本领

1.The otter often shows off his abilities,"I have seven a-bilities.I can pretend to be dead;I can swim;I can…"水獭整天夸耀自己:"我有七种本领。我会装死、我会游泳、我会……"2.The rabbit always says,"Unfortunately,Ihave only oneability."小白兔总说:"可惜,我只有一种本领。"3.One day,due to carelessness,the otter drops     

浅谈本科生创新实践能力培养体会

科研思维和创新能力是当代生物医学大学生亟待拥有的素质。本文作者结合自己参与"大学生创新实验计划"项目一年的经历,从学生角度浅谈大学生创新性实验对学生科研素质和创新能力的影响,以期为完善大学生创新实验制度提供参考依据。     

科学发展观视野下的可持续发展能力与能力建设

可持续发展要求以物质与精神为基础的“可持续发展能力”的加强。因而可持续发展能力及其结构、可持续发展的能力建设等问题的研究探讨,是我们全面落实科学发展观、开创新型发展道路的重要理论前提。     

Mixed Ability Teaching

Abstract‐ Skov, P. 1986. Mixed Ability Teaching. Scandinavian Journal of Educational Research 30, 85‐94. As a basis for taking a position on the future school structure in grades 8‐10 in Denmark, an extensive study has been carried out on mixed ability teaching on these grade levels (14‐16 year‐old students). The study covers Mathematics, English, German and Physics/Chemistry, the only subjects in which differentiation can take place according to the Educational Act. The study shows that mixed ability teaching (i.e. teaching in heterogeneous classes) gives at least as good results as teaching in differentiated classes. At present, however, there seems to be no reason to legislate to the effect that all schools must have mixed ability teaching. The Danish model of decentral development of the school permits a more gradual change adapted to the individual school's wishes and needs.     

心动的能力

艺术是心动的产物，撩人的心动对于灵气飞动的写作是相当必要的。如今学生作文却多进行程式化的文字排列组合，缺乏经验、情感、性情的呈现。这与作文教学的把写作主体潜在的鲜活而强悍的生命力尽情地释放出来真正目的相违背。本文试图唤醒和训练学生心动的能力，以实现作文教学本质的回归。     

Mixed Ability English

This article attempts to lay out the principles which direct some of our present practice in teaching mixed ability classes in English in years 1–4.* Some of it refers to things we are developing rather than comprehensively 'doing'†; much of it will be seen to be unoriginal and/or vague, but it does have the merit of being roughly quarried from our own experience.     

口语能力与创新能力之比较

创新能力与口语表达能力的培养目前受到越来越多学校的重视。通过对这两门课程实践结果的调查分析，发现这两门课程之间互为动力，相互提升，具有密不可分的关系。因此，教师在口语训练当中，应坚持将创新思维作为推动训练的核心动力；在创新能力的训练当中，应坚持将口语表达作为课堂训练的主要形式。只有二者相互借鉴，相互渗透，才能极大地提升学生掌握这两项能力的效率。     

创新能力论

创新能力是主体改变现存事物、创造新的事物的能力 ,是人的实践能力的典型表现。创新能力分为个体、组织、国家的创新能力 ,是由知识创造能力、实践创新能力、活动要素能力、主体素质能力构成的能力。创新能力是随着人的认识与实践能力的发展而进化的 ,受到社会体制、经济等条件的制约