摘要：栖霞市机关幼儿园不断深化幼教改革,大胆探索勇于创新,针对不同年龄段的幼儿,给予不同的创意启迪教育,探索出了一套适合幼儿智力发展的创意教育,把幼儿园建设成为孩子们游戏的花园,生活家园,学习的乐园。让孩子们在玩中学,在学中乐,在乐中长。孩子们的丰富创意画在各种比赛中取得了不俗的佳绩,也受到了家长的赞许,社会各界的认可。

摘要：Using questionnaire is a common, efficient and cheap way to collect data in population-based epidemiological studies. However, there is a general trend of declining response rates leading to a higher risk for bias affecting the validity of results. Use of anonymous questionnaires and/or other ways of distributions, e.g. via schools instead of postal, may increase response rates, but can also lead to other types of systematic errors. This study indicates that results from cross-sectional questionnaire studies differ depending on distribution method and whether the survey is anonymous or not. Also the official purpose of the survey may affect the outcome. When studying well-known risk-factors and health effects, potential methodological problems like reporting bias must be considered in cross sectional studies.

摘要：教学过程Step ***-reading(活动一)*** a game *** T:Hello,my children,do you like traveling?Indeed,we all like *** can learn a lot from it.

摘要：一、暂停键的运用在听力课上,精听新教材时,教师如何使用暂停键,这个问题非常重要。决不是什么简单的机械动作,而是一门艺术。意群暂停、句末暂停和段末暂停有时会显得过于呆板。成功的暂停会给学生创造期望状态。根据每一听力材料的特殊教学目的,在学生得到正确信息之前暂停。见下列: Teacher: You’re going to listen to a story, and I want you to find out the names of Millers’ children, their son-in-low, their daughter-in-low and their children. Student: start to listen Marry years ago when Mr. Miller was a young man, he enjoyed playing tennis. There was a girl called Ruth who also

摘要：课时目标1.能昕、说、认读单词"party","next"和"wonderful"。2.能听懂、会说、运用句子"We’ll have an English party next Tuesday.","What can you do for the party,children?","I can do some kung fu."。3.知道"we’ll"是"we will"的缩写形式。4.鼓励学生展示自己的才艺,培养学生的自信心。教学重点1.能听、说、认读单词"party","next"和"wonderful"。2.能听懂、会说、运用句子"We’ll have an English party next Tuesday.","What can you do for the Party,children?","

摘要：一、课前热身,迅速入境(一)魔术引入,复习旧知1. Play the background musicand greet to the students.(交代评价)T: Hello, children. Nice tosee you again. Remember me?S: Timmy.

摘要：肢体延长手术已有近60年的历史.1921年Cordivilla施行了3例股骨延长手术,但由于手术并发症很多,未能推广.此后1936～1946年Mc Murrary、Bost、Abbott、Compere,White、Anderson作了大量的改进,手术仍未能普遍展开.1958年Sofield对手术后20年作了随访,认为并发症有很高百分率,手术应认真、严肃考虑才能进行.1967年Coleman、Noonan、Kawamura再提出肢体延长手术,奠定了这手术的基础.国内,1974年以来在许多医院开展,目前已经有了很大的普及.

摘要：Objective: To examine the contributions of injury severity,physical and cognit ive disability, child and family function to outcome 30 months after traumatic b rain injury (TBI) in children. Design: A prospective, longitudinal, between grou p design, comparing function before and after injury across three levels of inju ry severity. Subjects: One hundred and fifty children, 3.0-12.11 years old, adm itted to hospital with a diagnosis of TBI. The sample was divided according to i njury severity: mild (n = 42), moderate (n = 70), severe (n = 38).children with a history of neurological, developmental, and psychiatric disorders were exclude d from participation. Main outcome measures: Post injury physical function, cogn itive ability (incorporating intellect, memory, and attention), behavioural and family functioning, and level of family ***: A dose-response relatio n was identified for injury severity and physical and cognitive outcome, with si gnificant recovery documented from acute to six months after TBI. Behavioural fu nctioning was not related to injury severity, and where problems were identified , little recovery was noted over time. Family functioning remained unchanged fro m preinjury to post injury assessments. The level of family burden was high at b oth six and 30 months after injury, and was predicted by injury severity, functi onal impairment, and post injury child behavioural disturbance. Conclusions: The se results suggest ongoing problems for the child and significant family burden 30 months after TBI. The nature and severity of the physical and cognitive probl ems are closely related to injury severity,with child and family function predic ted by psychosocial and premorbid factors.

摘要：数字故事帮助自闭症儿童增强学习能力讲故事是一种功能强大的表达方式,特别是对用普通方式表达难以被接受的观点。本文描述了我们与学校教育工作者一起创造数字故事的经验,尤其关注了在课堂实践中对自闭症儿童采用数字故事的教育策略。数字故事以短片或幻灯片的方式传达主要观点。数字故事不仅能有助于学校和教师个人构建并分享自己的真实叙述,打造科技创意明显的教学和学习案例,而且,对于自闭症儿童来说，数字故事显然受有吸引力。