当前位置：文档库 › Wisdom of Bear Wood教案及讲义

Wisdom of Bear Wood教案及讲义

Lesson Four Wisdom of Bear Wood

1．授课时间:

第9－10周

2．授课类型: 理论课三次；习题课一次

3．授课题目:Wisdom of Bear Wood

4．教学目的、要求:

a)Ask the students to preview the text, dividing it into several parts and summarizing the

main idea of each part;

b)Ask the students to understand and remember the new words and phrases of this

lesson;

c)Help the students to understand the difficult sentences of this lesson;

d)Help the students to understand that true friendship is in the giving and not in the

taking.

e)Help the students to understand the essence of true friendship and its main ingredients.

5．教学重点及难点:

1）背景知识的传授：Robin Hood; Bershire; Rural life in Britain

2）文章的体裁分析，段落划分；

3）语言点的理解；

Word study: suspect; regard; earn; incline; identify

Grammar Focus: Ways of expressing adverbial; ways of expressing apposition;

prepositions (comprehensive)

6. 教学基本内容纲要，教学方法、手段，实施步骤：

A内容纲要:

1)词缀bi-; -ocular; -ify;

2)背景知识及作者的介绍Robin Hood; Bershire; Rural life in Britain

3)文章结构和段落划分

4)课文讲解

B教学方法和手段：

以学生为主体，教师为主导，课堂上开展以任务为中心的形式多样的教学活动，在加强基础训练的同时，采用启发式、讨论式、发现式和研究式的教学方法，充分调动学生的积极性。以课堂教学内容为基础，引导学生思考什么是真正的友谊以及如何与他人建立纯洁和持久的友谊。

C实施步骤：

1)口语讨论练习

2)背景知识及作者的介绍

3)文章结构和段落划分

4)课文语言点的讲解

5)习题的讨论

7．作业、讨论题、思考题:

完成课后练习;

多看英语报刊杂志及英语经典小说，扩大阅读量；

精听与泛听相结合，逐步提高自己的听力水平；

积极参加英语角等有助于提高英语口语的活动；

坚持用英语写日记；

做一些专四相关练习；

8．参考资料（含参考书、文献等）:

1)杨立民主编,《现代大学英语精读》（3）教学用书。北京：外语教学与研究出版

社,2002。

2)梅仁毅主编,《现代大学英语精读》（3）教师用书。北京：外语教学与研究出版

社,2002。

3)李观仪主编，《新编英语教程》（第三、四册）。上海:上海外语教学研究出版, 1999。

4)黄源深，虞苏美等主编，《综合英语教程》（1-4册）。北京：高等教育出版社，1998。

5)《高等学校英语专业英语教学大纲》，北京：外语教学研究出版社，2000。

6)Judy Pearsall主编，《新牛津英语词典》。上海：上海外语教育出版社，1998。

7)丁往道、吴冰等编著，《英语写作手册》。北京：外语教学与研究出版社。

8)张道真，《现代英语用法词典》（重排本）。北京：外语教学与研究出版社，1994。

9)张道真，温志达, 《英语语法大全》上、下卷。北京：外语教学与研究出版社，

1998。

9．课后小结

Lesson Four Wisdom of Bear Wood

Part I Warm-up

1.1Love

Spread love everywhere you go: first of all in your own (1)house. Give love to your (2)children, to your wife or husband, to a next door (3)neighbor … Let no one ever come to you without leaving (4)better and (5)happier. Be the living (6)expression of God's kindness; kindness in your (7)face, kindness in your (8)eyes, kindness in your (9)smile, kindness in your warm (10)greeting.—Mother Teresa

1.2 A Song about Friendship

Auld Lang Syne

Should auld acquaintance be forgot, and never brought to mind?

Should auld acquaintance be forgot, and days of auld lang syne?

For auld lang syne, my dear, for auld lang syne;

we’ll raise a cup o’ kindness yet for auld lang syne.

For auld lang syne, my dear, for auld lang syne;

we’ll raise a cup o’ kindness yet for auld lang syne.

1.4 Story Telling

1. Make up a story with the following elements.

Woodlands; an owl; a boy;

an old lady; shortbread; cottage;

2. Compare your story with the text. Have you found anything unexpected?

Part II Background Information

2.1 Author

Michael Welzenbach(1954—2001) was an art critic as well as a poet and novelist. He wrote some of the most stimulating criticisms of art and music for the Washington Post.

2.2 Robin Hood

Robin Hood is a legendary hero of a series of English ballads, some of which date from at least the 14th century. He was a rebel, and many of the most striking episodes in the tales about him show him and his companions robbing and killing representatives of authority and giving the gains to the poor. Their most frequent enemy was the Sheriff of Nottingham, a local agent of the central government. Others included wealthy ecclesiastical landowners.

Robin treated women, the poor, and people of humble status with courtesy. A good deal of the impetus against authority stems from the restriction of hunting rights. The early ballads, especially, reveal the cruelty that was an inescapable part of medieval life.

The authentic Robin Hood ballads were the poetic expression of popular aspirations in the north of England during a turbulent era of baronial rebellions and agrarian discontent, which culminated in the peasants' Revolt of 1381. Robin Hood was a people's hero as King Arthur was a noble's.

2.3 Berkshire

Situated in the heart of southern England, the County of Berkshire, also known as "Royal Berkshire" is home to several well-known towns and cities, such as Windsor, where the famous royal retreat Windsor Castle can be found. Another royal connection is the Town of Ascot, famous for its very popular annual horse racing festival— "Royal Ascot". Berkshire also boasts many picturesque villages with views across the River Thames absolutely stunning. Berkshire, a county of southern England, that occupies the valleys of the middle Thames and its tributary, the Kennet, immediately to the west of London. Its area is 485 sq mi (1,256 sq km), and it is divided into six districts: Bracknell, Newbury, Reading, Slough, Windsor and Wokingham.

2.4 Rural Life in Britain

Cottages: Picturesque cottages (villa) are m ost people’s idea of the typical country building. Cottages dating from the late 16th century are generally the earliest to survive.

All manner of materials were used to build England's country cottages: stone, slate, wood, flint, clay, cob, thatch, boulders and pebbles, and turf. Whatever material was used, traditionally this would have reflected what was locally available

Whilst colorful flowers, always important to the cottage dweller, were haphazard in their

planting, vegetables were grown in ordered rows. Edibles were grown, not only for the cottagers' own table but also to be sold as a means of supplementing their income. The garden was not solely inhabited by plants, for the keeping of bees, and sometimes pigs, which was once a common sight in the cottage garden. The cottage garden provided the opportunity for the annual village show to develop, with every keen gardener hoping his produce would scoop the top prize.

Part III Text Appreciation

3.1 Text Analysis

Plot: the cultivation of friendship between a boy and an old lady

Setting: Bear wood

Protagonists: "I" and Mrs. Robertson-Glasgow

Writing techniques: go to Writing Devices

Theme of the story: True friendship is both rare and precious. It exists deep in heart and does not change. It is enduring and rewarding.

Structure:

Part 1 (paras. 1─4 ) about:The lonely boy found his pleasure in Bear Wood.

Part 2 (paras.5-23 )about:The boy met Mrs. Robertson-Glasgow in the Bear Wood

and they became best friends.

Part 3 (paras.24-27 )about:Mrs. Robertson-Glasgow became sick and dead

while their friendship flourished more than ever before

Part 4 (paras.28-37 ) about: The revelation of true love.

1 Friendship Between Two Souls

Differences:

The old woman the boy

old 12

English American

woman boy

lost her husband separated from friends

Similarities:

1) lonely 2)common interest—nature and knowledge

3) true love—giving not taking 4)others…

2 Beauties vs. Beauties

Beauties that lie in the Wood a vaulted cathedral

Beauties that lie in the friendship giving but no taking

3 When I was 12 years old, my family moved to England, the fourth major move in my short life.

Question: What does the author intend to emphasize, using this sentence as the opening? The author intends to impress the readers that the boy disliked moving very much. The comparison formed between "12" and "4" is impressive.

4 Question: What can you learn from the first 3 sentences of Paragraph 2?

From the "Background information" we've already got a good idea that in Berkshire there are lots of historic interests, including some famous ancient castles. For little boys, ancient castles usually mean brave explorations and endless pursuit of mysterious treasures. The boy, however, had no taste for these kinds of things. Instead, he just loved nature. Maybe besides this reason, he was also trying to avoid any involvement with other boys.

5 Question: In the beginning of the story, what did Bear Wood mean to the little boy?

heaven—but a lonely heaven (Was he really happy about the situation?)

a secret fortress (What to defend?Did it form attachments or loneliness?)

almost a holy place (Why holy?)

a private paradise (Who was going to intrude into it?)

6 Question:What is the implication of Paragraph 7?

Following the 6 short sentences connected by 5 "ands" and 1 "so", the readers can feel, in a vivid way, the boy is not at ease and is eager to leave.

7 Question: The owls are "introduced", "not native". What is indicated here?

In fact, neither the old lady nor the little boy is native in Berkshire. The only common thing is that they can share nature peacefully and happily with the introduced animals.

8 Question: Compare the two sentences.

"… she was growing frailer and less inclined to laugh."

"I began to grow quickly. I played soccer and made a good friend."

With time passing, the old lady was dying; at the meantime, with the inspiration of the friendship, the boy was developing into a confident and open-minded boy and no longer afraid of having new friends.

9 I suspected, of course, that she was lonely; I did not know she was ill.

Question: What is the implication here?

The old lady was so kind to the boy. She was so involved in furthering the communication with the boy that he even failed to notice how ill she was. Of course, because she was quite open to him, he could understand her loneliness.

10 Question: Why does the image of "the biscuit tin" reoccur so many times in the last part of the story?

Such an image entails a lot:

the finest shortbread in the world made by the old lady;

the everlasting friendship between them;

the kindness best shown by the boy's favorite snacks even before her death;

the odds and ends kept to remind how much the boy had learned from the old lady—not only knowledge about nature, but also about lively life and rewarding friendship.

11 Further Discussion

How did the boy come to live in England?

How did he like the frequent moves?

What did he usually do to amuse himself?

Why did Bear Wood become his favorite?

How did the boy come to meet Mrs. Robertson-Glasgow?

How did they become friends?

Why did they enjoy each other's company so much?

What did the boy discover about the elderly woman?

Can you imagine what kind of life she had had?

How did the boy suddenly lose his dear friend?

Why did the boy remember so fondly his days in the Bear Wood?

Retell the story in your own words

3.2 Writing Devices

3.2.1 Homonyms

Bear Wood (a large strong animal→stand sth. difficult or unpleasant)

Homonyms:words that happen to have the same sound and often the same spelling but differ in meaning. In dictionaries, they are put in different entries.

1. A ___ is an animal. a. bare b. bear

2. When it ___, it pours. a. rains b. reigns c. reins

3. It is dishonest to ___. a. steal b. steel

4. A ___ is a type of tree. a. beach b. beech (b, a, a ,b)

5. Take me ___ your leader! a. to b. too c. two

6. What a ___ of good milk! a. waist b. waste

7. My ___ is naturally curly. a. hair b. hare

8. The team ___ the playoffs. a. won b. one (a, b a, a )

9. She vanished into thin ___. a. air b. heir

10. The ___ of France is Paris. a. capital b. capitol

11. Come ___ right this minute! a. hear b. here

12. The window ___ was cracked. a. pain b. pane (a, a ,b, b,)

3.2.2 Antithesis

Familiarity sometimes makes people physically invisible, for you find yourself talking to the heart—to the essence, as it were, rather than to the face. (26)

the heart ; the face a pair of antitheses

"what is deep down" vs. "what can be physically seen"

Caring for a family member yourself can be enriching and rewarding but also demanding and draining.

As a spot on the weather map, Rochester is one chilly town. But as a model for educational reform, it's shaping up as the hottest place in America.

Terms like liberal and conservative do more to muddle than to clarify.

3.2.3 Onomatopoeia

... I’d leave the bright sun and the twitter and rustle of insects and animals outside and creep into another world—a vaulted cathedral, (4)

→Onomatopoeia:the formation of words that are like natural sounds

More examples:((can you imitate the sounds)

the twitter of birds; the rustle of leaves , the hiss of the snake,

the gurgle of the water, the cracking of the fire, the banging of the door ,

the fluttering of the flag, the rumbling of the waves , the tick-tock of the clock

Tom Carvel, 84, the ice-cream tycoon whose voice—a near-indescribable mix of grumble, mumble, rasp and gasp―peddled his company’s wares in radio and TV ads for 35 years, died in his sleep in Pine Plains, N.Y., Oct. 21.

"What be ye looking at?" asked a man who had not observed the incident.

"Ho-ho-ho!" laughed dark Car.

"Hee-hee-hee!" laughed the tippling bride, as she steadied herself on the arm of her fond husband.

"Heu-heu-heu!" laughed dark Car's mother, stroking her moustache as she explained laconically, "Out of the frying-pan into the fire!"

-- From Tess of the d’Urbervilles Chapter 10 by Thomas Hardy

3.3 Sentence Paraphrase

1. When I was 12 years old, my family moved to England, the fourth major move in my short life. (1)

When I was 12 years old, my family moved to England, which was the fourth major move in my short life.

the fourth major move in my short life: noun phrase as a condensed non-restrictive relative clause

More Examples:

1)Lottie grinned, a real wide open grin.

2)His father was laughing, a queer sobbing sort of a laugh.

2 My father's government job demanded that he go overseas every few years, so I was used to wrenching myself away from friends. (1)

wrenching myself away from friends. twisting and pulling myself violently away from friends demanded that subjunctive mood, not "went" or "goes".

More examples:

1) In the past men generally preferred that their wives c in the home.

A. worked

B. would work

C. work

D. were working

2) Jean Wagner's most enduring contribution to the study of Afro-American poetry is his

insistence that it _c_ in a religious as well as worldly frame of reference.

A. is to be analyzed

B. had been analyzed

C. be analyzed

D. should have been analyzed

3 Loving nature, however, I was most delighted by the endless patchwork of farms and woodland that surrounded our house. (2)

→However, as (because) I loved nature, I was really very happy to enjoy the endless pieces of farms and woods around our house.

Loving nature :present participle phrase, showing the reason

e.g. Being a few minutes late, he was dismissed.

Having been criticized, he made up his mind to improve his work thoroughly.

patchwork of farms and woodland :farms that look like small pieces of cloth of different colors when seen from far above

4In the deep woods that verged against our back fence, a network of paths led almost everywhere, and pheasants rocketed off into the dense laurels ahead as you walked. (2)

verged against: was close to; was at the edge or on the border of

a network of paths:a system of roads that cross each other and are connected to each other pheasants rocketed off:pheasants went off like rockets

5 Keeping to myself was my way of not forming attachments that I would only have to abandon the next time we moved. (3)

→I did not try to make many friends because in that way I did not have to give up my friendship the next time I had to move.

Keeping to myself:not mixing with or talking to other people

keeping; forming:gerund phrases

1)You can have it for the asking.

2)I feel like going shopping today. How about you?

3)Our family make a point of going to church every Sunday.

4)The old lady had great difficulty getting on the bus.

5)The children are having fun playing on the playground.

6My own breathing rang in my ears, and the slightest stirring of any woodland creature echoed through this private paradise. (4)

→I could even hear my own breathing, and even the lightest movement of any bird or animal in the wood could be heard throughout this paradise.

7 I proceeded quietly, careful not to alarm a bird that might loudly warn other creatures to hide.

(5)

→I moved quietly and carefully so that I would not alarm any bird which might loudly warn other animals in the woods to hide.

careful not to alarm a bird: an adjective phrase functioning as subject complement, which denotes the state the subject is in.

More examples:

1)careful not to alarm a bird: "They're not?" I asked, fascinated.

2)At a quarter to three, he got up and crept downstairs, careful of the creaky boards, and let himself out.

3)The cows looked at him, sleepy and surprised.

8 Soon I saw a small brick cottage that glowed pinkly in the westering sun. (18)

→Soon I saw a small brick cottage shining with a pink color in the sun that was moving toward the west.

9…and my well of knowledge about natural history began to brim over. (24)

→I began to know much about natural history, too much for a boy of my age.

well :spring or fountain

metaphor:knowledge linked to a well

brim over:overflow

exaggeration: having knowledge overflowing

10 Familiarity sometimes makes people physically invisible, for you find yourself talking to the heart—to the essence, as it were, rather than to the face. (26)

→When people get to know each other really well, sometimes they don't notice physical changes. The boy did not see that his friend, the old lady, was getting weaker and weaker because all the time he was talking to her heart, rather than to her face.

essence:the most important quality of sth.; the thing that makes sth. what it is

as it were:used to describe sth. in a way that is not quite accurate

to her heart and to her face:comparison to A rather than to B

11My mother was regarding me with a strange gentleness. (29)

→My mother was looking at me with a strange gentleness because she wanted to break the news gently so that I would not take it too hard.

12It is a wisdom tutored by nature itself, about the seen and the unseen, about things that

change and things that are changeless, and about the fact that no matter how seemingly different two souls may be, they possess the potential for that most precious, rare thing—an enduring and rewarding friendship. (37)

I learn a lot of knowledge, taught by nature itself, about the things I can see—the birds, insects, trees, and flowers, and the things I cannot see—ideas, scientific laws and principles. I also learn a lot about the things that change, including life itself, as well as the things that are changeless like friendship, love, and many basic values.

Part IV Language and Study

4.1 Word Study

1.attachment:n. affection; devotion

Examples:

As a teenager she formed a strong attachment to one of her teachers.

She has already formed a strong attachment to her baby brother.

feel a strong attachment to one's family

2.dangle

v. a. to hang or swing loosely

b. to offer as an attraction

Examples:

A pair of binoculars dangled from her neck.

He sat on the edge of the table dangling his legs.

They might do the job if you dangle a bonus in front of them.

3.dense

a. a. closely packed or crowded together

b. difficult to see through

c. stupid

a dense crowd dense laurels a dense metal a dense fog

a dense mist dense traffic a man with a dense brain

4.earn

v. a. to receive a certain amount of money for the work you do

b. to get something you deserve

Examples:

Now that you are earning, you should think about buying a house.

He earned a lot of praise from the papers for the way he handled the strike.

earn a well-earned reward 应得的报酬

earned income 劳动收入

earn one's bread 谋生，挣钱

earn one's own living 自食其力

5.extend

v. If someone extends his hand, he stretches out his arm and hand to shake hands

with someone.

Examples:

The man extended his hand: "I'm Chuck."

He refused to take the hand I extended in friendship.

He extended his hand in greeting.

6.familiarity

n. a. thorough knowledge (of)

b. the freedom of behavior only expected in the most friendly relations

Examples:

His familiarity with the language impressed us all.

They greeted each other with such familiarity that we thought they must be brother and sister.

7.frail

a. a. (someone) not very strong or healthy

b. (something) easily broken or damaged

Examples:

She lay in bed looking particularly frail.

The frail craft rocked as he clambered in.

Synonyms: fragile ,weak, slight, delicate

8. identify

v. a. to prove or show the identity of

b. to discover or recognize

Examples:

She was asked to identify the criminal.

The dead man has been identified as Mr. James Gould.

They have now identified the main cause of the problem.

9. impenetrable

a. a. impossible to go into or through

b. extremely difficult or impossible to understand

1.the impenetrable forest 密林

2.impenetrable by a bullet 子弹打不穿的

3.impenetrable darkness 漆黑

4.an impenetrable mystery 难解之谜

5. a mind impenetrable by/to new ideas不接受新思想的顽固头脑

10. incline

v. a. to influence or encourage to have a particular feeling, belief, etc.

b. to tend to; be likely to show a particular state of quality

c. to cause to move downwards

Examples:

Her arguments incline me towards a different view of the matter.

I incline to get tired easily.

He inclined his head in greeting.

incline a post against the wall 把柱子靠墙斜立着

incline one's ear to sb.侧耳倾听某人讲话

be inclined to go by air 想要坐飞机去

His attitude did not incline me to help him. 他的态度使我不想帮助他。

Are you inclined for a walk? 你想散步吗？

incline to traditional way 喜爱传统的做法

incline toward the speaker to hear more clearly将身子倾向讲话者，以便听得更清楚些。

Right incline!半面向右转走!

11. nickname

n. a name used informally instead of a person's own name connected with

one's character or history

first name 名Christian name 教名，洗礼名

surname 姓，绰号last name 姓

family name 姓maiden name 女子的娘家姓氏

pet name 爱称，昵称fake name 假名

pseudonym假名，笔名pen name 笔名

stage name艺名anonymity 匿名

12. offer

He offered me his seat. 他把他的座位让给了我。

offer a few ideas 提几点意见

offer the house for ￡1,000 房屋要价一千镑

offer ￡1,000 for the house 对该房屋出价一千镑

accept/decline an offer 接受/不接受提议

make an offer (of) 提议；提供，出价

on offer 出卖

receive an offer 接受提议

13. private

private life 私生活

private coach/teacher/tutor 家庭教师，私人教师

private property 私有财产

private ownership 私有制

a private secretary 私人秘书

a private car 私家车

private business 个人的事，私事

private affairs/concerns 私事，隐秘的事

private information 非正式消息

a private soldier 士兵，列兵

for sb.'s private ear 只私下里跟某人讲

in private (criticism in private 秘密地(背后批评)

14.proceed

v. a. to begin or continue in a course of action or set of actions

b. to advance; move in a particular direction

Examples:

The work is proceeding according to plan.

He paused to consult his notes, and then proceeded with his questions.

Passengers for the New York flight should now proceed to Gate 13.

proceed to London 去伦敦

proceed to the next business 着手另一项工作

Please proceed with your story. 请继续讲下去。

diseases that proceed from dirt 因为不清洁引起的疾病

proceed to the degree 得学位

proceed with one's work 继续干下去（尤指停顿一段时间后）

15.regard

v. a. to look at, observe, watch carefully

b. to consider in the stated way

n. respectful attention; consideration

Examples:

She regarded him curiously for a moment.

I have always regarded him highly.

You have no regard for my feelings.

in that regard; with regard to; regardless of as regards/regarding

16. roam v. to wander without any very clear purpose

e.g. The lovers roamed across the fields in complete forgetfulness of the time.

Crowds of youths roamed the streets looking for trouble.

Synonyms: ramble; stray; wander

17. stand

n. a small often outdoor place

Examples: a stand of trees/wheat; an ice-cream stand; a book stand

a newspaper stand; open stands; a good stand of timber

18. sting

n. & v. to hurt or make something hurt with a sudden sharp pain for a short time

Examples:

I stared out of the window, tears stinging my eyes.

He was stung by the bee/wasp/scorpion/nettle. /icy wind/oils/ sprays/smoke./condemnation/ harsh words/criticism

Synonyms :prick , wound, pain, inflame

19 suspect

v. a. to think that something is probably true or likely, esp. something bad

b. to think that someone is probably guilty

c. to doubt the truth of something

n. a person who is suspected of guilt, esp. in a crime

Examples: They suspect him of murder.

The police have arrested two suspects.

Word formation

n. suspicion

a. suspicious

a. suspectable

20. trespass

v. to enter privately owned property or land without permission

n. an act or offence of trespassing

Examples:

She was trespassing on my special place.

One more trespass I must make on your patience. I shall trespass on your hospitality.

Synonyms: infringe, intrude, transgress

21.wrench

v. to twist and pull with force

n. a. a feeling of sadness caused by leaving

b. a place or a person that you love

Examples:

to wrench a door off its hinges

He managed to wrench himself free.

Leaving home was a terrible wrench for him.

4.2 Phrases and Expressions

1. as it were:used indicating not very accurate 可谓，好像

Examples:

I'd understood the words, but I didn't, as it were, understand the question.

He is, as it were, a walking dictionary.

The English, the Scots and the Welsh are all, as it were, members of the same family.

Cf. as it is 事实上

Examples:I want to work at home on a Tuesday but as it is sometimes

it's a Wednesday or a Thursday.

I thought things would get better, but as it is they are getting worse.

2.brim over: to overflow

Examples: a glass brimming over with water

brim over with excitement, happiness, joy, etc.

I noticed Dorabella was brimming over with excitement.

3.catch one's breath: to stop breathing for a moment from surprise, fear, shock, etc.

Examples:

She caught her breath, instinctively touching her throat with her hand.

John caught his breath as Nikko nearly dropped the bottle.

He had stopped to catch his breath.

“Breath” phrases

at a breath 一口气

be short of breath 上气不接下气

above one's breath 大声，说出声

draw a breath 吸一口气

hold/keep one's breath 屏息

in a breath 一瞬间，一口气

out of breath 大喘气，上气不接下气

take breath 歇一口气

4. keep to oneself: to avoid meeting people socially不交际,不与人往来

e.g. Nobody knows much about him; he keeps very much to himsel

5. not nearly enough: far from enough; not enough

e.g. It's not nearly enough.差得很远。

There weren't nearly enough people to settle all that land.

当时移居来这个地区的人很少。

6. odds and ends: small articles of various kinds, without much value

Examples: The old round tin was filled up with countless other odds and ends.

He only heard some odds and ends.

7. put sb. at ease: to make sb. feel relaxed

Examples:

He had been dreading their meeting but her warm welcome soon put him at ease.

I never feel at ease in his company.

“Ease” phrases:

Finish the task at your ease.

He felt ill at ease in the strange surroundings.

He led a life of ease.

He passed the test with ease.

8. set off:to start a journey

Examples:We set off.

He set off for his remote farmhouse in Texas.

She set off, full of optimism.

set about 开始，下手，着手set in 开始，来到

set off 出发；使爆炸set to 认真着手

set back 阻碍，使受挫折set up 竖起，建立

set down 放下；制定set out 出发，动身

9. warn against:to warn someone not to do something

e.g. I had been warned against going off with strangers.

He warned me against going there at night.

4.3 Word Building

1.Prefix：bi-

binoculars

bi-: double, two, twice

biannual/bicameral/bicolored/biennial/bifurcated/bigamy/bilingual/bimonthly/bipod/bipolar/bis exual/ biweekly

每年两次的;（议会）两院制的;二色的;每两年一次的;分叉的;重婚;

两种语言的;两个月一次的;两脚架;有两极的;两性的;隔周的

2.Root：ocular

ocul: eye

ocular/oculist/oculomotor/

binocular/monocular/ocular defeat/ocular proof

眼睛的，视觉的，像眼睛的; 眼科医生; 使眼球动的，动眼的

双眼并用的，(pl.)双筒望远镜; 单眼的; 视力缺陷; 目证

3.Suffix：-ify

v. a. to make or become

b. to fill with

Examples:

to purify (= make or become pure)

to clarify (= make or become clear)

to terrify (= fill with terror)

class→classify fortification→fortify

identification→identify justice→justify

purity→purify satisfaction→satisfy

simplicity→simplify signification→signify

glory→glorify quality→qualify

4.4 Grammar

1. Apposition

Definition: A syntactic relation in which an element is juxtaposed to another element of the same kind，especially between noun phrases that do not have distinct referents.

Example:

Do you know my wife Lucy? Lucy is in apposition to my wife.

It was my secret fortress, almost a holy place.

The fortress is almost a holy place.

I'd leave the bright sun and the twitter and rustle of insects and animals outside and creep into another world—a vaulted cathedral.

The world is like a cathedral with a vaulted ceiling.

But she sent me home with two large tomes, one full of beautiful illustrations of birds, and one of butterflies and other insects.

One of the large tomes was full of beautiful illustrations of birds and the other was full of butterflies and other insects.

Analyze the grammatical function of the italic parts.

A few years later Michael had another good idea, to trade stamps by advertising in stamp magazines.

讲义教案(模板)

XXXX年XXXXXX考试XXXXXX讲义教案一、宣讲（一小时） ●本考试课程介绍，时间，考试题型，多选题的答题技巧并配有代表性例题。 ●历年真题的分布情况 ●本科目考试特点分为几大部分，每部分学习计划及授课安排 ●本科目每部分的代表性例题，举例讲解 ●本科目班型介绍及特点。 ●老师对本科目的学习方法建议 ●本科目学习重点二、知识全解班首先把每部分的内容标明，每部分包括几个大的知识点，然后细化每个知识点下面包含的内容，以及每个知识点需有代表性的例题或者是真题，真题无需体现某年或某序号。例如：第一部分施工管理概述知识点一、施工方的项目管理： 1、建设工程项目各参与方对项目管理的目标和任务； 2、施工总承包方、施工总承包管理方、建设项目工程总承包的特点。知识点二、施工管理的组织： 3、组织工具中的项目结构图、组织结构图(管理组织结构图)、合同结构图、工作任务分工表、管理职能分工表、工作流程图的概念与功能； 4、职能组织结构、线性组织结构和矩阵组织结构的特点及其应用。知识点一施工方的项目管理一、项目管理的核心任务－－项目的目标控制。（三控）二、建设工程项目管理的概念自项目开始至项目完成，通过项目策划和项目控制，以使项目的费用目标（业主是投资目标、施工单位是成本目标）、进度目标和质量目标得以实现。三、建设工程项目管理的类型 1、业主方的项目管理——总组织者，核心（投资方、开发方、由咨询公司提供的代表业主方利益的项目管理服务） 2、设计方的项目管理 3、施工方的项目管理（施工总承包、分包） 4、供货方的项目管理（材料、设备供应） 5、建设项目总承包方的项目管理（设计、采购、施工综合承包）例题（历年真题）：三、应试点题班（教材出来后更新）第1章XXXXXXXXX

教案教案与大纲讲稿区别

教案教案与大纲讲稿区别文档编制序号：[KKIDT-LLE0828-LLETD298-POI08]

电子科技大学课程《教案》编写基本要求关于教案整理的通知各学院（部）：根据学校教学工作整体安排，结合教育部本科教学工作评估要求，为进一步加强学校对院系教学工作、管理工作的宏观控制和指导，保证教学各环节规范进行并达到相应质量标准，努力提高教学质量，本学期教务处将组织专家于六月初对各学院教师教案进行检查。教案的编写要求以及格式见附件。对于已有教案的教师，可保留原来格式，参照要求进行补充，对部分没有教案的教师，请按照给定编写格式执行。教务处电子科技大学课程《教案》编写基本要求教案是教学大纲、课程方案的具体细化并精心设计的授课框架 ,是教师以教材章节和课时为单位编写的教学具体方案，是课堂讲授的重要依据，认真编写教案是保证教学质量的必要措施。因此每一位任课教师在接受课程教学任务后，在授课之前均须认真编写好所任课程的教案。一、教案编写的原则 1、尊重规律性：教案是教师对课堂教学活动的整体安排，是课堂教学的基础，是提高教学质量和教学效果重要保证。教案一般包括班级、学科名称、课时的教学目的、课程的类型、课程的进程（包括教学内容、教学方法、时间分配、作业、师生活动设计）、教具等。

2、符合科学性、富于独特性：编写教案应以课程的教学大纲为依据，在深入钻研教材，了解学生基本情况的基础上，根据每门课程的内容和特点，结合教师多年积累的教学经验和形成的教学风格，充分发挥教师个性、特点和才华，编写出具有自身特色的教案。 3、注重差异性：教案既不同于教学大纲，也不等同于讲稿（或讲课提纲）。教学大纲是对课程的总体要求，而教案则是实现教学大纲的具体细化并精心设计的授课框架。讲稿（或讲课提纲）是丰富和内化教案中的具体要求并实现这些设想的实质内容和书面台词，要充分考虑如何实现教案中所要求达到的教学目的和效果。 4、考虑变化性、加强创新性：任课教师应根据学科发展情况、教学要求的变化以及学生的实际水平，及时补充、修改、重新编写授课教案，以保持教学内容的先进性和适用性。二、教案编写的形式和内容 1、课程名称，授课学期、课程类型、课程时数。 2、授课对象：包括适用年级、专业、层次。 3、授课教师姓名、职称、学年、学期，编写时间。 4、教案编写首先应以章为单位，然后再按每一章中各节的教学内容和学时分配编写每一课时单元的授课教案。三、教案编写的具体内容 1、章节的教学内容及基本要求：应反映知识的深度、广度、教学层次（了解、理解、掌握、灵活运用）、技能训练、能力培养的要求。 2、每章各节教学内容（列出节名）及学时分配； 3、章节教学内容的重点和难点； 4、章节教学内容的深化和拓宽；

教案讲稿讲义的区别

教案、讲稿、讲义的区别与编写一、关于教案、讲稿、讲义的内涵教案：是依据教学日历的进度要求，为完成教学大纲所规定的教学任务而准备的教学工作计划，是教师以课时为单位编写的供教学用的实施方案。教学方案是落实教育思想、教学方法、教学手段和考试方法改革的具体措施，是指导具体教学实践的重要依据。一般应包括以下内容：授课的题目（教学章、节标题）、教学目标、教学的重点与难点、授课的方式、方法和手段、教学的基本内容、课后小结、作业、讨论、辅导答疑等课后延伸、参考资料。讲稿：也叫讲课稿，是对全部讲授内容的具体组织和表达，是讲授内容的文字描述，要求尽可能详细、全面。讲稿可以摘录教材，但不能是教材的翻版。教师在编写讲稿时，可根据学生的层次、专业、知识面、知识的连续性对教材内容进行必要的增删，同时应加进学科前沿的知识。讲义：为讲课教师自己编写的未正式出版的、可供学生使用的教材。二、教案和讲稿的区别 1、二者的关系教案和讲稿均是教师教学思维与教材结合的具体化过程，是教师课堂教学的依据，反映教师讲授的内容和不同特色。 2、二者的区别教案和讲稿的区别：（1）教案的基本内容体现的是教学的组织管理信息，讲稿的基本内容体现的是教学的知识信息；即教案解决的是“怎么教”的问题，讲稿解决的是“教什么”的问题。（2）教案是骨架，讲稿是血肉，二者是决定与被决定的关系。（3）在表现形式上，教案字少，显得简单，讲稿篇幅则较长。三、教案和讲稿的编写 1．教案的编写（1）教案编写要根据教学大纲、教材和教学进度表来编写，通过教案的基本构成要素来体现授课的详细实施步骤和主要内容。（2）撰写教案首先要钻研教学大纲和教材，弄清本课程的教学目的、具体章节的具体内容和要求，了解课程体系、结构、重点章节以及各章节的重点、难点。其次要注意广泛阅读本门课程的相关资料，了解本学科、专业发展的发展方向，对课程有关内容作必要的补充。第三，要了解教育对象的知识结构、理解能力，对讲授内容进行合理安排和设计。（3）教案是授课教师教学思想、教学方法和教学水平的重要体现之一，它反映教师的自身素质、

讲稿和教案的区别

讲稿和教案的区别讲稿，有的教师也叫备课笔记。它属于教师备课工作的文字结果之一，是个人一种最基本的教学文件。讲稿一般以课程教学大纲确定的教材为基本线索，按篇、章、节逐一书写，但它决不是教材本身的全文照录，而是根据教学对象、教学时数、经过适当梳理确定的基本教学内容。从这个意义上说，讲稿有点像一本简化了的讲义。当然，讲稿在教学内容的取舍、讲法、编排顺序上也不一定完全拘泥于原教材的格局；也就是说，教材上的内容不是必须纳入讲稿，而教材以外的内容也不是不能纳入讲稿。另外，当原教材存在某些缺陷时，还应遵循科学的原理作必要的纠正，记录在讲稿上，适时告诉学生，如某些概念的偏差和某些数据的偏差。可见，讲稿是经过教师本人多方学习、深刻理解教材后确定的教学内容，涵盖较广，文字较多。有同志形容讲稿是个人讲课的资料库，这个比喻很好。教案，按字面可理解为授课的方案。它大致包含以下要素：学科名称、授课时间、授课题目、教学目的、授课类型、重点、难点、教具、教学进程和教学方法。教学进程和教学方法是教案的关键，因为在这一部分，要写出教学内容的安排和时间分配，还要写出教学方法的具体运用，尤其对如何突出重点，分解难点，都应有一定的说明和交待；另外，对板书布置、例子选择、教具

展示、作业数量，以及如何引导、教育学生等等，都要作出考虑。归结起来，讲稿与教案的主要区别在于：讲稿侧重教学内容上的选择与撰写，而教案则偏于教学方法、教学安排、教学效果上的设想与构思。倘若从影视艺术的角度打比方，讲稿类似于剧本，而教案则犹如策划，像导演的分镜头脚本。讲稿和教案，其实是密不可分的。因为一定的教学内容，必须通过恰当的方法和形式，才能收到较好的效果。为了达到良好的教学效果．实现内容与形式的统一，既要有讲稿，又要有教案。讲稿与教案的区别 1.教案是依据教学内容、教学方法、教学对象、教学设施等特点，以课题为单位对教学进程进行的设计组织，它所承载的基本是课堂教学的组织管理信息，涉及的是组织性项目，而讲稿主要是依据教学大纲对教学内容进行的阐述，它所承载的基本是知识信息，涉及的是知识性项目。 2.教案的思路形成，主要受教学过程的管理逻辑支配，而讲稿的思路形成，主要受教学过程的知识逻辑支配。 3.教案形成的基础和前提必须是科学性与思想性兼

企业文档管理系统-文档资料

企业文档管理系统-文档资料 ZOpen EDM: 企业文档管理系统 ZOpen EDM是润普公司针对企业文档管理开发的一个即装即用的产品。使用ZOpen EDM文档管理系统，能够可靠地集中存储企业的海量文档，委托权限管理，支持文档的元数据，提供多种的文档挖掘线索，提供多种文档展现方法，最终提高工作效率、减少重复工作、加强部门之间的沟通，有效的管理企业最重要的智力资产。 ZOpen EDM文档管理系统的典型适用领域包括:学校、咨询公司、律师事务所、监理公司、开发部门、市场部门、企业文档管理和控制部门、服务和支持部门、呼叫中心、金融企业等。更多参看: , 产品主页: , Flash演示: Flash 演示(一) Flash 演示(二) 上海润普网络信息技术有限公司 info@https://www.wendangku.net/doc/6112690274.html, 1 ZOpen EDM产品特性 1.1 易用易用的Web界面

所有文档，可直接通过浏览器访问，网站界面类似Windows资源管理器。Web 界面非常易用，最终用户免安装，免使用培训。即便出差在外，只要开通网络端口，也可通过https安全连接访问网站。集成的FTP批量文件拖放在IE浏览器中点击网页上的链接，无需二次登录，可直接激活windows的web文件夹，使用 Windows资源管理器来进行批量上传、下载。和桌面编辑器集成在网页上点击“编辑”链接，可直接激活 word等编辑器进行编辑，可自动保存文件到服务

器。上海润普网络信息技术有限公司 info@https://www.wendangku.net/doc/6112690274.html, 此功能大大简化通常的文件下载、编辑、上传的复杂过程，实现了和桌面编辑器的无缝集成。文档预览直接在浏览器中预览word、PPT、PDF等格式的文件，用户甚至不必安装相应的桌面编辑软件。此功能简化了文档的下载、打开的繁琐(耗时)过程，方便文档的查看。邮件发送点击网页发送图标，可直接在网站上，通过填写表单发送文件邮件到指定地址。可查找网站集成的用户邮件地址薄，选择接收用户的邮件地址。用户不必借助任何其他工具，可方便发送文件。

管理信息系统教案

第一章管理信息系统概述第一节信息与管理信息一、信息（一）信息远在我国唐代，诗人中在《暮春怀故人》诗中有“梦断美人沉信息，目穿长路倚楼台”的美妙绝句。信息一词，、及其澳门则将其译为“资讯”。我们日常应用的信息不是一个精确的术语，随着社会的发展和现代科学技术的进步，信息的概念在逐步扩展、渗透和运用到社会科学和自然科学的许多领域，其涵和外延也发生了变化。广义的信息定义至今还在争论不休，目前可以说还没有定论。人们对信息从不同的角度去理解，可以得出以下的一些定义：信息是表现事物特征的一种普遍形式；信息是数据加工的结果；信息是系统有序的度量；信息表现物质和能量在时间、空间上的不均匀分布；信息是数据的含义，数据是信息的载体；信息是帮助人们做出决策的知识。信息论者认为：“信息是用来消除随机不确定的东西”。而控制论者认为：“信息就是人与外界互相作用的过程中互相交换的容的名称”。一般认为：信息是反映客观世界中各种事物的特征和变化，可以通讯的知识。对于信息，我们无需去研究哪一种定义更为确切，但关于信息有两点应该明确：（1）信息在客观上是反映某一客观事物的现实情况的；

（2）信息在主观上是可以接受、利用的，并指导我们的行动。从本质上讲，信息存在于物质运动和事物运动的过程中，它是一种非物质性的资源，它和物质、能源一起，构成了现代社会发展的三大支柱资源。正如一位美国科学家在一首诗中所描写的那样： “没有物质的世界是虚无的世界没有能源的世界是死寂的世界没有信息的世界是混乱的世界” 信息的作用就在于把物质、能源构成的混浊、杂乱的世界，变成一个有序的世界。减少人的不确定性，增强世界的有序性。信息是现代社会中和物质、能量同等重要的资源要素。信息是有一定含义的，经过加工处理的数据，它对接收者有意义，对决策或行为有现实或潜在的价值。信息的概念可以从以下四个方面进一步理解：信息是对客观事物特征和变化的反映；信息是可以传递的；信息是有用的；信息形成知识。（二）信息的基本特征 1、信息的客观性信息是事物变化和状态的客观反映。由于事物及其状态、特征和变化是不依人们意志为转移的客观存在，所以反映这种客观存在的信息，同样带有客观性。 2、信息的共享性物质、能量是守恒的，在交换过程中遵循等值交换原则。任何物和能，某人占有了它，别人就没有它。而信息则不同，是可以共享的。交换信息的双方都不会失去原有的信息，反而会增加一些信息。

模拟一个简单二级文件管理系统

模拟一个简单二级文件管理系统设计目的：通过具体的文件存储空间的管理、文件的物理结构、目录结构和文件操作的实现，加深对文件系统内部功能和实现过程的理解。设计内容：模拟一个简单二级文件管理系统一、实验内容描述 1 实验目标本实验的目的是通过一个简单多用户文件系统的设计，加深理解文件系统的内部功能及内部实现. 2 实验要求为DOS系统设计一个简单的二级文件系统.要求做到以下几点： ①可以实现下列命令： login 用户登录 dir 列文件目录 create 创建文件 delete 删除文件 open 打开文件 close 关闭文件 read 读文件 write 写文件 ②列目录时要列出文件名、物理地址、保护码和文件长度. ③源文件可以进行读写保护. 二、程序主要内容 1设计思路程序中要求每个用户在登陆后才可对其拥有的文件进行操作，用户对于其他用户的文件无操作权.文件操作包括浏览、创建、删除、打开、关闭、阅读、写入、修改模式.其他操作包括新建用户、帮助、用户登入、用户登出、退出系统. 在程序文件夹下有个名为“file”的系统根目录，此目录下包括：一个名为“mfd”的文件，记录所有注册过的帐号及密码；用户文件，以用户名作为文件名，内容为其拥有的文件名及属性；一个名为“keiji”的文件夹.“keiji”文件夹中包括：“”指针文件，记录所有已用的物理地址；一些以物理地址为名的文件，内容为文件内容. 2 数据结构 file结构体系统文件数据结构： fpaddrint，文件的物理地址、flengthint，文件长度、fmodeint，文件模式 0.只读；1.可写；2.可读写；3.保护、 fname[]char，文件名； filemode结构体文件状态数据结构： isopenint，文件当前状态，0.关闭；1.打开、modeint，文件模式 0.只读；1.可写；2.可

教案、讲稿编写规范

延安大学西安创新学院教案、讲稿编写规范延大西院教[2008]21号编写教案、讲稿是教师组织落实教学大纲的基本环节。为了进一步提高教师备课质量，规范教案、讲稿编写，有效地提高课堂教学水平，特制定本规范。一、关于教案、讲稿的内涵教案是依据教学日历的进度要求，为完成教学大纲所规定的教学任务而准备的教学工作计划，是教师以课时为单位编写的供教学用的实施方案。教案是落实教育思想、教学方法、教学手段和考试方法改革的具体措施，是指导具体教学实践的重要依据。教案不同于授课讲稿，一般应包括以下内容： 1．授课题目（教学章、节或主题）授课时间（课次）; 2．课时数（计划学时）; 3．授课时间（课次）; 4．教学目的、要求; 5．教学重点及难点; 6．教学基本内容纲要，采用的教学方法和教学手段，实施步骤等; 7．作业、讨论题、思考题; 8．课后小结; 9．参考资料（含参考书、文献等）。讲稿是教师的讲课稿，是对教学大纲所规定的全部讲授内容的具体组织和表达，是讲授内容的文字、图形描述，要求尽可能详细、全面。讲稿可以摘录教材，但不能是教材的翻版。教师在编写讲稿时，可根据知识的连续性，对教材内容进行必要的增删，同时应适当介绍本学科前沿知识。二、关于教案和讲稿的说明教案和讲稿都是教师教学思想与教材结合的具体化过程，是教师课堂教学的依据，反映教师讲授内容、教学方法、教学组织和不同风格与特色。（一）教案和讲稿的区别 1．教案所承载的基本内容是课堂教学的组织管理信息，讲稿所承载的基本内容是知识信息，即教案解决的是“怎么教”的问题，讲稿解决的是“教什么”的问题。 2．教案的思路形成受教学过程的管理逻辑支配，而讲稿的思路形成则受教学过程的知识逻辑支配。 3．在内容上，教案涉及的是组织性项目，讲稿涉及的是知识性项目。 4．在表现形式上，讲稿篇幅较长，教案篇幅较短。（二）关于电子教案、多媒体课件、网络课件的说明 1．电子教案表现形式是幻灯片，教师授课、学生复习使用，开发工具是Powerpoint，存储介质是磁盘、光盘和网络服务器。 2．CAI课件表现形式是软件，可以单独运行，应用于辅助教学，教师授课、助教、助学，解决重点、难点问题，是用专用的或高级语言编程实现的。存储介质是磁盘、光盘和网

电子档案管理系统解决方案设计

电子文档信息管理系统解决方案

山东东昀电子科技有限公司

目录 1. 系统功能模块的划分和各模块的设计 (1) 1.1总体功能设计 (1) 1.2信息管理 (4) 1.2.1 数据录入 (5) 1.2.2 文件上传、下载 (6) 1.3日常管理 (7) 1.3.1 检索查询 (7) 1.3.3 统计报表 (8) 1.4视频资料管理 (10) 1.4.3 媒体文件资料管理 (10) 1.5系统设置 (11) 1.5.1 建立符合用户要求的文档管理结构 (11) 1.5.2 对现有文档管理系统的其他设置 (12) 1.6系统安全 (13) 1.6.1 用户管理 (14) 1.6.2 角色管理 (14) 1.6.3 权限管理 (14) 1.7日志管理 (17) 1.8数据存储和备份 (18) 1.8.1 数据存储 (18) 1.8.2 数据备份 (20)

1. 系统功能模块的划分和各模块的设计1.1总体功能设计如图所示：

电子文档信息自动化管理系统总体设计如上面的系统逻辑架构，根据文档管理工作的分工不同分为：信息采集、日常管理、信息服务、系统安全、系统设置、软件接口六个部分。其中信息采集、日常管理和信息服务三部分包括了用户文档信息管理的主要业务内容，实现了文档信息的收集整理、日常管理和利用服务的网络化和电子化。信息采集主要负责文档信息的整理、编目与电子文件的自动挂接，完成文档信息的收集、录入和数字化工作。日常管理部分主要完成电子文档的鉴定、销毁、移交、编研、征集等工作，同时可以辅助实体管理、形成文档的目录、进行借阅、利用、统计等管理工作。信息服务主要通过简单方便的方式，为用户提供快捷的文档信息服务。系统安全则充分保证了文档系统和数据的安全性，使对电子文档信息的安全管理能够控制到每一具体功能操作和每一具体文件。系统设置部分为用户搭建符合自身文档信息管理需要的文档管理结构提供了定制工具，可以让用户自己量身定制本单位的文档管理结构，无论是从眼前，还是从长远考虑，都将比

比较文学讲义：《哈姆雷特》与《夜宴》比较教案简略版

经典面具下的我行我素 ——《哈姆雷特》与《夜宴》人物形象比较石燕京教学目的和要求：了解莎士比亚经典名著《哈姆雷特》在中国的传播；了解电影版《哈姆雷特》的改编历程；以人物形象为重点，比较分析所谓冯小刚式“中国版哈姆雷特”——《夜宴》与莎士比亚《哈姆雷特》的异同。重点和难点：1、影像世界中的《哈姆雷特》 2、《夜宴》与《哈姆雷特》中的人物形象求异比较 3、《夜宴》的后现代文化色彩教学方法：课堂讲授和讨论结合，多媒体课件辅助。教学过程：导入语：所谓冯小刚式“中国版哈姆雷特”——《夜宴》，其实与莎士比亚“原装哈姆雷特”有着本质的区别，尽管《夜宴》无论人物形象、情节元素、结构模式等诸多方面都有克隆经典名著《哈姆雷特》之嫌。特别是细细比较了两部作品中的主要人物形象，即哈姆雷特与无鸾；乔特鲁德与婉儿；克劳狄斯与励帝，以及奥菲莉娅与青女之后，便会清楚地看到：《夜宴》编导弄潮地赋予了其戏中人很强的后现代文化色彩，使他们分别在不同程度上颠覆了莎剧中相对应的人物形象。对《夜宴》妄加责难和大肆吹捧都是不科学的，事实上，《夜宴》也就是冯小刚为改变自我、超越自我，借用精英文化符号所作的一次大胆尝试而已，成败得失、见仁见智。一、电影版《哈姆雷特》一览莎士比亚的《哈姆雷特》已经多次被改编为电影，如 1948年劳伦斯·奥立弗（Lawrence Olivier）主演的黑白版——《王子复仇记》，被认为是最成功的版本，曾荣获多项奥斯卡金像奖。 1964年理查德·伯顿主演的“简约版”。 1990年梅尔·吉卜森（Mel Gibson）担纲的“性感版”。 1994年迪斯尼出品的“动画版”、1996年肯尼思·布莱纳（Kenneth Branagh）领衔的“超长版”。 2000年伊森·霍克主演的“现代版”等。二、《夜宴》与《哈姆雷特》的雷同之处：首先，在人物形象的设置上，《夜宴》中的人物几乎是《哈姆雷特》中的人物的克隆：无鸾与哈姆雷特；励帝与克劳狄斯；婉后与乔特鲁德；奥菲莉娅与青女；莱欧提斯与殷隼；殷太常与波洛涅斯，甚至被害的冤魂都是一一对应的。其次，在情节安排的表层结构上，《夜宴》对《哈姆雷特》仿佛也采取了全盘复制：国王暴毙——太子回宫——母后改嫁——双方试探——“戏中戏”——谋害与反谋害——伪装自我——毒计圈套——复仇

讲稿和教案的区别

讲稿和教案的区别 IMB standardization office【IMB 5AB- IMBK 08- IMB 2C】

讲稿和教案的区别（一）讲稿，有的教师也叫备课笔记。它属于教师备课工作的文字结果之一，是个人一种最基本的教学文件。讲稿一般以课程教学大纲确定的教材为基本线索，按篇、章、节逐一书写，但它决不是教材本身的全文照录，而是根据教学对象、教学时数、经过适当梳理确定的基本教学内容。从这个意义上说，讲稿有点像一本简化了的讲义（从逆向思维推敲一下，许多新教材也确实是从讲义演变而来的）。当然，讲稿在教学内容的取舍、讲法、编排顺序上也不一定完全拘泥于原教材的格局；也就是说，教材上的内容不是必须纳入讲稿，而教材以外的内容也不是不能纳入讲稿。另外，当原教材存在某些缺陷时，还应遵循科学的原理作必要的纠正，记录在讲稿上，适时告诉学生，如某些概念的偏差和某些数据的偏差。可见，讲稿是经过教师本人多方学习、深刻理解教材后确定的教学内容，涵盖较广，文字较多。有同志形容讲稿是个人讲课的资料库，这个比喻很好。教案，按字面可理解为授课的方案。它大致包含以下要素：学科名称、授课时间、授课题目（可写篇、章、节）、教学目的、授课类型（指新课、复习课、习题课、实验课、实习实训课等）、重点、难点、教具（包括实物、教模、挂图、幻灯、录像、多媒体、简单实验等）、教学进程和教学方法。教学进程和教学方法是教案的关键，因为在这一部分，要写出教学内容的安排和时间分配，还要写出教学方法的具体运用，尤其对如何突出重点，分解难点，都应有一定的说明和交待；另外，对板书布置、例子选择、教具展示、作业数量，以及如何引导、教育学生等等，都要作出考虑。归结起来，讲稿与教案的主要区别在于：讲稿侧重教学内容上的选择与撰写，而教案则偏于教学方法、教学安排、教学效果上的设想与构思。倘若从影视艺术的角度打比方，讲稿类似于剧本（或小说原本），而教案则犹如策划，像导演的分镜头脚本。

文档管理系统的解决方案.doc

文档管理系统解决方案 2010.08

1概述 .............................................................................................................................................................................. - 4 - 1.1系统目标 (4) 1.2系统框架 (4) 2设计方案 ...................................................................................................................................................................... - 5 - 2.1系统管理 (5) 2.1.1组织机构 ........................................................................................................................................................ - 5 - 2.1.2人员管理 ........................................................................................................................................................ - 5 - 2.1.3编码配置 ........................................................................................................................................................ - 6 - 2.1.4权限管理 ........................................................................................................................................................ - 6 - 2.1.5文档后台管理 ................................................................................................................................................ - 6 - 2.2文档管理主页 (6) 2.2.1文档发布 ........................................................................................................................................................ - 6 - 2.2.2文档排名 ........................................................................................................................................................ - 6 - 2.2.3文档推荐 ........................................................................................................................................................ - 6 - 2.2.4文档分类 ........................................................................................................................................................ - 6 - 2.3文档管理功能 (6) 2.3.1文档上传 ........................................................................................................................................................ - 7 - 2.3.2文档下载 ........................................................................................................................................................ - 7 - 2.3.3文档阅读 ........................................................................................................................................................ - 7 - 2.3.4文档播放 ........................................................................................................................................................ - 7 - 2.3.5文档查找 ........................................................................................................................................................ - 8 - 2.3.6文档统计 ........................................................................................................................................................ - 8 - 2.4系统接口 (8)

公司信息管理系统教案

厦门湖里区人才中心信息治理系统建议草案厦门鑫顶点网络技术开发有限公司

电话: 086-592-5325610 传真: 086-592-5325620 邮件: market@https://www.wendangku.net/doc/6112690274.html, 本方案要紧从系统分析、系统方案、客户服务、系统维护、日程安排五个方面。讲述如何进行“湖里区人才中心”信息治理系统的建设、维护、运作过程，从湖里区人才中心的经济实力、信息规模、人才配备、技术条件等方面动身，并结合人才行业的目前与今后进展方向，提出的可行性建议方案。本系统的不单为区人才提供强大的信息治理系统，并使配套网站“特区人才网”成为权威、专业的人才中介服务商务网站，协助你公司的人才治理系统与国际网站无缝接轨，并使网站进展成为集企业招聘、人才求职、毕业生公布、社会考试、社会、政策法规、行业动态等全方位人才中介服务网。

模块划分为：机构简介、人才求职、企业招聘、培训进展、行业动态、政策法规、个人助理、企业助理、治理系统等九个功能模块。 2.4.1 机构简介：提供机构的各类介绍信息与服务信息及其网站的背景及其综合介绍，目的是让扫瞄者对你机构与网站的情况有一个全面的了解，信息包含公司介绍、业务介绍、服务介绍、联系信息、网站介绍、加盟体系、网站声明、意见反馈、刊登广告、合作伙伴、网站地图、在线反馈等。 2.4.2 人才求职：（采纳动态语言开发） (1).会员注册：让个人会员注册与公布个人信息，个人简介，教育经历，培训经历，工作经历，工作技能，个人照片，详细介绍，求职意向，

并公布到网站的人才信息库，让企业检索人才档案库并扫瞄并查阅其信息。为保证网站上人才信息的正确性,依照会员的级不限制保证合法个人会员才能进行一些相关操作，会员信息必须人才网业务人员审核后才能对企业进行公布，其操作依照系统采纳开关设定功能（如公布人才信息功能可依照系统开关可设定成三种公布模式：1、自由会员公布2、验证会员公布3、收费会员方能公布，以此保证网站上人才信息的正确性），会员可依照的需要设定其简历格式，简历上依照会员的级不加盖不同的人才网印章。会员级不分类：（1.自由会员 2.验证会员 3.收费会员） a. 会员由网站直接注册，会员级不为自由会员，其注册信息必须通过人才网业务人员审核后设定其级不为验证会员。 b. 会员由人才网业务人员直接输入，其会员级不直接设定为验证会员。 c. 会员交纳费用给人才网，由人才网业务人员进行输入，会员资格设定为收费会员，并输入其在人才网的个人帐号，以后每月依照系统设定的收费标准直接扣款，直到存款不足。 (2).工作查询：

讲稿和教案的区别

《管理信息系统》教学大纲教学内容

《管理信息系统》教学大纲第一部分教学大纲说明一．课程的性质、任务和目的管理信息系统（MIS）是管理科学、系统科学、计算机科学和通讯技术等多学科综合发展起来的边缘性、综合性、系统性的学科，它运用经济管理理论、信息理论、系统理论、计算机科学等学科的概念和方法，融合提炼组成一套新的体系，它既具有较深和较宽的理论基础，又是一门实践性很强的学科。作为一门课程，管理信息系统是经济管理类专业的必修课。本课程的任务和教学目的是使学生掌握管理信息系统的概念、结构和建立管理信息系统的基础、管理信息系统开发方法学、管理信息系统开发过程各阶段的任务与技术、管理信息系统的开发环境与工具以及其它类型的信息系统等；使学生通过本课的学习，了解管理信息系统在企业管理中的作用。并通过实践培养学生综合运用知识和分析开发应用系统的初步能力。二．与其它课程的关系从技术的角度讲，本课程属于计算机科学技术在管理领域的应用，综合运用数据结构、数据库、软件工程、程序设计语言和计算机网络等先导课程的知识，是决策支持系统、办公自动化与其它业务信息系统分析与设计课程的基础。对于经济管理类专业，本课程不侧重于讲解技术本身，重点在于讲清管理学原理与方法同现代信息技术应用的关系、管理的革新与信息技术改造的关系、管理的需求与信息系统实现的关系。三．教学要求的层次各章教学的具体要求在后面列出的课程教学内容中给出，教学要求的层次为了解、理解和掌握。了解即能正确判别有关概念和方法；理解是能正确表达有关概念和方法的含义；掌握是在理解的基础上加以灵活应用。四．课程教学的基本要求 1 ．掌握管理信息系统的基本概念、结构和建立管理信息系统的基础； 2 ．掌握管理信息系统的开发方法学； 3 ．掌握管理信息系统开发各阶段的步骤、基本技术与方法； 4 ．初步掌握应用系统开发的方法，能够编写开发过程各阶段的主要文档； 5 ．了解管理信息系统开发的新技术和新进展；

电子档案管理系统解决方案

电子文档信息管理系统解决方案山东东昀电子科技有限公司

1. 系统功能模块的划分和各模块的设计1.1总体功能设计如图所示：

管理信息系统教案

曲靖师范学院管理信息系统教案管理信息系统教案第一章信息系统和管理一、教学目的及任务 1、掌握信息的概念；了解信息性质及度量、信息系统的发展 2、掌握信息系统的概念、信息系统结构 3、了解信息系统与管理的关系、信息系统与决策支持以及管理信息系统面临的挑战。二、教学重点 1、信息的度量计算公式 2、信息系统与管理的关系。三、教学难点

理解信息系统与管理的关系是本章的教学难点。四、具体教学内容如下：引入：为什么我们市场营销专业和公商管理专业要开设管理信息系统这门课程，在有的教材上对管理信息系统有另外一个称呼，叫做“企业的神经系统”，这是对于现代化的企业来讲，它的成功与否就在于它的经营和管理，而在我们生存的这个信息时代，成功的经营管理就离不开强大的管理信息系统的支持，随着现代企业的飞速发展，又处于这样一个信息爆炸的时代，企业的各种数据和信息呈现海量增长的趋势。因此，传统的手工管理模式已经不能适应当前企业海量数据在存储、管理、使用效率上的要求。所以，为了解决这个问题，我们就必须借助于现代先进的电子工具——计算机，通过使用各种管理信息系统，结合数据库，将企业各类数据和信息进行有效存储和管理，从而提高数据管理效率，最终达到为企业经营决策服务、提高企业生产力的目的。而这就是我们现在进行企业信息化建设的目标。同学们都可以看到，各种大大小小的企业，它们的各个部门都在使用计算机进行管理，所以说，管理信息系统它已经象我们人的每一根神经一样布满了企业的每一个角落。所以《管理信息系统》这门课程有着非常重要的学习价值。第一节信息及其度量一、信息化概览根据20世纪中美国产业人数的变化图分析劳动力的百分比变化。根据生产力模型比较在农业社会、工业社会、信息社会不同的资源和生产工具。信息与人、财、物、技术等资源一样，成为企业的第五种资源。忽视了对信息的管理，就不能提高效率，就难以保持企业的竞争力，难以提供良好的服务，也谈不上是现代化管理。企业的信息化是对企业中的信息进行系统化、集成化、自动化的过程，也就是对信息系统的规划、构筑、运行、管理的过程。二、信息(Information)的概念信息(Information)的广义解释：是关于客观事实的可通讯的知识。根据该广义解释看出它包含的三层含义：第一，信息是客观世界各种事物的特征的反映。特征是指事物的有关属性状态，比如时间、地点、程度和方式等等。第二，信息是可以通讯的。第三，信息形成知识，人们正是通过获得信息来认识事物的。在MIS中对信息的定义：信息是经过某种加工处理后并具有某种特定意义的数据。对接受者的行为能产生影响，对接受者的决策具有价值。比较数据与信息的关系：数据(Data)：对客观事物记录下来的可以鉴别的符号(字符、数字、图形等),是信息的表达形式。信息(Information)：指在特定背景下有特殊含义的数据，对决策者行为产生影响，是数据的内涵。并举例说明。信息的分类：信息可以从不同的角度来进行分类。 1、按照管理的层次可以分为战略信息、战术信息和作业信息； 2、按照应用领域可以分为管理信息、社会信息、科技信息等； 3、按照加工顺序可分为一次信息、二次信息和三次信息等； 4、按照反映形式可分为数字信息、图象信息和声音信息等。分别简单解释各类信息的含义。信息的性质： 1、事实性