借鉴美国经验：注重教师职前职后的业务素质教养

本分析了教师所取得的任教资格证书、主科学位与其教学成果之间的关系，提出了有关提高教师业务素质的一些思路，并介绍了美国相关的经验教训。     

道德意识的世界观基础

在我国的伦理学著作中,首先把道德看作是调节人们活动的一种特殊的方法,而且这种方法包括自身在内,以世界观的论证为根据。按照这种观点,道德不仅作为“自己的”内在的刺激物激励人接受某一行为准则,使存在的社会阶级关系和结构,有意地或无意地在其中表现出来,而且成为形成和谐发展的新人的内在根源。进步的道德,一方面同人们的历史存在的具体条件有关系,     

女巫婆与阿兰先生

克拉莫丝和普斯多尔是表姐妹,她们都是巫婆。每年,她们都要参加巫婆技能大赛,但每次都是在第一轮就被淘汰了。今年,克拉莫丝和普斯多尔决定集中她俩的魔力,报仇雪恨。一天晚上,普斯多尔把克拉莫丝请到自己家里,对她说:“你知道吗,今年的巫婆技能大赛是在湖边举行,到时候你潜入湖中,念动咒语,把所有的鱼都聚集到我的身边来……”     

The Adventure in the Cat Kingdom

译文:猫王国历险记“怎么会这样?我变成了二好人列哪儿去!’“任之是怎么回事‘?”‘总而言之你们就只好交成猫或者一辈子都截着这顶帽子。定姚于我们!”··一只猫!”“嘿，尾巴不错嘛!”“别担心!你们是不会变成猫的。”“你比他，这是我的魔法。如果你们通过了考试，就可以离开猫王国。如果没通过，那”“一辈子!.’“那么说定了:你们通过明天的考试.我就让你们走。”‘·胜利一二募、吮千l寿氛The Adventure in the Cat Kingdom@阿呜 @Jeanne~~     

怎样组织学生的独立工作

本號发表的关於学生独立工作问题的两篇译文,意见不尽一致。考。各系、各教研室在指导学生加强独立工作中,仍应按照校部的指示进行。我们并不把它们当作指导性的文件,仅作参考。各系、各教研室在指导学生加强独立工作中,仍■按照校部的指示进行。     

Responsiveness to mathematical problem-solving instruction: comparing students at risk of mathematics disability with and without risk of reading disability

This study assessed responsiveness to a 16-week mathematical problem-solving treatment as a function of students' risk for disability. Among 301 third graders, TerraNova scores were used to categorize students as at risk for both reading and mathematics disability (MDR/RDR; 20 control and 12 experimental), at risk for mathematics disability only (MDR-only; 5 and 8), at risk for reading disability only (RDR-only; 12 and 15), or not at risk (NDR; 60 and 69). Interactions among at-risk status, treatment, and time showed that as a function of treatment, MDR/RDR, MDR-only, and RDR-only students improved less than NDR students on computation and labeling, and MDR/RDR students improved less than all other groups on conceptual underpinnings. Exploratory regressions suggested that MDR/RDR students' math deficits or their underlying mechanisms explained a greater proportion of variance in responsiveness to problem-solving treatment than reading deficits or their underlying mechanisms.     

男儿到死心如铁

公元1140年,宋朝江山风雨飘摇,已经被金兵占领的山东省历城县在乱世中又迎来一个小生命。这是一个不平凡的男孩,他在祖父的教育下从小立下了抗金复国的远大理想。他曾横刀立马、驰骋沙场,立下了不少战功;他也爱填词作诗,将满腔爱国情怀倾注于音律文字之中。他一生都渴望在战场上抗击金兵,这一抱负至死未改;他的词风格多样,而以豪放词最为引人注目。这些词充满爱国激情和报国无门、壮志难酬的愤恨,历来被称作"英雄词"。他,就是与大文豪苏轼并称"苏辛"的宋代著名爱国词人辛弃疾。     

德意志民主共和國的普通學校教育

親愛的同志們! 今天,我非常愉快,同時也感到非常榮幸。我要簡要地向你們談淡德意志民主共和國教育的最重要的原則,我們就是按照這些原則來建設和改革學校的。一解放前的情況 當一九四五年,蘇聯軍隊打垮法西斯解放德國以前,德國學校完全處在悲慘的境地裏。很多校舍都破壞了,教員也被送上了戰場,兒童們常常一兩年沒正常地上課。但還有更惡劣的,就是在上課的地方,教學也是完全服務於法西斯主義的。這種罪惡的法西斯主義教育,把兒童從幼小的時候起,就教成德國人是統治民族,「理應」藐視人類的生存和壓迫其他的民族。那時,在德國的學校裏,這種進行侵略戰爭、進攻和平民族、非人道地對待一切其他種族和民族的思想完全是有意識地培養出來的。二民主德國的教育目標和任務     

"A burden in your heart": lessons of disclosure from female preadolescent and adolescent survivors of sexual abuse

OBJECTIVES: To enhance understanding of the sexual abuse disclosure process from the perspective of preteen and teenage survivors. To reconsider prominent models of the disclosure process in light of our findings. METHODS: We conducted a secondary analysis of data from four focus groups in which 34 preadolescent and adolescent female survivors of sexual abuse had been asked about their treatment experiences. Girls often recounted disclosing their victimization to others. Using the disclosure segment as our unit of analysis, we isolated 106 for study. During analysis, we wrote narrative summaries of each segment's significance, grouped these conceptually, and examined their interconnectedness. When synthesized, individual experiences of disclosing contributed to understanding the overall disclosure process. RESULTS: Three phases were identified: Self, where children come to understand victimization internally; Confidant Selection-Reaction, where they select a time, place, and person to tell and then weather that person's reaction (supportive or hostile); and Consequences (good and bad) that continued to inform their on-going strategies of telling. The actions and reactions of adults were significant and informed the girls' decisions. CONCLUSIONS: We advocate integrating existing theories and research into a model which views the disclosure process from the child's perspective and includes pre-disclosure and a post-initial public disclosure stages. The model conceptualizes disclosure as an iterative process in which children interact with adults and incorporate responses into their on-going decisions about telling (recant, deny, affirm, etc.). The combined model should recognize the concerns and position of adults as well as the perspective and logic of youth.     

幼儿园卫生保健科学管理三法

幼儿园卫生保健科学管理三法呼和浩特市蒙古族幼儿园阿露丝幼儿园卫生是关系到幼儿能否健康成长的首要问题，将决定幼儿园的质量和水平。在具体的实践工作中，应以《幼儿园工作规程》为指导，注意抓好以下工作：一、建立科学可行的卫生保健管理制度幼儿园卫生保健制度总体...