加强加减听算训练加速提升珠心算能力

"听、说、读、写"是人类获取并掌握外部信息的基本能力,其中"听"的能力也是珠心算能力的重要组成部分,而加减听算乃是整个珠心算训练的精华所在,它包括加减听珠算和加减听心算.只有从提高学生的智力因素及非智力因素着手,加强加减听算训练,持之以恒,才能加速珠心算能力的全面提高.     

英语听力理解过程中的预测

听力理解是英语语言交流和教学中的一个重要环节.听者通过对所听内容进行预测能够帮助其正确获取信息.预测是一种建立在听者丰富的语言知识,生活常识以及充分的信息基础上的合理判断.应在听的过程中进行听前、听中预测,在听后对预测及时加以修改,以尽快提高听力.     

培养英语学习中听力技能的策略

素质教育很明显的特征是全面性,英语教学中也体现着全面性。主要表现在听、说、读、写四个方面。这四个方面的技能是相辅相成、互相促进的。听摆在首位,听是为了表达你所理解的东西,听懂了才能进行交流,所以在高中英语教学中听力的培养非常关键。     

赖人理财一点通

生活中有许多人,既没有钱请专家来打理财务,也没有心情静下来听专家给讲投资技能。也有人说了,听了也不见得能明白,还不如不听。当然,该听的时候还是要听一听的,这不,也有许多在生活中,让你不费力气就能明白的简单的理财方法。非常适合那些没时间来进行投资理财的朋友。正所谓“懒人”理财自有“懒人”招。     

充满变数的联想融资

联想融资解决了一个问题:企业应该听谁的?是听董事长的还是听专家的?联想得到了一个答案;无论是听CEO的,还是听CTO的,企业资本扩大都要听市场的,而市场的主体只有两种人——一个是投资人,另一个是消费者。这个思想一直贯穿了联想跨世纪的所有商业运作。     

年薪80万，在欧盟总部打工的青岛女孩

赴英留学邂逅机遇 身材窈窕,秀发飘飘,第一眼见到从比利时回国探亲的张莉,记者不由感到眼前一亮.张莉出生在山东青岛市一个知识分子家庭,读中学时,她的愿望是当一名外交官,所以对英语就有种近乎狂热的喜爱.张莉的口袋里,每天都揣着小录音机听英文磁带,骑车听,走路听,吃饭也听;她读英语小说,听英文歌曲,看英文电影,所有的闲暇都被英语占领.     

懒人理财一点通

生活中有许多人,既没有钱请专家来打理财务,也没有心情静下来听专家给讲投资技能。也有人说了,听了也不见得能明白,还不如不听。当然,该听的时候还是要听一听的,这不,也有许多在生活中,让你不费力气就能明白的简单的理财方法,非常适合那些没时间来进行投资理财的朋友。正所谓"懒人"理财自有"懒人"招。让银行多给咱点利息对许多懒惰的又不愿意冒风险的投资者而言,往往会选择把资金放进银行,     

我有一支歌

我有一支歌, 有人听了笑呵呵, 有人听了要冒火; 希望同志们冷静点, 用不着蹬脚、红耳朵。     

珠心算复习课教学

训练内容：复习训练课（通过对听数、看数、布数、定数、常数、满五加、破五减、进位加、退位减等基本知识、技能的复习，进一步训练学生的听、看心算能力）训练目标：一、知识方面：（１）使学生能够迅速、正确地听数报数、看数报数、听数布数，达到１秒７个数字，正确率...     

寻找房产业避风港

我们不听王石怎么说,不听潘石屹怎么说,我们就听中国房地产市场的死多头任志强怎么说。2008年10月,国家统计局公布的中国房地产市场的突置总量是1.3亿平方米,任志强说,到2009年、2010年会增加到2亿平方米。从他的话里,我们可以感到中国房地产的这个冬天有多么阴冷,多么漫长。     

基于“交互作用”阅读理论的大学英语阅读教学模式探索

"交互作用"阅读理论重视语言知识和背景知识的有机结合与相互作用,更好地促进阅读实践。外语阅读是外语学习的一种有效手段,也是外语学习者的学习目的之一。外语阅读技能是外语学习者应该掌握的重要语言学习技能之一,也是提高语言学习其他技能的基础和前提。"交互作用"阅读理论对培养学生高水平的阅读能力,提高其阅读效率有着重要知道作用。     

“科学技术是生产力(争论的案例)”分析——兼谈马克思主义研究的科学态度

通过毛泽东和邓小平关于"科学技术是生产力"论断之争的案例分析,要求马克思主义研究者注重原著文本解读中的语境分析;强调马克思主义研究的学术规范应与政治运作形成良性互动;并注重用与时俱进的立场来看待马克思主义并获得继承性的超越。     

英语教学阅读论

学习任何语言都离不开阅读,尤其是大量阅读。英语交际能力也是以阅读为基础。因此,阅读能力应该是英语作为外语的最重要的根本技能,大学英语教学中始终都应注重阅读能力的培养。     

Student perceptions on using guided reading questions to motivate student reading in the flipped classroom

Although upper-level accounting majors tend to be more motivated than introductory-level students, or non-accounting majors, it is still challenging to motivate such students to complete and understand assigned readings. The purpose of this study is to assess student perceptions on the implementation of guided reading questions to motivate and enhance student reading to help flip the intermediate accounting classroom. Without essential preparation, students may be unable to adequately participate during class discussions or perform well across other course dimensions, especially in a flipped classroom setting. We assigned guided reading questions related to two required intermediate financial accounting textbook presentations (one course specifically for accounting majors and the other for non-accounting majors). Student perception results indicate that the guided reading questions positively impact student motivation, reading comprehension, effort level, and understanding of the material before attending class. The results are strongest for non-accounting majors.     

South African financial reporting students' reading comprehension of the IASB Conceptual Framework

Students studying principles-based IFRS require a thorough knowledge and understanding of the IASB's Conceptual Framework (Framework). Reading comprehension of the Framework enables students to access and decode its content. This allows the development of the ability to analyze, critique, evaluate and synthesize the content. The objective of this study was to evaluate students' reading comprehension of the Framework using the Cloze procedure. Researchers have questioned whether there should be different assessments of reading comprehension for different demographic groups. This paper explores differences in the reading comprehension of a diverse cohort of South African financial reporting students. Many students demonstrated reading comprehension at the Independent or Instructional Level. Further analysis revealed statistically significant differences between reading comprehension by language of instruction and the attendance, or not, of prior reading courses. While this study considers South African students, the results may be of interest to instructors in other multiracial or multilingual environments.     

当代大学生阅读情况分析及对策研究

对于当代的大学生,读书的意义是毋庸置疑的,读书可以帮助其提升自身素质,构建合理的知识体系,做好人生的初步积淀。但是大学生读书总量在不断减少,读书的功利性逐渐加强,网络阅读与电子书成为首选,＂快餐式＂阅读流行等,从而直接导致了其知识结构的不完整和信息储量的减少,也造成了读书效果和能力的下降。因此,阅读辅导是帮助学生提高人文素质的有效途径,是一个全方位、全过程的教育活动,是一个潜移默化、循序渐进的过程。     

高校图书馆建设与大学生阅读行为关系探析

阅读对一个人的成长的影响是巨大的,针对当前大学生读书现状,提出高校图书馆要充分发挥自身优势,加强图书馆建设,为大学生多读书、读好书创造良好的氛围,提供有力的保障。     

主位推进模式在大学英语阅读教学中的应用

为了更好地提高大学英语阅读教学的效果,打破传统的按照单词-短语-句子来逐字逐句理解语言材的阅读方法,使学生能够树立语篇意识,从更深的层面来理解语篇,本文对主位推进模式在大学英语阅读教学中的应用做了一些探讨。     

A response to “measuring readability: A comparison of accounting textbooks”

In a recent article in the Journal of Accounting Education, Flory, Phillips, and Tassin use several formulas to measure the readability of accounting textbooks. Flory et al. describe an alternative measure of readability, the cloze procedure, as relatively less valid and reliable than readability formulas. This article compares readability formulas to the cloze procedure and reports why experts in reading not only consider readability formulas to be inappropriate measures of adult reading comprehension but also why the cloze procedure is the method of choice in assessing adult readers.     

CEO power and annual report reading difficulty

We examine the impact of CEO power on reading difficulty of corporate annual reports. We find that CEO power is positively related to reading difficulty, implying that annual reports of corporations with powerful CEOs are difficult to read and understand. More importantly, we find that the relation between CEO power and reading difficulty is moderated by earnings performance or corporate governance. Additional findings suggest that this relation becomes stronger for firms with lower financial reporting quality or for CEOs with shorter tenure. Our study not only joins the debate on the consequences of powerful CEOs but also uncovers several factors that moderate the relation between CEO power and annual report reading difficulty.