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1.
周国勇 《阅读与作文(高中版)》2013,(Z1):51
携一身久坐斗室的疲惫,他,走了出去,从喧嚣的城市,朝着黄昏中的原野走了出去,仿佛一只快乐的小鸟逃出牢笼。空气,空气是那么的清新,就像雨水洗过,洗过的森林。春泥散发出迷人的体味。植物吐纳出可人的馨香。农家屋顶炊烟袅袅,像一个扭着腰肢走秀的模特。田间小路,劳作一天归家的形影匆匆。屋檐下,夜归的燕子展翅,划出丽影。一路走去,风景,越来越美。一幅偌大的画卷,大自然巧夺天工的画卷,徐徐,在他面前,打开,展开,铺开。他,是幸运的,他破卷而入。美丽的风景让他疲惫渐消。脚步轻快,他踏歌而去。 相似文献
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吴浩杰 《小学生作文辅导(作文与阅读版)》2011,(5)
2100年,一个全新的世界。这里,繁荣昌盛,没有任何天灾人祸。当然,此时最具魅力的还是先进的科技。大街上人流如潮,大家手拿千奇百怪的小玩意,瞧着,听着,说着。是什么呢?找人一问,才知是手机。有长方形,正方形,圆形,梯形,菱形……形状各异,真是一道亮丽的风景线。手机 相似文献
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对酒当歌,人生几何?譬如朝露,去日苦多。慨当以慷,忧思难忘。何以解忧,唯有杜康。青青子衿,忧忧我心。但为君故,沉吟至今。呦呦鹿鸣,食野之萍。我有嘉宾,鼓瑟吹笙。明明如月,何时可掇。忧从中来,不可断绝。越陌度阡,枉用相存。契阔谈宴,心念旧恩。月明星稀,乌鹊南飞。绕树三匝,无枝可栖。山不厌高,海不厌深。周公吐哺,天下归心。曹操的《短歌行》是诗,还是歌?回答自然是双重肯定的。是诗,也是歌,是歌行体的诗歌。这种回答似乎循环解释,又像绕口的文字游戏,但似乎也不能完全用无以做答故以滑头充塞来置评。因为至少它还示意有另外一种解读,说明了歌行是诗体的一种。 相似文献
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顾晓蕊 《阅读与作文(高中版)》2010,(5)
冬日的午后,她在家收拾书柜,翻出一摞书信。她打开信,慢慢地读。信纸的右下角,画着一枝红玫瑰,似开未开的花苞,诉说着温柔的心事。沿着记忆的藤蔓,她又想起那段青葱岁月。同学们聚在一起,在操场上排练节目。过了一会,她出场了,开始清唱。几位高年级的同学路过,吹着口 相似文献
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丁力梅 《阅读与作文(高中版)》2010,(Z1)
见过一个父亲的泪。他蹲在一堵墙外,满身疲惫的风尘。先是呆呆地看着街景,后来,他手捂住脸呜咽。双肩耸动,单薄的身影,像极秋深时,枝上一枚欲抖落的叶。眼泪从他指缝处,不住地溢出来,成小溪流。午后的阳光,照在上面,反射着惨痛的晶莹。 相似文献
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唐光荣 《重庆职业技术学院学报》2012,21(2):49-52
《城口厅志》应只有一种版本,即刘绍文主持的道光24年刻本。所见三种印本中,四川本印刷时间更早,书版的毁损程度较轻。城口本、重庆本印刷时间约晚50年,书版的毁损程度较重,但印刷质量较好,内容更完整,并增补有少量光绪年间的材料。城口本中的补正出自近人,讹误较多。 相似文献
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Eve Kikas Mairi Männamaa Vaike Kumari Triin Ulst 《International Journal of Disability, Development & Education》2008,55(4):315-329
The relationships among verbal skills of primary school students with learning disabilities and a typically developing comparison group were studied and compared with written tasks carried out in Estonian classrooms. Word defining, categorising/justifying, guessing, and memorising tasks were used. The participants were 251 students in Grades 2–4; of these, 163 were described as achieving normally and were in regular education classrooms, and 88 were diagnosed as having specific learning disabilities and attended special schools or classes for students with specific learning disabilities. Except for performance on the memorising tasks by grade, all the scores were better in upper grades. Children with learning disabilities performed less well than the children in the typically developing comparison group on all the tests. Associations between the results of various tests were stronger in the typically developing comparison group than in the group of children with learning disabilities. 相似文献
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David Kember 《Higher Education》2009,57(1):37-55
Results from a programme level survey at a university in Hong Kong were used to select six departments which had good records
in developing graduate capabilities. Focus group interviews were conducted with students in the departments to discover which
capabilities students thought were important, how the capabilities were nurtured and the influence of the teaching and learning
environment on their development. Analysis of the data showed that the findings were consistent with a previous quantitative
model. Capabilities were developed if the curriculum made demands on students to practise the use of the capability. Intellectual
capabilities were nurtured through active learning experiences, performed in class or for assessment, which required the practise
of the capability. Communication and teamwork skills developed through group projects and activities in which communication
was practised. 相似文献
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目的:研究自发性高血压大鼠(SHR)膈肌功能的变化。方法:大鼠随机分成两组,SHR组和Wistar大鼠组,各8只,应用体外灌流大鼠膈肌条的方法,测量张力一频率曲线,疲劳指数的变化,同时测定膈肌组织中的超氧化物歧化酶(SOD)、丙二醛(MDA)、一氧化氮合酶(NOS)活性(总NOS和iN0s)和NO含量的变化。结果:与对照组相比,SHR组大鼠膈肌张力-频率曲线右移,疲劳指数下降明显(P〈0.01),组织中SOD、总NOS活性和NO含量显著降低(P〈0.01),iNOS、MDA含量显著增加(P<0.01)。结论:自发性高血压大鼠膈肌功能受到损伤。 相似文献
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Laura Hirsto 《Scandinavian Journal of Educational Research》2013,57(2):99-108
In this study, the strategies teachers use in home and school collaboration were surveyed. The subjects were early education teachers in Helsinki, Finland. Questionnaires were used for the data collection. Factor analysis resulted in the extraction of six strategy types. Strategies representing parents as the recipients of information were most frequently used. Strategies representing two‐way communication were also quite often in evidence. The most rarely used strategies included parents as decision makers, volunteers, or resources in the elaboration of learning. Teachers who had children who were approximately the same age as their pupils were more active in using strategies involving teachers as supporters of parenting and parents as a resource for the elaboration of learning. The strategies found and the implications of the Finnish data are discussed. 相似文献
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What Makes a Student Group Successful? Student-Student and Student-Teacher Interaction in a Problem-Based Learning Environment 总被引:1,自引:0,他引:1
Lindblom-Ylänne Sari Pihlajamäki Heikki Kotkas Toomas 《Learning Environments Research》2003,6(1):59-76
This study investigated student-student and teacher-student interaction in a problem-based course and looked at study success in relation to group dynamics and approaches to studying. Data for this study were provided by 31 law students who were enrolled in a course in legal history at the University of Helsinki in February 2001. The students were divided into three small groups that were tutored by one teacher. Both the students and the teacher were interviewed. The interaction between the students and their teacher, and the group dynamics of each subgroup, were observed during the tutor sessions. The results showed that the student groups were very different from each other in terms of study success, group dynamics and communication between the group members. One group achieved significantly higher grades than the other two groups. There was only one clear difference between the three groups. The interviews and observations showed that the students in the best group participated more evenly and actively in the discussions than students in the other two groups. 相似文献
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在完善的水循环人工生态系统养殖华支睾吸虫的第一、第二中间宿主淡水螺类和鱼类,并进行人工感染实验,为教学提供生物材料。解剖动物收集华支睾吸虫卵,放入培养皿和养殖缸内感染第一中间宿主纹沼螺、长角涵螺;取阳性螺逸尾蚴感染第二中间宿主鱼类;采用鱼肉压片法观察寄生在鱼肉中的活囊蚴;采用人工消化法分离鱼体内的活囊蚴感染实验动物;解剖动物模型。学生观察到了华支睾吸虫生活史发育过程中的各时期活虫体,并获得生态室内鱼类的感染数据。在完善的水循环生态环境条件下,感染华支睾吸虫的第一、二中间宿主生长繁殖良好,其体内的尾蚴和囊蚴为实验教学提供了丰富的生物材料。 相似文献
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孙连荣 《宁波教育学院学报》2008,10(4):34-37
通过调查外来民工子弟学生与本地学生自我价值感发展状况。结果表明:两类被试在特殊自我价值感上存在显著性差异,而在总体和一般自我价值感上无显著性差异;六年级的当地普通学生在个人取向家庭自我价值、社会取向人际和生理自我价值感上都显著高于外来民工子弟学生,而在社会取向心理自我价值感上则显著低于后者;外来民工子弟男生在个人取向生理自我价值感上显著高于当地普通男生;但女生在这个方面显著低于当地普通女生。 相似文献
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目的:探讨切开复位锁定钢板内固定治疗跟骨骨折的临床疗效。方法:分析2008年9月至2011年9月,行切开复位植骨锁定钢板内固定治疗跟骨骨折100例(共103足)。男性76例,女性24例,其中单侧97例,双侧3例。年龄18-64岁,平均(33.19±5.97)岁。按Sanders分型Ⅱ型28例,Ⅲ型62例,IV型10例。均采用跟骨外侧L型切口,切开复位锁定钢板内固定。结果:92例获得随访,随访时间6-30个月,平均18个月。应用Maryland评分系统进行疗效评定。优46例、良40例、中4例(1例双侧跟骨骨折),优良率93.4%。其中1例出现骨不愈合,再次行距下关节融合术,1例出现皮肤坏死经换药后治愈,1例出现腓肠神经症状。结论:切开复位植骨锁定钢板内固定是治疗跟骨骨折的有效方法。 相似文献
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Michael E. Lamb Irit Hershkowitz Kathleen J. Sternberg Barbara Boat Mark D. Everson 《Child abuse & neglect》1996,20(12):1251-1259
Verbal and nonverbal responses by alleged victims of child sexual abuse were coded for length, amount of information, and the manner in which they were elicited by the interviewer. In 16 of the interviews, anatomical dolls were employed for the purposes of demonstration, whereas they were not used in another eight cases matched with respect to other characteristics of the children and the alleged events. Children interviewed with dolls provided an equivalent number of details and spoke as many words in the substantive portion of the interview as did children interviewed without dolls, and interviewers in the two groups used similar probes to elicit information. However, the average responses by the children were significantly longer and more detailed when dolls were not used. Children gave longer and more detailed responses to open-ended invitations when dolls were not used. Caution is necessary when interpreting these findings. 相似文献