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41.
赵利民 《廊坊师范学院学报》2013,(4):87-91
诗性是艺术的一个重要特征。汉字创造的意象性、本真性、想象性及其与书法艺术发展的关系等诸方面,在本质上体现的就是一种诗性精神。其所涵括的诗性思维、诗性语境和诗性人格,对我国传统书法艺术的产生和发展都发挥了巨大作用,而当今这种诗性精神的缺失,也成为书法艺术的发展陷入困境的主要原因。 相似文献
42.
Robert J. Jones Ph.D. Kenneth J. Gruber Ph.D. Gary D. Timbers Ph.D. 《Child abuse & neglect》1981,5(4):431-440
This study reports the results of extensive interviews with an intact sample of moderately delinquent adolescents concerning their sexual assault histories. Findings indicate a surprisingly high incidence of victimization among the females interviewed which, the authors suggest, may characterize the larger population of delinquent females. The behavioral-situational contexts of reported victimization experiences are examined for salient commonalities and the following composite rape scenerio can be cast from the data: An unsupervised, 14-year-old female, who has been consuming alcohol or marijuana, is sexually assaulted, following threat and/or force, to the point of penile-vaginal penetration, by an older male friend or acquaintance (who has also consumed alcohol or marijuana) in his home or vehicle or other place where she is inherently unprotected. Some comments are offered concerning the requirements of an effective technology of child rape prevention. 相似文献
43.
Susan Wallace 《Educational Action Research》2013,21(4):467-479
This paper explores ways in which student‐teachers in the Lifelong Learning sector are able to draw on fictionalised accounts of their own teaching practice experiences in order to gain a clearer understanding of their models and expectations of professionalism, and of how they, as individuals, locate their current position within the profession as a community of practice. It argues that the translation of experience into fiction – in this case specifically in the form of fairy tales – can be usefully applied in order to enhance and encourage reflection on practice as part of an action research cycle. Drawing on the evidence gathered, the paper goes on to suggest that student teachers’ main preoccupation at this stage of their development is not so much with meeting ‘standards’ of professionalism as with questions of behaviours and practices that will lead to a sense of belonging and acceptance; and with the need to transform their status, in relation to the profession, from that of outsider to insider. 相似文献
44.
In most European countries, the proportion of adult students among both full-time and part-time workers has increased significantly over recent decades. Undertaking paid work is also increasingly common among traditional students. The opportunities to work while studying depend largely on the role of employers in promoting learning. However, both theoretical frameworks and empirical studies typically focus on the behaviour of firms in providing training. The support of employers for formal adult education has remained a marginal topic. The aim of this article is to analyse the contributions of employers to the acquisition of higher education from the perspective of the adult learners; we investigated how employers support their staff in higher education studies. We also tried to identify which kinds of learners have a better chance of receiving various benefits. We used two different data-sets: quantitative data from a study of adult students in higher education and qualitative data from interviews with managers of small- and medium-sized enterprises and at least one employed participant in formal adult education, collected in the framework of the international research project Towards a Lifelong Learning Society in Europe: The Contribution of the Education System supported by the EU Sixth Framework Programme. 相似文献
45.
Lindsay M. Timmerman Mike Allen Jill Jorgensen Jennifer Herrett-Skjellum Michael R. Kramer Daniel J. Ryan 《Communication quarterly》2013,61(3):303-324
This meta-analysis (k = 35, N = 11,629) examines the effect that listening to music, particularly popular music, has on consumers. Results demonstrate that listening to music generates an effect on listeners consistent with the content of the music (average r = .210, k = 35, N = 11,629). This effect was similar when considering survey research (r = .227) or experimental research (r = .265). The tenets of excitation transfer theory received some support, particularly when considering the effects of music as a priming material (r = .399), demonstrating the impact of music as a means of establishing mood, and ultimately the subsequent reactions of individuals. One conclusion is that efforts toward media literacy or education may prove far more productive than media content restrictions when attempting to curb potential undesirable media effects. Additional implications for policy and theory are discussed. 相似文献
46.
This study, situated in a multilingual, English-medium educational context, draws on theory from mathematics and language education to capture teachers’ perspectives on the place of language in their mathematics pedagogy. The benchmark study explored this topic through surveying and interviewing teachers. Additionally, it sought to relate teachers’ views to their practice by focusing on observing three teachers’ mathematics lessons at primary one, three, and five. Findings are that mathematics teachers placed importance on teaching language, being specifically concerned with language as input and comprehension. They taught vocabulary and reading skills in supportive ways explicitly yet differently at the three grade levels. Particularly at the lower levels, teachers contextualised language in the concrete examples employed for mathematics teaching. At all three levels, prominence was given to teaching pupils how to read word problems as well as how to solve them. However, at primary three, a tension was observed between the two aims of teaching mathematical vocabulary and teaching the reading skills for word problems. This paper illustrates the tension and discusses its possible causes. 相似文献
47.
A.W. van den Ban 《The Journal of Agricultural Education and Extension》2013,19(3):179-180
Miteinander Reden: Kommunikationspsychologie für Führungskräfte (Talking with another: Communication psychology for leaders). by F. Schulz von Thun, J. Ruppel and R. Stratmann (2000), Reinbek, RoRoRo Sachbuch 60687, ISBN 3 499 60687 9, DM 16.90. 相似文献
48.
Ya P. Hsiao Francis Brouns Liesbeth Kester Peter Sloep 《Interactive Learning Environments》2013,21(1):89-100
Learning Networks (LNs) are online social networks designed to support nonformal learning; they are therefore particularly suitable for self-directed learners. In LNs, learners need to construct knowledge through knowledge sharing with other participants. However, without support, learners have to organize knowledge sharing themselves and this could induce extraneous cognitive load. When working on complex learning tasks, this organizing process could have a detrimental effect on knowledge construction. To optimize cognitive load, we propose using a peer support system that applies the mechanisms of peer tutoring to support knowledge sharing. Its mechanisms reduce, we argue, the extraneous load imposed by having to organize knowledge sharing as well as induce germane load by directing the freed-up cognitive capacity to processes that contribute to knowledge construction. 相似文献
49.
The present study examined the comparative effects of a prediction/discussion‐based learning cycle, conceptual change text (CCT), and traditional instructions on students' understanding of genetics concepts. A quasi‐experimental research design of the pre‐test–post‐test non‐equivalent control group was adopted. The three intact classes, taught by the same science teacher, were randomly assigned as prediction/discussion‐based learning cycle class (N = 30), CCT class (N = 25), and traditional class (N = 26). Participants completed the genetics concept test as pre‐test, post‐test, and delayed post‐test to examine the effects of instructional strategies on their genetics understanding and retention. While the dependent variable of this study was students' understanding of genetics, the independent variables were time (Time 1, Time 2, and Time 3) and mode of instruction. The mixed between‐within subjects analysis of variance revealed that students in both prediction/discussion‐based learning cycle and CCT groups understood the genetics concepts and retained their knowledge significantly better than students in the traditional instruction group. 相似文献
50.
以韩礼德系统功能语法的框架,从情景语境与纯理功能的关系以及衔接系统的度,对葛底斯堡演说辞进行语篇分析。 相似文献