“具象化”理念下,小学低段学生音准能力提升的策略研究

从低段儿童的身心特点出发, 采用“具象化”的教学方式,通过让课堂呈 现“具象化”,激发学生自主改善音准的意 愿,让专项练习“具象化”,加强学生音准 实练的有效性;让歌唱展现“具象化”,助 推学生音准表现的准确性;让活动评价 “具象化”,助力学生的音准提升,提高学 生的歌唱音准.

巧用“具象化”策略,建构低年巧用“具象化”策略,建构低年级朗读教学新样态

小学语文低年级朗读教学中,普遍存在“的”字拖延、一字一顿、大声喊叫、语调专张等突出问题。巧用“具象化”策略,可以有效对治上述问题。实践中,具象化策略包括:节奏停顿具象化、声音语调具象化、朗读情感具象化等。

让学生的数学“抽象思维”踏上“具象化”滑轮

具象思维是先于形象思维而存在的,同时也是学生抽象思维的基础、源泉.在初中数学教学中,教师要帮助学生踏上“具象化”思维的滑轮,借助思维导图、动手操作、数学活动、合作互动让数学学习可视化、外显化、趣味化、团队化.当学生数学思维、探究踏上“具象化”滑轮时,学生的学习就会充满快乐.“具象化”的滑轮,能有效地提升学生的数学学习力,发展学生的数学核心素养.

Phenylboronic acids in crystal engineering:Utility of the energetically unfavorable syn,syn-conformation in co-crystal design

Phenylboronic acids can exist, in principle, in three different conformers （syn, syn; syn, anti and anti, anti） with distinct energy profiles. In their native state, these compounds prefer the energetically favored syn, anti-conformation. In molecular complexes, however, the functionality exhibits conformational diversity. In this paper we report a series of co-crystals, with N-donor compounds, prepared by a design strategy involving the synthons based on the syn, syn-conformation of the boronic acid functionality. For this purpose, we employed compounds with the 1,2-diazo fragment （alprazolam, 1H-tetrazole, acetazolamide and benzotriazole）, 1,10-phenanthroline and 2,2＇-bipyridine for the co-crystallization experiments. However, our study shows that the mere presence of the 1,2-diazo fragment in the coformer does not guarantee the successful formation of co-crystals with a syn, syn-conformation of the boronic acid.