摘要：Objective To examine the resilience of parents of children with congenital heart disease and to investigate socio-demographic factors that may influence parents’*** This is a web-based survey study using a cross-sectional design.A purposive sampling method was utilized to recruit 515 parents who care for children with congenital heart *** was assessed using the Dispositional Resilience Scale-Ⅱ.Based on expert-interviews,a questionnaire was designed to collect socio-demographic *** statistics,factor analysis,and linear regressions were used to analyze *** A total of 413 parents completed the survey *** mean resilience score was 3.75(SD=0.61;range=1.89–4.89)with higher scores indicating higher *** linear regression models demonstrated that parents who had lower education levels and lower gross household income had lower resilience(P<0.05).Conclusions parents reported resilience that reflected their ability to cope with stressful events and mitigate stressors associated with having and caring for children with congenital heart *** education levels and lower gross household income are associated with lower *** increase parents’resilience,nursing practice and nurse-led interventions should target screening and providing support for parents at-risk for lower *** lower education level and financial hardship are factors that are difficult to modify through personal efforts,charitable foundations,federal and state governments should consider programs that would provide financial and health literacy support for parents at-risk for lower resilience.

摘要：【设计理念】《义务教育英语课程标准（2011年版）》指出：教学过程中要始终体现学生的主体地位。基于该理念,教学本课时,我以＂让学引思＂为指导,努力构建基于儿童的生本课堂。此外,教学中我还遵循了以下三个原则。1.以学定教。备课时,根据学生的学习进度,我反复研读教材译林新版《英语》五下Unit 5 Helping our parents,最终选定story time为第一课时教学内容。

摘要：【设计理念】译林新版《英语》五下Unit 5 Helping our parents一课的话题是Family life和Housework。第一课时的story time从Mike的视角出发,以Saturday上午和下午的时间为顺序,分场景描述了六个人物和小狗Ben所做的事情,主要语法项目是正在进行时的特殊疑问句和肯定句。阅读教学中,培养学生的核心素养,教师需要让学生理解文本中的生活场景,搜集、理解基础信息,学习词、句、篇的语言范式。

摘要：The purpose of this article is to highlight the importance of parent involvement and intervention in early childhood education. What formulates the lock and key theory in early childhood programs is parental participation versus educational achievement. Upon the parents＇ vital involvement, it is perceived that social and cognitive development, aided by educators, will be significantly achieved. Furthermore, parent＇s early intervention is an added value to classrooms and schools, for it creates a dimension of involvement in the decisions which shape the children＇s education as a whole. Moreover, and due to parent/teacher cooperation in the classroom and at home, the child＇s interest in learning will be triggered, yielding other positive outcomes. Therefore, people must emphasize the parent＇s role in order to aid children＇s complex and evolving multi-cultural and global nature.

摘要：天目湖畔,南山竹海,＂杏坛杯＂溧阳分区赛在这里开展。那个春日,站在讲台上的是东台市实验小学教师崔殉。崔老师执教的是译林新版《英语》五下Unit 5 Helping our parents（story time）的第一课时,她的课从一个微视频开始,以完成绘本结束,教学设计环环相扣、无论是收还是放,都那样精巧无痕。

摘要：教材：人教版英语八年级（下）单元：Unit 4 Why don’t you talk to your parents？课文：Maybe you should learn to relax!一、设计思路（一）指导思想1.教学指导思想及教学理念本节课是以素质教育精神为指导,以英语课标为依据,以学生基础为标准,设计教学目标和教学内容,所选阅读材料与学生的生活、家庭密切相关,生活气息浓厚。＂阅读课＂在英语教学过程中既是教学重点,也是教学难点。传统的教学方式只是把文章作为单纯的向学生传授语法及语言知识的载体,

摘要：背景传染性软疣(molluscum contagiosum,MC)可根据其特征做出诊断。父母MC诊断可降低焦虑、减少初级保健咨询,尤其利于大规模的流行病学研究。然而截止到目前,尚无有关父母用MC诊断有效工具的文献发表。目的父母用MC诊断工具(molluscum contagiosum diagnostic tool for parents,MCDTP)的开发与验证。设计与场所开发MCDTP,将其诊断准确性与南威尔士全科医生的诊断进行比较。方法开发含3个阶段。父母在候诊室完成MCDTP(指标性测试),并且评估他们的诊断信心。之后由全科医生确定他们的孩子是否为MC(参考性测试)。对所有父母和那些表示对他们的诊断有信心或很有信心的测试特性做出评价。结果有203位儿童父母完成了MCDTP。所有父母MCDTP的灵敏度为91.5%〔95%CI(81.3%,97.2%)〕,特异度为88.2%〔95%CI(81.8%,93.0%)〕;对诊断有信心或很有信心的父母的灵敏度为95.8%〔95%CI(85.7%,99.5%)〕,特异度为90.9%〔95%CI(83.9%,95.6%)〕。所有父母的阳性预测值为76.1%〔95%CI(64.5%,85.4%)〕,阴性预测值为96.2%〔95%CI(91.4%,98.8%)〕。结论与全科医生诊断相比较,MCDTP效果良好,适合临床上儿童父母使用,也可用于人口学研究。

摘要：英语课堂教学中的拓展活动为学生提供了运用语言进行实践的空间,引导学生将所学语言知识转化为语言技能,引导学生巩固知识和进行知识的内化,能有效提高学生的语言运用能力。在目前的英语课堂教学中,受考试指挥棒的影响,大部分教师十分注重新授环节的活动设计,而忽视了拓展活动的设计。一、游戏式拓展活动,寓教于乐小学生年龄小,学习目的不明确,其课堂学习活动很大程度上是由情绪和兴趣所决定,

摘要：杜威说过：学习,就是要学会思维。问题是思维的起点也是思维的途径。小学英语教学的课堂,应该是有思维深度的课堂。我们所培养的学生,应该是具备一定思维能力的学生。因此教师应该通过问题引领,让学生的思维始终处在激活的状态中,从而保证知识的＂热度＂和＂鲜度＂。一、抓住有效提问时机,启发学生积极思维1.导入新课时提问巧妙地结合新旧知识提出的问题.