我们的生活

我们的生活音乐般的无论哀伤疯狂我们都得尝过我们的生活水一样的蓝蓝的是忧郁青青的是快乐我们的生活咖啡似的生活用嘴尝是苦的用心尝是甜的◎文／黎 敏我们的生活@黎敏$广西桂林市一中初二(6)班!邮编:541004     

我们的生活

抓紧双手 两根钢丝,一双朋友。晃晃悠悠,颤颤抖抖。不能撒手,不能乱走。光靠自己,绝对漏油。互相依靠,决不放手。屏住呼吸,小心翼翼。坚持到底,才算胜利。--这是合作的力量。     

我们的生活

~~我们的生活$上海理工大学附属中学@梁思源~~     

我们的生活

《憎时》//《丈二和尚摸不到头》//《乾坤大挪移》     

我们的意义

一年的时光虽然短暂,但在平淡的生活中,却发生了许许多多的事情。正是这些琐碎的记忆,构成了一套完整的青春史册。总有一些事情在感动着我们。12月是一个总结的季节,在各种颁奖盛典如雪花般飞舞的时候,《新作文》以冷静但不失新锐的姿态强势站立在纸张上,凭借着新鲜的思想和永恒的激情为青春加冕。《新作文》2006年度盘点,将会为每一个关注她的人献上一份真诚和温暖。     

我们的生活,我们的课堂

语文是生活的外延。在课堂上将语文与生活对接,学生能从语文课堂上验证生活,从生活中发现语文,语文学习将更有活力与吸引力;学生逐渐成为生活的有心人。师生共同的生活经历,可以是一节语文课的桥梁、框架或钥匙。     

我们的百味生活

我们是学生。在山花烂漫的时候,我们会浪漫得一塌糊涂,也会调皮得无法无天;在烈日的炙烤下,我们可以挥汗如雨,或相反,在空调机的冷风下思索人生在无边落木萧萧下的秋日里,我们会温柔地眉目送情,也会抱在一起痛快地打一场,任凭我们高兴;在寒风凛冽,嘴巴呵出白气的冬日里,我们一样可以生龙活虎,也可以配合天气,惆怅的难以自己.做学生的滋味,真是一言难尽啊——我们的百味生活$浙江省绍兴鲁迅中学@邵洁娜     

我们的暑假生活

同学们,快乐的暑假到了,你们是否已经想好怎么过暑假了?去夏令营,去游乐场,或者躲在空调房里玩电脑?还是想不好如何过暑假?今天,我们就换一个环境,带大家走进乡村,去看看乡村孩子的暑假是怎么过的。在这里,我们邀请广西龙州县龙州镇初一(74)班的同学们来讲讲他们“特别”的暑假生活     

我们的生活方式

On the day of Epiphany,the guests arrived.Thedoor was open,the lock broken,I had not hearda thing.I just happened to go out into the hall asthe cuckoo clock struck,and there they were.When I,pleased and confused,held the livingroom door open for them,one of the walls had caved in over     

LITERACY AND ELDERS: WHAT WE KNOW AND WHAT WE NEED TO KNOW

Little research has been done on the literacy needs and interests of elders. Consequently, many programs of literacy training for elders are based upon inadequate and inaccurate information. The authors review recent literature about literacy and the aged and offer some suggestions for future investigations. They maintain that there is a need for empirical research into the perceptions of reading and writing held by the elderly themselves. Specifically, this research should: (1) assess the reading/writing needs and interests of the elderly; and (2) examine what effect societal expectations of the elderly have on their reading/writing behavior and interests.     

TEACHING GERONTOLOGY THROUGH DISTANCE EDUCATION: WHAT WE HAVE LEARNED

This article gives some insights into the development and teaching of graduate Gerontology courses by way of distance education. Some general comments are given regarding distance education and then the two formats are explored in detail. One of the formats centers around television (video, cable television, and interactive television instructions) and the other, the Internet. Problems and advantages of teaching in each format are explored. Tips on "Some things to do" and "Some things to avoid" are shared. Attention is given to some of the instructional "techniques" which seem to work best for teaching in these formats. These tips should be helpful to persons who are just beginning teaching or who want to teach in either or both of these formats.     

FAMILY INFLUENCES ON SCIENCE LEARNING AMONG HONG KONG ADOLESCENTS: WHAT WE LEARNED FROM PISA

This study investigated the relationship between family factors and students’ scientific literacy performance in Hong Kong, which has excelled in science performance in previous international studies. Data were obtained from the 2006 Programme for International Student Assessment. Multilevel analysis was used to examine the relationship between parental involvement and investment and students’ scientific literacy performance. It was found that students’ scientific literacy performance, which was measured by their science achievement and self-efficacy towards science, were significantly associated with certain types of parental investment and involvement even after controlling background factors of both students and schools. Parental investment in cultural resources and parental involvement in terms of organising science learning enrichment activities at an early age were found to be significantly associated with students’ scientific literacy performance. Activities that could be provided at an early age (e.g. watching TV programmes about science, reading books on scientific discovery, watching, reading or listening to science fictions) were found to be highly effective activities for promoting children’s science achievement and self-efficacy.     

我们应该秉持什么样的大学教育目的

大学作为能够在人类社会发展变化的一千多年中被完整保存下来的社会机构,根本原因在于其活动的主旨与人的心灵、精神需要相一致。坚持培育高尚、健全人格的大学教育目的,并以此为基础建构大学的制度和文化,是大学实现本质性进步必需的意识和思想。     

WHAT SIZE SAMPLES FOR METHODS/MATERIALS EXPERIMENTS?

Careful planning of educational experiments includes decisions about the sample size to be used. This paper provides a guide to the minimum size of treatment groups, inferred from the relationships between pupil norms and norms for class averages of standardized achievement tests. With "highly effective" treatments and simple random assignment of subjects to conditions, 60 to 85 subjects is derived as the minimum number per group. With "moderately effective" treatments, the minimum number is 235 or more. Use of stratified samples reduces the minimum by fifteen to forty percent.