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71.
72.
The benefit of homework (HW) has been the subject of ongoing debate among various stakeholders. Within this debate, and in relation to teacher development, prospective teachers’ views of HW have received limited attention. In this study, we survey primary pre-service teachers’ (‘PSTs’) views of HW use (n = 45 teaching grades 2–5; n = 39 teaching grades 6 and 7) in a single discipline (mathematics) at one large Australian university.
The literature suggests students in upper primary and secondary grades will benefit from the use of mathematics HW. Results of the study, in contrast, suggest our PSTs teaching early primary grades planned to give proportionally (but not significantly) more mathematics HW than those teaching later grades. Reasons for this disparity are discussed. We argue there is a need in teacher development to equip PSTs with a better understanding of how classroom and home-based learning work together in the development of mathematical understanding. 相似文献
73.
解读《老人与海》的悲剧美与崇高美 总被引:1,自引:0,他引:1
李小洁 《海南师范大学学报(社会科学版)》2002,15(3):91-93
海明威在《老人与海》中塑造的主人公圣地亚哥,是一个英勇奋战的失败者。他在大海上与厄运顽强搏斗,最后的战利品却是一副残剩的鱼骨,这种以失败而告终的结局将悲剧色彩推向高潮。悲剧艺术,实际上就是拿被毁灭的美给人看,美的规律就此产生,因而其感染力是强烈的、长久的。然而,圣地亚哥的自信、勇气、力量和尊严震撼人心、催人奋进,崇高美由此产生。悲剧通过丑对美的暂时的压倒,强烈地展示了美的最终的必然的胜利。《老人与海》特殊审美魅力就在于由悲剧美超越到了崇高美。 相似文献
74.
A model incorporating prerequisite mathematics performance and other variables deemed to be associated with learning elementary statistics (ES) is developed. The relationship between ES performance and the explanatory variables is well represented by the logistics form. Aptitude, effort and motivation are the only significant explanatory variables of ES performance. Since prerequisite mathematics is not significant, statistical thinking at the tertiary level may be mostly intuitive and non-mathematical. Students with low aptitude experience increasing returns to effort over the first half of the feasible effort interval, while high-aptitude students experience diminishing returns at all levels of effort. The levels of effort required to achieve a minimum pass are interpreted. 相似文献
75.
景红录 《唐山师范学院学报》2007,29(1):9-12
李商隐和吴文英独特的悲剧性情感体验使他们因情感世,形成了悲情性审美心理结构。他们作品的情思以“伤春”为主题,刻意抒写阻隔、孤寂等内在情绪型感慨,表现出细微、曲折的艺术特征,创造出感伤、深挚的情思美。 相似文献
76.
张玺 《河北职业技术学院学报》2007,7(6):80-81
和谐美是中西方美术创作中共同追求的艺术境界。但是,中西方对和谐的理解和追求存在种种差异。在中国,艺术家强调内涵神韵的和谐,西方艺术家则更偏重形式的和谐,尤其是符合几何定理的形式和谐。中国人侧重于内心、意识层面上的美的追求;西方更注重客观的数理之美,如比例的匀称、色彩的搭配。 相似文献
77.
78.
唐良华 《楚雄师范学院学报》2002,17(3):91-92
本文通过形体课教学与美育教学的关系,阐明了在形体教学课中对学生进行美育教学,不仅可以培养学生的审美观,而且可以增强学生在学习形体动作中的信心,从而更好地进行形体课教学。 相似文献
79.
黄俏 《延安教育学院学报》2007,21(2):21-22
王尔德童话的"三美"指幻想美、诗意美和感伤美.幻想美是他童话的基本特征,这是由童话的特征所决定的.诗意美体现着他对童话语言的运用.而他的童话总给人以感伤美,这是作家"世纪末"情绪的一种反映,是他童话的审美特征. 相似文献
80.
Cecilia Agudelo-Valderrama Barbara Clarke Alan J. Bishop 《Journal of Mathematics Teacher Education》2007,10(2):69-93
This article arises from a study whose overall purpose was to investigate the relationship between Colombian mathematics teachers’
conceptions of beginning algebra and their conceptions of their own teaching practices. The teachers’ understandings of their teaching practices were explored with a view to unravelling their
conceptions of change in their teaching. Focusing on the perspectives of teachers afforded opportunities that exposed the
powerful role that the teachers’ conceptions of social/institutional factors of teaching played in their conceptions of their
practices. The degree to which the teachers attributed these (external) factors as crucial reasons for what they do in their
teaching was the basis of a categorisation of their conceptions of the crucial determinants of their teaching practices into
three types. The findings are particularly relevant to our understanding of the stability of mathematics teaching approaches
in the Colombian context but have likely implications for a range of international education contexts. Specific implications
for the development of the research into teachers’ conceptions of mathematics and its teaching, and for teacher education
programmes are presented.
相似文献
Alan J. BishopEmail: |