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排序方式: 共有2645条查询结果,搜索用时 52 毫秒
41.
王利锁 《南阳师范学院学报》2006,5(10):88-92
司马迁记录“程婴救孤”故事不是“采摭荒诞”、“爱奇”,而实是司马迁开拓挖掘历史材料的重要表现。司马迁记录“程婴救孤”故事有其深刻的心理基础,是其现实人生体验与历史人物遭际发生共鸣的结果,其中蕴涵着司马迁深刻的幽愤和人生思考。 相似文献
42.
Cho Kwong Charlie Lam Cuong Huu Hoang Ricky Wai Kiu Lau Basil Cahusac de Caux Yang Chen Qiao Qian Tan 《Studies in Continuing Education》2019,41(1):111-128
There has been increasing recognition for the need to reform doctoral training practices to foster students’ personal epistemology. This study describes the design and evaluation of a learning experience designed to help students understand the scholarly publication process. Firstly, this study discusses the design of the learning experience, describing the collaborative process of writing an interdisciplinary publication using both online and face-to-face learning. Secondly, this study evaluates the effectiveness of the learning experience by examining students’ reflections. We show that participation in the learning experience helped students to develop their academic writing proficiency, collaboration and teamwork, intercultural competence, and ability to engage in reflective practice. Importantly, we show that each student also created more individualised knowledge, gaining insight into how they and others think. This study, therefore, demonstrates that personal epistemology can be fostered through collaboration in a doctoral writing group context. 相似文献
43.
立足校本视野与追求个人意义是校本教研现状的一种反动。有效校本教研必须以校本视野为立足点,这意味着,教师向同行"打开教室门",并与外部研究者"若即若离"。追求个人意义是校本教研有效的关键,这意味着,教师要研究个人当下的小而具体的实践问题,并通过知识管理发展合理的教师个人实践知识。 相似文献
44.
韩小贝 《太原教育学院学报》2002,20(4):34-36
李清照前期的愁词,抒写的是个人生活感受,后期则为国家民族的灾难而悲,其思想的深度、内容的充实远甚于前期。 相似文献
45.
匡小明 《甘肃广播电视大学学报》2001,11(2):6-8
教师的人格示范是实现学校教育价值的重要手段,教师的劳动特点和学生的年龄特征,决定了教师必须承担人格示范的道德责任。教师只有加强修养,提高素质,才能为学生树立良好的人格示范。 相似文献
46.
史诗以阿喀琉斯个人为中心线索和情节发展的依据,表明它强调个人在社会历史进程中的作用和对重大事件的决定性影响.作品所刻画、讴歌的英雄人物都是个人主义的典型.作为一部战争题材的作品,史诗将作战的动力归之于英雄们的个人功名心和物质利益.这些都显示史诗是一部宣扬个人主义思想、赞美个人英雄的作品,个人主义是作品一以贯之的主体文化精神. 相似文献
48.
Too Much,Too Young? An Analysis of the Key Stage 3 National Literacy Strategy in Practice 总被引:1,自引:0,他引:1
Neil Allen 《English in Education》2002,36(1):5-15
This article was first drafted after I worked for 14 weeks last year in a school that was piloting the National Literacy Strategy at Key Stage 3. I now work in another school delivering the full published Strategy to Year 7. In this article, I explore the contradictions inherent in the Strategy in attempting to develop the English and literacy skills of Key Stage 3 pupils. Ultimately, my argument is that the educational benefits of this teaching to objectives is at odds with some of the deeper aims of the Strategy and of English teaching, and that the constant assessment involved puts too much pressure on our youngsters at an age when they should be concentrating on social development as people. 相似文献
49.
Chantal Mutimukwe Olga Viberg Lena-Maria Oberg Teresa Cerratto-Pargman 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(4):932-951
Understanding students' privacy concerns is an essential first step toward effective privacy-enhancing practices in learning analytics (LA). In this study, we develop and validate a model to explore the students' privacy concerns (SPICE) regarding LA practice in higher education. The SPICE model considers privacy concerns as a central construct between two antecedents—perceived privacy risk and perceived privacy control, and two outcomes—trusting beliefs and non-self-disclosure behaviours. To validate the model, data through an online survey were collected, and 132 students from three Swedish universities participated in the study. Partial least square results show that the model accounts for high variance in privacy concerns, trusting beliefs, and non-self-disclosure behaviours. They also illustrate that students' perceived privacy risk is a firm predictor of their privacy concerns. The students' privacy concerns and perceived privacy risk were found to affect their non-self-disclosure behaviours. Finally, the results show that the students' perceptions of privacy control and privacy risks determine their trusting beliefs. The study results contribute to understand the relationships between students' privacy concerns, trust and non-self-disclosure behaviours in the LA context. A set of relevant implications for LA systems' design and privacy-enhancing practices' development in higher education is offered.
Practitioner notes
What is already known about this topic- Addressing students' privacy is critical for large-scale learning analytics (LA) implementation.
- Understanding students' privacy concerns is an essential first step to developing effective privacy-enhancing practices in LA.
- Several conceptual, not empirically validated frameworks focus on ethics and privacy in LA.
- The paper offers a validated model to explore the nature of students' privacy concerns in LA in higher education.
- It provides an enhanced theoretical understanding of the relationship between privacy concerns, trust and self-disclosure behaviour in the LA context of higher education.
- It offers a set of relevant implications for LA researchers and practitioners.
- Students' perceptions of privacy risks and privacy control are antecedents of students' privacy concerns, trust in the higher education institution and the willingness to share personal information.
- Enhancing students' perceptions of privacy control and reducing perceptions of privacy risks are essential for LA adoption and success.
- Contextual factors that may influence students' privacy concerns should be considered.
50.
论网络环境下的隐私权保护 总被引:1,自引:0,他引:1
毛颖善 《孝感职业技术学院学报》2002,5(2):61-64
文章通过论述网络隐私权的性质、由来、侵权行为的表现极其特征,从理论、法律和实践的视角探 讨网络隐私权保护问题。 相似文献