道之道秘笈

<终极蜘蛛人>超级实用秘技 　　在游戏过程中暂停,进入Controller Set-up菜单然后输入: 　　全漫画:左左右左上左左下 　　全人物:右下右下左上左右 　　全地标:上右下左下上右左 　　全部概念图:下下下上下上左左……     

育人先育心

“我1966年毕业于师范学院。但教书的时间不长,因为我被选举为共青团区委第一书记。我记得区党委的一位同志当时对我说:你是教师,共青团工作嘛,跟学校工作是同一回事,主要的是育人。“我已经当了五个月的书记。我区地处农村,学生团员几乎占百分之七十。困难不少。我有时参加会,有时跟青年男女交谈,发现他们对讨论和决定的事情压根儿无所     

莫高窟第454窟窟主的一点补充意见

本文考定莫高窟第 4 5 4窟主室东壁门南第 1身于阗国王像不是李圣天 ,而是 96 7～ 977年在位的尉迟输罗即从德或其他。从于阗国王像与洞窟可能的几位功德主共存时间关系来考察 ,第 4 5 4窟窟主为曹延恭 ,即由曹延恭创修 ,曹延禄续修完成。     

自学单元程序教材介绍:化学键(二)

伸展在晶格内的离子键很强,因此从晶格中移走离子是困难的。由于这个原因,离子型化合物具有较高的熔点和沸点。存在于共价型固体或液体中的分子间的作用力没有这样强(除1～2例外),使分子聚集在一起的作用力布遍于固体中也是不强的。考虑下列的气化热:     

Diversity of Gram negative bacteria antagonistic against major pathogens of rice from rice seed in the tropic environment

INTRODUCTIONRiceseedharborsadozenofplantpathogen icbacteria (Gotoetal.,1 988;Xieetal.,1 998) .Thebacterialpathogenscausearangeofricediseases,someverydestructivewhileothershavenoeffectonricecropgrowth .Inthisstudy ,wefoundalargenumberofbacteriaasso ciatedw…     

Genetic influences in different aspects of language development: the etiology of language skills in 4.5-year-old twins

The genetic and environmental etiologies of diverse aspects of language ability and disability, including articulation, phonology, grammar, vocabulary, and verbal memory, were investigated in a U.K. sample of 787 pairs of 4.5-year-old same-sex and opposite-sex twins. Moderate genetic influence was found for all aspects of language in the normal range. A similar pattern was found at the low end of the distribution with the exception of two receptive measures. Environmental influence was mainly due to nonshared factors, unique to the individual, with little influence from shared environment for most measures. Genetic and environmental influences on language ability and disability are quantitatively and qualitatively similar for males and females.     

Views from the field: program directors' perceptions of teacher education and the education of students who are deaf or hard of hearing

Arandom sample of directors of programs for the deaf in North America were surveyed to get their views about the skills that teacher education programs need to be teaching future teachers of students who are deaf or hard of hearing. The directors were queried about literacy practices, classroom management strategies, and communication strategies used in their programs, and were encouraged to comment freely on the questionnaire items presented to them. Program directors predicted a need for more itinerant and resource teachers. The survey also revealed that programs for the deaf are highly behaviorist (i.e., You do this and you'll get that) in the way they induce students to learn and in how they manage student behavior.     

信息技术与学科教学整合课的实效性研究

信息技术与学科教学整合课的研究与实践正在中小学深入展开。整合课的教学是将信息技术直接应用于学科课堂教学，以信息技术为依托，变革传统的教学模式、教学策略及教学方法，最大限度地物化课堂教学目标，提升学习者的综合素质。这一始自20世纪90年代的课堂教学改革已经取得了令人瞩目的成就，仅国家级的信息技术与学科教学整合课大奖赛到目前为止就举办了八届，评选出了一批又一批整合优质课，为整合课的深入研究与实践创造了有利氛围。各省市的整合优质课评比一个接一个，进一步推动了各地信息技术与学科教学整合课研究与实践不断向纵深发展，形势喜人。     

信息技术与学科教学整合课的课堂教学结构

信息技术与学科教学整合课为新课改的实现和新课标的落实搭建了实用平台。然而，如何把握信息技术与学科教学整合课的结构、深入进行课堂教学改革，成为广大教师和教育工作者关注的焦点。本文作者认为，信息技术与学科教学整合课的课堂教学结构应当包括一个理念、五条主线、一种境界，即在建构主义教学理论指导下，紧密结合新的课程改革与新的课程标准进行整合课教学，将教师、学生、信息技术手段、学科教学内容和科学的教学程序有机地搭配和排列，从而创造出理想的教学境界，最大限度地实现课堂教学目标。