数学单项选择题的解答方法与策略

本文归纳、总结出了解答单项选择题的基本方法,指出了单项选择题的特点与解题策略.     

小探高考英语单项选择题

简要论述了高考英语单项选择题的题型特点、命题规律.论述了高英语单项选择题的解题技巧与策略.     

分层次寻求选择题的正确选项

选择题是各级各类考试中常用的题型之一,并且在每次考试中占较大的比例．选择题的类型很多,目前考试中常用的有：单项选择题、多项选择题和组合选择题（将多项变单项选择）目前高考主要采用单项选择题,     

大学语文试卷的新变化

翻开2000年的《大学语文》试卷，我们会发现，整个试卷面貌一新。全部试卷明显地分为两大块：一块是选择题，另一块是非选择题。在选择题中，单项选择题的数量非常庞大，整整有20道题之多。和以往的8道题相比，翻了两番还多。有些同学一看，单项选择题这么多，大喜过望，以为这下子及格没有问题了。因为根据以往的经验，单项选择题是最好答的。等到他真正拿起笔来，回答这些选择题的时候，却又大失所望。原来，这些单项选择题颇有难度，不是轻易就能回答得出来的，尤其是在以往的复习中，单靠死记硬背的同学，面对这些单项选择题，竟然是一…     

主从复合句重点难点举要

一、单项选择题的几种类型单项选择题有因果选择题、比较选择题、材料选择题、识图、表、曲线选择题、组合选择题等。在供选的四项中,只含有符合题意的答案和三个迷惑性答案。     

十年高考与冠词考点解析

冠词是历届高考试题的考查热点。近十年来,除88年单项选择题没考冠词外,以后每一年的单项选择题均考到了冠词。本文将89年以来的高考试题中涉及到冠词的单项选择题挑选出来,并作出分析,供同学们参考。     

初中物理选择题解法综述

目前初中物理试卷、练习中出现的选择题主要有单项选择题和多项选择题.而从降低学生解题难度出发,选择题更多地以单项选择题出现.对于单项选择题,一般常采用剔除法,即选出一个正确项,其余项就可以不必考虑,或者排除三个选项,余下的即为正确     

十招制胜单项选择题

单项选择题考查内容涉及词法、句法、习惯用法以及口语交际等方面，题型比较灵活，考点多且面广。单项选择题旨在考查学生对语言知识的掌握情况，但通过对近几年单项选择题的出题内容分析可以发现，     

单项选择解题技巧

单项选择题是中考英语必考题,其题量大,覆盖面广,所学的英语词汇、语法、习惯用语、句型、交际英语均属考查点。现结合部分省市中考单项选择题,浅谈单项选择题的解题方法及技巧。     

针对高考英语单项选择题的教学训练和应试技巧

一、单项选择题的教学训练在高中英语的教学过程中总是会发现这样的情形:学生在练习中最喜欢做单项选择题,但是按照比例来看,错误率最高的也是单项选择题。以2008学年第一学期期末宁波市的八校联考英语试卷中的20道单项选择题为例(参试人数95人),结果如下表所示:     

Disillusionment of the American Dream——On An American Tragedy

Theodore Dreiser is now regarded as one of the pre-eminent American realistic novelists of the first half of the twentieth century.an anatomist of the American Dream.In his great work An American Tragedy,Dreis- er exposes and criticizes mercilessly the corruption and black side of American society.The disillusionment of the American Dream is an important theme of the fiction.This paper illustrates "An American Tragedy" is the re- flection of disillusionment of the American Dream in the perspectives of the tragedy of a mortal,the tragedy of American society,and the tragedy of the American Dream.     

弗洛伊德“性力升华说”探微

弗洛伊德坚持“性欲乃是人类取得的一切成就的源泉”，认为“本能的升华是最引人注目的文化发展的特征；正是由于升华，高级的心智活动、科学活动、艺术活动或思想活动才成为可能。”人们对此很有异议。其实，弗洛伊德是在对“性”的最广泛意义的理解基础上创建他的“动力心理学”的，他试图从他对人的个体心理理解的立场出发，来解释人类的全部历史、全部事件和社会生活的结构，并以此建立一整套关于人类精神生活规律的学说和理论。深入探寻弗洛伊德性学说的底蕴，澄清他的“性力”、“原欲”概念的内涵，真正领悟其“升华”思想的真谛，才有可能拓宽我们的视野，深化对复杂纷繁的人的精神世界的研究。     

矛盾的斗争性和同一性关系再认识

在我国构建和谐社会的实践中,对于唯物辩证法对立统一学说的认识需要深化。我们长期以来坚持的"矛盾的斗争性是无条件的绝对的,矛盾的同一性是有条件的相对的。矛盾的斗争性的绝对性体现了物质运动的绝对性,矛盾同一性的相对性体现了物质静止的相对性"的认识值得反思。实践表明,矛盾的斗争性和同一性都既有绝对性的一面,又有相对性的一面。运动的绝对性和静止的相对性是与矛盾普遍性的绝对性和矛盾特殊性的相对性直接相联系的。我们必须完整科学地把握马克思主义经典作家关于对立统一学说的论述,深化矛盾斗争性和同一性关系和作用的认识。     

关于集合的平移及其性质

本文主要讨论平移集合的最基本性质,即集合的并,合的平移性,集合的基数的平移性,集合的有界性的平移性,极值性的平移性,可数集合的平移性等问题。     

效率与公平的实现

文章在分析效率和公平的经济学和伦理学双重意义的基础上 ,认为效率与公平的实现要发挥市场与政府的作用 ,但必须看到政府与市场作用的发挥受到限制 ,提出利用社会道德力量弥补市场与政府在调节效率与公平方面的不足     

基于思想实验对高校实验室建设的思考

从思想实验的概念出发,阐述了新时期高校实验室建设的理念,分析了传统思想指导下高校基础课教学实验室建设与管理的局限性,提出了基于新理念对高校实验室建设与管理的若干思考,进而展望了引进云计算技术是高校实验室建设与发展的必然趋势.     

词义的召唤性与训诂的创造性

本文有感于汉语词汇学、传统训诂学和中国古典解释学研究的深层需要,尝试着提出了“词义的召唤性与训诂的创造性”的理论范畴。上篇论述词义的召唤性及其形成的根据与功能,下篇探讨训诂的创造性及其形成的根据与效应。从而强调：词义的召唤性,是词义的基本特性之一,它体现了人与词义、人与世界的关系;训诂的创造性,是训诂的基本特性之一,它反映了人与文化典籍、人与解释活动的关系。而词义的召唤性,又是训诂创造性的形成根据;训诂的创造性,又是词义召唤性的语用效应。二者互动共变。     

Public education and the post-fordist accumulation regime: A case study of Australia

This paper discusses the current radical changes in the Australian education policy. Central to the argument is the claim that the radical restructuring of the public sector hastened the loss of the possibility of any critical evaluation of national policy.The paper argues that this shift has been forced on the Australian state by the objective conditions expressed in a new realignment of the dominant transnational capital with the subordinate domestic capital, and in the shifts in a global capacity for consumption. The argument is underpinned by the claim that a new, post-Fordist (or flexible specialization) regime of capital accumulation is at present replacing the Fordist regime of mass production and consumption.The paper further argues that in order to achieve the system-preferred changes in the Australian education policy, the Australian government introduced radical changes in the production rules of policy formation. This involved a narrowing of policy making context and, crucially, an exclusion of voices critical of the shift towards economic reductionism.This loss of a critical sensibility constitutes the central concern of this paper. To advance the argument, in Part One, the paper discusses the relationship between the Australian state and the post-Fordist objective conditions of capital accumulation. Part Two argues that the lack of intellectual tradition in Australian public life was at least partially responsible for the easy passage given to neoclassical economics¹ perspective in becoming a dominant public policy paradigm. Part Three locates the role of education within the context of the European philosophical tradition. It provides the link between critical sensibility, the project of Western civilization (which clearly extends beyond the modern vs. postmodern dichotomy), and the role of public discourse. Finally, the paper argues that education policy needs to take the issue of critical sensibility seriously. For this reason, it needs to be informed by a desire to go beyond the mere technical fit between graduates and the workplace, and allow itself to be inspired by new ideas, and new ways of seeing.Parts One and Two of this Article appeared in INTERCHANGE, Vol. 26, #2, 1995.     

What Education do you Miss by Going to School? Children's 'Coming-to-Knowing' About Science and Their Environment

Starting from Whitehead's notions of education as "the art of the utilisation of knowledge" and his rationale for eradicating "the fatal disconnection of subjects which kills the vitality of the modern curriculum," the article explores how these ideas relate to the current political realities of primary education in the United Kingdom and elsewhere. This is exemplified through a focus on learning about one's environment and the consequent tension between direct perception through non-school activities and the teaching of ideas via the formal school curriculum. A resolution is proposed which involves considering the learner's perspective, and the implications for teachers in terms of 'letting pupils in' to the teachers' own learning and their awareness of a plurality of ways of knowing.     

抵押、质押与留置之异同

根据市场经济运行的需要,我国担保法确立了抵押、质押、留置三种担保形式,这三种形式各有其不同的适用范围,不同的操作方法,但都同属担保物权,是在债权上设定的物权,以担保债权的实现。三种担保形式的应用有其共同点,也有其不同点,注意它们的异同,正确理解三种担保形式的法律含义,熟练掌握它们的操作方法,是依法保障经济运行的前提条件。