歌词记忆口诀法在中职铺床实训教学中的应用

目的:探讨歌词记忆口诀的教学方法在中职铺床实训教学中的应用效果。方法:首先,进行整群随机抽样,选取2016级护理6班62名护生作为观察组。其次,随机选取护理5班59名护生为对照组,采用常规方法教学。采用两组学生对各自教学方法的评价、铺床正确率、铺床时间等评价两组。结果:观察组学生铺床正确率与学生评价均高于对照组(P<0.05),观察组铺床时间短于对照组(P<0.05)。结论:歌词口诀法铺床教学可提升护理学生的铺床水平。

语文教学中导入法的运用

多年的语文教学实践使我深 刻地认识到:导语具有一种心理 启动的功能。好的导语像磁石,能把学生分散的思维聚拢起来。根 据导语具有导趣和导向的作用,我在课堂教学中注意通过导语来吸引学生的注意力,让他们在上课伊始产生快乐的情绪、旺盛的精力。

Aspects of Urhobo Grammar Taught Through Poetry： The Verb ＂Edia＂ to Be

Unquestionably, anyone born to Urhobo parents, being biologically Urhobo, should speak the Urhobo language. But does everybody born by an Urhobo parent speak Urhobo？ From our observation, the answer to this question is clearly ＂no＂. Many of the Urhobo people in the Diaspora as well as those at home have chosen to shift from their own language to other languages. Hence Urhobo language has gradually acquired the status of a second language. Therefore, its teaching would also veer away from language teaching methods that are used for first languages. Based on Noam Chomsky＇s theory of Generative Grammar, aspects of the Urhobo grammar will be treated as we present specifically the verb ＂edia＂/＂to be＂. As it is, it is being presented as a second language bearing in mind the great population of Urhobo people in the Diaspora as well as Mowarin＇s ＂miguo generation＂ of Urhobo children back home in Urhobo land. This being so, the methods applied in this study are the Grammar Translation Method Approach as well as the Direct Method Approach. To facilitate its learning especially for the new generation of Urhobo persons, the poetic approach would also be applied.

我的好妈妈

世上数谁最艰辛？看看我的布鞋就知情：纳了一针又一针，结结实实数不清。妈妈呀，我的好妈妈，忘不了您的养育恩。妈妈呀，我的好妈妈，不辜负您的慈母心。

妈妈的翅膀

风来啦，雨来啦，快藏到妈妈的翅膀下。妈妈的翅膀好像大雨伞，妈妈的怀抱多像一个温暖的家。快乐的小鸟，幸福的宝宝，甜甜地睡着啦。

甜甜的岁月

春天的风甜甜，春天的雨甜甜，春天的花甜甜，春天的梦甜甜。 爷爷的话甜甜，奶奶的歌甜甜，爸爸的笑甜甜，妈妈的爱甜甜。

温暖乡间

农村天地广阔无边，沃野良田，生机一片。 改变命运，教育当先；支教重任，勇者承担。 酷暑严寒，无私奉献；我们许下美好心愿，