湖南高校公共体育教师教学积极性的影响因素与对策研究

根据影响湖南省高校体育教学积极性因素的调查和分析，社会地位、教学工作成就感、职业压力、教学评价、教学条件等是影响湖南省高校体育教师教学积极性的主要因素，因此．应有相关对策加以解决。     

唐代书肆与唐诗的发展

唐代书肆是唐诗传播的重要的渠道之一.书肆的诗文集主要有四种来源:收买诗人的诗卷、雇佣书手抄写诗卷、自由抄诗手炫卖的诗卷、拓印金石铭刻诗文.诗文集的去向主要是士人.书肆为唐诗的即时传播和接受搭建了作者与读者之间的桥梁,畅销诗卷对诗人的创作有着积极的鼓励作用,获得诗卷的士人在唐诗的熏陶中受到潜移默化的诗艺影响,这些对唐诗的发展都产生了积极作用.     

模糊理论对英语专业学生翻译能力培养的启示

模糊理论使人们认识到语言模糊性的客观存在。模糊性是语言的自然属性。在翻译中，对于语言模糊性的认识，是正确理解原文并用译文准确表达的基础。在翻译教学中，教师应该指引学生识别和运用模糊语言，从而有效地从整体上提升学生的翻译能力。     

幼儿园表演区游戏开展中存在的问题及解决对策——以某幼儿园大班表演区游戏《小熊请客》为例

现如今大多数幼儿园将表演游戏融入区域活动中，作为表演区游戏开展活动之一，这一转变，在实践层面上有许多值得研究的问题。文章通过对某幼儿园大班表演区游戏的观察研究发现，表演区游戏在开展中存在场所设置不合理、材料投放单一高控、游戏参与积极性低等问题。为此提出相应的解决对策：游戏前准备适宜的场地、丰富的内容、多样的材料；游戏中细心观察，适时引导，指导过程中注意重游戏轻表演；游戏后共同分享交流，解决游戏中出现的问题，以此更好地发挥表演区游戏的实际效用。     

学前儿童阅读指导初探

针对当前少儿馆不重视学前儿童阅读的现状,从学前儿童身心特点、国际经验、教育部规定和少儿馆性质等方面阐述了开展学前儿童阅读指导的意义;并以钱伯斯“阅读循环”理论为切入口,结合实际,对少儿馆做好学前儿童的阅读指导工作进行了探讨。     

Elementary School-age Children's Attitudes Toward Children in Same-Sex Parent Families

As numbers of families with same-sex parents increase in the United States, children are more likely to encounter diverse family structures. Given that young children can demonstrate in-group bias, prejudicial attitudes, and social exclusion, it is important to understand how children perceive their peers in diverse families. To our knowledge, no studies have assessed elementary-school-age children's attitudes about same-sex parent families. Here, 131 elementary school students (M_age = 7.79 years; 61 girls) viewed images of same-sex (female and male) and other-sex couples with a child and then were asked about their perceptions of these families, particularly the children. Results indicated participants' preferences toward children with other-sex versus same-sex parents. Developmental and practical implications about children's attitudes toward sexual minority parent families are discussed.     

滕尼斯与齐美尔:社会伦理同文化伦理的分流

作为德国社会学的两位奠基人，滕尼斯和齐美尔奠定了截然相反的两种现代伦理生活格局。伦理世界观的分流源于他们各自对时代处境的体验以及对思想史的独特解释。从近代自然法的角度出发，滕尼斯的社会伦理的核心是重建政治社会的秩序与风尚，一切价值最终都要融入社会；与此相反，齐美尔的社会学思考从一开始就以对社会伦理的批评作为前提，他将超越社会的个体生命视作伦理的目的，对他来说，生命不仅意味着身处社会之中的个体具有饱满个性，而且从自身孕育出客观的、适用于他自己的伦理责任。从帝制时期到魏玛时期，德国社会伦理同文化伦理的分流、交织与合流为我们提供了一条理解德国社会学史的清晰主线。     

Multivariate normal estimation: the case (n < p)

Estimation in the multivariate context when the number of observations available is less than the number of variables is a classical theoretical problem. In order to ensure estimability, one has to assume certain constraints on the parameters. A method for maximum likelihood estimation under constraints is proposed to solve this problem. Even in the extreme case where only a single multivariate observation is available, this may provide a feasible solution. It simultaneously provides a simple, straightforward methodology to allow for specific structures within and between covariance matrices of several populations. This methodology yields exact maximum likelihood estimates.     

Reclaiming ourselves through Testimonio pedagogy: reflections on a curriculum design lab in teacher education

This article details one teacher preparation course centering Latin American Testimonio narratives of struggle/survival amid structural oppression for use in secondary curriculum. As our class of predominantly Latina/o students and two Latina instructors engaged Testimonio pedagogy, we fashioned a hopeful alternative to our own experiences of intergenerational oppression. While research indicates that the experiences and histories of pre-service Teachers of Color lend pedagogical strength and critical consciousness to teacher education, three Latina pre-service students highlight the ways in which Testimonio became more than a pedagogical approach. Testimonio’s collectivity, resistance, hope, and assertions of voice and dignity moved through them not as educators first but as (great-grand)daughters of oppressed though still-resilient People(s). Testimonio emboldened these Latina pre-service educators to recognize and validate their own inherited multiliteracies, (re)claim their connectedness to land, and articulate their visions for more equitable schooling. This work advances research into the essentiality of engaging race and ethnicity in K-12 and teacher education curriculum and pedagogy.