浅析《明皇幸蜀图》

《明皇幸蜀图》是唐代画家李昭道的一幅青山绿水画，它描绘的是唐玄宗李隆基为避“安史之乱”而逃入蜀地的历史故事。本文着重从用笔、用色特点和继承三个方面来分析这幅画，论述该画如何运用线的不同组合关系，线条自身的质感来表现空间以及物象的体积感、质感，如何运用色的对比关系、块面构成关系从而使画面呈现出金碧辉煌的效果，以及在继承前人基础上的发展。     

＂留守儿童之家＂对农村留守儿童身心健康的影响

通过两个研究,调查留守儿童的社会支持现状,并探究“留守儿童之家”对留守儿童社会支持的影响。研究一对留守儿童和非留守儿童实施“社会支持评定量表”测验,发现留守儿童在主观支持和支持利用维度上显著低于非留守儿童．在客观支持维度上差异不显著。研究二选取两组留守儿童,并实施“社会支持评定量表”前测。第一组参加“留守儿童之家”活动;第二组不参加。12个月后,对参加留守儿童、对照留守儿童实施后测,并对同年级非留守儿童施测,对各项指标进行协方差分析。结果显示,参加组留守儿童的客观支持与对照组没有显著差异．而主观支持和支持利用显著高于对照组。参加组留守儿童与非留守儿童在社会支持各维度上没有显著不同。“留守儿童之家”提升了留守儿童的社会支持水平．对留守儿童身心健康有积极的作用。     

大学为何大学何为——以国立西南联合大学为例

作为抗战时期的一所特殊大学,国立西南联合大学在它存在的九年间创造了当时高等教育界举世瞩目的成就。这些成就主要得益于其深刻的大学精神：刚毅坚卓,爱国奉献;民主自由,自主独立;教授治校,民主独立。现代高校应悉心借鉴、学习国立西南联合大学优秀的办学传统和大学精神,实现“去低俗化、去行政化、去市场化”的改革。现代大学生也要明白“为什么上大学”和“上大学干什么”这两个深刻的命题,关注时政、设立目标、学会感恩,不断追求自我实现和自我完善。     

南药巴戟天多糖提取方法的比较研究

以巴戟天(Morinda Offcinalis)为原料，运用多种理化方法，提取巴戟天粗多糖，经红外吸收光谱、紫外吸收光谱的比较和鉴定确认提取物中有多糖特征吸收．测定粗多糖中多糖、蛋白质组成物质的含量，以多糖的纯度和提取率为主要指标，对提取方法予以比较，结果表明蒸馏水处理为较理想的提取方法．     

詹姆斯.凯尔曼小说《这是多么晚,多么晚》中的苏格兰性

詹姆斯·凯尔曼在《这是多么晚,多么晚》中呈现了当下的苏格兰和券格兰人。其中混杂性的语言、身份危机和工人阶级的被规训状态,分别从三个层面将苏格兰当下的社会状态和普通苏格兰人的困境表现了出来。这即是凯尔曼对历史境遇中苏格兰社会进行的小说性书写,是凯尔曼对当下苏格兰性的建构。     

如何回答“How are you?”

正很多人在听到别人问"How are you?"的时候,下意识的反应就是回答"Fine,thank you.And you?"其实这句问候可以有很多种回答,一起来看一下吧。     

教育改革怎么改——杜威教育改革思想初探

教育改革怎么改?杜威的教育改革思想对今天乃至未来的我国教育改革有重要意义,应引起我们足够的重视。该思想主要包括:教育改革应超越"主义",从"教育"本身出发;应辩证思考,摒弃"非此即彼"的思维方式;应科学谋划,统筹考虑;应建立联合体,让多方民主参与。     

Psychometric analysis of a measure of socio-emotional development in adolescents

This is a psychometric analysis of an instrument to assess the socio-emotional development of school students, How I Feel (HIF), developed as a situational judgment test, with scoring based on expert judgments. The HIF test was administered in grades 4–9, 1999–2005. Internal consistency, retest reliability, and year-to-year stability were satisfactory, and the HIF instrument appears sensitive to intervention effects. Sex differences and associations with substance use and other instruments support construct validity. A significant negative trend was found across grades, attenuated in a group receiving socio-emotional training. The HIF test has limited discriminatory power among individuals with high socio-emotional maturity.     

Implementing a new science National Curriculum for England: how trainee teachers see the How Science Works strand in schools

This article reports empirical work conducted by three university teacher education providers into how a major revision of the science curriculum in England, the How Science Works strand, has been translated into practice for 14–16 year olds in schools. Data were collected from pre-service teachers about their understanding, experiences, perceived challenges and resourcing of How Science Works during their final school experience. The results indicate that implementation of How Science Works in schools lies on a spectrum between two extremes referred to as creative implementation and restricted implementation; a recognition that success with this new approach requires a fuller engagement in higher order thinking skills; and that the importance of differentiation is paramount if all pupils are to connect with the new curriculum. The article concludes that support is needed for major transitions in pedagogy with both serving and trainee teachers. This needs to start with teacher education and encompass teacher development, with greater involvement both in school and university programmes.