“淘娃世界”淘快乐

小学生学习不能仅仅局限在课堂和书本中,应根据他们活泼好动的年龄特征,多组织游戏、比赛、竞争、参观、欣赏等活动,让他们的情感得到释放,在释放中感悟,在感悟中学习知识、增长才干、升华思想,让童年永远快乐.     

“淘娃世界”淘快乐

小学生学习不能仅仅局限在课堂和书本中,应根据他们活泼好动的年龄特征,多组织游戏、比赛、竞争、参观、欣赏等活动,让他们的情感得到释放,在释放中感悟,在感悟中学习知识、增长才干、升华思想,让童年永远快乐。     

跳跳娃 摇头娃 不倒娃

跳跳娃材料与工具:弹跳球、各色毛线、即时贴、双面胶、百得胶等。制作方法: 1.将两个大小不一的弹跳球用百得胶粘在一起(小的当头,大的当娃娃的身体)。 2.用毛线编织小辫,粘在娃娃头部。 3.用即时贴剪出眼睛、鼻子、嘴巴及衣服上的花纹,并将其粘贴在适当的部位(图①)。     

神奇的世界淡水库

问：你知道淡水和海水有什么区别吗？答：海水里含盐分,大约在32％以下。淡水中不含盐分。问：海豹、鲨鱼、龙虾、海螺、海绵等海洋动物能不能生活在淡水中？     

世界最大的淡水库

在南极,最丰富的资源就是无边无际的冰雪。据统计,南极冰雪总量约达万立方千米,储存了全世界可用淡水的。世界水资源严重缺乏,人们怎么利用南极地区巨大的淡水资源呢?科学考察船从南极搬运回国的冰块,已经成为昂贵的饮品。拖运冰山的设想,有可能解决一些干旱国家缺水的问题。早     

数字世界

数字世界平生译立金校正在占领日本市场的最新一代手提摄像放像机由于民用电器制造厂商抓住了多媒体热并充分利用数字技术的优点，他们过去通常是模拟式的产品现在正在越来越多地变成了数字式。手提摄像放像机也不例外。包括索尼和松下在内的几家日本民用电器公司都推出了...     

娃他妈跟娃的通话记录

喂!303寝室吗?请叫王小武接电话。小武吗?妈哩!下晚自习啦?你问妈?妈好着哩!转到新学校里还习惯吗?食堂的伙食好不好?在适应啊?行!在伙食上不要亏待了自己噢,听见没有?     

乡里娃,城里娃

~~乡里娃,城里娃@胡泽民 @陈雄~~     

城里娃与农村娃

神行太保:各位新年好!我乃路见不平,拔刀相助,人称“玉树临风威风八面小包青天”的神行太保是也!本太保眼观六路,耳听八方,疾恶如仇,公正廉明。你们有什么冤情,找太保投诉准没错。什么,你说我吹牛?……嘿嘿,不好意思,被你看出来了。太保我是有点吹牛,不过,还有我们千万个读者朋友啊。你是个热心肠的人吧?来帮太保断断案,怎么样?     

惯娃如杀娃

常言说,“惯娃如杀娃”,一点不假。据史书记载:齐武成帝的三儿子高俨,天生聪慧过人,武成帝和明皇后极喜欢他,在吃穿住上都跟太子一样看待。太子高纬即位后,高俨便迁往北宫去住,太后总是过分地宠爱他。一次高俨到南宫朝拜,碰巧看见典御宫和钩盾令向皇上进献早熟李子,他回府后就差人索求,因没有得到而大发脾气,骂     

Hiring Good Colleagues: What You Need to Know about Interviewing New Teachers

Employers need a systematic approach for sorting and selecting the best new hires, and hiring may be enhanced by the use of teachers in the process. This article discusses information-rich job advertisements, behavior-based interview questions, and how to objectively evaluate candidates in preliminary and on-site interviews. Candidates' past behavior is the best predictor of their future performance, and developing an approach to hiring that evaluates applicants' preparation, experience, and expertise is the best way to ensure the hire of a strong new colleague. The article specifically addresses what teachers need to know when involved in hiring their colleagues.     

关于苏格兰你不可不知的20件事

提起苏格兰,你会联想到什么？苏格兰方格裙,苏格兰风笛,还是苏格兰威士忌？除了这些耳熟能详的苏格兰文化标志,关于苏格兰,你还知道些什么？或许你从电影《勇敢的心》当中领略过苏格兰高地的美景。但你可知,这里也是大名鼎鼎的《神探福尔摩斯》的作者阿瑟·柯南·道尔爵士的家乡,《哈利·波特》系列首部小说的诞生之地？     

What We Know and Need to Know about Preventing Problem Behavior in Schools

When chronic problem behaviors occur in schools, the tendency is to react with stringent and restrictive consequences. Recently, emphasis has shifted toward proactive prevention strategies. In this article, we focus on what we know and need to know about school-wide applications of effective practices and systems for preventing problem behaviors. We describe why this emphasis is important, what defines one prevention approach called school-wide positive behavior support, what current research results indicate about this approach, and what future research is needed to prevent development and occurrences of problem behavior in schools.     

Everything You Have Always Wanted to Know About Academic Advising (Well,Almost)

Answering the question “What occurs in an academic advising interaction?” is not as easy as one might think. Many factors contribute to the academic advising process, and no two advising interactions are the same. This article discusses the different factors involved in an academic advising interaction, emphasizing the need for psychological counselors to become familiar with the specific aspects of the advising processes that occur at their respective institutions.     

What Teachers of Science Need to Know about Models: An overview

The purpose of this article is to provide an overview of the nature of models and their uses in the science classroom based on a theoretical review of literature. The ideas that science philosophers and science education researchers have in common about models and modelling are scrutinised according to five subtopics: meanings of a model, purposes of modelling, multiplicity of scientific models, change in scientific models and uses of models in the science classroom. First, a model can be defined as a representation of a target and serves as a ‘bridge’ connecting a theory and a phenomenon. Second, a model plays the roles of describing, explaining and predicting natural phenomena and communicating scientific ideas to others. Third, multiple models can be developed in science because scientists may have different ideas about what a target looks like and how it works and because there are a variety of semiotic resources available for constructing models. Fourth, scientific models are tested both empirically and conceptually and change along with the process of developing scientific knowledge. Fifth, in the science classroom, not only teachers but also students can take advantage of models as they are engaged in diverse modelling activities. The overview presented in this article can be used to educate science teachers and encourage them to utilise scientific models appropriately in their classrooms.     

What We Know,What We Still Need to Know: Teaching Adolescents to Write

The purpose of this study was to uncover any differences in the early reading and spelling processes of children learning to read in a first language (L1) and children learning to read in a second language (L2). The reading and spelling development of native Dutch-speaking children and minority children in the first two grades of elementary school were compared. The children were given a number of tasks to test their vocabulary knowledge and the efficiency of their word decoding (including grapheme knowledge and word blending), word spelling (including cipher knowledge and phonemic segmentation), and reading comprehension processes. Analyses of variance were used to test for differences between the L1 and L2 learners. LISREL analyses were used to explore the components underlying the reading and spelling processes in the 2 groups of children. The results showed that the minority children kept up with the native Dutch-speaking children on word blending and word decoding tasks. On word spelling and reading comprehension, however, the minority children were found to be less efficient than their monolingual Dutch peers. The structural models for word decoding and word spelling were highly comparable for the 2 groups. For reading comprehension, vocabulary knowledge was found to have more of an impact on the L2 learners than on the L1 learners. This finding suggests that children learning to read in an L2 should be helped to build their lexical knowledge and that reading instruction should be matched to this knowledge.