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李丽 《山西广播电视大学学报》2002,7(2):56-57
为学好一门外语,词汇的掌握是非常必要的.但是令每个学生都感到头疼的是记不住生词,生词记住后容易忘记.掌握一些记忆策略,可以帮助学生更好地记住生词. 相似文献
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David M. Memory Richard L. Antes Noble R. Corey David E. Chaney 《Journal of Personnel Evaluation in Education》2001,15(3):181-191
The study assesses the criterion-related validity of one state's set of basic skills requirements for teacher licensure. Though all 186 participants met the basic skills requirements in place when enrolled as teacher education students, the PPST Reading scores of 77 participants and the PPST Mathematics scores of 67 do not meet the state's current requirements. The magnitude of correlations between the participants' basic skills scores and their performance in student teaching provides no criterion-related support for the current requirements, and the correlations involving reading and mathematics raise questions regarding the minimal competency assumption that positive relationships exist between teaching performance and scores below the qualifying levels on basic skills tests. 相似文献
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John M. Memory 《Journal of Criminal Justice Education》2013,24(1):213-228
This article describes the need for college and university courses teaching proven problem solutions for police patrol officers. It is argued that it is unreasonable and unnecessary to expect patrol officers to routinely develop new problem solutions, and that they should rather be expected to know and use proven solutions. This paper reports findings of a survey of students in a university which offers such a course. The rated importance of specific course subjects and the number of classes needed to cover subjects are also reported. The mean rating, on a 0-to-4 scale, of the value of such a course to students planning to work in patrol was 3.77. 相似文献
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When classrooms are not gender responsive, boys and girls seating in the same classroom and learning from the same teacher receive very different education. Each and every textbook and all learning materials tell a story about people; how they relate to one another and to the environment within which they live. The present study is a desk research conducted to establish the extent of gender responsiveness of selected primary school English textbooks in Zimbabwe. Using the ABC of Gender Analysis framework, the study made quantitative and qualitative analyses of two selected series of primary school English textbooks, which are Step in New Primary English (Grade 1 to 7) and Ventures English Alive! (Grade 1 to 7 Pupil's Book). Components of the ABC of Gender Analysis were used to make a critical analysis of the textbooks. Despite the fact that a number of measures have been put in place to address issues of gender inequality in all sectors, findings from the study revealed that the selected primary school English textbooks continue to perpetuate gender discrimination and bias. This impacts negatively on the education of girl children and it is detrimental to equal educational attainment for boys and girls. Girls tend to be affected and lag behind, others fail to excel and even drop out. The study recommends the promotion of zero tolerance to gender biases and stereotypes in all learning and teaching environments. The study also recommends that school textbooks be exposed to the rigour of gender analysis before they are recommended for use in any educational activity. 相似文献
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