物联网教学模式探究

传统的教育教学模式不适应物联网教学,应采用新型的教学模式,如网络教学模式、实践教学模式、户外教学模式、娱乐教学模式等,这既有利于物联网知识的推广和普及,又有助于大学生能力和综合素质的提高。     

语文教学实施整体性素质教育初探

素质教育是通过科学的教育途径，充分发挥人的天赋条件，提高人的各种素质水平，使其得到全面、充分、和谐发展的教育。而语文则是基础教育中的基础课程，因此，语文教学应实施素质教育。语文教学实施素质教育必须从端正思想、转变观念到改革考试制度，从基础训练到能力培养，从课内到课外实施全方位的立体的教育，这样，才能把素质教育落到实处。     

抒惰表意的基本方法

白居易在《与元九书》一文中说：“感人心者，莫先乎情”，意思是说，能够感化人心的事物，没有比情领先的。作文中，如何让学生将爱意表白，让情感涌动于笔端呢？     

Predictors of reading literacy for first and second language learners

In this study an attempt was made to construct a multi-factor model predicting the development of reading literacy in the upper grades of primary school in the Netherlands for subgroups of 729 first language (L1) learners and 93 second language (L2) learners. Following a longitudinal design, it was explored to what extent the variation in reading literacy development in L1 and L2 from grade 4 to grade 6 can be explained from children’s word decoding, language, mathematics and nonverbal reasoning skills, reading motivation and self confidence as well as their home reading resources. The results showed that L1 and L2 learners differed in reading literacy skills, language, mathematics, and reasoning skills. Structural equation modelling showed that the reading literacy development in both L1 and L2 learners could be explained from decoding, language, mathematics and reasoning skills, as well as their motivation and self-confidence. A striking difference was the fact that home reading resources had an impact on reading literacy in L1 learners but not in L2 learners.     

变电站工程地基处理的实践与机理探讨

本文从变电站工程的地基处理工作的实践以及机理角度出发,通过分析施工建设人员为地基处理工作选择方案时应注意的问题,然后以软土地基的处理为例具体谈论了其地基处理的相关内容,希望能够为工程建设人员提供一定的帮助。     

文本开发“三部曲”

人文性与工具性的统一已成了我们对阅读教学的共识，但这并不是每个环节的简单均衡，而应在各个环节中有不同的侧重，应有一个恰当的合理分配。笔者从这个角度作了些实践尝试，把这称之为“文本开发三步曲”。现以《三顾茅庐》一课为例，浅析它的特征和应用策略。     

提升企业执行力建设的几点思考

党的十八届三中全会吹响了新时期全面改革的号角，为深化改革作出了总体部署，描绘了未来发展的宏伟蓝图，提出了市场在资源配置中起决定性作用的科学论断。     

The effects of different knowledge of results spacing and summarizing techniques on the acquisition of a ballistic movement

The present study crossed three knowledge of results summarizing techniques (single-trial KR, summary KR, and average KR) with two spacing conditions (KR on every fifth trial-20%- and KR on every trial-100%). Participants (n = 10 per group) performed 80 acquisition trials of a ballistic movement task involving both a temporal and spatial goal, followed by 30 immediate (10 min) and 30 delayed (2 days) no-KR transfer trials. For the spatial goal, performance was less accurate (absolute constant error) for the 20% spacing condition than the 100% condition during acquisition, but more accurate during delayed transfer. No effects were significant for variable error. For the temporal goal, performance was more accurate for the summary and average conditions than the single-trial KR condition; however, this effect was only present within the 20% spacing condition and only during Block 1 of acquisition. A similar effect held for variable error as well, except that the effect persisted for acquisition and transfer. It was concluded that the spacing of KR is more influential in promoting spatial accuracy than the summarizing of KR.