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例谈小学数学教学中过渡性问题的设计
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作者 商翠美 《小学教学参考(数学版)》 2016年第3期50-50,共1页
"过渡性"问题是指能够起到承上启下作用的问题。通过前后关联、层层递进、加强实践,巧妙运用过渡性问题进行教学,将能促进学生思维发展,从而提高数学课堂教学效率。
关键词 课堂教学 过渡性问题 提问
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Transitional Politics and Legacies of the Liberation Struggle: Assembly Points and Questions of Accountability, Dzapasi Revisited 1979-1983
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作者 Vongai Zvidenga Nyawo-Shava 《Sociology Study》 2014年第3期211-220,共10页
The Lancaster House negotiations from September 1979 to the close of the year sought to bring to an end the chapter of the Second Chimurenga of Zimbabwe. Outside discussions on the land issue, one of the agreements ma... The Lancaster House negotiations from September 1979 to the close of the year sought to bring to an end the chapter of the Second Chimurenga of Zimbabwe. Outside discussions on the land issue, one of the agreements made at the Lancaster was that 12 Assembly Points be set up throughout the country to house guerrillas and initiate a demobilising exercise. Each was to be manned by a small contingent of the British Army and all the Zimbabwean National Liberation Army (ZANLA) and Zimbabwe People's Revolution Army (ZIPRA) guerrillas, in any one area, were to go to the closest assembly point. The Assembly Points, which included Dzapasi/Foxtrot in Buhera, Chitungwiza, Connemara, and Mike in Lupane, at one time housed 17,000 guerrillas. Tension was very high inside and outside these Assembly Points. In 1980, there were sporadic outbursts of violence around these points all over the country. The fights recurred in 1983 killing over 300 people. This research proposes to pore over the nature of the violence in this historical epoch to try and understand its roots as well as to establish whether attempts at accountability, reconciliation, healing, and integration were made after the Assembly Points era and if not, whither Zimbabwe? 展开更多
关键词 War VIOLENCE Assembly Points Zimbabwe
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