论创新教育与“因教施材”

创新教育要求高等教育遵循“因教施材”原则 ,即根据教师专业水平的高低选择不同的教学对象 ,使教师和学生都能最大限度地挖掘潜力 ;要求教师不断提高自身的业务水平 ,以适应创新教育的要求。

“因材施教”与“因教施材”──对“因材施教”原则的反思

２１世纪人类即将步入知识经济时代，创新教育势在必行。本文对“因材施教”原则进行了反思，指出其局限性，同时提出突破其局限性以便实现更高层次上的“因材施教”的一个辩证的环节与方法──“因教施材”。

浅议繁荣两岸青少年科普教育的几个问题

我们应发扬中华民族人文精神,积极调动聪明智慧,科学应对简繁版本问题。根据客观需要应繁则繁、可简则简,积极营造识繁书简并用环境。有无必要组织力量编写《两岸科普常用词典》(或对照手册),两岸科普界应根据实际需要,形成共识得出结论。坚持"因教施材"应成为积极促进青少年科普教育并取得优良效果的指导原则。应继承和发扬科普创作的优良历史传统,积极引导科普创作力量,提供更多的优秀通俗读物及作品。积极开发与整合两岸青少年科普教育资源,发挥应有作用。在倡导开发体验科普模式的同时,积极探索在适应市场需求的前提下,获取应有的经济利益,优先为两岸青少年开发更多的体验科普项目。面向未成年人开发一些体验原生态、与现实物质生活密切相关的体验科普项目,积极推行环保低碳生活方式。

高中数学课堂提问实践研究

数学教育家波利亚曾说过：“问题是数学的心脏”.课堂提问是课堂教学的重要手段之一,可以促进学生积极思考,增强学生的主动参与意识,增进师生交流,激发学生的学习兴趣,锻炼学生的表达能力.教师通过提问可以获取教学反馈信息,提高课堂的教学有效性.本文从因教施材提问、因题而异提问以及依概念提问三个方面分析高中数学提问的有效性策略.

Current treatment for colorectal liver metastases

Surgical resection offers the best opportunity for survival in patients with colorectal cancer metastatic to the liver,with five-year survival rates up to 58% in selected cases.However,only a minority are resectable at the time of diagnosis.Continuous research in this field aims at increasing the percentage of patients eligible for resection,refining the indications and contraindications for surgery,and improving overall survival.The use of surgical innovations,such as staged resection,portal vein embolization,and repeat resection has allowed higher resection rates in patients with bilobar disease.The use of neoadjuvant chemotherapy allows up to 38% of patients previously considered unresectable to be significantly downstaged and eligible for hepatic resection.Ablative techniques have gained wide acceptance as an adjunct to surgical resection and in the management of patients who are not surgical candidates.Current management of colorectal liver metastases requires a multidisciplinary approach,which should be individualized in each case.

Approaching Differentiated Instruction via the Attitudes and the Opinions of Greek Primary School Teachers： An Empirical Investigation

In the modern educational reality, as it is influenced by the social developments, the diversity of school potential is intensely highlighted. At the same time, the standardization of the teaching process appears to be insufficient to meet the modern instructive requirements, while it is vastly supported that differentiated teaching can sufficiently respond to the modern instructive needs. Moreover, it is pointed out that differentiated teaching is another way of thinking on the instructive work. On that basis and with a view to investigating the functionalist dimensions of differentiated teaching, a research of empiric character was attempted geared toward at the investigation of attitudes and opinions of Greek primary school teachers with regard to the differentiated teaching. The structured questionnaire was used as a research tool and the main conclusions showed not only the limited briefing of the sample teachers, with regard to the theoretical and applicable functionalism of differentiated teaching, but also the conviction that the differentiated teaching has the potential to treat students equally while functioning as a driving force for the dynamic forming of knowledge by the students themselves.

Potential Energy of Crops

This work consists of estimating the energy achieved from all land and water-based vegetations. This real potential is determined by identifying 10 biomass samples taken from vegetable resources which are favored by their aptitude of adaptation to the conditions of Iran. The net energy values of the 10 biomass samples change in the range of 13.65-18.00 MJ/kg using bomb calorimeter. By means of least squarere regression method all correlations were found. The results of 10 different biomass materials have been used to develop a linear equation correlation.

追求学生个性化教育的实践

孔子曰：＂君子和而不同,小人同而不和。＂为了培养＂和而不同＂的君子,孔子首创了＂因教施材＂的教育原则;现代教育学家陶行知老先生提出了＂六解放＂思想,充分解放学生的天性,促进学生个性的全面发展。个性教育不等同于放纵教育,它不是要培养行为怪异、无组织、无纪律的学生,而是扩大学生选择的自由,使学生的天赋、能力和爱好能够充分地表现出来。作为一名班主任,笔者力求在集体化教育中追求学生的个性化教育。一、培养学生的创新思维随着新课程改革的不断推进,创新思维受到了人们的广泛关注。