编目工作环境发生的化,并提出了新形势下的编目工作对策。  相似文献   

新世纪文学家的失约与失信     

谭光辉 《海南师范大学学报(社会科学版)》2007,20(4):60-64

文学作为一种话语权,最早被视为神意的表达,因此文学家的委托人是神。启蒙主义兴起之后,文学是民意的表达,因此文学家的委托人是人民,文学成为文学家与人民之间的一种契约。但是由于委托人的身份不明和在权力转赠过程中的被遗忘造成了委托人的死亡,致使新世纪文学家将话语权向政治、金钱、自身寻租,从而造成了文学家对人民的失约。文学家的失约导致了失信,使文学面临着遭公众讨伐的厄运,也造成了文学日益边缘化的现实,新世纪文学只有依托守约的文学家才能改变这种现状。  相似文献   

2002年中国的社会科学学术期刊研究   总被引：2，自引：0，他引：2  

孙景峰 《河南师范大学学报(哲学社会科学版)》2003,30(3):128-134

本文对2002年中国的社会科学学术期刊研究状况分九个部分进行述评:社科学术期刊的基本理论问题;质量是社科学术期刊研究的永恒主题;社科学术期刊编辑过程;编者·作者·读者;社科学术期刊管理;核心期刊逐渐成为研究的亮点;网络环境下社会科学学术期刊的出版;社科学术期刊的改革与发展;学术期刊与学术规范。  相似文献   

底层文学的美学特征——现实美学分析     

王莉  张延松 《辽宁师范大学学报(社会科学版)》2007,30(4):106-108

底层文学继承并发扬了现实主义精神,形成了底层文学特有的现实美学.这里概括并分析了现实美学的特征:真实性、人民性、批判性、启蒙性.  相似文献