《海滨小城》的写作特色

《海滨小城》是一篇写景的文章。它通过写海滨和小城的景色美,抒发了作者热爱家乡的思想感情。这篇课文在写作上有四个特点: 一、思路清晰,层次分明。课文按先总、后分,再总述写。“我的家乡在广东,是一座海滨小城”这一句,先总说海滨小城的地理位置,然后紧扣“海滨”与“小城”来分别描述,最后总述:“这座海滨小城真是又美丽又整洁。”文章同时还按照由远而近的顺序,一层一层地叙述了海滨小城的美丽景色,层次清楚,     

北戴河海滨无脊椎动物观察、采集和处理

简要介绍了海滨实习用的仪器、工具和药品以及海滨常见无脊椎动物的观察、采集和处理方法．     

《海滨小城》第二课时教案

《海滨小城》是一篇习作例文,写的是我国南方一座海滨小城的美丽景色。课文分为两部分,作者抓住“海滨”和“小城”景物的特点,按照空间位置的转换进行描述,字里行间透露出对家乡的热     

《海滨仲夏夜》自学导读

【自学重点】海滨夏夜景物的特征,描绘景物变化的写法,作者对海滨夏夜景色的赞赏和热爱祖国的思想感情。【简要导析】现代作家峻青的《海滨仲夏夜》,是一篇十分优美的散文。这篇文章写的是海滨城市——威海的夏夜景色。虽是夜景,色彩却鲜明艳丽。课文节选的这一部分,主要描写了由夕阳初落到夜色加浓这段时间里海滨景色的变化。这对于陶冶青少年的情操、用来揭示人们热爱祖国、热爱生活的崇高品质,有很好的感染作用。这是一篇很好的教材。应该学习本文抓住海滨夏夜景物的特征、细致地描绘     

《海滨小城》教案

教学目标 :1 .了解海滨小城的特点 ,受到热爱家乡的教育。2 .学习作者观察景物的方法 ,提高观察能力。3.学会本课的生字新词 ,会用“每逢”、“甚至”造句。4.有感情地朗读课文。教学重点 :体会海滨小城景色的特点 ,学习作者按照由远及近的顺序 ,抓住事物特点的观察方法。教具 :录音机、幻灯机等。课时 :两课时。第一课时一、激趣揭题。二、配乐范读 ,整体感知海滨小城的美。1 .交流对海滨小城的初步印象。2 .概括海滨小城的美在它的海滨和小城。三、配乐默读 ,边读边画 ,给文章分段。1 .讨论分段。2 .过渡 :这节课老师带大家到海滨去看一看…     

洞头岛海滨动物调查报告

本文载有洞头岛海滨动物40多种,其中以贝类动物为主,并列有动物的俗称与学名的对照表以及同物异名表。对洞头岛的海滨动物资源情况有了初步了解,对开发和利用海滨生物资源有一定的参考价值,丰富了我校动物教学标本。     

中学地理概念的广义与狭义辨析

狭义的海岸与广义的海岸 狭义的海岸指紧邻海滨,在海滨向陆一侧,包括海崖、上升阶地、海滨陆侧的低平地带、沙丘或稳定的植被地带.     

变幻的色彩 炽热的感情

×××同学问:《海滨仲夏夜》是怎样把五幅画面组成海滨仲夏夜特有的美景的? 答:这篇优秀的写景散文,抓住夕阳落山不久至月到中天这段时间光线和色彩的变幻,描绘了夏夜海滨特有的景色和劳动者的闲适、欢愉和休憩场面,抒发了对美好生活的赞美之情。     

自然环境的魅力

我园地处海滨,得天独厚的海滨自然环境为幼儿认识自然、认识大海及海滨人们的劳动提供了极好的条件。美丽的海滨及壮观的大海对幼儿有极强的诱惑力,也是教育、影响幼儿的极好“教材”。我们经常带幼儿到海滨观察海水涨落、日出日落,听浪花拍击海岸的声音。夏天,蔚蓝的大海在骄阳下泛着银波;冬天,飞舞的雪花,晶莹的冰棱,使原来的绿色世界变得一片银白……海滨有孩子们看不够的美景,大海给孩子们以无限的遐想。     

近代避暑地华人自治管理探析——以北戴河海滨公益会为例

在近代诸多避暑地中,华人自治管理最为成功的当属北戴河海滨公益会。对北戴河海滨公益会资源获得与使用进行量化分析,可以发现,北戴河海滨公益会资源募集渠道较为广泛,包括政府补助、会员及其他机构捐助、附加捐与经营收入等多种方式;在资源的使用方面,海滨公益会通过统一规划、专业运作,以筑路为要举,并致力于海滨景区保护、建设与管理,发展海滨卫生、教育及文化事业,从而做到管理成效显著。显然,北戴河海滨公益会的成功运作主要在于获得了政府的大力支持,专业人士朱启钤则在其中起着灵魂作用,公益会会员及社会各界也积极襄助。由于近代避暑地华洋杂处,中外政治形势复杂敏感,作为自治组织,海滨公益会也有许多困难难以克服。如行政权限过低,难以对外侨实施有效管理;资金来源不稳定,行政权力过于狭窄,难以实现景区可持续发展;复杂的外交环境下,自治组织难以维护海滨民生。     

论大学课堂教学中师生交互关系

构建大学课堂师生交互关系要做到:树立正确的观念是前提,相互理解是基础,相互对话是突破口,相互沟通是关键,交互吸引是最终目的。     

‘When I am being rushed it slows down my brain’: constructing self-understandings as a mathematics learner

Understanding learning disabilities (LDs) as constructed through multiple cultural practices including discourse, this paper focuses on a Latino middle school student with a LD named Elijah. This study documents both the discourses and practices used to position Elijah as a mathematics learner, as well as his use of similar discourses as he constructs a complex set of self-understandings as a mathematics learner. Elijah is positioned by discourses that prioritise speed as an indicator of mathematical ability, as well as discourses that construct students with LD as having both intelligence and differences such as processing speed. An analysis of interview and observational data suggests that Elijah constructed a unique set of self-understandings as a mathematics learner. Like his sixth-grade special education teacher, Elijah seems to differentiate between knowledge and the performance of knowledge in school. He created a unique identity as both ‘fast’ and ‘slow’ in mathematics, rejecting the binary found in many mathematics classrooms. These findings suggest that multiple discourses circulate in schools about ability and disability in mathematics.     

Developing a Professional Identity as an Elementary Teacher of Nature of Science: A self-study of becoming an elementary teacher

This study explores the development of professional identity as a teacher of nature of science (NOS). Our research question was ‘How can a teacher develop a professional identity as an elementary teacher of NOS?' Through a researcher log, videotaped lessons, and collection of student work, we were able to track efforts in teaching NOS as part of regular classroom practice. A team of four researchers interpreted the data through the Beijaard et al. professional identity framework and found that it was not as simple and straightforward to teach NOS as we predicted. Development of professional identity as a teacher of NOS was influenced by contextual factors such as students, administration, and time, as well as personal struggles that were fraught with emotion. Development took place through an interpretation and reinterpretation of self through external factors and others' perceptions, as well as the influence of sub-identities.     

作为方法的教育学

教育学作为一门学科蕴含三层旨趣,即作为课程的教育学、作为理论的教育学与作为方法的教育学。目前作为课程的教育学已基本成熟,作为理论的教育学也处在发展中,但作为方法的教育学才刚刚萌芽。教育学只有在“课程”与“理论”之外,在学科方法以及方法论的基础上发展出独特的学科视界与理解方式,才能称之为完备的学术性学科。文章认为,成熟的教育学不仅意味着一门课程、一种理论,而且代表着一种方法、一种思维方式。     

新时期高校图书馆对学生读者的导向作用

本文以新时期高校图书馆作为研究平台,以学生读者作为研究对象,以工作实践和较普遍的现象作为研究内容,以导向措施作为切入点,论述了现代图书馆“以人为本”“服务至上”的图书馆工作理念,探索了图书馆和学生读者互动发展的思路。     

How teachers become action researchers and how teacher educators become their facilitators

The article contributes to the theory of action research by focusing upon kinds of action an individual may undertake in relation to their research endeavour. The article explores action as illusion, as occurring at different speeds according to context, as ‘cure’, as repair to maintain a system, as system improvement, as border skirmishes, as deconstruction and as stealth action. Each of these kinds of action has implications for the action researcher seeking to bring about change. The article explores the ways in which the action researcher can challenge the status quo and bring about creative, educative, democratic frameworks for living in society.     

Growing and developing as a university researcher

While there is a substantial body of literature on academics’ development as teachers, investigation of their development as researchers post-PhD is rare. This study undertook an investigation of academics’ ways of understanding their own growth and development as a university researcher. Four qualitatively different ways of understanding research development emerged: (1) Becoming confident as a researcher; (2) Becoming recognised as a researcher; (3) Becoming more productive as a researcher; and (4) Becoming more sophisticated as a researcher. The first category of development was seen as most relevant to the early stages of an academic career, when doing a PhD or during one’s first academic appointment, but may also re-occur at later stages of a career during changes in research direction, etc. The last three categories are seen as relevant to all career stages, including more advanced stages as well as the early stages of a research career. Comparisons between academics’ ways of understanding their growth and development as a university researcher and as a university teacher are also presented.     

《孟子》中的“其”字

《孟子》中的“其”字总共出现571次,其中,用作代词的频率最高,为534次。用作语气词为32次。用作连词为5次。其中用作代词的情况最为复杂,包括用作人称代词、用作指示代词、用作兼语、用作作为造句成分的主谓结构的主语、用在数词前,表示“其中之……”或用在表示顺序的词前,表示顺序．“其”用作语气词,我们可以将它分为“语气副词”和“语气助词”。“其”字用作连词,有时表示假设关系,有时表示选择关系。     

正确处理数学教学中的基本矛盾(上)

在数学教学中,存在知识取向与文化取向、理论取向与应用取向、结果取向与过程取向之间的矛盾。理论层面的认识:数学教学是以知识教学为核心的文化教学;数学教学应当以理论取向为主应用取向为辅、结果教学为主过程教学为辅的结构系统。实践层面的认识:要注重数学史渗透、揭示数学思想、提倡数学创造、加强数学交流;要正确认识数学应用的价值、把握数学应用的度;提倡过程与结果整合的教学模式。     

浦北县白石水麻佬话同音字汇

古全浊声母今读塞音塞擦音时84％读送气清音,少数帮端精见母字也读送气清音。果摄不论开合主要读[u],少部分字读[a]。遇摄主要读[ei],遇合三鱼的庄组字读[u]。止摄主要读[οi],成深摄少数字、曾摄相当部分字、梗摄细音读舌尖中音韵尾。同音字汇收字3900个。