日期：2012-04-27 点击：587 好评：0
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简介：21世纪大学英语读写教程(第四册)课后答案在线版 21 世纪大学英语读写教程(第四册)课后答案 TEXT A II 1.He defines greatness as thelastingcontribution which a person makes or has made to human civilization. 2.The example of Churchill shows...
日期：2011-09-21 20:48:16 点击：550 好评：0
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21世纪大学生实用英语综合教程第四册课后翻译答案 Unite 1 1driven by a strong will ,he eventually fulfilled the task he had undertaken 2thepromised to write to me as soon ashe got there ,but nothing has been heard of him so far 3the boss has...
日期：2011-09-21 点击：2151 好评：52
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简介：21 世纪大学实用英语综合教程(第二册)课文翻译及课后*题答案 Unit One 误 会 他头发蓬乱，衣着肮脏，口袋里只有35美分。在马里兰州的巴尔的摩，他登上一辆公共汽车并径直走向了洗手间。他想如果他躲在洗手间里，便可以不付钱就乘车去纽约。但是坐在公共汽...
——21世纪大学英语读写教程1-4册课后答案和翻译 (菁华3篇)
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日期：2012-04-27 点击：452 好评：2
简介：21世纪大学英语读写教程第一二三册课后翻译答案 21世纪大学英语读写教程(第一册)课后翻译答案 Unit 1 l 汤姆是个非常好奇的男孩，他不仅对是什么感兴趣，而且也对为什么和怎么会感兴趣。 As a very curious boy, Tom is interested not only in whats but...
日期：2011-09-21 20:48:16 点击：550 好评：0
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21世纪大学生实用英语综合教程第四册课后翻译答案 Unite 1 1driven by a strong will ,he eventually fulfilled the task he had undertaken 2thepromised to write to me as soon ashe got there ,but nothing has been heard of him so far 3the boss has...
日期：2011-09-21 点击：2151 好评：52
地址：点击进入
简介：21 世纪大学实用英语综合教程(第二册)课文翻译及课后*题答案 Unit One 误 会 他头发蓬乱，衣着肮脏，口袋里只有35美分。在马里兰州的巴尔的摩，他登上一辆公共汽车并径直走向了洗手间。他想如果他躲在洗手间里，便可以不付钱就乘车去纽约。但是坐在公共汽...
——21世纪大学英语读写教程第4册单元10课文及词汇讲解 (菁华3篇)
Neil Postman
Author's Note: Having sat through two dozen or so graduation speeches, I have naturally wondered why they are so often so bad. One reason, of course, is that the speakers are chosen for their eminence in some field, and not because they are either competent speakers or gifted writers. Another reason is that the audience is eager to be done with all the ceremony so that it can proceed to some serious reveling. Thus any speech longer than, say, fifteen minutes will seem tedious, if not entirely pointless. There are other reasons as well, including the difficulty of saying something inspirational without being b***. Here I try my hand at writing a graduation speech, and not merely to discover if I can conquer the form. This is precisely what I would like to say to young people if I had their attention for a few minutes.
If you think my graduation speech is good, I hereby grant you permission to use it, without further approval from or credit to me, should you be in an appropriate situation.
Members of the faculty, parents, guests and graduates, have no fear. I am well aware that on a day of such high excitement, what you require, first and foremost, of any speaker is brevity. I shall not fail you in this respect. There are exactly eighty-five sentences in my speech, four of which you have just heard. It will take me about twelve minutes to speak all of them and I must tell you that such economy was not easy for me to arrange, because I have chosen as my to//www.oh100.com/picplex subject of your ancestors. Not, of course, your biological ancestors, about whom I know nothing, but your spiritual ancestors, about whom I know a little. To be specific, I want to tell you about two groups of people whose influence is still with us. They were very different from each other, representing opposite values and traditions. I think it is appropriate for you to be reminded of them on this day because, sooner than you know, you must align yourself with the spirit of one or the other.
The first group lived about 2,500 years ago in the place we now call Greece, in a city they called Athens. We do not know as much about their origins as we would like. But we do know a great deal about their accomplishments. They were, for example, the first people to develop a complete alphabet, and therefore they became the first truly literate population on earth. They invented the idea of political democracy, which they practiced with a vigor that puts us to shame. They invented what we call philosophy. And they also invented what we call science, and one of them—Democritus by name—conceived of the atomic theory of matter 2,300 years before it occurred to any modern scientist. They composed and sang epic poems of unsurpassed beauty and insight. And they wrote and performed plays that, almost three millennia later, still have the power to make audiences laugh and weep. They even invented what, today, we call the Olympics, and among their values none stood higher than that in all things one should strive for excellence. They believed in reason. They believed in beauty. They believed in moderation. And they invented the word and idea which we know today as ecology.
About 2,000 years ago, the vitality of their culture declined and these people began to disappear. But not what they had created. Their imagination, art, politics, literature, and language spread all over the world so that, today, it is hardly possible to speak on any subject without repeating what some Athenian said on the matter 2,500 years ago.
The second group of people lived in the place we now call Germany, and flourished about 1,700 years ago. We call them the Visigoths, and you may remember that your sixth-or seventh-grade teacher mentioned them. They were spectacularly good horsemen, which is about the only pleasant thing history can say of them. They were marauders—ruthless and brutal. Their language lacked subtlety and depth. Their art was crude and even grotesque. They swept down through Europe destroying everything in their path, and they overran the Roman Empire. There was nothing a Visigoth like better than to burn a book, desecrate a building, or smash a work of art. From the Visigoths, we have no poetry, no theater, no logic, no science, no humane politics.
Like the Athenians, the Visigoths also disappeared, but not before they had ushered in the period known as the Dark Ages. It took Europe almost a thousand years to recover from the Visigoths.
Now, the point I want to make is that the Athenians and the Visigoths still survive, and they do so through us and the ways in which we conduct our lives. All around us—in this hall, in this community, in our city—there are people whose way of looking at the world reflects the way of the Athenians, and there are people whose way is the way of the Visigoths. I do not mean, of course, that our modern—day Athenians roam abstractly through the streets reciting poetry and philosophy, or that the modern-day Visigoths are killers. I mean that to be an Athenian or a Visigoth is to organize your life around a set of values. An Athenian is an idea. And a Visigoth is an idea. Let me tell you briefly what these ideas consist of.
To be an Athenian is to hold knowledge and, especially, the quest for knowledge in high esteem. To contemplate, to reason, to experiment, to question—these are, to an Athenian, the most exalted activities a person can perform. To a Visigoth, the quest for knowledge is useless unless it can help you to earn money or to gain power over other people.
To be an Athenian is to cherish language because you believe it to be humankind's most precious gift. In their use of language, Athenians strive for grace, precision, and variety. And they admire those who can achieve such skill. To a Visigoth, one word is as good as another, one sentence indistinguishable from another. A Visigoth's language aspires to nothing higher than the cliche.
To be an Athenian is to understand that the thread which hold civilized society together is thin and vulnerable; therefore, Athenians place great value on tradition, social restraint, and continuity. To an Athenian, bad manners are acts of violence against the social order. The modern Visigoth cares very little about any of this. The Visigoths think of themselves as the center of the universe. Tradition exists for their own convenience, good manners are an affectation and a burden, and history is merely what is in yesterday's paper.
To be an Athenian is to take interest in public affairs and the improvement of public behavior. Indeed, the ancient Athenians had a word for people who did not. The word was idiotes, from which we get our word idiot. A modern Visigoth is interested only in his own affairs and has no sense of the meaning of community.
And, finally, to be an Athenian is to esteem the discipline, skill, and taste that are required to produce enduring art. Therefore, in approaching a work of art, Athenians prepare their imagination through learning and experience. To a Visigoth, there is no measure of artistic excellence except popularity. What catches the fancy of the multitude is good. No other standard is respected or even acknowledged by the Visigoth.
Now, it must be obvious what all this has to do with you. Eventually, like the rest of us, you must be on one side or the other. You must be an Athenian or a Visigoth. Of course, it is much harder to be an Athenian, for you must learn how to be one, you must work at being one, whereas we are all, in a way, natural-born Visigoths. That is why there are so many more Visigoths than Athenians. And I must tell you that you do not become an Athenian merely by attending school or accumulating degrees. My father-in-law was one of the most committed Athenians I have ever known, and he spent his entire * life as a dress cutter on Seventh Avenue in New York City. On the other hand, I have known physicians, lawyers, and engineers who are Visigoths of unmistakable persuasion. And I must also tell you, as much in sorrow as in shame, that at some of our great universities, perhaps even this one, there are professors of whom we may fairly say they are closet Visigoths. And yet, you must not doubt for a moment that a school, after all, is essentially an Athenian idea. There is a direct link between the cultural achievements of Athens and what the faculty of this university is all about. I have no difficulty imagining that Plato, Aristotle, or Democritus would be quite at home in our classrooms. A Visigoth would merely scrawl obscenities on the wall.
And so, whether you were aware of it or not, the purpose of your having been at this university was to give you a glimpse of the Athenian way, to interest you in the Athenian way. We cannot know on this day how many of you will choose the way and how many will not. You are young and it is not given to us to see your future. But I will tell you this, with which I will close: I can wish for you no higher compliment than that in the future it will be reported that among your graduating class the Athenians mightily outnumbered the Visigoths.
Thank you, and congratulations.
Neil Postman
Author's Note: Having sat through two dozen or so graduation speeches, I have naturally wondered why they are so often so bad. One reason, of course, is that the speakers are chosen for their eminence in some field, and not because they are either competent speakers or gifted writers. Another reason is that the audience is eager to be done with all the ceremony so that it can proceed to some serious reveling. Thus any speech longer than, say, fifteen minutes will seem tedious, if not entirely pointless. There are other reasons as well, including the difficulty of saying something inspirational without being b***. Here I try my hand at writing a graduation speech, and not merely to discover if I can conquer the form. This is precisely what I would like to say to young people if I had their attention for a few minutes.
If you think my graduation speech is good, I hereby grant you permission to use it, without further approval from or credit to me, should you be in an appropriate situation.
Members of the faculty, parents, guests and graduates, have no fear. I am well aware that on a day of such high excitement, what you require, first and foremost, of any speaker is brevity. I shall not fail you in this respect. There are exactly eighty-five sentences in my speech, four of which you have just heard. It will take me about twelve minutes to speak all of them and I must tell you that such economy was not easy for me to arrange, because I have chosen as my tohttps://p.9136.com/28plex subject of your ancestors. Not, of course, your biological ancestors, about whom I know nothing, but your spiritual ancestors, about whom I know a little. To be specific, I want to tell you about two groups of people whose influence is still with us. They were very different from each other, representing opposite values and traditions. I think it is appropriate for you to be reminded of them on this day because, sooner than you know, you must align yourself with the spirit of one or the other.
The first group lived about 2,500 years ago in the place we now call Greece, in a city they called Athens. We do not know as much about their origins as we would like. But we do know a great deal about their accomplishments. They were, for example, the first people to develop a complete alphabet, and therefore they became the first truly literate population on earth. They invented the idea of political democracy, which they practiced with a vigor that puts us to shame. They invented what we call philosophy. And they also invented what we call science, and one of them—Democritus by name—conceived of the atomic theory of matter 2,300 years before it occurred to any modern scientist. They composed and sang epic poems of unsurpassed beauty and insight. And they wrote and performed plays that, almost three millennia later, still have the power to make audiences laugh and weep. They even invented what, today, we call the Olympics, and among their values none stood higher than that in all things one should strive for excellence. They believed in reason. They believed in beauty. They believed in moderation. And they invented the word and idea which we know today as ecology.
About 2,000 years ago, the vitality of their culture declined and these people began to disappear. But not what they had created. Their imagination, art, politics, literature, and language spread all over the world so that, today, it is hardly possible to speak on any subject without repeating what some Athenian said on the matter 2,500 years ago.
The second group of people lived in the place we now call Germany, and flourished about 1,700 years ago. We call them the Visigoths, and you may remember that your sixth-or seventh-grade teacher mentioned them. They were spectacularly good horsemen, which is about the only pleasant thing history can say of them. They were marauders—ruthless and brutal. Their language lacked subtlety and depth. Their art was crude and even grotesque. They swept down through Europe destroying everything in their path, and they overran the Roman Empire. There was nothing a Visigoth like better than to burn a book, desecrate a building, or smash a work of art. From the Visigoths, we have no poetry, no theater, no logic, no science, no humane politics.
Like the Athenians, the Visigoths also disappeared, but not before they had ushered in the period known as the Dark Ages. It took Europe almost a thousand years to recover from the Visigoths.
Now, the point I want to make is that the Athenians and the Visigoths still survive, and they do so through us and the ways in which we conduct our lives. All around us—in this hall, in this community, in our city—there are people whose way of looking at the world reflects the way of the Athenians, and there are people whose way is the way of the Visigoths. I do not mean, of course, that our modern—day Athenians roam abstractly through the streets reciting poetry and philosophy, or that the modern-day Visigoths are killers. I mean that to be an Athenian or a Visigoth is to organize your life around a set of values. An Athenian is an idea. And a Visigoth is an idea. Let me tell you briefly what these ideas consist of.
To be an Athenian is to hold knowledge and, especially, the quest for knowledge in high esteem. To contemplate, to reason, to experiment, to question—these are, to an Athenian, the most exalted activities a person can perform. To a Visigoth, the quest for knowledge is useless unless it can help you to earn money or to gain power over other people.
To be an Athenian is to cherish language because you believe it to be humankind's most precious gift. In their use of language, Athenians strive for grace, precision, and variety. And they admire those who can achieve such skill. To a Visigoth, one word is as good as another, one sentence indistinguishable from another. A Visigoth's language aspires to nothing higher than the cliche.
To be an Athenian is to understand that the thread which hold civilized society together is thin and vulnerable; therefore, Athenians place great value on tradition, social restraint, and continuity. To an Athenian, bad manners are acts of violence against the social order. The modern Visigoth cares very little about any of this. The Visigoths think of themselves as the center of the universe. Tradition exists for their own convenience, good manners are an affectation and a burden, and history is merely what is in yesterday's paper.
To be an Athenian is to take interest in public affairs and the improvement of public behavior. Indeed, the ancient Athenians had a word for people who did not. The word was idiotes, from which we get our word idiot. A modern Visigoth is interested only in his own affairs and has no sense of the meaning of community.
And, finally, to be an Athenian is to esteem the discipline, skill, and taste that are required to produce enduring art. Therefore, in approaching a work of art, Athenians prepare their imagination through learning and experience. To a Visigoth, there is no measure of artistic excellence except popularity. What catches the fancy of the multitude is good. No other standard is respected or even acknowledged by the Visigoth.
Now, it must be obvious what all this has to do with you. Eventually, like the rest of us, you must be on one side or the other. You must be an Athenian or a Visigoth. Of course, it is much harder to be an Athenian, for you must learn how to be one, you must work at being one, whereas we are all, in a way, natural-born Visigoths. That is why there are so many more Visigoths than Athenians. And I must tell you that you do not become an Athenian merely by attending school or accumulating degrees. My father-in-law was one of the most committed Athenians I have ever known, and he spent his entire * life as a dress cutter on Seventh Avenue in New York City. On the other hand, I have known physicians, lawyers, and engineers who are Visigoths of unmistakable persuasion. And I must also tell you, as much in sorrow as in shame, that at some of our great universities, perhaps even this one, there are professors of whom we may fairly say they are closet Visigoths. And yet, you must not doubt for a moment that a school, after all, is essentially an Athenian idea. There is a direct link between the cultural achievements of Athens and what the faculty of this university is all about. I have no difficulty imagining that Plato, Aristotle, or Democritus would be quite at home in our classrooms. A Visigoth would merely scrawl obscenities on the wall.
And so, whether you were aware of it or not, the purpose of your having been at this university was to give you a glimpse of the Athenian way, to interest you in the Athenian way. We cannot know on this day how many of you will choose the way and how many will not. You are young and it is not given to us to see your future. But I will tell you this, with which I will close: I can wish for you no higher compliment than that in the future it will be reported that among your graduating class the Athenians mightily outnumbered the Visigoths.
Thank you, and congratulations.
sit through
remain seated until the end of; be present at 一直坐到…结束;出*
be/have done with
have finished with; be finished with 结束;完毕
first and foremost
most importantly; above all else 最重要的;首先
align oneself with sb.
join sb. as an ally; come into agreement with sb. 与某人结盟;与某人一致
put...to shame
cause shame to (sb./sth.); show (sb./sth.) to be inferior by comparison 使(某人/某事)蒙羞;使(某人/某事)相形见绌
sweep down
move steadily with great force or speed *卷;突袭
usher in
introduce or mark the beginning of a new period, fashion, generation, etc. 引进(新时期、新一代等);标志着(新时期、新时尚、新一代)的开始
known as
generally recognized as; called or labeled as 公认为;被称为
hold...in high esteem
have a very favorable opinion of; show great respect to 给…以好评;对…非常尊敬
aspire to
desire strongly to achieve (sth.); have ambition for (sth.) 渴望取得;对…抱有雄心
take interest in
be keen to know more about (sth.) or be involved in (it) 对…感兴趣
catch the fancy of sb./sb.'s fancy
please sb.; appeal to sb. 合某人的心意;吸引某人
have to do with
be connected with; be related to 与…有联系;与…有关
at home
at ease as if in one's own home; familiar 自在;无拘无束;熟悉
——冰河世纪4观后感 (菁华3篇)
灯光熄灭，扑面而来的巨大的冰川和那只淘气又倒霉的.小松鼠立刻将人们拉回到了遥远的冰川世纪，使我们忘记了夏天的闷热。随着这只松鼠的脚步，一场因为它的灾难就此拉开了序幕、、、、、、
地球板块被这只贪婪的松鼠弄得四分五裂，使得猛犸象曼尼、树獭希德以及剑齿虎迭哥与家人和朋友分离，但他们用友情温暖了一个又一个夜晚；用勇气为自己照亮了前方的路；用团结克服了种种困难，终于与家人团聚并找到了一片生机勃勃的陆地，在那里重建自己幸福的家园。
这部电影的感人之处不仅仅在于动物们之间的深厚感情，它还暗示我们：每一个人的存在都拥有价值。虽然希德在协助夺取海盗船时，没有完成自己的工作，但在最后的紧要关头，他却救了曼尼，使得曼尼和他的家人团聚；或许现在有许多人认为家里多一个老人是一种福气，但与此同时，又会成为一种累赘，片中看似行为很疯狂荒唐的奶奶却在关键时候展现出她的光彩。曾经被家庭抛弃、被人们看做废物的他们在现在看来是那么的可爱和伟大，可见，一个人的价值并不在于生活中的行为、语言的与众不同，而在于是否心存团队这两个字。我想，如果懂得什么是团队，那就能够体会亲情的温暖、合作的愉快，甚至会收获爱情的幸福！只有坚信上帝创造了我们，那么我们自身就一定存在着无限的价值！，才会体会生活的多彩和乐趣，自身的价值可能会在不经意间迸发。
如此一部精彩的电影，不仅仅带给了人们视听的享受，还有诙谐幽默的语言、滑稽搞笑的动作以及人生的哲理。
希望明年还能在大荧幕上看到这群可爱的动物们，带我们畅享在壮观的冰河世纪，用他们团队精神在轻松快乐的气氛中再度化解危机！
灯光熄灭，扑面而来的巨大的冰川和那只淘气又倒霉的小松鼠立刻将人们拉回到了遥远的冰川世纪，使我们忘记了夏天的闷热。随着这只松鼠的脚步，一场因为它的灾难就此拉开了序幕。
地球板块被这只贪婪的松鼠弄得四分五裂，使得猛犸象曼尼、树獭希德以及剑齿虎迭哥与家人和朋友分离，但他们用友情温暖了一个又一个夜晚；用勇气为自己照亮了前方的路；用团结克服了种种困难，终于与家人团聚并找到了一片生机勃勃的陆地，在那里重建自己幸福的家园。
这部电影的感人之处不仅仅在于动物们之间的深厚感情，它还暗示我们：每一个人的存在都拥有价值。虽然希德在协助夺取海盗船时，没有完成自己的工作，但在最后的紧要关头，他却救了曼尼，使得曼尼和他的家人团聚；或许现在有许多人认为家里多一个老人是一种福气，但与此同时，又会成为一种累赘，片中看似行为很疯狂荒唐的奶奶却在关键时候展现出她的光彩。曾经被家庭抛弃、被人们看做废物的他们在现在看来是那么的可爱和伟大，可见，一个人的价值并不在于生活中的行为、语言的与众不同，而在于是否心存团队这两个字。我想，如果懂得什么是团队，那就能够体会亲情的温暖、合作的愉快，甚至会收获爱情的幸福！只有坚信上帝创造了我们，那么我们自身就一定存在着无限的价值！才会体会生活的多彩和乐趣，自身的价值可能会在不经意间迸发。
如此一部精彩的电影，不仅仅带给了人们视听的享受，还有诙谐幽默的语言、滑稽搞笑的动作以及人生的哲理。
希望明年还能在大荧幕上看到这群可爱的动物们，带我们畅享在壮观的冰河世纪，用他们团队精神在轻松快乐的气氛中再度化解危机！
我早就听说《冰河世纪4》这部电影非常的好看,但是却一直没有机会，观《冰河世纪4》有感800字。听说幕维最*在演冰河世纪4,正好爸爸办了一张银卡。而且还是半价呢!于是,我便和妈妈一起来到了幕维。
我早早地就来到了,我左等等,右等等。终于可以进场了,太棒啦!我拿了一个眼睛,这个电影还有3D的效果呢!看起来一定非常的有趣。
电影开始了,突然眼前一亮,显出了一头猛犸象、一只剑齿虎,和几只树懒。我猜,他们应该就是这个故事的主人公!那只猛犸象的女儿调皮捣蛋,他的父亲觉得她非常的小,不让她做那些危险的动作。于是她便认为爸爸不爱了,这种现象在生活中非常的普遍,爸爸妈妈对子女非常的溺爱。其实,这也是爱的一种,只不过方式不同罢了。
就在这时,冰块突然裂开了,猛犸象离开了的女儿与妻子。和坚持虎、树懒一起踏上了旅途。他们乘着的冰块小船开始前进,一路上,他们遇到了大风大浪,我很为他们担心,但是,他们团结一致,共度难关，读后感《观《冰河世纪4》有感800字》。猩猩海盗把他们抓了起来,但是他们却靠的智慧打败了他们并且占据了海盗船。猩猩海盗不肯放过猛犸象,又召集了士兵,准备与猛犸象决一死战。
猛犸象又一次获得了胜利,他终于找到了的妻子与女儿,但是,大陆桥也已经塌了下来,猛犸象率领动物们赶紧逃跑。猩猩船长又一次捣乱,把猛犸象和伙伴们都给抓住了。怎办,怎办,这可怎办。就在这时,猛犸象的女儿挺身而出,解救出了。看到,我不禁为她得勇敢而感动了,终于,猛犸象获得了胜利。而他也改变了的想法,让他的女儿有了自由。
生活处处充满爱,其实每个人的父母都是爱你的`,只不过表达的方式有所不同!
——大学英语综合教程2 Unit5课后*题参考答案 (菁华3篇)
Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement
contains information given in one of the paragraphs. Identify the paragraph from which the information is derived.
You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by
marking the corresponding letter on Answer Sheet 2.
Caring for elderly parents catches many unprepared
[A ] Last July, Julie Baldocchi，s mother had a massive stroke and was paralyzed. Baldocchi suddenly had to become a family caregiver, something that she wasn"t prepared for. “I was flying by the seat of my pants,” says Baldocchi, an employment specialist in San Francisco. Both of her parents are 83, and she knew her father couldn’t handle her mother’s care. The hospital recommended putting her mother in a nursing home. Baldocchi wasn’t willing to do that. But moving her back into her parents’ home created other problems. Baldocchi, 48, is married and lives about a mile away from her parents. She has a full-time job and has back problems that make it difficult for her to lift her mother. “I couldn’t do it all,” she says. “But I didn’t even know how to find help.”
[B] With help from the Family Caregiver Alliance, she eventually hired a live-in caregiver. “But even if you plan intellectually and legally, you’re never ready for the emotional impact,” Baldocchi says. In the first two months after her mother’s stroke, she lost about 30 pounds as stress mounted. More than 42 million Americans provide family caregiving for an * who needs help with daily activities, according to a 2009 survey by the AARP. An additional 61.6 million provided at least some care during the year. And many are unprepared.
[C] While many parents lack an advance care directive, it’s the most basic and important step they can take. The directive includes several parts, including: a durable power of attorney, which gives someone legal authority to make financial decisions on another’s behalf; a health care proxy, which is similar to the power of attorney, except it allows someone to make decisions regarding medical treatment; and a living will that outlines instructions for end-of-life care. (For example, pare
1.The doctors _______ the medicines to the people in the flood area.
A. distributed
B.packed
C.prayed
D.undertook
2.Much of the news provided by this newspaper is _______, not foreign.
A. domestic
B.strain
C.purchase
D.murder
3.He tried to _______relations with his former wife but he failed.
A. measure
B.maintain
C.shelter
D.re*
4.He _______ to study harder in the future so that he could have more opportunities to find a better job.
A. resolved
B.resorted
C.requested
D.reserved
5.The _______ work continued for more than a week but there was still no sign of the missing boy.
A. research
B.rescue
C.vessel
D.vast
6.Many kinds of animals are believed to have _________ from the earth
A. withdrawn
B.vanished
C.found
D.hung
7.The engineers in this lab spent several weeks _______ their plans for the new bicycle.
A. counting
B.stripping
C.elaborating
D.casting
8.Pine trees are usually believed to _______ cold weather.
A. guard
B.accomplish
C.roar
D.endure
9.Free medical service is _______ to nearly all the college students in China.
A. favorite
B.available
C.convenient
D.average
10.After working for twenty hours without any rest, the doctors were _______.
A. exhausted
B.mounted
C.wrapped
D.restored
11.In order to increase our output, we need to import more production _______.
A. facilities
B.hens
C.votes
D.artists
12.When a spacecraft travels, one of the major problems is reentry into the Earth’s _______.
A. surface
B.atmosphere
C.attitude
D.bent
13.This river forms a natural _______ between China and Korea.
A. boundary
B.string
C.spot
D.zone
14.She is already 16years old. But she _______as if she were still a little girl.
A. believes
B.absorbs
C.accrses
D.behaves
15.We are _______ at the rapid progress Mark has made in this semester.
A. distinguished
B.annoyed
C.astonished
D.scored
答案：
AABAB
BCDBA
BDDAC
Part II Reading Comprehension
(35 minutes)
Directions: There are 4 passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on the Answer Sheet with a single line through the center.
Passage One
Questions 11 to 15 are based on the following passage.
Scratchy throats, stuffy noses and body aches all spell misery, but being able to tell if the cause is a cold or flu (流感) may make a difference in how long the misery lasts.
The American Lung Association (ALA) has issued new guidelines on combating colds and the flu, and one of the keys is being able to quickly tell the two apart. That’s because the prescription drugs available for the flu need to be taken soon after the illness sets in. As for colds, the sooner a person starts taking over-the-counter remedy, the sooner relief will come.
The common cold and the flu are both caused by viruses. More than 200 viruses can cause cold symptoms, while the flu is caused by three viruses—flu A, B and C. There is no cure for either illness, but the flu can be prevented by the flu vaccine (疫苗), which is, for most people, the best way to fight the flu, according to the ALA.
But if the flu does strike, quick action can help. Although the flu and common cold have many similarities, there are some obvious signs to look for.
Cold symptoms such as stuffy nose, runny nose and scratchy throat typically develop gradually, and *s and teens often do not get a fever. On the other hand, fever is one of the characteristic features of the flu for all ages. And in general, flu symptoms including fever and chills, sore throat and body aches come on suddenly and are more severe than cold symptoms.
The ALA notes that it may be particularly difficult to tell when infants and preschool age children have the flu. It advises parents to call the doctor if their small children have flu-like symptoms.
Both cold and flu symptoms can be eased with over-the-counter medications as well. However, children and teens with a cold or flu should not take aspirin for pain relief because of the risk of Reye syndrome (综合症)，a rare but serious condition of the liver and central nervous system.
There is, of course, no vaccine for the common cold. But frequent hand washing and avoiding close contact with people who have colds can reduce the likelihood of catching one.
11. According to the author, knowing the cause of the misery will help ________.
A) shorten the duration of the illness
B) the patient buy medicine over the counter
C) the patient obtain cheaper prescription drugs
D) prevent people from catching colds and the flu
12. We learn from the passage that ________.
A) one doesn’t need to take any medicine if he has a cold or the flu
B) aspirin should not be included in over-the-counter medicines for the flu
C) delayed treatment of the flu will harm the liver and central nervous system
D) over-the-counter drugs can be taken to ease the misery caused by a cold or the flu
13. According to the passage, to combat the flu effectively, ________.
A) one should identify the virus which causes it
B) one should consult a doctor as soon as possible
C) one should take medicine upon catching the disease
D) one should remain alert when the disease is spreading
14. Which of the following symptoms will distinguish the flu from a cold?
A) A stuffy nose.考试大的美女编辑们
B) A high temperature.
C) A sore throat.
D) A dry cough
15. If children have flu-like symptoms, their parents ________.
A) are advised not to give them aspirin
B) should watch out for signs of Reye syndrome
C) are encouraged to take them to hospital for vaccination
D) should prevent them from mixing with people running a fever
Passage Two
Questions 16 to 20 are based on the following passage.
In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.
16. We learn from the first paragraph that many Americans believe ________.
A) Japanese parents are more involved in preschool education than American parents
B) Japan’s economic success is a result of its scientific achievements
C) Japanese preschool education emphasizes academic instruction
D) Japan’s higher education is superior to theirs
17. Most Americans surveyed believe that preschools should also attach importance to ________.
A) problem solving
B) group experience
C) parental guidance
D) individually-oriented development
18. In Japan’s preschool education, the focus is on ________.
A) preparing children academically
B) developing children’s artistic interests
C) tapping children’s potential
D) shaping children’s character
19. Free play has been introduced in some Japanese kindergartens in order to ________.
A) broaden children’s horizon
B) cultivate children’s creativity
C) lighten children’s study load
D) enrich children’s knowledge
20. Why do some Japanese parents send their children to university-based kindergartens?
A) They can do better in their future studies.
B) They can accumulate more group experience there.
C) They can be individually oriented when they grow up.
D) They can have better chances of getting a first-rate education.
——21世纪的生活英语作文范文5份
I imagine a lot about lives in the future. I think two words can summarize my imagination. The first word is fast. In the future, we will have more quickly transportation means. No matter how far we go, it takes only a short time. With the development of science and technology, we can travel to the moon, Mars or somewhere outer space. People may can live in other planets. The second word is convenient. Because of the fast development of our society, many work can be done by computers or even robots. Lots of things are fully automated. Humans just need to give some simple instructions to complete complecated tasks.
This is my idea of the future life,what dou you think it?
living in a city has both advantages and disadvantages. it is often easier to find work. there are always many choices of public transport. besides, there are a lot of interesting things to do and places to see. you can eat in good restaurants, visit museums, go to cinemas and go to parks whenever you want to relax. however, living in a city is often very expensive. you must find a well-paid job, otherwise, you will not be able to afford the things you will do. what's more, the city is always crowded, noisy and dirty.
it is very difficult to find a good place where people can enjoy peace and fresh air as in the countryside.
I often go to see my grandma and grandpa during my summer vacation.They areboth seventy years old and live in the country happily. Summer view of thecountryside is very beautiful. I can do many interesting things there. I am used to getting up early in the morning breathing the fresh airlistening to the birds singing and enjoying the green trees red flowers and the river. I like fishing with my friends. When night es I sit under the tree with my grandma listening to her telling me many funny stories. And I tell her some new things happening in the city. When I have to go backI am always reluctant to go. I really feel happy living in the country.
My school life is very common. I get up at six o’clock every morning from Monday to Friday. And the I would? go running with my classmates, as our head teacher says health is the most important thing. After running I have to do morning exercises on the playground. Then I can have breakfast. Having breakfast, I need to have morning reading. Oh, I almost forget that all of the students have to do some cleaning before breakfast. There come the various classes. Then noon comes. Having lunch, I will go to sleep. I often read twenty minutes before I fall asleep. I have class in the afternoon. And I still have classes at night. It’s boring, right?
But I have got used to it and enjoy myself at school.
Living in the 21st century offers certain advantages,suchas a higher standard of living, but it also has some disadvantages, such as a polluted environment.
To begin with, most people now have more money forless hard work. They earn higher salaries than before and enjoy better social security, such as social welfare for laid-offworkers and disability insurance.
Secondly, because of the advance in medical technologywhich leads to better medical care and treatment, peoples lifeexpectancy is longer. Moreover, most people now can afford to buy foods of high nutrition and enjoy their leisure time.
Thirdly, modern conveniences such as radio, TV, internet, various vehicles and labour-saving machines in the home, all greatly facilitate human communication, transportation and housework as well.
Nevertheless, living in the 21st century also has its disadvantages. The most serious one is the increasingly polluted environment; air is filled with smog and water is contaminated by iehemicals from factories.Another main disadvantage is thepersonalization of human relattonships which mostly resultfrom peoples ever-increasing contact with machines and numbers. Still one more disadvantage is the weakening of spiritualvalues. An undeniable fact is that a large number of people aresolely interested in materialistic culture,while neglectingspiritual civilization. Limited by space, we have to skip theexamples.
In conclusion, although the 21st century has indeed givenus a lot of advantages, it may not have made us wiser, becauseit has also made our earth dirtier, our people less humane, andour spirituali iife poorer, We shpuld continue to enjoy thebenefits of technological advancement,however, we must
make a concerted effort to preserve our natural environmentfor future generations. Moreover, we should take the timenow to make our lives more meaningful in anihcreasingly impersonal, computerized world.
——孙悟空21世纪后的忧郁作文(精选五篇)
我家有个齐天大圣——孙悟空。就是我那猴年出生的小顽皮蛋——妹妹。她可让我和妈妈伤透了脑筋！
就说她这次“大闹天宫”吧！她拿着“金箍棒”——水彩笔，在“天宫“耍来闹去”。一会儿把黑色水彩笔在自己脸上“彩绘”，一会儿把自己从“孙悟空”变成“黑猫警长”……我仔细一看，脸上还真白一道黑一道，真是一个名副其实的“黑猫警长”！不过，我这个当姐姐的也不能坐视不理，一把夺下她的“金箍棒”。可是，她竟然狗咬吕洞宾，不识好人心！使出杀伤性武器——哭，弄得我给也不是，不给也不是。只好先礼后兵，把水彩笔归还原主。而她像得到战利品一样兴高采烈！
可这“孙悟空”的依赖性挺强的。有一次，妈妈和小姨妈出去买菜。由于妹妹的“一步三回头”，发现了这一“重要情报”，像一条跟屁虫一样跟着妈妈，妈妈想甩都甩不掉。于是，我英勇上阵，挑战对手！使出全身力气，抱起萱萱。没想到的是疯狂乱抓差点让我临阵脱逃。但是，“士可杀，不可辱！”我怎么可以败在妹妹的手下。可是，妹妹最终败在我的手下！
“悟空”，我的好妹妹！
孙悟空自从陪师父去西天取经后，要么在天宫办公事，要么陪孩子到花果山。这一天，孙悟空收到一条来自世界的微信，是华山武馆邀请他观看武术比赛的。悟空毫不犹豫地答应了，心想：正好趁着这个机会，到人世间走走看看。
孙悟空两三分钟就骑着翻筋斗来到了人间。哇，现在人类世界真的发生了翻天覆地的变化。高层建筑拔地而起，一栋栋。汽车穿梭在*坦的柏油路上，人们的着装与以往完全不同。男人穿衬衫裤子，女人穿裙子高跟鞋，整个人都显得精神抖擞……多么热闹的景象啊！
忽然，一道充满惊喜的声音传来：“咦，这不是孙大生！” 孙悟空一看，原来是一个围着红领巾的小学生。他眨了眨眼睛，问道：“小子，我怎么去华山武道馆？” ”孩子用手指着前方说道：“就在前面，你可以往前走两百米左右！”孙悟空对着孩子道了谢，向着目的地走去。
到了武馆，唐宁主人热情的招呼着。他拉着孙悟空的手说道：“我们已经等了很久了，请就座，比赛马上开始！”然后，各派高手一一上台，大家都学起了武功，直到他们咔嚓咔嚓，看来现在武功已经成为人们健身的一种方式了，孙悟空点了点头，表示赞赏。
孙悟空见这世间和谐美好，舍不得回天宫！
《西游记》中最受世人喜爱的形象莫过于孙悟空了，而我对孙悟空更是崇拜有加。
孙悟空--法号行者，是唐僧的大徒弟，会七十二变、腾云驾雾。一双火眼金睛能看穿妖魔鬼怪的伎俩；一个筋斗十万八千里；使用的兵器是如意金箍棒。他占花果山为王，自称齐天大圣，因大闹天宫被如来佛祖压在五行山下五百多年。后来经菩萨点化，保护唐僧西天取经，一路上降妖斗魔，历经九九八十一难，取回真经终成正果。他嫉恶如仇，英勇无畏，取经后被封为斗战胜佛。
孙悟空是猴，同时又是神猴和人猴。作为猴，他毛脸雷公嘴，火眼金睛，罗圈腿，拐子步，性急好动，坐立不安，爱吃山桃野果。作为神，他精于七十二般变化，一个筋斗十万八千里，耍起金箍棒，打得天兵天将无影无踪，可谓神通广大。作为人，它既有人类共同的特点，喜欢“戴高帽”，好胜心强，爱搞恶作剧，也有着品行高尚的素质。
在他身上有三个方面的性格特点：一是英勇无畏的斗争精神；二是爱憎分明的处世原则；三是超凡出世的智慧。
八戒的大师兄孙悟空听说猪八戒开食品挣了大钱，便也向如来要了一笔钱，来到中国上海，找到了猪八戒，并让他帮自己找了一套房子，开了个健身房。
装修自然不能比猪八戒的差，进口的木地板，最贵的墙纸，高档的音箱，最新潮的健身器材……装修完后，孙悟空在健身房里开办了几个培训项目：健美操、拉丁舞、跆拳道、猴拳……请了最好的教练，猴拳当然是自己教了。对了，还缺清洁工，那就把花果山的猴子猴孙找来吧！而且，在着健完身后，还可以品尝花果山的新鲜桃子。
健身房终于开业了。在开业的第一天，健身房的门差点被挤坏了。这可把孙悟空高兴坏了。他把健身一小时规定为10元，还设计了月卡。这价格实在太便宜了，那些白领、公务员、各行各业的人都去了。没办法，悟空只好有买了一套房子，开了连锁店。
这几个月来，孙悟空可赚了大钱，又开了一家水果店，专门供应花果山的新鲜水果，大大提高了花果山的知名度，使许多人慕名到花果山旅游。于是，悟空开了家旅行社，专门带人去花果山。这还不够，他还在上海开了家花果山酒店。使孙悟空一夜暴富，成了上海知名人物，照片登在各大杂志上。孙悟空还买了辆宝马车，一套别墅。这使八戒好羡慕！！
我最喜欢孙悟空。我觉得要是有孙悟空的本事就好了。一天晚上，我做了一个梦，梦见自己真的成了孙悟空。
我翻了个筋斗云转到了四川。我拿出我的金箍棒，敲在地上。我说：“故土，快把路清了。”土地老人吓得浑身发抖，说：“好的，好的……”之后路就开了。
来到汶川，看到很多人因为房子倒塌而无家可归，就拔了一根头发吹走了。倒塌的建筑立即恢复到原来的形状，那些人愉快地回到了家。
突然发现一群人在哭，问：“你为什么哭？”他们说：“我们在地震中失去了亲人。”又一个筋斗云翻到了阎罗馆。我对颜劳尔说：“你为什么要把这么年轻的生命带进坟墓？”快把他们送回地球。“然后，死人又复活了。
看到汶川的人们又在他们美丽的家园开始了幸福的生活，我满怀信心地离开了。
听说南方发洪水，就冲过去找龙王。我生气地说：“这里不需要你。这里雨太大了。你应该去新疆、内蒙古等干旱地区。”龙王听了我的建议，说：“非常感谢。我知道我错了。”之后，我收起了雨包。然后，南方的天空终于放晴，白云飘起。我也开心的笑了。
就在这时，我妈把我叫醒了。我睁开眼睛，看到这是柯南的一个梦。唉，真希望自己真的能成为孙悟空，去帮助那些受灾的人。
——21世纪核心素养心得体会优选【五】篇
我们课标组确定美术的核心素养是：图像识读、美术表现、审美态度、创想能力、文化理解五个方面，核心素养的发布已*十个年头，*时只是作为一个理论体系在头脑中短暂停留，没有做过多的理解。今天，在海口市二十五小学海甸校区听了蓝燕萍老师《关于美术核心素养的解读》受益颇深，蓝老师用通俗易懂的语言，生动形象的事例，将抽象的美术核心素养和我们*时的教学事例紧密的结合起来，指出我们在*时教学中对核心素养的一些误区，使我们有则改之，无则加勉。
图像识读指对美术作品、图形、影像及其他视觉符号的观看、识别和解读。在美术教学中，所画的图像是什么，有什么文化含义使我们图像识读的关键。
美术表现指运用传统与现代媒材、技术和美术语言创造视觉形象。
审美判断指对美术作品和现实中的审美对象进行感知、评价、判断与表达。
创意实践意识主导的思维和行为。蓝老师讲到龙华的剪纸、十一小的作品非常有创意等。我们从中获取创意实践的思维意识。
文化理解指从文化的角度观察和理解美术作品、美术现象和观念。蓝老师通过对世界各地民族文化的实例分析，和一些教师的亲身实践，“读万卷书，行万里路”我们应该利用假期增加自己的文化素养，丰富自己的阅历，将自己的感受分享给学生。民族文化的多样性，使我们打开文化的视野，当好美术老师，必须自身有良好的文化素养，直观示范对学生的影响特别重要。
五个素养如何在教学中体现，可以作为对老师的评价条件。在谈到未来的美术课，实现学生在现实情景生活中去多关注，带着问题去学*，培养学生的探究能力至关重要。说到这里，蓝老师拿大家都非常熟悉的小故事《司马光砸缸》为例，救人---如何救人---怎样做才能有效地达到救人目的，那么你就必须有知识有技能，才能去解决问题。如何将美术转化为生活有情感地解决核心问题，看外表也要看内心，先学会做一个师者，再做好美术专业教师。
通过一个上午的集训学*，明白自己的方向，使美术的五个素养在自己身上得到体现。
听了郭老师的讲座我受益匪浅。基于核心素养的教学，要求教师要抓住知识的本质，创设合适的教学情境，启发学生思考，让学生在掌握所学知识技能的同时，感悟知识的本质，积累思维和实践的经验，形成和发展核心素养。一堂数学的成功与否：无论教学中采取了什么样的教学方式或模式，应更加关注自已的教学是否真正促进了学生更为积极地去进行思考，并能逐步学会想得更清晰、更全面、更深、更合理，时刻注意培养学生的思维能力。因此，在数学教学设计时，不忘思维是数学学科素养的核心，思想是数学学科教学设计的灵魂，在教学设计中一定要体现让学生经历抽象数学思考的过程；正确处理好阶段性与连续性、整体性与个别性的关系。
数学学科是一个联系性非常强的学科，在教学设计时我们要抓住思维是数学学科素养的核心这一要点。教学设计中要体现让学生经历抽象数学思考的过程并处理好阶段性与连续性的关系，循序渐进，及时过渡。这就要求我们在以后的教学中深入研究，挖掘数学思想程资并通过对数学知识的认识把相应的数学思想方法外显出。并且在教学的最后我们要逐步的培养学生核心素养的发展，让学生在知识点完成后进行知识网络的建构已达到知识的巩固与理解。
所以在今后的教学中在教学设计时我们要处理好“教”与“学”的设计。实施基于学科素养的教学设计，我们应当关注“教师和学生”两个实施主体，既要设计好教师的“教”行为，又要充分关注到学生的“学”的表现，实现“教与学互相融合”。
通过专题二“基于核心素养的教师专业发展”的培训学*，使我深刻认识到了教师“六功”的重要性。教师必须具备多样好功夫啊。耳功，嘴功，眼功，手功，脑功以及身功。我们教师应与时俱进，适应时代的发展，做好自己的角色定位，充分利用各种条件，激发学生的求知欲，提高学生的实践能力，培养学生的创新精神，促进教与学的改革深化。学*，教学相长、共同进步。尤其是以下几点：
一、教师倾听学生是了解学生的主要途径。
“教学”是由教师教和学生学两方面要素组成的，缺乏对学生的了解，即使有精致完美的教学设计，全面充分的教学准备，也会由于缺乏针对性而无法生成高效率的课堂教学。因此，了解学生是教学活动顺利开展并且取得实效的起点。了解学生的最简便、直接、有效的方法就是倾听学生，倾听能使教师较全面地了解学生的知识背景，情感态度，智力水*和思维能力。没有倾听，了解学生只能是雾里看花，隔靴搔痒。
二、教师倾听学生也是教师成长的助推力。
“教学相长”，课堂教学是学生学*、成长的过程，同时也应该是教师学*、成长的过程。亚里斯多德告诉我们：“谁在倾听，也就随之而听到了更多的东西，即那些不可见的以及一切人们可以思考的东西。”倾听能使教师获取出乎意料的多种有效信息，或是对迷惑的问题豁然开朗，或是对弄错的东西拨乱反正，或是对视如*常的地方重新认识。倾听还能使教师的分析能力、思维能力、判断能力和应变能力得到一定的锻炼，最终促进自身的成长。
三、教师研究学生是非常重要的
相比于老师明确怎么教学生知识，其实研究学生个体差异，让学生明白怎么有效地学*更重要。未来教师必须提升自己的认识能力，认识每一个学生个体特点的能力。每个教师都应该去研究自己的每一个学生，关键在于提升教师认识学生的能力、指导学生学会学*的能力，特别是认识学生个体的学*特点、发展路径等。如果我们要为他们终身奠基，就必须详细了解每个学生的不同。教师提升自己的认识能力，一方面靠经验，另一方面要提升自己运用信息技术的能力，懂得大数据分析。如果我们的老师不去掌握大数据的话，在未来的信息社会中教学水*就跟不上。教师们不能只停留在做PPT教案的水*上，而要更多地使用大数据的互动功能，提供给学生个性化的教育服务。
通过培训，让我深刻地认识到让学生学会做人，学会求知，学会合作，学会实践，学会创新”的理念所取代。教师应与时俱进，适应时代的发展，做好自己的角色定位，充分利用网络环境，激发学生的求知欲，提高学生的实践能力，培养学生的创新精神，促进教与学的改革深化。
通过培训，让我能以更宽阔的视野去看待我们的教育工作，让我学到了更多提自身素质和教育教学水*的方法和捷径。
“核心素养”是当前教育领域最受关注的热词之一。*日在第二届“北京教育论坛”上，专家表示，时代变化了，要求变了，呼唤核心素养的出现。讨论中国的核心素养要结合中国社会发展阶段的特点，要适应中国现阶段的国情、校情。哪些素养是需要我们特别关注、我们的学生和国民所需要的。
“核心素养是新课标的来源，也是确保课程改革万变不离其宗的‘DNA’。核心素养将为北京学校带来六大变化。”有关专家表示，六大变化包括:
育人导向更加注重学生理想信念和核心素养的培养;
课堂教学更加关注课程建设综合化、主体化发展趋势;
实践活动;更加关注学生学*体验、动手实践及创新意识的培养;
课业负担将会进一步减轻课业负担，课后作业形式及总量发生较大变化;
学校课程更加贴*学生的生活;
未来将更加注重增加国家课程和地方课程的适应性。
教育部基础教育质量监测中心有关负责人在论坛演讲中表示，“我国基础教育和高等教育阶段学生核心素养总体框架研究”工作报告已经提交教育部，正在接受鉴定。
对于这一国家版“核心素养”具体内容，社会各界充满期待，同时提供了多个方面的建议。据了解，参与“中国学生发展核心素养”制订的专家阵容强大。“我国基础教育和高等教育阶段学生核心素养总体框架研究”项目始于2013年5月，受教育部基础教育二司委托，由北京师范大学林崇德教授牵头组织。项目由北京师范大学牵头，华南师范大学、河南大学、山东师范大学、辽宁师范大学共同承担。
林崇德教授日前出*高中学生发展指导高峰论坛表示，项目组共组织了48场访谈，涉及575位专家，提出了12个指标。其中一级指标有社会参与、自主发展、文化修养。二级指标中社会参与里面有道德品质、社会责任、国家认同、国际理解，自主发展里有身心健康、自我管理、学会学*、问题解决与创新，文化修养里面有语言素养、数学素养、科学技术与信息素养，审美与人文素养等。
不过，最新出炉的“中国学生发展核心素养(征求意见稿)”透露，学生发展核心素养，是指学生应具备的、能够适应终身发展和社会发展需要的必备品格和关键能力，综合表现为9大素养，具体为社会责任、国家认同、国际理解;人文底蕴、科学精神、审美情趣;身心健康、学会学*、实践创新。
此次培训，旨在培养教师核心素养，提升教学技能，鼓舞大家勇担教师重任。通过这次培训，学*内容非常实用，对我各方面的能力有了很大提高。有以下学*体会：
一、提高了我的思想认识。我清楚地知道了作为一名教师既要提升个人的素养和知识能力，跟上时代的前进步伐。教书育人是建立在高度责任感上的，作为老师，要树立正确的价值取向，给学生以积极恰当的引导，要重视与学生的情感交流以及教学中的公*性，对待学生一视同仁，要懂得倾听与尊重，让学生愿意信任你，让学生学会自立，让学生学有所得。
二、在工作中要不断学*的新的技能，丰富自身技能。我对自己的工作进行反思，更新自己的思想，让自己新的理念更加做到因材施教。激励我在*时的教学中不断地探索和反思，并对工作有了新认识。
三、关于如何培养学生的核心素养的问题，通过这次远程培训我认识到课堂的组织和授课的方式等教学方式引导学生积极参与，教师要有相应的技能和教学方式来指导学生，让学生在各学科的课程要求完成身心的素养成长，在学科的延伸中让学生可以提高自己的核心素养，形成个人自主自律的核心素养。
通过此次培训，让我体会到对一名优秀数学教师应具备的核心素养更清晰的认识。今后我将更加努力在教育事业的这条道路上前进。
