1) preschool special education
学前特殊教育专业
1.
Thus, we propose to strengthen the preschool special education professional publicity, raise preschool special educators social status, optimize curriculum system, improve teachers quality and enhance students self efficacy.
通过对在校学前特殊教育专业学生的专业认同感调查得出:学生的专业认同感整体水平中等偏上,专业坚定性波动幅度较大,自我效能感较低。
2) Pre-school
学前
1.
Study on the Pattern of Sport-game Curricula for Pre-school Children;
对学前儿童运动性游戏课程模式的探索
3) frontier in chemistry
化学前沿
1.
The present paper analyzed the basis of self-assembly and demonstrated that dynamic self-assembly is one of the most challenging problems from frontier in chemistry.
分析了自组装的基本概念 ,指出动态自组装是化学前沿最具挑战性的问题之一 ,剖析了动态自组装研究的困难所在 ,在此基础上讨论了研究动态自组装的基本思路。
4) front of geoscience
地学前沿
5) pre-school children
学前儿童
1.
Objective: To know something about pinworm infection of pre-school children in the urban and rural of Kaifeng.
目的 :了解开封市城乡学前儿童蛲虫感染情况。
2.
This research made a investigation on"family music education of urban pre-school children questionnaire",which was involved a survey of 260 families in Chongqing to get known of the current situation in urban pre-school children family music education.
本研究采用自编《城市学前儿童家庭音乐教育调查问卷》,对重庆市239名学龄前儿童家庭音乐教育现状进行调查,结果发现,绝大多数家长已认识到儿童早期音乐教育的重要性,但存在功利化倾向;片面强调家庭音乐教育内容的专业化,忽视生活化;家长践行家庭音乐教育缺乏主动性、家庭性,方法单一;0~3岁儿童的家庭音乐教育严重缺失。
3.
The study has also found that factors such as the age of the pre-school children,testing ways,dialect influence their Chinese phonological awareness level.
运用听音跟读、听音回答问题、听音判断对错三种语音意识测试,本研究对60名上海学前儿童和50名湛江学前儿童的汉语语音意识发展进行了定量分析。
6) Preschoolers
学前儿童
1.
Development of 96 3~5-year-old preschoolers cognition of moral actions were examined on four criterion judgments and justifications for judgments by telling series of illustrated life stories individually.
结果显示,多数学前儿童都能根据不同的判断标准对主人公行为做出符合道德规则的判断,表现出较强的道德责任意识,且这一意识在3~4、5岁之间获得了较为显著的发展,尤其是在权威依赖性标准上。
2.
In two utterly different backgrounds,Chinese and American educators have their own different styles and features in training preschoolers self-consciousness.
文章通过对两国学前儿童自我意识培养的比较及其产生差异的原因探析,以期促进我国学前教育机构对儿童自我意识培养的完善与发展。
3.
The results showed that imagined actions were more often confused with actual actions by preschoolers,rather than the reverse,which was the so-called asymmetry in errors in reality monitoring,and that the development of the reality monitoring mainly occurred in the development of reality monitoring of imagined actions.
结果表明:学前儿童更多地将想象的动作错误地记忆为真实的动作,而不是相反——这就是所谓的现实性监测错误的不对称现象;虽然儿童总体的现实性监测能力在学前期得到了持续和稳定的发展,但这种发展主要体现在对想象动作的现实性监测的发展上。
参考词条
补充资料:九江市特殊教育学校
九江市特殊教育学校前身为1946年创办的聋人识字班,2005年学校正式设立职业高中部和早期干预康复教育部,实现了聋哑学生的学前、小学、中学完全教育,是九江市唯一一所集听障、视障、智障综合性特殊教育的学校。目前学校已搬迁到占地面积40亩的原铁路中学,成为江西省面积最大的一所特殊教育学校。
校训:培养能力、发展智力,提高参与
校风:自强、勤奋、文明、向上
办学目标:回归主流、掌握一技之长、自立于社会
现任书记、校长:邓阿金
教职工人数:27人
专职教师:24人
在校人数:130人(听力障碍)
学校现占地:2亩
说明:补充资料仅用于学习参考,请勿用于其它任何用途。