共查询到20条相似文献,搜索用时 31 毫秒
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斯勤巴特尔 《内蒙古大学学报(人文社会科学版)》1993,(4)
对于常见于中世纪蒙古语文献中的ulugu形式,学术界有两种不同的解释。一是把它解释为否定语气词ulu后续疑问语气词-gu的复合形式;一是把它认作动词诃干ulu-接将来时附加成分-gu而构成的形动词。本文在对《蒙古秘史》等文献中所见ulugu形式进行分析的基础上,提出了在中世纪蒙古语中有两种不同结构的ulugu形式,即否定——疑问语气词ulugu和将来时形动词ulugu的观点。 相似文献
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根据汉语拼音方案规定jqx 和ü相拼,ü上两点可以省略不写,只有跟声母n 和l 拼时两点不省。这一省略规则如何帮助刚入学不久的小朋友掌握呢?我抓住了小朋友活泼好动的特点,把掌握ü和ü的用法寓于游戏之中。 相似文献
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Perthold-Stoitzner 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2009,8(5):163-164
Kein schwerer Mangel des Prüfungsverfahrens, wenn die Begründung für das negative Ergebnis einer mündlichen Prüfung im Prüfungsprotokoll
nicht festgehalten wird. Kein schwerer Mangel des Prüfungsverfahrens wenn nicht der Vorsitzende der kommissionellen mündlichen
Prüfung das Prüfungsprotokoll führt. 相似文献
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Dr. Ulrike Hartmann Prof. Dr. Michael Sauer Prof. Dr. Marcus Hasselhorn 《Zeitschrift für Erziehungswissenschaft》2009,12(2):321-342
This study addresses a competency of students’ historical thinking related to taking perspectives. We start by discussing socio-cognitive theories from psychology as well as approaches from history education that focus on this competency. We also present empirical findings concerning relationships between achievement, self-concept and interest in the subject of history and connect these findings with the competency to take historical perspectives. Our research questions target this relationship between indicators of achievement and motivation in the subject of history, the competency of historical perspective taking and students’ socio-cognitive ability to adopt social perspectives in their everyday lives. These questions are investigated using a cross-sectional design with 375 grammar school students in grades 7 and 10. Results indicate that in grade 7 the competency to take historical perspectives relates to students’ ability to coordinate social perspectives in their everyday lives. For 10th graders, however, the adoption of historical perspectives is closely related to subject-specific variables such as interest for history, self-concept, history grade and achievement in a test of historical knowledge. In the last section of this paper, we discuss challenges that arise when students’ competencies in a subject like history are assessed within the context of standard-based testing. Specifically, we raise the issues of reliability, validity, the context-specificity of measurements, the kinds of response formats used and the formulation of progression models of historical thinking. 相似文献
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Brigitte Maria Schreier Dr. Anna-Lena Dicke Hanna Gaspard Isabelle Häfner Dr. Barbara Flunger Prof. Dr. Oliver Lüdtke Prof. Dr. Benjamin Nagengast Prof. Dr. Ulrich Trautwein 《Zeitschrift für Erziehungswissenschaft》2014,17(2):225-255
The lack of secondary school students’ motivation in mathematics lessons poses a great challenge. According to the Expectancy-Value Model (Eccles et al., Achievement and achievement motives: psychological and sociological approaches, New York, Freeman, S. 75–146, 1983), teacher and classmates influence students’ value beliefs. Using data of 1868 ninth grade students and their 72 math teachers, this study was designed to assess the association of several indicators of relevance-oriented teaching strategies and of perceived classmates’ math valuing with students’ value beliefs in mathematics. Two-level linear regression analyses provided evidence that the student-rated practical focus of math lessons predicted students’ intrinsic, attainment, utility, and cost value mainly at the individual level; student-rated classmates’ math valuing was associated with students’ value perceptions more strongly at the class level. Over the course of six months, these effects increased at the individual but not at the class level. Teacher-reported effort to establish connections between math and other domains was positively associated with students’ attainment and cost value. Teacher-rated use of daily life examples led to a decrease in students’ cost value over the course of six months. 相似文献
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新教材的拼音部分每课一幅的图画提供学习字母的情境,字母旁边的图画又为我们提供了学习字母音形的情境,四声声调也有示意图。这样,就把学习拼音与孩子们的生活、情感紧密结合,使学生爬坡不见坡,逐步建构自己的知识塔。一次苏教版汉语拼音第二课《iu》的教学实践,使我对新教材倡导的教学理念有了清醒的认识。教学内容是“i”“u”四声的标注规则,备课时我动了脑筋,为了让学生更快掌握新知识,我形象地把“四声”称为“小帽儿”,告诉学生小帽戴到“i”头上,要把“i”上的点去掉,戴到“u”头上,“u”上的点不能去掉。我自认为讲得够形象了,可还是有人举起了手。 相似文献
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Heiko Quast Heike Spangenberg Prof. Dr. Bettina Hannover PD Dr. Edith Braun 《Zeitschrift für Erziehungswissenschaft》2012,15(2):305-326
Even more than other European countries, Germany must fear a serious future skills shortage and lack of experts. Therefore, increasing the proportion of high school graduates who wish to study at a university is a clear political objective. The aim of this paper is to identify variables that hinder or support the decision to pursue university studies. We used longitudinal data of 23,000 graduates of upper secondary school of the years 2002, 2004, 2006, and 2008 to analyze how tuition fees (which are charged only in some of the German federal states), family status, and students?? own cost-benefit analyses impacted their decision in favor or against taking up university studies. Results showed that the subjective costs of higher education were highest for persons of low social economic background, and for women. Also, the introduction of tuition fees in some federal states in the year 2006 lowered the percentage of students who wanted to enter higher education. Contrary to our expectations, however, this effect was observed in all federal states, irrespective of whether they had introduced tuition fees or not. Our results suggest that participation in higher education can be increased by both lowering (social and psychological) costs and raising (social and psychological) benefits of higher education. 相似文献
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Schwar 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2008,7(6):178-178
Durch die Abweisung des Antrags eines in Spanien als Rechtsanwalt zugelassenen ?sterreichischen Staatsbürgers auf Zulassung
zur Eignungsprüfung eines europ?ischen Rechtsanwaltes in ?sterreich und auf Erlassung der Prüfung unter Hinweis auf sein ?sterreichisches
Diplom liegt eine Verletzung im Gleichheitsrecht vor. Das Europ?ische Rechtsanwaltsgesetz ist auch auf ?sterreichische Staatsbürger
als Staatsangeh?rige der Mitgliedstaaten der EU anwendbar. Es liegt ein zweiteiliger Antrag vor – zun?chst ist der Abspruch
über die Zulassung zur Eignungsprüfung erforderlich. 相似文献
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Novak 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2010,9(2):61-63
Keine Verletzung verfassungsgesetzlich gew?hrleisteter Rechte durch Zurückweisung der Berufung gegen die Abberufung eines
Universit?tsprofessors von der Funktion als Leiter einer Universit?tsklinik sowie einer Klinischen Abteilung einer Medizinischen
Universit?t; keine Bedenken gegen die Erm?chtigung des Rektorats zur Erstellung eines Organisationsplanes; keine Verletzung
im Recht auf ein Verfahren vor dem gesetzlichen Richter mangels Zust?ndigkeit der Berufungskommission beim Bundeskanzleramt.
Die Abberufung von einer Organfunktion an einer Universit?t stellt weder eine Entscheidung über zivilrechtliche Ansprüche
und Verpflichtungen noch über eine strafrechtliche Anklage iSd Art 6 EMRK dar. 相似文献
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Prof. des. Dr. Albrecht Wacker Dr. Jochen Kramer 《Zeitschrift für Erziehungswissenschaft》2012,15(4):683-706
Standard comparative tests are meant to provide a reference system within the framework of educational reforms for development of school lessons. Compulsory comparative testing was introduced in Baden-Württemberg at the end of the school year 2005/2006. The teachers carried out the tests and corrected them themselves. Afterwards they received feedback at school and class levels, which was based on a prior statewide pilot study. The repeated survey had the aim of investigating which intended effects (reference attainment for orientation) and non-intended effects (narrowing-the-curriculum, pre-testing and exercises) teachers associated with this new instrument. Teachers of technical secondary schools (Realschulen) in Baden-Württemberg were surveyed. In the survey before the introduction of standard comparative testing (2004; n t 1?=?914), teachers expected both intended and non-intended effects. Four years after their introduction (2009; n t 1?=?734), respondents were asked to estimate the effects of standard comparative tests. The effects??in every dimension??were judged to be significantly less than had been expected before their introduction. It is pleasing that the teachers did not judge the anticipated narrowing-the-curriculum effects to be significant. However, they also did not see the instrument as a noteworthy orientation help for planning and assessing lessons. Standard comparative tests were not seen by the respondents to provide a reference for new lesson developments. 相似文献
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Ohne Zusammenfassung 相似文献