A straight tree,a lush growth of the tree

<正>Ancient Greek famous educator and philosopher Platon said:"a person from the education of the childhood where he led,can decide where he wanted to go."Well,I just wanted to be a straight tree,a lush growth of the tree.Every human being has to face the problems of education.In the twenty-first century,China is on the international stage,with rapid development of its political,economic,cultural,military     

Paper-cut,should not be just a kind of folk

<正>After transfer from agricultural to the industrial age,western countries such as France has from the folk paper-cut,entered the art form.Only to retain such as the Nordic folk paper-cut.Since the Han Dynasty to Chinese paper-cut,during the presentation of the ancient people rich imagination and superb techniques at the same time,may also carry the inertial frame of traditional imprison innovation.In recent years,with a few artists     

I want to be a pirate

笔名月半残。因为喜欢残月的朦胧清丽而取,希望大家可以亲切地叫我月。性格冲动豪爽大方．被死党戏称为“大口吃肉大嗓门的豪放派”。     

I want to be a pirate

自我描述笔名月半残,因为喜欢残月的朦胧清丽而取,希望大家可以亲切地叫我月。性格冲动豪爽大方,被死党戏称为大口吃肉大嗓门的豪放派。跑食堂飞快,追公交车飞快。但是不知道为什么跑800米永远不及格……悲剧啊悲剧。不爱逛街,不爱买衣服,希望每年从一月一日到十二月三十一日都只穿一件衣服。     

延续您的事业

您一定不知道,多年后已经长大的我会以怎样的姿态、怎样的心情去写一篇关于您的文章。我记得5年前您曾批评过我的文字,说那里面涵盖了太厚重的颓废和沉重,虽然当时的我才15岁,尚不懂得如何用笔驾驭文字,以表现内心。我记得在我还不是您的学生的时候,我曾在自     

He just delivered a package.

The boss found a boy in thestock room iust standing around doingnothing."How much do you get paida week?"he asked the boy.The boyreplied,“Twenty dollars.”Taking a twenty dollar bill out ofhis wallet,the boss gave it to the boy and said,“Here,take     

I don't want to learn things,I'd rather just find out: Jan Mark'sThunder and Lightnings

Children's Literature in Education -     

我有不出生的权利

如果我的父母还未成年,我不出生。你们自己还只是一个孩子,稚嫩的双肩能否负载另一个生命的重量?你们不可为了自己幼稚而冲动的短暂欢愉,而将我不负责任地坠入尚未作好准备的人间。如果我的父母只是萍水相逢,并未期待结成一个牢固的联盟,我不出生。你们的事,请你们自己协商解决。任何以为我的出生会让矛盾化解、关系重铸的幻想,     

试谈发展小城镇要处理好的若干关系

本文在对小城镇进行调查的基础上，针对目前小城镇建设中存在的一些问题，论述了小城镇建设中要正确处理好数量、规模、发展经济、硬环境、软环境、规划新区、旧村改造以及城镇管理等之间的关系，并提出了一些解决思路。     

领导的艺术与统治的技巧——伊丽莎白一世是如何统治的

英国都铎王朝最后一代君主伊丽莎白一世是世界历史上一个颇为引人注目的女王。她凭借柔中带刚的高超领导艺术,在一个女性普遍受到轻视的年代里成就了自己的赫赫声名,也使都铎王朝晚期的英国避免了分裂的命运,由弱转强,走过近代化的关键阶段,成为欧洲政治舞台上的重要角色。伊丽莎白一世赢得了国民、朋友和敌人的普遍尊重。本文分别探讨女王与人民、与上层统治者、与教会的关系,对其统治技巧进行概述与分析。伊丽莎白一世政治上的现实主义与女性独有的坚忍不拔的力量是其统治成功的基本要素,本文试图从伊丽莎白一世的血统与早年经历探讨这些统治特质的形成之因。政治家的个性素质往往对历史有一定影响,伊丽莎白一世的某些领导艺术也值得今人学习,因此对这位16世纪女王统治技巧的回顾具有一定的现实意义。     

Readiness,Instruction, and Learning to be a Kindergartner

As children enter school they learn to take on the role of student. This qualitative study describes how the children in one classroom learned what it meant to be a kindergartner in the context of a community meaning of readiness for school. Analysis of classroom observations and parent, teacher, and student interviews indicate that this school community held a coherent meaning of readiness. This meaning provided the framework for instructional activities and served to help parents understand their children as students. Finally, it helped to frame students' interpretations of their first public school experience through their involvement in classroom tasks.     

Readiness, Instruction, and Learning to be a Kindergartner

As children enter school they learn to take on the role of student. This qualitative study describes how the children in one classroom learned what it meant to be a kindergartner in the context of a community meaning of readiness for school. Analysis of classroom observations and parent, teacher, and student interviews indicate that this school community held a coherent meaning of readiness. This meaning provided the framework for instructional activities and served to help parents understand their children as students. Finally, it helped to frame students' interpretations of their first public school experience through their involvement in classroom tasks.     

思想道德修养与法律基础课教学应处理好的几个关系

"思想道德修养与法律基础"课是高等学校思想政治理论课程"2005新方案"规定的主干课程之一.如何提升该门课程的教育教学质量,切实发挥其在学生思想政治教育中的主阵地和主渠道作用,实现"让学生真心喜爱,终身受益"的目标要求,在教学中必须正确认识并着力处理好几个关系.     

Not just Piaget; not just Vygotsky,and certainly not Vygotsky as alternative to Piaget

There have been many interpretations published on the relative importance of the work of both Vygotsky and Piaget: often to the detriment of the latter. This article represents an attempt to discover the meaning and intention of the former by going back to the specifics of what he said and wrote. By reference to what they said of each other it is argued that by the early 30s they had reached almost identical positions regarding child development, and that the work of each is complementary to that of the other. The implications of this position for a theory of intervention for cognitive acceleration are then discussed.