What is this?

也许你觉得我很可怕,但我其实是个傻娃娃!咦?你在笑什么,难道觉得我在说大话?哼,不要小看了我啊。如果你了解我,一定就不会这样嘲笑我了。我的名字?现在可不能告诉你,老规矩,来猜猜看吧!     

What is this?

"在每一个天空被洒满朦胧月色的夜晚,我从幽深的森林里启程,来到人们居住的地方,吸食人们的梦。我不会害怕在吃梦的时候吵醒熟睡着的人们。因为我生性胆怯,在夜色中,只会发出轻轻的、摇篮曲一样的叫声……"传说中我过着这样的生活。然而你真的知道我是什么吗?     

What is this?

"嘿……你认得我吗?""哎哟!谁,谁打我的头……"你!说的就是你,不要这么突然跑出来吓人啊!哼,就算你是我们今天请来的客人,也要乖乖守规矩才可以!咳咳,大家好,让我把台词说完……来,猜猜看今天来到我们这个栏目的朋友是谁吧!当然,按老规矩,要先给它画张像才可以!     

Who is this?

我,来自古生代,看,多么遥远又神奇的谱系啊……哎哟,谁?谁扔西红柿砸我?!要知道,我的家族对于探讨和研究有翅昆虫的起源和演化具有十分重要的价值哦!啊,不好,说漏了!     

What is this in English?

在图中的空格内填入适当的字母, 使每一竖行都成为所学的词语, 并能填入相应的句子中。     

What do you think this shark is thinking?

大眼蜗牛:这次我给大家找了一幅很有趣的图。首先,请你猜想图中的鲨鱼在想什么;接着,将你的猜想内容填写在小对话框中;然后你可以剪下或复印这幅图及你写好的内容;最后让邮差先生把你的信转交给我们。我们会在第11期公布最有想像力的几位同学的姓名和作品,还有精美礼物噢?赶快行动吧!     

Who is this?

"臂"下生风,"脚"下腾空,威风凛凛大英雄!哎呀呀,莫非这次我们请来的朋友是一位"武林高手"?可不嘛,说它不是的话,还真有几分委屈了人家呢!来来来,先请这位朋友做个自我介绍吧!     

Who is this?

嘿!往哪儿着呢!我在这里哦!教你一个英文词吧,SURVIVOR(幸存者)——对了,我就是个名副其实的冰雪世界的SURVIVOR!【我的外貌】我们这个家族和同类相比,体型要更大,但是比较矮也比较壮!而且不管"男生"还是"女生"都有漂亮又结实的角哦。为了抵挡严寒,我们长着又长又厚的毛,最长可以达到90厘米呢!这些宝贵的毛是棕色的,到了冬季就会变成黑棕色。     

怎样回答“What is this/that?”

“W hat is this/that?”是用来提问物品名称的句子。回答这样的问题,下面四种答语都可以用:1)Its a....2)That is/Thats a....3)This is a....4)A...但它们使用的场合有所不同:回答“W hats this/that?”时,一般总是用“Its a....”的形式。“That isa....”或“Thats a....”     

What is this Substance? What Makes it Different? Mapping Progression in Students’ Assumptions about Chemical Identity

Given the diversity of materials in our surroundings, one should expect scientifically literate citizens to have a basic understanding of the core ideas and practices used to analyze chemical substances. In this article, we use the term ‘chemical identity' to encapsulate the assumptions, knowledge, and practices upon which chemical analysis relies. We conceive chemical identity as a core crosscutting disciplinary concept which can bring coherence and relevance to chemistry curricula at all educational levels, primary through tertiary. Although chemical identity is not a concept explicitly addressed by traditional chemistry curricula, its understanding can be expected to evolve as students are asked to recognize different types of substances and explore their properties. The goal of this contribution is to characterize students' assumptions about factors that determine chemical identity and to map how core assumptions change with training in the discipline. Our work is based on the review and critical analysis of existing research findings on students' alternative conceptions in chemistry education, and historical and philosophical analyses of chemistry. From this perspective, our analysis contributes to the growing body of research in the area of learning progressions. In particular, it reveals areas in which our understanding of students' ideas about chemical identity is quite robust, but also highlights the existence of major knowledge gaps that should be filled in to better foster student understanding. We provide suggestions in this area and discuss implications for the teaching of chemistry.     

What is the purpose of this experiment? Or can students learn something from doing experiments?

Historically there have been many claims made about the value of laboratory work in schools, yet research shows that it often achieves little meaningful learning by students. One reason, among many, for this failing is that students often do not know the “purposes” for these tasks. By purposes we mean the intentions the teacher has for the activity when she/he decides to use it with a particular class at a particular time. This we contrast with the “aims” of a laboratory activity, the often quite formalised statements about the intended endpoint of the activity that are too often the “opening lines” of a student laboratory report and are simply the “expected” specific science content knowledge outcomes—not necessarily learnt nor understood. This paper describes a unit of laboratory work which was unusual in that the teacher's purpose was to develop students' understanding about the way scientific facts are established with little expectation that they would understand the science content involved in the experiments. The unit was very successful from both a cognitive and affective perspective. An important feature was the way in which students gradually came to understand the teacher's purpose as they proceeded through the unit. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 655–675, 2000     

What’s his name?

Mrs Smith is busy today,so she can 1 take Susan to school.When 2 the school, she says,"Your daddy is going to London.I’m going to the airport(机场) to see him 3 this afternoon.I can’t come here to meet you.Can you go home yourself 4 school?""Don’t worry,mum,"says the little girl."I’m seven now."The fifth class is over and Susan leaves school.But she 5 find the way home.She     

What is computer-based testing washback,how can it be evaluated and how can this support practitioner research?

ABSTRACT

With the introduction of a new initiative in a teaching and learning environment there is an ethical responsibility to consider whether the impact of the introduction has met its intended goals, and whether it has harmed those who are influenced by it. Technology and infrastructure developments have encouraged a continued growth in the development and introduction of computer-based tests (CBTs) in educational environments. In the educational assessment literature, enquiry into the impact of testing (of all types) is known as ‘washback’. This is a reference to the way in which a test might have a range of influences on learners and teachers prior to the test-taking event. This article reviews the literature on CBT washback and outlines a framework for studying its effects as it is introduced into educational contexts. We then outline a research framework that we have developed (based on the literature) that can be used to evaluate CBT washback. We go on to argue that, to fulfil its potential in supporting the development of change, the research framework needs to act as a mediating device that brings together teaching-practitioner and researcher perspectives. The framework that we propose conceptualises the nature of washback in CBT contexts, as well as the research process and the methods required to understand it. This framework provides an element of common ground between practitioners (i.e. teachers who are involved in a CBT development process) and external researchers, and supports collaboration at three distinct levels.     

海里来了只“懒马儿”

这几天,海底旅馆可热闹啦!海洋生存本领大比拼的通知才发出去没几天,金枪鱼、水母、章鱼们就风风火火地赶来了。海洋好不容易才办一回这样大规模的全民赛事,大家自然都不敢怠慢了。     

美丽的豆娘

一天,我在奶奶家的庭院里看见一只小蜻蜓停在树枝上。它也许没有发现我,仍旧停在那里,偶尔扇动一下翅膀。它那翅膀薄得像透明的白纱一样,在阳光下显得更加漂亮。这时,我有了一个强烈的欲望:想抓住它,好仔细观察一番。我悄无声息地将手从它背后伸过去,就在我手指迅速合拢时,小蜻蜓真的成了我的"俘虏     

《What colour is it?》导学案

教学目标Teaching aims 1.听、说、认、读有关颜色的单词,提高综合表达能力。2.熟练掌握并应用重点句型。3.利用文具等做"听听做做"练习。教学过程Teaching procedure一、Warm-up A.课前播放歌曲《Who is wearing green today?》,活跃课堂气氛。B.课前一分钟展示:复习26课对话,为学生提供展示自己的机会,同时为讲授新知识作铺垫。二、Presentation出示学习目标:1.我能够听、说、认、读两个有关颜色的单词。2.我能把学过的有关颜色的词语运用在实际对话和生     

身体视角下的中国古代政治哲学及其当代启示

在东西方都不可避免的现代性危机中,人们将视野开始转向非理性的"身体"。在现代性背景下,可以身体为视角研究中国古代政治哲学的本质。在中国古代,君的统治合法性来自于天,君作为天的代理来管理国家,而具体的政治管理则是由君与臣共同执行的,所以中国古代政治哲学展现的就是君的身体与天、臣、国三者同构性的图景。     

海马

头部像马,尾巴像猴,眼睛有些酷似变色龙,身体像有棱有角的木雕,这就是可爱的海马。海马因其头部酷似马头而得名,但有趣的是它却是一种奇特而珍贵