当我和世界不一样

在大多数人的心目中,与冰雪有关的一切都显得那么纯洁而美好。     

我和世界不一样

尼克·武伊契奇,1982年12月4日生于澳大利亚墨尔本,他一生下来就没有双臂和双腿,只在左侧臀部以下的位置有一个带着两个脚指头的小“脚”。看到儿子这个样子,他的父亲吓了一大跳,甚至忍不住跑到医院产房外呕吐;他的母亲也无法接受这一残酷的事实,直到武伊契奇4个月大她才敢抱他。     

女性理性主义的觉醒——浅析《飘》中斯嘉丽的性格成长过程

本文以小说《飘》中女主角斯嘉丽为人物代表,论证了女主人公是如何从少女时期的浪漫主义走向成熟阶段的理性主义的经历,也充分揭示了女性理性主义觉醒的重要性,在挫折中寻找坚定、在迷惘中定位自我是女性自醒、自我超越、自我认知的必要因素,也是女性真正挖掘自我价值的重要标志。     

我不美丽 —— 一例缺乏自我接纳学生的心理辅导

一、案例简介 在一节四年级学生的心理课上,为了活跃气氛,我带学生们玩起了一个趣味游戏.规则是这样的,由我任意喊一个学生的名字,他左右两边的同学要迅速站起来,站得慢的同学到讲台旁边来,手扶讲台做两个俯卧撑,男生做完后面向全班大喊:"我很强壮!"若是女生,则大喊:"我很美丽!"听完规则,全班都兴奋起来,性格外向的学生手舞足蹈,巴不得马上到讲台前表演一番;文静的学生则悄悄地抿嘴笑.     

不一样的我

编辑开场白:有没有发现自己在学校很乖,是老师眼中的好学生,同学心中的好榜样。可是,回到家是两面人?来记录自己的故事,发表自己的见解吧。     

浅析贫困学生的自我评价

解决贫困学生的心理问题是学生工作中的重点也是难点。本文从贫困学生的自我评价角度分析贫困学生的心理特征,重点分析了贫困学生自我评价的两种极端倾向．指出了自我评价的错位对心理健康的影响,并对自我评价偏差调适进行了初步探索,旨在帮助贫困学生树立正确的自我评价标准．走出心理困难的窘境。     

领导者自我认知测评系统开发

领导者需要努力了解自身性格问题,通过获得更深刻的自我认知,避免性格缺陷,提高领导能力。设计开发了领导者自我认知测评系统,利用ASP和SQL Server数据库技术将系统建立在Web上,系统功能较强,具有适应性、简单性、易用性、高效可管理性、可扩展性等特点。     

从生态女性主义视角浅析《飘》中斯嘉丽形象的塑造

《飘》以美国南北战争为背景着重描述塔拉农场主的女儿思嘉丽在战前战后的生活,同时通过思嘉丽与艾希礼、瑞德等人的感情纠葛为线索,为我们刻画了一幅壮观而又生动的南方社会的生活画面。其中处处体现了作者玛格丽特的女性主义思想。作为21世纪的女性,玛格丽特和书中主角透露出的女性思想和美好品德对当今时代仍然有很大的借鉴意义。     

教师的自我效能感浅析

教师自我效能感是教师对自我能力的一种信念和认识，它影响学生自我效能感的发展，影响教师对于教学活动的组织，影响教师的身心健康和职业发展。教师应不断提高自身素质，增强自我效能感。学校应创设积极的校园环境，提高集体效能感。     

让世界因为我而不一样

剧情简介:1994年的精诚中学,以柯景腾为首的5个好朋友,共同喜欢班花沈佳宜。因为老师的安排,沈佳宜强行为他补课,柯景腾竟然考上了大学。在各自的大学里,他们保持着"友     

When collaborative is not collaborative: Supporting student learning through self-surveillance

Collaborative learning has been widely endorsed in education. This qualitative research examines instances of collaborative learning during mathematics that were seen to be predominantly non-collaborative despite the pedagogical efforts and intentions of the teacher and the task. In an effort to disrupt the non-collaborative learning, small groups of eighth grade students engaged in self-surveillance where they viewed video data of their group's collaborations and then reflected collectively on their observations. A key finding from this research is that self-surveillance disrupted students’ normalized patterns of collaborative learning creating greater opportunities for individual student learning and participation. Implications for student learning and pedagogy will be discussed.     

沿不闭曲线的复积分计算方法探析

根据积分路径和被积函数的特点，讨论了相应的计算复积分的方法。     

When digital capital is not enough: reconsidering the digital lives of disabled university students

The relationship that disabled university students have with both their technologies and institutions is poorly understood. This paper seeks to illuminate this relationship using the conceptual lens of digital capital. The results from a study that explored the technology experiences of 31 disabled students studying in one university were analysed with a view to revealing evidence for both cultural and social digital capital. The analysis suggests that disabled students possess significant levels of both cultural and social capital, but that there are times when this capital is compromised or insufficient to enable students to fully benefit from technologies. Possessing digital capital does not appear to guarantee complete inclusion into university life.     

When mere knowledge is not enough: the potential of bildung as self-determination,co-determination and solidarity

How can higher education educate graduates who know more than ‘just knowledge’? Such an education includes developing in students an awareness of the limits of their knowledge, an ability to discern what kinds of knowledge are appropriate in a given situation and a sensitivity to different forms of knowing. When is scientific rigour appropriate and when is another type of knowing appropriate? When should one set aside own preferences in favour of the needs of others? This paper rethinks ‘bildung’ as a source of ideas on aims for teaching students. Making the arguably ephemeral ideal of bildung work in practice can be an obstacle. This paper, however, takes it as a positive challenge, exploring ways in which bildung might be appropriate in professional education. If bildung can be helpful even within this most applied part of higher education, implications in terms of the development of more readily applicable and fully inclusive notions of bildung would benefit not only professional education but also higher education more generally. Drawing on work by Wolfgang Klafki, the authors argue the value of updated notions of bildung. Klafki's three-part conception of bildung as self-determination, co-determination and solidarity helps reconnect the importance of personal development with that of peer communities (e.g., professional bodies) and action for others. Klafki's framework facilitates working with ethical-epistemological questions such as these.     

"乱世佳人"与"佳人乱世"--郝思嘉与杨贵妃形象的文化解读

郝思嘉与杨贵妃都是学画廊的女性形象，生长在不同的历史、化和民族之中。不同的化塑造了不同的性格，而其鲜活独特的个性又集中体现着化的性格。化的进步，在一定程度上直接影响和促进着社会的发展。     

When I Failed in the Exam

“Now boys and girls, silence. This period, I‘ll give you back the examination papers. I‘m glad to tell you many students did very well in the exam but a few failed...“ when I heard this, my heart beat very fast. “How about me?“ I began to ask myself.