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51.
杨冬梅 《阜阳师范学院学报(社会科学版)》2009,(5):47-48
本文采用描写和比较相结合的方法对江西安义方言的进行体进行了考察,主要介绍了进行体的语法意义、语法形式及其用法。 相似文献
52.
通过文献资料研究、政策法规解析及当代社会背景梳理得出:面对无法有效解决"90后"身体机能和素质全面下降的严酷现实,只有将体育纳入高考,才能从根本上扭转这种局面;而依据中考体育成功的经验,结合体育学科自身特点,提出渐进式考评模式的设计,应是其推进方式的科学选择。 相似文献
53.
针对灯头壳零件的结构特点和生产要求,介绍了灯头壳多工位拉深级进模的结构设计要点和工作原理.提出了控制模具动作顺序的施力措施及设计方法,叙述了采用浮动式凹模在多工位拉深模中的作用.应用结果表明,该模具结构保证了灯头壳冲压变形趋向的稳定性和可靠性,此设计方法对薄壁件多工位拉深级进模的设计具有通适性. 相似文献
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依据"递进式"课程设计模式将BIM技术应用于"施工组织"课程设计的全过程,进行了全新的设计,包括任务的设计、具体内容的设计及考核评价的设计,为实践教学的改革提供借鉴。 相似文献
56.
Xiaomin Deng Honglin Chen Jingwen Xie Juanjuan Chen 《Research in Science & Technological Education》2020,38(3):308-328
ABSTRACT
Background
Inquiry-based learning has been widely adopted in educational practice especially in science education. Scaffolding plays an important role in fostering learning in sophisticated inquiry. Meanwhile, it is important not to undermine the open-endedness of inquiry activities and the nature of student-centred learning. 相似文献57.
程宗璋 《通化师范学院学报》2001,22(1):37-42
设计物证鉴定体制模式,应遵循以下两个原则:必须保证鉴定活动的科学性、合法性和公正性的本质;必须满足司法实践的客观需要。我国要最终精神病峨证鉴定体制的良性运行,应选择双轨多元的物证鉴定体制及行政主办单位与行业主管单位相结合的双重监督体制。在鉴定机构的具体设置,应取消法院系统的物证鉴定机构,设立公安、检察系统内独立的鉴定机构;取消司法行政系统内的物证鉴定部门,设立民办的鉴定机构。 相似文献
58.
As was true for many school districts across the United States during the early decades of the twentieth century, Houston Independent School District sought modernization through a multimillion dollar building program and curricular reform. Houston's new course of study, heavily influenced by the theories of child-centered pedagogy, received widespread praise from curricular experts at the nation's top schools of education. In the 1920s, Houston was a segregated, southern city that, in many ways, shared the conservatism of the region. Nevertheless, Houston's superintendent, E.E. Oberholtzer, was able to overcome resistance from taxpayers and teachers to successfully implement his program. Corporate élites from the petroleum industry, among the biggest boosters of progressive educational reform in Houston, believed that a child-centered curriculum would develop the leadership skills and creative ability needed to train white-collar workers for the expanding economy. Those left behind, primarily students of color, were further disadvantaged in the changing job market. Jim Crow was an essential component to the success of the reform policies in Houston. As twenty-five per cent of the population, African-American students deserved twenty-five per cent of the district's revenues. Segregation allowed the district to use almost one hundred per cent of the money for curriculum reform on only seventy-five per cent of the population. Nevertheless, Houston manufacturers were dependent on unskilled black labor and were hit hard by the exodus of the Great Migration. Thus, corporate élites could not be too blatant in their discrimination against African-Americans. The pro-industry school board responded to the threats of migration and the demands of Houston's vociferous black press by building two new modern African-American high schools, refurbishing "Old Colored High School," and vastly improving the number and condition of elementary schools for black children. Yet, although these new schools did represent a vast improvement over black education before Oberholtzer's arrival in Houston, in the face of massive expenditures and dramatic improvements in white education, the material gains of black students lagged far behind the educational opportunities for white students. While the new, child-centered curriculum excluded black students (except for the heroic efforts of individual black educators), curriculum development excluded the vast majority of teachers. White teachers lost considerable power over pedagogical decisions in their own classrooms as they faced onerous, top-down directives. The district maintained control over teacher education by opening a junior college in 1927 to train white teachers according to the new pedagogy. Many white teachers resented the district's efforts to tie salary raises to increased educational qualifications, even for experienced teachers. In 1928 conflicts with the superintendent contributed to the growth of new memberships in the all-white Houston Teachers Association. In response, the school district passed a significant salary increase for white teachers that was funded partially by reducing the automatic annual increases in black teacher salaries. Intense job competition within African-American schools kept black teachers from protesting their discriminatory salaries and treatment. Ironically, many black teachers, excluded from training in child-centered pedagogy, welcomed additional educational opportunities. Black teachers themselves fought for the creation of Houston Junior College for Negroes, although the new college failed to receive adequate funding. Thus, the school administration modernized white schools by denying new educational opportunities to black students and teachers. While many scholars have criticized the supposed "advantages" of progressive education, in Houston, at least, progressivism operated as another form of unearned white privilege. 相似文献
59.
Dalton education is the largest educational reform movement in the Netherlands. Around eighty years ago it spread throughout the world; Dalton education was found in the USA, England, Australia, Germany, the Netherlands, the Soviet Union, India, China and Japan. Today there is a revival of interest in England and Germany. We examine the origins of Dalton education by comparing the work of its founder Helen Parkhurst (1886–1973) with developments in American education towards the end of the nineteenth century. From 1870 onwards, in numerous American cities, there were experiments with alternatives for lockstep teaching, including experiments with individualised instruction, individual assignments, differentiation, self-direction, self-pacing, freedom, tutor learning and co-operation. In part, these innovations stemmed from methods that were already customary prior to the dissemination of lockstep teaching – methods which, at the onset of the twentieth century, were actually still common in rural one-room schools. The Dalton Plan proves to be not very original. Parkhurst recycled various ideas and methods which had already been developed and tried out in the preceding decades. Her pretension of having introduced something new and authentic is implausible. That raises two questions: how to explain the discrepancy between the image Parkhurst presents of her own work and the image derived from historical comparison, and how to explain the popularity of the Dalton Plan in the 1920s, given that it was not unique or particularly innovative. 相似文献
60.