新目标英语九年级Unit 13单元知识扫描

知识类别要点归纳目标话题情感态度重点词汇1.重点单词:lighting，mysterious，tense，silky，owner，product，如。Wledge，shiny，skin，eream，toothPaste，endangered，uneomfortable，useful，Pink，serve，de- sign，eamPaign，smoke，aim，sPeeially，eonfuse，mislead，wedding，annlversary，vase，hostess，host，arrange，免minine，ProP饥tradition，ehe叩ly，embarrass，quality 2.重点短语:aimat，leam斤om，几rinstance，stressedout，玩epout，比ead of time，follow the rules，think of，at times，let’5 say，make m…     

师德三字歌

为人师，讲师德，爱学生，敬职业。昔孔子，弟三千，教有方，德才兼；陶行知，创晓庄，举志士，后人赞；陈嘉庚，办学堂，育栋梁，兴中华；邵逸夫，惠桑梓，功当代，利千秋。中华史，五千年，古今贤，代代传。育学子，神圣业，陶冶人，师之责。顽皮生，需爱心，贵在诚，妙在导，尊人格，不体罚，笃真情，智必达，学困生，多关心，精诚至，金石开，教诲人，晓以理，动真情，做表率，尖子生，勿偏心，常激励，方成器，导清泉，育桃李，播芳馨，泽后人。学不倦，诲不厌，谦受益，满招损。苦钻研，业务通，勤实践，勇创新。取人长，补己短，重教…     

童谣创作ABC

顶针格 顶针格的特点是前后两句的首尾相接。如《大观园》：大，大观园，园，园真美，美，美如画，画，画红楼，楼，楼真高，高，高过天，天，天安门，门，门前清，清，清明节，节，节日好，好，好朋友，友，友情深，深，深似海，海，海真大，大，大观园。     

新道德三字歌

人出生，性本纯，近朱赤，近墨黑，近雅士，取人长，过相规，业相助。曰诚信，言与行，诚为根，信为本，诚真切，不含糊，诚待人，不虚假。事守时，讲信义，重信誉，忠信守，言必行，行必果，守承诺，循无违。曰团结，重交谊，事业上，各有争，求知识，宜领先，看效果，有参差。人胜我，找差距，人喜庆，心不妒，比我弱，热情待，诚心助，不歧视。富无种，穷无根，穷思变，工读先，既自立，又自觉，年计春，日计晨。曰自强，刻苦学，有恒心，方可及，知国史，思爱国，知地理，守疆域。我先贤，聪且慧，发明多，创在前，造纸术，印刷术，指南…     

颜色

，二叮一扮 KeO， Orang已，Oronge， P ink ，‘，砂卜 r已Q，r’’已a aPPI匕匀， orange OrQngeS， p ink，Pink faees‘ pUrple，Purple，purple grQpeS，紫， yellow，yellow，yelloW IemonS，黄， Gr比n，green沟陀e们eQve‘，_氛 B Iue，blue，blue birds，、‘蓝: Brow     

快乐大课间

叮铃铃，叮铃铃，下课铃一响，同学们快速跑步进操场，先做集体广播操，再来分组做活动。跑步，跳绳，踢毽子，排球，篮球，羽毛球，动作娴熟整齐划一，争分夺秒培养集体理念。哦一一大课间，大课间，快乐的大课间，每天锻炼一小时，练得身体强又棒。 叮铃铃，叮铃铃，下课铃一响，同学们快速跑步进操场，先做集体广播操，再来分组做活动。跑步，跳绳，踢毽子，排球，篮球，羽毛球，身手矫健神采飞扬，团结协助培养友爱情感。哦一一大课间，大课间，快乐的大课间，每天锻炼一小时，好好学习争做栋梁。     

网络信息时代的中学德育对策

网络正在改变人类生活中的时空观念，中国宽带高速互联网发展迅速，第一期工程已于2000年10月底开通，线长8490千米，106个中继站，17个节点，贯通了东南部的17个城市：北京，天津，济南，合肥，南京，上海，杭州，宁波，福州，厦门，广州，深圳，长沙，武汉，南昌，郑州，石家庄。总传输带宽高达40000兆，作为全国性的高速宽带IP骨干网络，组成安全的环闭，将包揽语言，数据，视频，多媒体等综合业务及增值服务，实现各种业务网络之间的无缝连接。     

百贵精言

目贵明，耳贵聪，口贵慎，手贵勤，脑贵慧，心贵诚，志贵坚，意贵锐，质贵朴，气贵平，行贵方，知贵圆，思贵敏，情贵笃，理贵顺，学贵奋，     

农业结构调整的障碍与对策分析

农业是国民经济的基础，农业发展关系到整个国民经济的发展，目前，我国农业发展中最突出的问题是农业结构问题，加快农业结构调整，是农业经济发展的迫切需要，但是，现实中却存在着观念，制度，市场，人力，技术，资金等障碍，为此，必须转变观念，创新制度，健全市场，发展教育，调整政策，增加投入，以促进农业结构的优化，实现国民经济的持续，快速，健康发展。     

情感类动词分词的用法

情感类动词指使人产生某种情感的动词如amaze，amuse，astonish，delight，disappoint，encourage，excite，frighten，inspire，move，please，puzzle，satisfy，shock，surprise，terrify等。它们的分词用法需要注意以下三点。     

Example-based learning: Effects of different types of examples on student performance,cognitive load and self-efficacy in a statistical learning task

Previous research has indicated the disconnect between example-based research focusing on worked examples (WEs) and that focusing on modeling examples. The purpose of this study was to examine and compare the effect of four different types of examples from the two separate lines of research, including standard WEs, erroneous WEs, expert (masterly) modeling examples, and peer (coping) modeling examples, on student performance (knowledge retention, near transfer, and far transfer), cognitive load, and self-efficacy. One hundred and sixteen students participated in the study by undergoing computer-based instruction in one of the four versions differing in how examples were provided. The results showed that, overall, expert modeling examples were most effective in promoting knowledge retention, near transfer, and far transfer, while peer modeling examples were shown to be superior in fostering self-efficacy among the four different types of examples.     

Learning to plan self-controlled physical education: Good vs. problematic teaching examples

Educational research assumes reflection on teaching examples to have positive effects on pre-service teachers' professional development. The role of teaching quality in such examples is unclear, however. In a field experiment with a pre-post-design, we taught “planning self-controlled learning” to 83 undergraduate pre-service physical education teachers and assigned them to three conditions: they either reflected on good teaching or problematic teaching examples or they compared both types of examples. We found that the comparison of examples supported their instruction planning more than reflecting good or problematic teaching examples only. In addition, comparing examples changed the pre-service teachers' beliefs.     

样例学习研究及其课改意蕴

样例学习是学习者从例示了一般概念、原理、程序的例子中习得解决问题方法的一种学习方式.和单纯的问题解决学习方式相比,样例学习不仅费时少、迁移效果好,还可减轻学生学习时的认知负荷.早期的样例学习研究集中于数学、物理等学科的单内容样例的学习,最近的研究开始涉及没有明确解题步骤的双内容样例的学习.样例学习的重要机制是学习者对样...     

论《汉语大词典》书证空缺的问题

书证是词典中用来证明释义的文献例证。书证数量的多少、时代的早晚 ,以及是否具有典型性 ,都直接影响着词目或义项的可靠性。《汉语大词典》向以书证的丰富性和典型性著称 ,但具体到某些词条 ,有的书证显得匮乏 ,有的书证则直接空缺。这使得许多词目成了无血无肉的“骷髅” ,并连锁引发了释义失误、义项缺漏等方面的问题 ,在一定程度上影响了《大词典》的整体质量     

An example based environment for beginning programmers

Making a good programming environment for beginning programmers is an enterprise which can exploit the strong connections between machine learning and human learning. Applying what we know about teaching and learning to improve the programming environment can result in a system which allows beginners to more readily acquire programming skills.Surprisingly, a universally accepted principle of good teaching and good learning has not been taken seriously enough in designing programming environments-learning by example. A good teacher presents examples of how to solve problems, and points out what is important about the examples. The student generalizes from the examples to learn principles and techniques. This paper describes a programming environment called Tinker, in which a beginning programmer presents examples to the machine, distinguishing accidental and essential aspects of the examples. The programmer demonstrates how to handle the specific examples, and the machine formulates a procedure for handling the general case. Because people are much better at thinking about concrete examples than they are at thinking about abstractions, and because examples provide immediate feedback, Tinker is a more congenial environment for a beginner than conventional programming systems.     

How accurately can students evaluate the quality of self-generated examples of declarative concepts? Not well,and feedback does not help

Students are commonly asked to learn declarative concepts in many courses. One strategy students report using involves generating concrete examples of abstract concepts. If students have difficulties evaluating the quality of their generated examples, then instructors will need to provide students with appropriate scaffolds or feedback to improve judgmentaccuracy. No prior research has investigated if students can accurately evaluate the quality of the examples they generate, which was the first aim of the current research. The second aim of this research was to investigate the extent to which providing feedback while students evaluate their generated examples can improve the accuracy of their example-quality judgments. In two experiments, students generated examples for declarative concepts from social psychology and then judged the quality of their examples. When making judgments, students received no feedback (in which they were only given the key term), full definition feedback (in which they were shown the definition of the declarative concept) or idea unit feedback (in which they first evaluated if they represented each idea unit of the definition within their example). Outcomes showed that students were overconfident when judging the quality of their examples, specifically for commission errors (i.e., examples that were entirely incorrect). Surprisingly, full definition and idea unit feedback did not help students improve the accuracy of their example-quality judgments. Thus, until scaffolds are discovered to reduce student overconfidence, instructors will need to assist in evaluating generated examples as students use this strategy to learn declarative concepts.     

Going beyond the book: towards critical reading in statistics teaching

We consider three examples from our own teaching in which much was learned by critically examining examples from books. Even influential and well‐regarded books can have examples where more can be learned with a small amount of additional effort.     

现代汉语辞格研究中的用例问题

在修辞研究中．例子占有特殊地位。但修辞学界“轻视、忽视例子”的现象还比较严重。除了因为“一味地强调理论体系的构建”而忽视例子的现象外,对例子的不够重视还表现于部分教材、论著一味沿袭老旧的例子,使用那些早已经失却示范作用的例子作修辞范例等等。这种对例子不够重视的现象突出地表现在辞格研究方面。     

Cognitive style and complex concept acquisition

College undergraduates classified by the Hidden Figures Test as high, medium, or low analytic studied one of two lesson types. Both lessons taught four complex nondimensioned concepts from the area of social learning by presenting a definition followed by either positive examples or positive and negative examples. Immediate acquisition was assessed by a test requiring subjects to identify positive and negative examples. A multivariate analysis of variance revealed a significant interaction on the dependent variable requiring the identification of positive examples.     

反例在中学数学教学中使用情况的调查研究

反例在数学中占着较为特殊的地位,尤其在新课标中对反例做出了相关建议,在各种考试也考察了对反例的构造能力.然而,目前数学反例的使用中主要存在以下几个问题:教师自身对数学反例的了解不深刻,缺乏良好的数学反例的教学观;教师没有掌握构造反例的方法,不能系统地教给学生反例的思维;教师获取反例的途径很多,但最主要的途径是从教材及教材参考书和自己的经验所得,很少自己主动去从其它渠道获取;大部分的教师都是在平时教学过程中适当地穿插使用反例.