So weird的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列懶人包和總整理

Into the Groove: The Story of Sound from Tin Foil to Vinyl

為了解決So weird的問題，作者Scott, Jonathan 這樣論述：

In Into the Groove, vinyl collector and music buff Jonathan Scott dissects a mind-blowing feat that we all take for granted today--the domestication of sound. Thomas Edison’s phonograph, the first device that could both record and reproduce sound, represented an important turning point in the story

of recorded sound, but it was only the tip of the iceberg, and came after decades of invention, tinkering and experimentation. Scott traces the birth of sound back to the earliest serious attempts in the 1850s, celebrating the ingenuity, rivalries and science of the modulated groove.He examines the

first attempts to record and reproduce sounds, the origins of the phonograph, and the development of commercial shellac discs. Then he divulges the fascinating story of the LP record, from the rise of electric recording to the fall of 7-inch vinyl, the competing speed and format wars, and an epilogu

e that takes the story up to the present-day return of vinyl to vogue. Into the Groove uncovers tales of intrigue and betrayal, court battles and lesser-known names who are often left out of most histories. Discover a new appreciation of the not-so-simple black disc that holds a special place in the

history of music and sound. Jonathan Scott is a vinyl collector, journalist and music buff, and has been collecting records since he was seven years old. He’s written about weird, rare and collectable vinyl for Record Collector, edited books about Prince, Jefferson Airplane, The Grateful Dead, an

d written about Nirvana, The Venga Boys and lots of others in between. His first book, The Vinyl Frontier, told the story of NASA’s ’golden record’ on the Voyager missions.

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學齡前讀寫和算術活動對國民小學四年級學 生之自然科學學習態度與成就的影響 — 以 TIMSS 2019 臺灣資料為例

為了解決So weird的問題，作者何敏慈 這樣論述：

本研究採用TIMSS 2019國際數學與自然科學教育成就趨勢調查之臺灣數據進行次級資料分析，探討不同背景變項的學生在學齡前讀寫和算術活動與學習態度對自然科學成就之影響。以國小四年級學生為研究對象，有效樣本共3,765名學生。以統計軟體SPSS 23.0 進行量化統計，分析結果如下：一、國小四年級學生之學齡前讀寫活動以「寫字詞」、「朗讀招牌或標籤」與學齡前算術活動「測量或秤東西」、「下棋、大富翁或紙牌遊戲」是進行最少的親子學習活動；進行「自然科學實驗」，最能讓學生產生興趣；認同「我只有自然科學好」的學生最具學習自信；學生的自然科學成就以內容領域的「生命科學」與認知領域「推理」表現最差。二、國小

四年級女生「自然科學學習興趣與自信」顯著較弱；男生「學齡前讀寫活動」顯著較少，自然科學認知領域的「推理」顯著較差。三、國小四年級學生家庭低社經地位的學生在學齡前所進行的讀寫和算術活動顯著較少，且學習自信顯著較低，在自然科學成就也顯著較差。四、國小四年級學生學齡前讀寫和算術活動與自然科學成就具有顯著正相關；自然科學學習態度與成就具有顯著正相關。五、國小四年級學生自然科學學習態度在學齡前讀寫算術活動與自然科學成就間具有顯著的部分中介效果。

Haunted by the Past

為了解決So weird的問題，作者Green, Simon R. 這樣論述：

NEW ISHMAEL JONES NOVEL FROM NEW YORK TIMES BEST-SELLING URBAN FANTASY NOVELIST SIMON R. GREEN. SUPERNATURAL DETECTIVE ISHMAEL JONES IS BACK IN THIS LATEST INSTALLMENT OF GREEN’S POPULAR SERIES.Ishmael Jones knows all there is to know about solving mysteries. Together with his love and partner in

crimes, Penny Belcourt, he specializes in cases of the weird and uncanny. Lucas Carr went to Glenbury Hall, an old country manor house turned hotel. He signed in at reception, took his key, and went upstairs to his room. But he never got there. Somehow he vanished along the way, with not a single

clue to suggest what might have happened to him. Lucas belonged to the same mysterious organization that employs Ishmael and Penny, so they are sent in to solve the mystery. But when they arrive at grim and isolated Glenbury Hall, they discover it has a reputation as one of the most haunted old hou

ses in England. None of the usual headless monks or walled-up nuns--just stories of lost souls that dance with the statues in the grounds; doors that won’t stay shut, and rooms that aren’t always there; and something that prowls the house in the early hours, endlessly searching. They say... it crawl

s. Does Lucas’ disappearance have something to do with the organization or the Hall’s haunted past? Ishmael and Penny have to work their way through a series of mysterious clues and misleading suspects, uncovering secret after secret, before they finally arrive at a truth that no one suspected. Th

e problem with history is that it’s not always content to stay in the past. Praise for Haunted by the Past: ＂The 11th book in Green’s fantastical mystery series pokes fun at the genre, with fun and plenty of cathartic resolution for readers who like rueful chuckles with their chills. Recommended fo

r those who like antiheroes with more than a bit of snark.＂--Library JournalAbout Simon R. Green: ＂A macabre and thoroughly entertaining world.＂ --Jim Butcher on the Nightside series ＂A splendid riddle wrapped in a mystery inside an enigma, conveyed with trademark wisecracking humor, and carried o

ut with maximum bloodshed and mayhem. In a word, irresistible.＂ --Kirkus, Starred Review of Simon R. Green’s Night Fall ＂[F]or those who want a fantasy-genre mash-up that doesn’t slow down.＂ --Booklist on From a Drood to a Kill ＂Simon R. Green is a great favorite of mine. It’s almost impossible to f

ind a writer with a more fertile imagination than Simon. He’s a writer who seems endlessly inventive.＂ --Charlaine Harris

後設認知教學策略對提升數學低成就學童學習成效之個案研究

為了解決So weird的問題，作者黃珮宜 這樣論述：

摘要本研究旨在利用後設認知教學策略針對三年級數學低成就學童的解題表現，進行後設認知教學策略的研究，探討教學後對於三年級數學低成就學童解題的表現情形與教學過程中教師省思後促成教師專業成長。研究對象為兩位國小三年級數學低成就學生，其中一位為學習障礙，研究者根據正式課程目標設計出補救例題演練，欲透過例題演練後強化兩生的後設認知解題與帶動社會分享式後設認知進而促進兩生ZPD的成長。經本研究結果發現如下：一、接受後設認知教學策略的數學低成就學生，在解題能力和態度方面有明顯提升，分析主要原因如下：（一）明確步驟化教學，使學生清楚；（二）口訣複誦能幫助記憶；（三）正增強強化自信心。二、接受後設認知教學策略

的數學低成就學生，在後設認知的監控、調整有明顯提升，分析主要原因如下：（ㄧ）單元目標簡化；（二）清楚的步驟化解題；（三）社會分享式後設認知提升ZPD三、後設認知教學策略之歷程提升教師省思，進而修正教學促成專業成長。本研究之結果與發現，可提供教師在補救課程中提升數學低成就學生的學習成效，並以此作為差異化教學過程能設計更貼近數學低成就學生的教學目標之參考，並提出建議可供後續進一步研究。關鍵字：後設認知、後設認知教學策略、社會分享式後設認知、數學低成就、教師省思