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薛天宸 《小作家选刊(小学)》2011,(9):14
我们班有三个风云人物:鸡精、猴精、狐狸精。他们个个精灵古怪,各有自己的长处,让我来介绍一下吧!1.鸡精:陈烓余我们五(3)班的"搞笑奥斯卡大奖",非属大名鼎鼎、无人不晓的陈炷余同学莫属。他瘦瘦的,一看就一副幽默相,口若悬河、滔滔不绝是他的法宝。他那让人把烦恼抛到九霄云 相似文献
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“哎哟,哎哟,救命哪!”不知是哪位仁兄又“惨遭毒手”了。我定睛一看,原来是颜尧舜说了其他同学的坏话,于是班里的一位“女中豪杰”就“替天行道”了。经过一番较量,颜尧舜被教训得知他的外号一样惨——“扁鱼一条”! 相似文献
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凡是当过老师的人都知道,在任何一个班级当中,都存在着形形色色、各不相同的学生。有的学生成绩优秀,品学兼优;有的学生兴趣广泛,动手能力很强;有的学生兴趣单一,对学习没有热情;有的学生成绩较差,小错不断,大错不犯。 相似文献
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方雅雯 《小学生之友(智力探索版)》2010,(4)
我们班上来了一个新同学。名叫黄智,是个男孩,个子高高的,已经16岁了。当我们见到他的时候,惊呆了。和我们年龄相差好几岁,这么大的人怎么会到我们班来呢?后来我们才知道 相似文献
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The reported study investigated students’ perceptions of their high-performing classmates in terms of intelligence, social skills, and conscientiousness in different school subjects. The school subjects for study were examined with regard to cognitive, physical, and gender-specific issues. The results show that high academic achievements in particular school subjects lead to negative reactions in the peer group whereas high achievements in other school subjects result in positive peer reactions. In contrast, the respondents’ gender and the gender of the successful classmates had little influence on student perceptions of high achievers. The results are discussed in regard to their implications for gifted education. 相似文献
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《Early childhood research quarterly》1998,13(1):67-86
Although including children with developmental disabilities in preschool classes has become increasingly common, little is known about how experiences in an inclusive classroom affect young children's development. In Study 1, 36 typically developing children (mean age = 55.2 months) attending an inclusive, university-based early childhood program were interviewed about their knowledge of and attitudes toward children with disabilities. Parents answered questions about: (a) expectations for their children's prosocial behaviors and (b) their own beliefs about interacting with children with disabilities. Parents' beliefs and children's attitudes toward children with disabilities were positively related to the frequency of children's actual contacts with classmates with disabilities during free play time. In Study 2, the beliefs and behaviors of 20 children from an inclusive university-based early childhood program and 18 children from an inclusive community-based program were compared. There was no difference between the two programs in the amount of contact typically developing children had with classmates with disabilities. 相似文献
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ABSTRACT In Italy, Law 517 has since 1977 sanctioned the right for all children to attend ordinary schools in normal classes, reduced in number (maximum 20). Integration has been particularly difficult with children affected by various forms of autistic behaviour. In this paper, we shall study the interactive process that has gone on in two of the ten classes of a primary school where ten autistic children have been integrated, each in a different class. The study has been conducted through observation of interaction in the classes, Moreno's sociometric approach and the psycholinguistic analysis of fairy tales written by classmates on the autistic child, compared with ones written on a classmate of their own choice. The autistic child has an average sociometric status (i.e. he is chosen by an average number of classmates who are very popular in the group). Moreover, observation shows that very vulnerable children with fear of confusion of their own identity reject or imitate the autistic children, while bright, well‐adapted and emotionally rich children interact with them in different ways (listening, teaching). These last children in fact observe their autistic schoolmate and try to explain his symptoms and to propose therapies for the disorder. They have also a clear representation of the disorder and its symptoms. 相似文献
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Ruth Thompson 《Peabody Journal of Education》2013,88(4):237-240
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Designers of computer-based practice systems give primary attention to aspects of cognitive learning. However, observations of students practicing arithmetic, with two CAI systems widely used in Israel, revealed factors in the computer learning environment that substantially affected students' social behavior, particularly with respect to competition and cooperation in the course of learning. A questionnaire was designed on the basis of the observations to examine the effects of these factors in CAI work. It was administered to 457 fourth graders in 16 classes (two CAI systems x two SES categories x two schools x two classes). While neither CAI system was intended to foster competition, the observations and questionnaire data suggested that one encourages social comparison and competition whereas the other discourages these features and encourages cooperation and peer help. Boys appear to be significantly more competitive than girls. One system, compared with the other, significantly increases competitive behavior of high achievers (but not of low achievers); results in teachers' greater encouragement of social comparison and competition among students; and, as used in the schools we studied, causes disadvantaged students rather than advantaged students to develop negative feelings because of low CAI performance. The other system discourages competitive behavior and encourages cooperation. All these findings bear important implications for the instructional design of computer-based learning environments. 相似文献
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Do you know about the family life of ants? Shall we go and visit an ant's family? Some insects live alone, but ants are different. They live in a large nest, in which each ant has a job. Their home is like a big palace underground. 相似文献
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Dr. Linda Shadiow 《Clearing house (Menasha, Wis.)》2013,86(8):332-333