共查询到20条相似文献,搜索用时 70 毫秒
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《初中生学习指导(初三版)》2014,(1):80-80
Dad: What are you doing there, Kate? Kate : I' m watering flowers, Dad. Dad: But it is raining now. Kate: Oh, it doesn't matter, Dad. I have an umbrella in my hand! Teachers tell us to water flowers every day. 相似文献
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姜洲 《创新作文(初中版)》2010,(6):33-36
我没有妈妈,也没有人告诉我妈妈去了哪里。从我记事起,家里就只有我和爸爸。爸爸是一个沉默寡青的人,他从不像其他父亲那样抱我,用胡须扎我,但我无法否认他对我的爱。 相似文献
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陈峻殊 《数理天地(初中版)》2014,(11):49-49
“你幸福吗?”这是个你我常常思考,又被常常问起的话题。幸福是欲望得到满足后一种积极的情感,但这种感觉是转瞬即逝的。追求幸福是本能,但更重要的是超越个人的欲望,服务于更大的目标,这就是意义。 相似文献
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Lisa Schneier 《Interchange》2018,49(1):5-24
Originally written 30 years ago, this paper is an analysis of the central challenge of schooling—that of engaging fully the powers of students’ minds in classroom learning. This challenge maintains its relevance today. The work of engaging what John Dewey referred to as students’ “inner attention” becomes the focus of an investigation of students’ current ideas in a variety of subject matters. This investigation reveals areas in which their ideas diverge from the established curriculum. It uses the methodology of Critical Exploration, which was developed by Eleanor Duckworth as a teaching and research methodology that both reveals learners’ ideas and encourages their active creation of meaning. This methodology provides students with rich and complex curriculum materials for their own manipulation; it also provides them the freedom to express, however tentatively, their ideas, to take them seriously, and to follow them through. As a result of these studies of learning, I put forward the view that a significant part of the responsibility for students’ alienation from classroom learning lies with a conception of knowledge, often reflected in curriculum, that is too rigid to take their ideas into account. I elaborate this view in an analysis of the aspects of particular subject matters that alienate students if the students are not given adequate ways of entering them. I make the case that these same complexities can be used as compelling invitations into deeper knowledge. 相似文献
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舞蹈服装设计是舞美设计的重要组成部分。舞蹈服装设计应具有时代特征、地域特色,必须符合人物的具体形象要求,还应适应舞蹈艺术的特点,突出和强调符号的表现性。 相似文献
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张祖清 《襄樊职业技术学院学报》2004,3(5):115-117
舞蹈欣赏是观众通过舞蹈作品中的舞蹈形象,具体地认识它所反映的社会生活、人物的思想感情以及舞蹈作者对这种生活现象的审美评价。在欣赏舞蹈时要懂得一些舞蹈常识舞蹈欣赏水平和认识能力,舞蹈的欣赏与观众的生活经验,历史和文化知识及欣赏力有关。 相似文献
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客家梅州传统体育项目舞龙舞狮与原始宗教 总被引:2,自引:0,他引:2
运用文化人类学、民族史学、体育史学、体育理论等学科原理,结合田野调查、背景分析、比较分析对梅州传统体育项目舞龙舞狮的表现形式、产生的社会条件及传统体育文化现代化的发展趋向进行阐述和分析,梅州传统体育项目舞龙舞狮与原始宗教具有密切的关系。 相似文献
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对高师舞蹈教育现状的若干思考 总被引:1,自引:0,他引:1
潘晓敏 《湖州师范学院学报》2006,28(3):132-134
舞蹈在基础艺术教育中的作用已越来越得到艺术教育界普遍关注,但是作为培养基础艺术教育师资的高师舞蹈教育却并不令人乐观,具体体现在舞蹈课程定位不准、师资力量薄弱、教学内容缺乏针对性等诸多方面。这些问题制约着高师舞蹈教育的发展。因此,高师舞蹈教育应从转变舞蹈教育观念人手,在教学内容上要突出时代与区域特色,并针对学生实际情况进行教材建设,循序渐进,最终使高师舞蹈教育跟上基础教育发展步伐,发挥其应有的育人功能。 相似文献
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章雄 《金华职业技术学院学报》2014,(1):84-87
影片《听风者》和以往注重故事悬疑惊悚、情节紧张激烈的谍战片有所不同,它借谍战的外壳演绎深刻的人性,着重表现人物之间细腻丰富而又复杂纠缠的情感。在情感的询唤下,男女之间的舍弃与付出被抒写得淋漓尽致,同时为了让剧情完美地铺陈下去,相关各方人员均受到感性的惩罚。 相似文献
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Richard L. Upright 《Early Childhood Education Journal》2002,30(1):15-20
Empathy, the ability to care about others, is a learned process and can be successfully modeled in the elementary classroom. Although there are various methods available for improving empathy and other aspects of moral development, one recommended strategy is the use of moral dilemmas and role-play. This strategy involves (a) the use of formal and informal observations, (b) informal interviews, (c) the choosing of appropriate stories, (d) various presentation methods, (e) large and small group discussions, and (f) closing techniques such as creative writing samples. 相似文献
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耿苗 《商丘职业技术学院学报》2008,7(6):101-102
如何处理好舞蹈艺术中风格与个性之间的关系,始终是舞蹈理论界、教育界关注的问题。在舞蹈艺术和风格之间,舞种的分类体现了各自独特的形象内容;在舞蹈艺术与个性之间,剧目的创作给了肢体语言更为丰富的诠释。风格回炉与个性开发真正在教学过程中具有对立统一的辨证关系,二者既相互制约,此消彼长,同时又相互促进,共同发展。只有通过正确、恰当、适时、有计划、循序渐进的舞蹈教学,才能使风格和个性两方面有机互补的结合在一起,才会体现最终不断裂的风格与个性。 相似文献