实施素质教育 培养知识经济人才

人在知识经济发展过程中发挥着举足轻重的动力作用。发展知识经济必须坚持以人为本的战略 ,把智力资源的开发和配备置于首位。通过实施素质教育 ,全面贯彻党的教育方针 ,把人才素质培养落到实处。     

我国城市社区体育建设的现状及发展对策

以城市社区体育建设特点为视角,以体育社会学、经济学为切入点,运用文献综述、调查访问方法,对我国城市社区体育现状进行分析。结果显示,我国城市社区体育建设比较落后,分布不平衡,与经济发展不符。所以,在此基础上提出符合实情,可体现有利城市社区体育建设的发展对策。     

试论考研信息资源的开发和利用

随着我国高校考研人数的逐渐增加,考研信息的需求也不断扩大.高校图书馆加强考研信息资源的开发和利用成为一种迫切需要,图书馆应该不断开发现有馆藏资源、电子资源和人力资源,不断丰富考研文献信息资源,开展多方位、多途径的个性化的专题考研信息服务工作,从而逐步提高图书馆的整体服务水平.     

数学教学中的"三补"教学法

针对中学数学教学中普遍存在的难题:随着年级的升高学生数学成绩两极分化极其严重.采用"三补"教学法进行难点转化.     

以学生的发展为本全面推进素质教育--上海市中小学第二期课程教材改革综述

实施跨世纪的素质教育 ,必须建立与之相适应的、具有时代理念的现代化课程体系。上海自 1998年以来 ,在总结一期课改的成就与不足基础之上 ,积极开展第二期课程教材改革 ,新一期的课改以“学生的发展为本”作为根本教育理念 ,以创新精神、实践能力培养为重点 ,构建新的学力观 ,在课程目标、课程结构、课程评价及学科体系等诸方面取得了重大的突破     

如何可获得SAT高分

Probably the most important thing to remember is that practice tests are your best friends. There's really no substitute for taking just a few hours out of a weekend to sit down and go through an entire practice test under realistic testing conditions.     

谈现代影楼人像摄影的特征及实践

影楼婚纱人像摄影,既是商业的,又必须是艺术的。这两重性使得影楼人像得以发展。得体的构图,多样的姿势,讲究的目光与精彩的瞬间捕捉是影楼摄影师在造型追求中获得成功的关键。     

韩愈《毛颖传》接受史述论

《毛颖传》是韩愈另类于其载道文的一篇奇文,后世仿作颇多,其中很多“元素”也影响深远。历代对《毛颖传》的评价,低至“文章之甚纰缪者”,高至“千古奇文”,价值增减高下,因时因人而异。《毛颖传》文体特色、结构意蕴是学者关注重心所在,归《毛颖传》于“传”之“变体”。储欣评曰“以史为戏,巧夺天工”,简约而深刻地揭示了《毛颖传》的艺术魅力。     

浅谈孤独症儿童常见进食问题的原因及对策

大多数孤独症儿童都有着严重的进食问题,如挑食、厌食、拒食、不进食、对食物不感兴趣等。这些常见的进食问题如果长时期得不到矫正和治疗,不仅会降低嗅觉和味觉的正常功能,还会影响他们的认知能力、自理能力,滋生出各种各样的进食心理情绪和心理障碍,直接影响到孩子的生长发育和身心健康。如何让孤独症儿童养成正确、良好的进食习惯,拥有一个健康的身体,是教师教育教学工作中所不能忽视的一个重要环节。     

Telling It Like It Is: Developing Social Stories™ for Children in Mainstream Primary Schools

In this article, the author reports on a practical strategy originally developed for use with pupils with Autism Spectrum Condition (ASC). Based on a small-scale research project, the article focuses on the use of Social Stories to promote pro-social behaviour with a group of non-ASC pupils. The topic was chosen for systematic enquiry by the author, herself the parent of a child with autism, following requests from colleagues to develop the strategy for use with other pupils with behavioural difficulties. The tensions arising from the extension of use of the strategy, devised for a particular group with specific needs, are highlighted, in particular recognising the need to maintain the integrity of the original work. The report concludes that Social Stories involve a complex strategy that relies upon sound relationships between teacher and pupil and suggests that, instead of determining success by behavioural outcome, Social Stories might be judged in terms of self-esteem and perceptions of self of the pupil during the key process leading to the writing of the story. The strategy may be effective in helping all parties to recognise challenging situations, particularly with pupils who have difficulties in taking the perspective of others. The author also makes practical suggestions for consideration by teachers who are concerned with the pastoral care and well-being of pupils.
The words 'Social Story' and uncapitalised variants are the trademarks originated and owned by Carol Gray. References to 'stories' hereafter indicate 'Social Stories^™' as the full citation .