共查询到19条相似文献,搜索用时 140 毫秒
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将口述历史与近当代中国佛教研究相结合,并非近年的创举。就口述历史的方法论优势而言,此一结合却未受到学界的足够重视。本文在简要辨析"口述历史""口述史料"概念,以及口述史学自身利弊的基础上,批判性地回顾了现有佛教口述史料及其在佛教研究中的应用。将口述历史运用到近当代佛教研究中固有一定局限,若能克服困难,却无疑将在横向描述和纵向诠释、微观研究和宏观探讨层面发挥其优势,从而为我们带来不可或缺的新史料、新问题和新观念。 相似文献
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作文教学是小学语文教学中的重要部分,是培养学生思维方式、写作技巧与表达能力的主要手段,生活化作文教学是一种创新的写作教学方式,引导学生观察与感受生活,增强体会,从而丰富自己的情感,更新写作素材,让学生可以充分发挥想象力。本文就生活化作文教学模式进行分析探讨,总结出其教学优势,以方便小学语文教学更好的运用这一模式,提高学生的写作水平。 相似文献
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在先前论文中提出与心理匹配策略相应的,又一用以调节学生学习新材料的学习心向的超出预期策略基础上,本文将该策略运用于数学教学之中,进行现场的教学实验研究。研究结果表明:在数学教学中可以运用超出预期策略对教材内容进行情感性处理,且对调节学生学习心向,提高认知学习的质量是有效的。 相似文献
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对教材内容的情感性处理策略--赋予情感策略的实验研究 总被引:7,自引:1,他引:6
将对内含中性情感因素的教材内容实施情感性处理的一种策略——赋予情感策略运用于物理教学中,进行现场的教学实验研究。研究结果表明:在内含中性情感因素的理科教材内容中可以运用赋予情感策略来对其进行情感性处理;运用赋予情感策略来对内含中性情感因素的理科教材内容进行情感性处理,对促进学生的认知和情感学习、提高课堂教学质量是有效的。 相似文献
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英语单词记忆策略运用的发展性研究 总被引:4,自引:0,他引:4
如何运用记忆策略提高英语单词的记忆效果是学生学习英语的过程中面临的一个重要问题。但到目前为止,我们尚不清楚.在实际的学习情景下.学生运用哪些单词记忆策略?这些策略的运用与什么因素有关?有效的英语单词记忆策略是什么?本研究将以三个年龄段(初中、高中、大学)的两类学生(普通、重点)为研究对象着手解决这些问题。 相似文献
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发掘情感策略的实验研究 总被引:7,自引:0,他引:7
将对内含隐性情感因素的教材内容实施情感性处理的一种策略——发掘情感策略运用于语文教学,进行现场的教学实验研究。研究结果表明:在内含隐性情感因素的文科教材内容中,可以运用发掘情感策略来对其进行情感性处理;这对促进学生的认知学习和情感发展、提高课堂教学质量是有效的。 相似文献
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书写是小学阶段书面语发展的重要目标之一,受到多种认知技能的影响。采用追踪研究考察了127名小学五年级儿童的语素意识和快速命名对其五、六年级时的汉字听写和抄写的影响。控制了非言语智力、语音意识后,结果发现:(1)儿童汉字听写和抄写能力随时间发展均有显著增长;(2)五年级语素意识显著预测了五、六年级两个时间点的听写,五年级快速命名仅显著预测了五年级听写;(3)五年级语素意识和快速命名预测了五年级抄写。研究表明语素意识和快速命名对汉字听写和抄写存在不同的影响作用。 相似文献
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The main purpose of the present study is to prove that the mechanism of transcoding, that is, of transposition of certain units of a sign system into the corresponding ones of another sign system, is an independent mechanism. We attempted to demonstrate this thesis with reference to certain transcoding processes within the verbal function of writing to dictation, in particular, by examining the agraphic disturbances in aphasics on this form of writing. We found that this type of agraphia in patients with an intact input stage (i.e., intact auditory and visual word perception) but with a blocked shift from the phonetic to the graphemic level (even in cases with intact auditory and visual word perception), or in those with a blocked shift to the grapho-motor one (even in cases with intact copying), is due to disturbed mechanisms of transcoding. The fact that in patients with pure writing-to-dictation disability copied writing is not disturbed proves that the transcoding process is selectively blocked. Transcoding processes in copying and total agraphia are discussed by comparison. 相似文献
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Agnese Capodieci Alice Serafini Alice Dessuki Cesare Cornoldi 《Child neuropsychology》2019,25(1):103-121
The writing abilities of children with ADHD symptoms were examined in a simple dictation task, and then in two conditions with concurrent verbal or visuospatial working memory (WM) loads. The children with ADHD symptoms generally made more spelling mistakes than controls, and the concurrent loads impaired their performance, but with partly different effects. The concurrent verbal WM task prompted an increase in the phonological errors, while the concurrent visuospatial WM task prompted more non-phonological errors, matching the Italian phonology, but not the Italian orthography. In the ADHD group, the children proving better able to cope with a concurrent verbal WM load had a better spelling performance too. The ADHD and control groups had a similar handwriting speed, but the former group’s writing quality was poorer. Our results suggest that WM supports writing skills, and that children with ADHD symptoms have general writing difficulties, but strength in coping with concurrent verbal information may support their spelling performance. 相似文献
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It is generally assumed that the lexical and phonological systems are involved in writing to dictation. In an experiment concerned with the writing of words and non-words to dictation, the handwriting of female students was registered using a digitising tablet. The data contradict the assumption that the phonological system represents an alexical process. Both words and non-words which were acoustically presented to the subjects were lexically parsed. The analysis of kinematic data revealed significant differences between the subjects' writing of words and non-words. The findings reveal gross disturbances of handwriting fluency during the writing of non-words. The findings of the experiment cannot be explained by the dual-process-theory. 相似文献
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In tests of her ability to produce written and spoken language, this deep dyslexic patient produced semantic, visual, and derivational errors, including functor substitutions, and exhibited part-of-speech and abstractness effects in oral reading, oral and written naming, and writing to dictation, but not in repetition of single words and copying from memory. This patient therefore provides confirmation of the hypothesis presented in Nolan and Caramazza (1982) that the defining symptoms of deep dyslexia will be observed in responses to any task which requires lexical mediation. The patient's written responses in all tasks but direct copying were characterized by spelling errors which included transpositions, omissions, substitutions, and additions of letters. A model of writing is proposed which explains these errors in terms of a disruption of a phoneme-grapheme conversion process which normally functions to prevent decay of information from a Graphemic Buffer. 相似文献
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A study of the ability of young children to discriminate spatially confusable letters using four different methods of discrimination (matching, copying, naming, and writing to dictation) was carried out. The subjects were 31 English children whose ages ranged from 5 years 6 months to 6 years 10 months. The test material consisted of 10 spatially confusable letters, i.e., letters whose differential features depend upon their spatial orientation: p, q, d, b, u, and n, and to a lesser extent h and y and w and m. The results show that the accuracy of discrimination of spatially confusable letters is dependent upon the method of assessment employed. The highest accuracy is achieved when the method requires copying confusable letters from a given sample, followed by the method that requires matching a given letter with other possible alternatives. Naming the confusable letters and writing them in response to dictation are the most difficult tasks to perform. The results also indicate that there is a significant correlation between individual performances in the matching, naming, and writing to dictation tests; but in the copying task individual performances varied independently of the performances in the other tests. Some theoretical implications of the findings are discussed. 相似文献
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A case of agraphia is documented which resembles in every respect the pattern of results obtained in deep dyslexia. Pronounceable pseudowords could not be written to dictation while concrete nouns were more accurately transcribed than abstract nouns. Verbs and functions words were written very poorly and oral spelling was impaired. In addition, semantic paragraphias were present. In contrast to the deficit observed in writing, no such impairment was found for reading. It is concluded that writing can occur without phoneme-grapheme conversion and that codes generated for reading are functionally distinct from codes generated for writing. 相似文献