高中物理课堂模块化教学的实践研究

课堂模块化教学是指以知识点为载体、以学习目标为指向、以时间为抓手将课堂切分为两个或三个独立教学模块的教学方式。课堂模块化教学的提出缘于"微课"的有效作用,且这种教学方式更能契合人脑的特点和体现学生的主体性作用。在构建课堂模块时要有学生观、知识观、时间观、目标观、独立观,备课时要精心规划模块,上课时要认真组织实施。     

四大青年才俊论剑作文教学九省教坛新秀竞展课堂风采——2013全国小学作文教学观摩活动暨新课改作文高峰研究论坛

作文教学是语文教学中的重要组成部分,为贯彻落实新课标的精神,树立正确的课堂观、学生观、教师观,实现以生为本、以学为重、以导为引的课堂转型,皈依学生自主阅读、自由表达、自力探究的主体地位,提高课堂教学的实效性,探索语文课堂教学的健康路径,提高学生写作的能力和水平,培养学生良好     

四大青年才俊论剑作文教学 九省教坛新秀竞展课堂风采——2013全国小学作文教学观摩活动暨新课改作文高峰研究论坛

作文教学是语文教学中的重要组成部分,为贯彻落实新课标的精神,树立正确的课堂观、学生观、教师观,实现以生为本、以学为重、以导为引的课堂转型,皈依学生自主阅读、自由表达、自力探究的主体地位,提高课堂教学的实效性,探索语文课堂教学的健康路径,提高学生写作的能力和水平,培养学生良好的语文素养,教育部基础教育课程教材发展中心和《新课程研究》杂志社经研究     

基于化学学科核心素养的初中化学教学实践——以“水的净化”为例

以“水的净化”为例,探索在初中化学课堂中培养学生化学核心素养,重点关注学生分析问题、解决问题能力的培养,引导学生资源观、微粒观、实验观、价值观的构建,激发学生兴趣,以促进学生的化学学科核心素养得到发展。     

任务驱动式高中生物学大单元复习教学——以“稳态与调节”为例

为改善高三复习课堂“碎片化”“填鸭式”的低效现象,以亚运会主题为贯穿式单元情境,通过教学目标、课堂任务和多元评价目标的一体化设计,以问题为导向串联任务链,引导学生运用结构和功能观、物质和能量观、稳态和平衡观认识生命及其活动规律,充分激发学生的兴趣和动机,促进学生学习方式、思维方式的改变,打造教学相长的高效“三体”复习课堂。     

因材施教促进学生个性发展——浅议因材施教对小班化教学的作用

小班化教学要求教师的学生观、教学观、课程观、评价观必须做出改变,而因材施教有力体现了学生的课堂主体地位,使学生在课堂上高效地互动、合作,发挥学生学习的主观能动性,促进学生个性化发展,为学生终身的发展奠定良好的基础。     

让化学课堂成为互动的海洋

正一、更新观念,积极营造融合的教学氛围,在和谐中互动,体现教的民主性教师要更新观念,树立新课程理念下的教师观,知识观、学生观、学习观、课堂观,把课堂教学从"一言堂"转变成"群言堂".把教师的权威教学转变成师生平等.共同探讨的民主教学.并给学生的思维、行为以较大的自由度,让学生感到没有思想负担,能大胆地、无拘无束地提出问题,发表见解.课堂上,允许学生相互讨论,允许学生打断教师的讲话,允许学生对教师的观点提出质疑.一旦发现学生在课堂上敢于对教师的观点提     

课堂·教师·学生·教材

课程改革的施行,远程教育的发展,深深地影响着课堂教学。教育教学要重新认识课堂及其教师、学生、教材等诸组成要素,树立新的课堂观、新的教师观、新的学生观和新的教材观。     

课堂·教师·学生·教材

课程改革的施行,远程教育的发展,深深地影响着课堂教学。教育教学要重新认识课堂及其教师、学生、教材等诸组成要素,树立新的课堂观、新的教师观、新的学生观和新的教材观。     

试论语文生态课堂

语文教学的本质与生态的内涵是水乳交融的。动态性、生成性、扎实性是语文生态课堂的基本特征。生态课堂具有平衡特质,必须是生活化的课堂,教师具有正确的学生观、教学观是生态课堂平衡的关键。平衡的标志是学生自己“生产”知识。生态课堂还应把握几个基本维度：以童心为本,使语文课堂散发出应有的灵气;以合作为纲,使语文课堂呈现出应有的思维品质;以反思为魂,使语文课堂成为学生生命成长的平台。     

Exploring the Relations between In-service Training,Prior Contacts and Teachers’ Attitudes towards Persons with Intellectual Disability

This study investigates the relations between teachers’ attitudes towards persons with intellectual disability (ID), in-service training on ID, and prior contacts with persons with ID. A sample of Canadian elementary school teachers (N?=?118) completed the Attitudes Toward Intellectual Disability Questionnaire, which measures cognitive, affective and behavioural components of attitudes towards persons with ID. Correlational and multivariate regression analyses were performed. Frequent contacts with persons with ID and experience of including a child with ID increased the likelihood of reporting prior positive contacts with persons with ID. In turn, this was associated with less discomfort towards persons with ID and more willingness towards interactions. In-service training on ID was related to better knowledge of rights and capabilities of persons with ID. Experience of including a child with ID in general education classrooms increased the likelihood to report feeling competent in teaching children with ID, which predicted more willingness to include children with ID.     

兵无成势与经营之道

商场与战争有其相通的共同特点,以《孙子兵法》的智慧,精神指导商业实践,有如下要点:一、知彼知己,以“知”制胜;二、推陈出新,以“新”制胜;三、谋在人先,以“谋”制胜;四、合纵连横,以“交”制胜;五、奇正相生,以“奇”制胜;六、兵贵神速,以“快”制胜;七、以战养战,以“借”制胜;八、灵活多变,以“变”制胜;九、智勇双全,以“勇”制胜。     

A multidimensional study of special education students' attitudes towards people with disabilities: a focus on deafness

This study explores the attitudes of future professionals working with students with disabilities towards four exceptionality groups: persons with deafness, with paralysis, with mental retardation (MR) and with delinquent behaviour, and specifically examines how deafness is perceived in comparison with the three other groups. Undergraduate students' (N=177) attitudes towards the four groups were tapped using a semantic differential scale referring to the cognitive, emotional and behavioural components of attitudes. Participants' degree of contact with people with disabilities was also reported. Results indicated that attitudes towards people with deafness were more positive than those towards the other three groups. Attitudes towards persons with paralysis were more positive than towards persons with MR and with delinquent behaviour, except when personality was considered. Emotional reactions and behavioural tendencies towards persons with delinquent behaviour were the most negative. Contact with people with disabilities had significant but low correlations with some aspects of the attitudes towards people with MR and paralysis. In general, the results of this study suggested that deafness was perceived as a physical disability and not as a social phenomenon. They also demonstrated that attitudes towards people with disabilities are a function of the particular disability condition and are multidimensional.     

Late phonological development in Spanish children with bilateral hearing loss / Desarrollo fonológico tardío en niños españoles con pérdidas auditivas bilaterales

Abstract

This study has a twofold objective: to analyse and compare the phonological processes in a sample of Spanish children with hearing loss, both with a cochlear implant and with a hearing aid, with a group with normal hearing; and to determine whether there are differences between the participants with a cochlear implant and with a hearing aid in the frequency and nature of the phonological processes. The sample is made up of 168 participants, eight with hearing loss (four with an implant and four with a hearing aid) and 160 with normal hearing. Samples of spontaneous speech were collected and transcribed using the tools from the CHILDES project. For the analysis, the phonological processes paradigm was adopted, evaluating phonological development based on normative error rates. The participants with a hearing loss show slower phonological development in terms of phonological processes, along with atypical processes. Furthermore, the participants with cochlear implants committed more phonological errors than those that wear a hearing aid. The implications of the results are discussed, and it is recommended that auditory stimulation should be done early in children with hearing loss regardless of their technical aid.     

深入把握中国特色社会主义的科学内涵

党的十八大报告深刻而全面地阐释了中国特色社会主义的科学内涵,标志着我们党对中国特色社会主义的认识更加深刻、更加准确。中国特色社会主义道路、理论体系、制度统一于中国特色社会主义伟大实践中,也就形成了中国特色社会主义旗帜。深刻理解和准确把握旗帜、道路、理论体系、制度之间的关系,高举中国特色社会主义伟大旗帜,坚定中国特色社会主义的道路自信、理论自信、制度自信,是提升中国特色社会主义的境界,夺取中国特色社会主义新胜利、推进中国特色社会主义事业向前发展的重要保障。     

科学把握宗教的“三性”,维护党的执政安全

宗教是一种长期的、复杂的社会历史现象。科学认识宗教,正确处理宗教问题,切实做好宗教工作,关系到党和国家工作的全局,关系到社会和谐稳定,关系到全面建设小康社会进程,关系到中国特色社会主义事业发展,最终关系到党的执政安全。在我国社会主义条件下,我们必须科学把握宗教的长期性、群众性和特殊复杂性,从而维护好党的执政安全。     

山西省高校教师工作满意度的调查研究

通过对山西省七所高校281名教师进行的工作满意度的调查研究表明:女性教师要比男性教师的工作满意度要高,但在工作满意度的各个维度上并无显著差异;不同婚姻状况在上级满意度、工作环境满意度、晋升的满意度上存在差异显著。未婚教师整体上要比已婚教师的工作满意程度高。不同年龄段的高校教师在工作满意度的各个维度上差异均显著,尤以30-39岁、40-49岁年龄段的高校教师工作满意度的得分低;不同学历的高校教师在对上级、对工资的满意度上差异显著;不同职称的高校教师在工作满意度的各个维度上差异均为显著,讲师与副教授工作满意度的得分较低;不同工作时间的高校教师在工作本身满意度、上级满意度以及工作环境满意度的维度上存在显著差异,工作时间为11-20年的高校教师各项工作满意度的指标得分均较低。     

新形势下加强大学生党员理想信念教育论析

新时期共产党员的理想信念就是共产主义理想和中国特色社会主义信念。系统方法为我们开启了一个在新时期加强大学生党员理想信念教育的重要方法。大学生党员理想信念教育,就是要发挥党的组织优势,尊重青年的成长需要,用先进的理论引导青年,用真实的现实促动、感化、激励青年,在平等的基础上沟通青年,用创先争优的举措带动青年,用实践的平台锻炼青年,使教育成为角色互动和持续不断且相互关联的行为。     

知照组及日母三等字在关中中东部几个方言岛的特殊读音

知彻澄章昌母逢开口三等字,关中绝大多数方言点读作[喀、喀“]声母,蒲城兴镇、富平雷古坊、渭南龙背乡南部等处读作[k、k]声母,兴平南位、临潼代王读作[t、t]声母,开口三等支脂之3韵字在关中方言区包括兴镇、雷古坊、南位、代王等处多读作平舌声母;知章两组及日母逢开口三等字,渭南东塬一带把中古知彻澄章昌逢开VI三等读作[t艮t§ ]声母,把船书禅日母字读作舌叶音声母[5,3];船书禅日母逢开VI三等字,雷古坊读作具有一定腭化色彩的[5．3]声母;知照两组合口三等、船书禅日母开口三等及庄组逢宕摄开口三等阳药2韵及江摄开I：1二等江觉2韵字,代王读作翘舌音声母拼开口呼,其声韵拼合特征与关中西部岐山、宝鸡等处相似。     

Interpersonal communication motives: A communibiological perspective

This study examined the relationships between interpersonal communication motives and temperament traits. Results indicated that extroversion was positively correlated with pleasure, affection, inclusion, escape, and relaxation and was not correlated with control. Extroversion accounted for the most unique variance in the pleasure and relaxation motives. Neuroticism was positively correlated with inclusion, escape, and control, negatively correlated with pleasure, and not correlated with affection and relaxation. Neuroticism accounted for the most unique variance in the escape motive. Psychoticism was positively correlated with control, negatively correlated with pleasure, affection, inclusion, and relaxation, and uncorrelated with escape. Psychoticism accounted for the most unique variance in the interpersonal motives of affection and inclusion.