What are they doing

放假了,小辣椒想去找朋友们玩。可是,她发现朋友们都没空。瞧,他们正忙着呢!原来,同学们正在为社区的春节晚会排练节目。4.She is()a piano.5.They are().卡通形象:录音机tape recorder学英语椒辣6.They are().1.He is()a book.3.She is()pictures.73本期“小辣椒学英语”答案K     

Learning outcomes: What are they? Who defines them? When and where are they defined?

This study aims to illuminate the phenomenon of learning outcomes. Although a wide range of studies in education have examined the phenomenon in various ways, few have investigated how scholars themselves conceive of it. To provide insight into this issue, the paper explores the following questions: How is the term “learning outcome” defined? By whom? When? Where? The investigation is based on a document analysis of a selection of 33 scholarly written documents in which the concept is discussed. Findings indicate that there is a dominant established definition of the term learning outcome. However, a wide range of alternative definitions are also identified. These assert that learning outcomes involve more than what can be described in pre-specified and measurable terms.     

Tensions in the Biology Laboratory: What are they?

The purpose of this paper is to identify tensions in teacher–student interaction in a high school biology laboratory. Using micro‐analytic analysis of classroom talk, the interaction between the students and a teacher working in the biology laboratory session on Reproduction in Plants is studied. The two tensions highlighted here are tension with textbooks as authority and tension with the teacher as authority. Tension with textbooks as authority originates from an over‐reliance on generalizations expressed in textbooks resulting in the inability of learners to appreciate alternatives and exceptions. Tension with the teacher as authority stems from the task design and varying levels of control that a teacher has over the learner and the learning process. The genesis of the two forms of tensions in the laboratory is different and they are tackled differently by the participants to yield different outcomes. While science educators have conducted intensive research over the past two decades on the effects of school science laboratory work on students’ learning of science, more can be done in the specific area of teacher–student interaction. This paper offers some insights into the interaction between a teacher and her students in a laboratory as they learn biology. An increased understanding of the impact of the tensions in a science laboratory might help to bring about realization of the true spirit and intent of school science laboratory experiences.     

How old are they?

A farmer has five sons.They are Ted,Bob,Tom,John and Bill.John has no elder brother.He was four-years old when his younger brother was born.The number of Tom's elder brothers is equal (相等)to his younger brothers.Bill will     

What do they do?

Four friends live in a small town. Their names are:Cook, Miller, Smith and Garter.They have different jobs. One is a policeman; one is a worker;one is a farmer; one is a doctor.One day Cook's son breaks(摔断) his leg, and Cook takes him to the doctor. The doctor's sister is Smith's wife. The farmer isn't married (结婚). He has a lot of chicks. Miller often buys eggs from Garter. The policeman's house is near Smith's, so he sees Smith every day.     

What are these?

1.Electronic PetsThese pets can respondto emotional(情感的)needs,and react tovoice commands aswell as touches or ges-tures.They have sen-sors. sO they can be—come familiar with theirhomes .Like animalpets ,they love to beloved!     

What are these?

19th-century brace and bit(手摇曲柄钻头) TEA’S UPIn the automatic(自动的)tea-makerof 1904,levers(杠杆),spring(弹簧),and the steam from the kettleactivate stages in the teamakingprocess,A bell is rung to tell you thatthe tea is ready.     

Job skills： What gender are they？

The purpose of the research is to find out which job skills Greek graduate students of high school and their parents consider as important qualifications for the youngsters＇ entry into the active working life with regard to their gender. The sample, consisting of 215 graduate students of high school and their parents （210）, evaluated the importance they think the examined job skills have for the students＇ future entry into the labor market and also the extend to which the youngsters possess these skills. Results have shown that there were significant differences between students＇ and their parents＇ opinions with regard to gender concerning job skills that are considered as important for finding a job. This was also confirmed by the factor analysis applied. Significant gender differences were also found concerning the degree to which teenagers possess the examined skills. In concluding, male young students and their fathers believe that skills related to self-management, self-discipline and the use of technological means are more important for finding a job, whilst female young students and their mothers outline a more positive and social profile, confirming typical and stereotypical attitudes and vocational choices.     

What are objects?

Object oriented development of software systems is becoming de-facto standard in large software projects. This article explains the motivation behind object orientation and how it promotes the use of software components.     

What are you doing?

填一填请你根据图将句子补充完整。1.The______is taking photowith a______.(小猴正在用照相机拍照。)2.The______is sitting be-fore a______(.小猫正坐在电脑前。)3.The fox likes listening tothe______under the______(.狐狸喜欢在树下听收音机。)4.In the evening,two mo     

Do prospective mathematics teachers teach who they say they are?

In this case study, the professional mathematics teacher identity (PMTI) of final year mathematics education students is investigated in terms of their self-perceived and actualised identity. These prospective teachers were required to discuss and describe their own PMTI in terms of three aspects: mathematics specialisation, teaching-and-learning specialisation, and caring. Subsequently, they were observed in the classroom, where the actualisation of their PMTI was considered in terms of the same three. The participants’ perceptions of their own PMTI and the actualisation of that PMTI in the classroom were found not to be congruent. While their self-perceptions regarding their prowess as Mathematics Specialists were accurate, since this is concretely tested as part of their studies, their self-perceptions as teaching-and-learning specialists and particularly as Carers, were not verifiable in their classroom practice. Espoused theory, theory that the individual perceives as true and valid, and which may thus be seen as intrinsic to their PMTI’s, is not necessarily enacted.     

What are association formation models?

In his presentation of the propositional account of associative learning, De Houwer (2009) argues that association formation models (AFMs) assume excitatory link representations and automatic learning processes. However, the application of AFMs to human causal and contingency learning has assumed propositional forms of representation, although excitatory link representations are also required to explain certain nonrational consequences of associative learning. Moreover, at least two of the AFMs that have been applied to human associative learning invoke processing with nonautomatic characteristics. In conclusion, the distinction between the propositional account and AFMs of associative learning lies not in the form of representations but in the specific details of the learning processes generating the associative representations.