高中生物新旧教材分析

高中生物新教材以崭新的面貌展现在广大师生面前,给生物教学带来生机和活力.这里不去讲新教材的优点,而将新教材和原教材比较一下,找出新教材和原教材说法有出入之处以及原教材有而新教材删去的部分,(这里不总结新教材所新增加的部分别内容)以供2001～2002届高三年级生物教师和高三年级学生在教学和学习中参考,以减少不必要的劳动.     

A systematic form of Japanization in Okinawa: Japanese identity construction through a Japanization discourse in textbooks and a textbook guide

This research examines some modes of Japanization through education in Okinawa where Japanese influences on education have permeated after Japan’s annexation. I investigate how a book excerpt entitled Mizu no Tōzai, included in high school textbooks in Okinawa, constructs Japanese identity. Mizu no Tōzai functions as nihonjinron discourse, which is characterized by ‘Japanese culture,’ ‘Japanese uniqueness,’ and ‘Japaneseness.’ The ‘East-West’ dichotomy, depicted in this nihonjinron discourse, induces students to choose ‘Japan’/‘Japanese culture’ and become ‘Japanese.’ Practice sections of Mizu no Tōzai in textbooks as well as a textbook guide operate to be complicit in this Japanese identity construction. Through a critical analysis of discourse, I reveal that the nihonjinron discourse operating as official knowledge, in collusion with the other discursive texts, produces a position subjected to the discourse of Japanization within which Okinawans become ‘Japanese.’ I problematize these discursive texts as a systematic form of Japanizing Okinawans’ minds through education.     

形容词化的分词怎么用

部分分词已经转化为形容词,失去动作感,仅表示状态,用以描述特征或性质,单独出现,或以短语形式出现,或与介词结合形式出现,可用作状语、表语、定语和补语。 一、用作状语 非谓语动词作状语表示状态时,只能选用过去分词形式,可用作方式状语、伴随状语、原因状语等,有两种呈现方式。     

新编人教版初中生物教材特点探析

从学科理念、趣味性、能力培养和学科进展四个方面分析了新编人教版初中生物教材的特点,为初中生物教师更好地认识教材,使用教材提供借鉴。     

What high school biology teachers say about their textbook use: A descriptive study

This article reports the findings from a study that examined how high school biology teachers describe their instructional use of reading and textbooks. In the study, both quantitative and qualitative data were collected—by self-report mail questionnaire and personal interview, respectively. Eighty percent of 184 sampled teachers responded to the questionnaire, and, of these, a subsample of 16 teachers—selected to be broadly representative of the questionnaire sample—were interviewed subsequently with their instructional materials present to increase recall. We found that biology teachers modified their use of textbooks according to the academic level of the biology class that they taught. In lower academic level classes, teachers provided students with many reading activities but expected them to learn biology content in class. In higher academic level classes, teachers expected students to learn from both independent reading and classroom instruction. Biology teachers viewed both reading and inquiry activities as important to learning biology, but they appeared unsure of how to incorporate reading comprehension strategies into their science instruction.     

关于高中生物教科书图文整体设计的思考

图文配合是否得当是判断教科书质量高低不可或缺的标准之一。本文就高中生物学教科书在编写时文字系统与图像系统的整体设计提出了一些建议。在选取图像时,要发挥不同类型图像的优势并融入一些隐性的价值;在图像的组织方式上,要注意灵活多样,兼顾不同类型的图像组合使用;在工作方式上,美术编辑要提前介入,与文字编辑相互沟通。     

高中生物选修1中的2个实验探索

对新课程中的部分实验(芳香油的提取、乳腐的制作)进行了操作和分析,并探索出有效的实验操作过程及其注意事项,降低了实验成本。     

美国高中主流教材中“分子与细胞”部分的教材分析

本文介绍了美国高中生物学教材《生命的动力》中＂分子与细胞＂部分的主要内容、学习目标、重要概念、关键术语及栏目设计,分析了其教材特色与启示。     

植物的秘密

金色的秋天,是收获的季节,也是一个变幻莫测、扑朔迷离的季节。如果你注意观察植物的叶子,一定会看到：随着气温的逐渐转凉,有些叶子也会由绿变黄,由黄变红——一个五彩缤纷的叶子世界,就展现在你的面前啦。     

对新课程改革中高中生物教材的研究与思考

随着课程改革的进行,对于教材的处理也发生了很多的变化。结合教学实际对高中生物教材在使用过程中的问题进行初步探讨。     

教师的"身份"与"身份认同"

When we tend to analyze the living conditions of teachers, system arrangement and identity identification can be considered a significant method for analysis. In reality, there appears a phenomenon of overlapping identification in the identity identification of teachers in China, which leads to plural selections in the identification manners of teachers’ identity. To some extent, it also makes the realistic living conditions of teachers in Chinese prominent. To be specific, teachers realize their social responsibilities in the interest-selecting process.     

Beginning teacher attrition: a question of identity making and identity shifting

While there is discrepancy about the actual percentage of early career teachers that leave teaching in their first five years, one consistent discovery in a number of countries is that attrition is high for early career teachers. I became curious about early career teacher attrition as I watched colleagues leave the profession that they thought was a lifelong calling. In order to inquire into this phenomenon, I moved through a three-stage research process. First, I engaged in writing a series of stories about my experiences as a beginning teacher. Using autobiographical narrative inquiry, I then inquired into the stories in order to retell them looking for resonances across the stories. Secondly, I conducted a review of the literature, analyzing the studies to identify how the problem of early career teacher attrition was conceptualized. I identified two dominant problem frames: a problem frame situated within the individual and a problem frame situated in the context. Lastly, I offered a different conceptualization of the phenomenon of early career teacher attrition that draws on my autobiographical narrative inquiry and the literature review. I frame the problem of teacher attrition, not as a personal or a contextual problem frame, but as a problem of teacher identity making and identity shifting.     

成功的秘诀

有学生问大哲学家苏格拉底,怎样才能学到他那般博大精深的学问.苏格拉底听了并未直接作答,只是说:今天我们只学一件最简单也是最容易的事,每个人把胳膊尽量往前甩,然后再尽量往后甩.苏格拉底示范了一遍,说:从今天起,每天做300下,     

蜷缩与伸直状态的重绳的对比

蜷缩的重绳在打开的过程中,内力不可忽略,分析能量转化时,需要考虑内能;伸直状态的重绳在运动过程中,内力经常可以忽略,不需要考虑内能.本文从力的角度,分析了差异产生的原因,并给出从变质量角度求解重绳速度的方法.从能量角度看,计入内能,也求解出了重绳的速度.     

新课程中"激素调节"的教学设计

1教学设计思想 明线：生活中遇到的问题→与解决问题相关的知识框架→了解知识产生的过程→深刻理解科学知识→在生活中自觉运用科学知识。     

The development of a career identity

In modern society individuals are becoming responsible for their own work allocation. In order to overcome an increasing social and work-related insecurity, they not only have to acquire specific career skills but also a so-called "career identity". A career identity is a structure of meanings in which the individual links his own motiviation, interests and competencies with acceptable career roles. In the article the concept of meaning is explored and further elaborated as a social learning process. The article concludes with some remarks about the need for a strong learning environment.