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自主学习4

Part I Reading Comprehension (40 minutes)

Section A

Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage

through carefully before making your choices. Each choice in the bank is identified by a letter.

Please write the corresponding letter for each item in the blank. You may not use any of the

words in the bank more than once.

Questions 1 to 10 are based on the following passage.

A New York Times-CBS News poll found that almost 90 percent of Americans think that homeownership is an important part of the American dream. But only 7 percent of Americans 1)____ ranked homeownership as their first or second definition of the American dream. Why the 2)____? Owning real estate is important to some Americans, but not as important -- or as 3)___ rewarding -- as we're led to believe.

Federal support of homeownership greatly overvalues its meaning in American life. Through tax breaks and guarantees, the government 4)____ homeownership to its peak in 2004, when 69 percent of American households owned homes. Subsidies for homeownership, 5)___ the mortgage(抵押) interest deduction, reached $230 billion in 2009, according to the Congressional Budget Office. Meanwhile, only $60 billion in tax breaks and spending programs 6)____ renters.

The result of this real estate spending craze? According to the Federal Reserve, American real estate lost more than $6 trillion in 7)___, or almost 30 percent, between 2006 and 2010. One in five American homeowners is underwater, owing more on a mortgage than what the home is 8)___.

Those who profit most from homeownership are definitely the largest source of political campaign 9)_____. Insurance companies, securities and investment firms, real estate interests, and commercial banks gave more than $100 million to federal candidates and parties in 2011, according to the Center for Responsive Politics.

Homeownership is more important to 10)_____ interests than it is to most Americans, who, according to our research, care more about "a good job," "the pursuit of happiness" and "freedom."

1—5 MFHDI 6---10 ANOEL

Section B

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 writing the corresponding letter in the blank.

Fight Unhealthy Food, Not Fat People

A) It’s hardly breaking news that junk food is bad for us. But just how bad --- and just how much food

companies know about the addictive(添加剂) components of certain foods, and just how much they deliberately target the most vulnerable consumers knowing they are doing damage --- is still being discovered. The New York Times offers the latest installment in this weekend’s magazine with an ar ticle about the science of junk food addiction.

B) Nearly everything written about food in the mainstream media relies on the same narrative: Obesity

is bad. That kind of reporting is part of what’s keeping us sick. There’s no denying the fact that the American public has gotten larger in recent decades. Along with getting fatter, we've also seen a rise in illnesses like heart disease and certain cancers. Instead of focusing on how our health is hurting, most o f the media coverage uses the term “obesity”, making the story more about weight than about health --- to the point where it’s become an accepted truth that “fat” equals “unhealthy”.

C) That’s not actually the case, though. While “the obesity epidemic” may be a convenient catch-all for the

illnesses a nd health problems related to our food chain. it’s a lazy term and an inaccurate one. Are we actually worried about public health? Or are we offended by fat bodies that don’t meet our thin ideals? In all seriousness: What good does a focus on body size actually do?

D) If we’re actually concerned about health, then we should focus on health. The addictive qualities of our

food, the lack of oversight ( 监督). the high levels of chemicals and the government subsidies (补贴) to make prices lower making the worst foods the most accessible should concern us and spur us to action.

Nutrient-deficient (营养缺乏的) chemically-processed "food" in increasingly larger sizes is bad for all of our bodies, whether we're fat or thin or somewhere in between. So is the culture in which fast food is able to thrive. Americans work more than ever before; we take fewer vacation days and put in longer hours, especially since the recession hit. The US remains the only industrialized country without national paid parental leave and without compulsory annual vacation time; we also have no federal law requiring paid sick days. 85% of American men and 66% of women work more than 40 hours per week. In Norway, for comparison, 23% of men work more than 40-hour weeks, and only 7% of women.

E) Despite all this work, American income levels remain remarkably divided into the poorest and the richest,

with the richest few controlling nearly all of the wealth. In one of the wealthiest countries on earth, one in seven people rely on federal food aid, with most of the financial benefits going to big food companies who are also able to produce cheap, nutritionally questionable food thanks to agricultural subsidies. The prices of the worst foods are artificially depressed, the big food lobbies have enormous power, and the biggest loser is the American public, especially low-income folks who spend larger proportions of their income on food but face systematic impediments (妨碍) to healthy eating and exercise.

F) With demanding work days, little time off and disproportionate amounts of our incomes going toward

things like health insurance and childcare that other countries provide at a lower cost, is it any surprise that we eat fast-food breakfast on our laps in the car and prefer dinner options that are quick and cheap?

G) Reforming our food system requires major structural changes, not just saying no to put down that bag of

chips. We need to push back against corporate interests. Food companies are incredibly" good at positing themselves as crusaders (拥护者) for personal choice and entities simply dedicated to giving the public what it wants. Somehow, big food companies have convinced us that drinking a 32oz soda is a matter of personal liberty, and that the government has no place in regulating how much liquid sugar can be sold in a single container.

H) In fact, we know--- and they certainly know--- that human beings are remarkably bad at judging how

much we're eating. Food companies use that information to encourage over-consumption, and to target certain consumers who tend to have less disposable income to invest in healthy food --- poor people, people of color, kids.

I) Food is a social justice issue that has disproportionately negative impacts on groups already facing

hardship. That should be an issue for every socially conscious person. But when looking at the large number of problems caused not only by our big food industry but by the policies that enable them and our cultural norms that incentivize poor health choices, too many people simply turn "obesity" into the boogeyman(鬼怪). Doctors even blame fatness for all sorts of medical conditions and people don't get proper treatment. Fat women go to the doctor less often for routine cancer screenings, and patients report doctors focusing on their weight and ignoring real medical problems like broken bones and asthma (哮喘).

J）On the policy side, promoters of laws that incentivize health or push back on corporate food interests such as Michelle Obama’s Let's Move ! initiative, bans on extra-large sodas, and extra SNAP benefits at farmer's markets inevitably target "obesity" in their campaigns. That strategy has the effect of maligning (诽谤) the beauty of certain bodies instead of encouraging everyone to be healthier and countering the enormous influence of big companies. As a result, many people who should be the natural allies of health-promoting initiatives are put off by the shaming fat language.

K）"Obesity epidemic" language has also fed into the idea of body size and eating habits as social group. Thinner kale(甘蓝) ---eating elite liberals in the Northeast are trying to force-feed cabbage to heavier real Americans in the South and Midwest. No one wins with that kind of cultural polarization. L）Yes, let's push back against big food companies and question their outsized influence in Washington and in our daily lives, and let's focus on making healthy food more widely accessible. Let's realize that the challenges extend beyond just what we eat. Let's fight for the humane (仁爱的) work policies that will make us all healthier.

M）But let's do that because public health is all of our concern, not because it's culturally easy to point the finger at fat people. Giving every member of a society the chance to be as healthy as possible is

a moral good. It saves money and it saves lives. So let's do it the right way and the most effective way

without lazily relying on the word "obesity".

11. As a social justice problem, food negatively impact on groups who already have had a difficult life

12. The word "obesity" used by most media coverage shows they concern less about our health than our

weight.

13. We should concentrate on making people have more access to get healthy food.

14. In one of the wealthiest countries in the world, one in seven Americans live on federal food aid.

15. Among the industrialized countries, the US is the only one having no national paid parental leave and

sick days, and compulsory annual vacation time.

16. The same idea about food in the mainstream media is that obesity is not good.

17. The term "obesity epidemic" has promoted the idea of body size and eating habits as social group.

18. To make structural changes of our food system, we need to fight against food companies' interests.

19. It is the government subsidies to lower the prices of food that make the worst foods the most obtainable.

20. It is a moral good to offer everyone in the society the opportunity to be as healthy as they could.

11—15 IBLED 16---20 BKGDM

Section C

Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C), D). You should decide

on the best choice and write the corresponding letter in the blank.

Passage One

Questions 21 to 25 are based on the following passage.

Instinctively, the first thing we want to know about a disease is whether it is going to kill us. Twenty-five years ago, this was the only question about AIDS we could answer with any certainty; now, it is the only question we really cannot answer well at all.

By now, those of us in the AIDS business long term have cared for thousands of patients. No one with that kind of personal experience can doubt for a moment the deadly potential of HIV or the life-saving capabilities of the drugs developed against it. But there are also now hundreds of footnotes and exceptions and modifications to those two facts that make the big picture ever murkier (扑朔迷离).

We have patients scattered at every possible point: men and women who cruise on their medications with no problems at all, and those who never become stable on them and die of AIDS; those who refuse them until it is too late, and those who never need them at all; those who leave AIDS far behind only to die from lung cancer or breast cancer or liver failure, and those few who are killed by the medications themselves.

So, when we welcome a new patient into our world, one whose fated place in this world is still unclear, and that patient asks us, as most do, whether this illness is going to kill him or not, it often takes a bit of mental stammering before we hazard an answer.

Now, a complete rundown of all the news from the front would take hours. The statistics change almost hourly as new treatments appear. It is all too cold, too mathematical, too scary to dump on the head of a sick, frightened person. So we simplify. "We have good treatments now,” we say. "You should do fine. "

Once, not so long ago, we were working in another universe. Now we have simply rejoined the carnival ( 嘉年华) of modern medicine, noisy and encouraging, confusing and contradictory, fueled by the eternal balancing of benefits and risks.

You can.win big, and why shouldn't you, with the usual fall-safe combination of luck and money. You have our very best hopes, so step right up: we sell big miracles but, offer no guarantees.

21. What does the author say about AIDS?

A) It is definitely deadly twenty-five years ago.

B) The patients want to know everything about it.

C) We can answer anything about it with certainty now.

D) We could not answer questions about it well before.

22. What do we know about the AIDS patients they have cared for?

A) All of them need the help of medications.

B) Some of them die of refusing medications.

C) All of them die of AIDS eventually.

D) Some of them are killed by the fear of AIDS.

23. By "mental stammering", the author means ____________.

A) they cannot give an exact answer to exact answer to AIDS patients.

B) they hesitate to tell the truth to AIDS patients who will die

C) they are not allowed to tell patients their fate

D) they have to make up excuses to comfort AIDS patients

24. A complete count of all the statistics about AIDS_________.

A) will promote new treatments to appear

B) will simplify doctors' answers about AIDS

C) will be too cold and mathematical for doctors

D) will be influenced by new treatments

25. What can be inferred from the last two paragraphs?

A) The life of AIDS patients was offered no guarantees not so long ago.

B) AIDS can be got rid of with the fail-safe combination of luck and money.

C) Doctors should offer AIDS patients their best hopes to encourage them.

D) Modern medicine brings about both benefits and risks to AIDS patients.

Passage Two

Questions 26 to 30 are based on the following passage.

Most of us would shy away from making purchases in a foreign country if we didn't know the exchange rate. Yet, if privacy is the true currency of the Internet, as many argue, millions of us are doing that very thing every day. Meanwhile, Internet giants amend their privacy policies in ways that allow them to harvest and sell even more of our personal data. While privacy campaigners protest, users generally vote with their clicks and carry on regardless.

So should we conclude the Internet generation is happy to trade its privacy for free or cheaper Web services? Not according to Nicola Jentzsch of the German Institute of Research in Berlin, and colleagues, who last week published research showing that most people prefer to protect their personal data when given a choice and that a significant proportion are willing to pay extra to do so.

The researchers directed 443 students to a website offering tickets for a real movie showing, sold by two different vendors (商贩). Although the tickets were subsidized, the volunteers, who were able to purchase one, two, or no tickets, had to pay most of the cost themselves.

When both vendors offered tickets at the same price but only one required customers to enter their cell phone number, the more privacy-friendly vendor got 83% of sales. When participants were offered the same choice, but with an additional charge of 50 euro cents from the privacy-friendly cinema, its market share fell to 31%.

"It turns out that when you are good on privacy you can charge more and make a greater profit," says Alessandro Acquisti of the University of Cambridge, one of the authors of the study, published by the European Network and Information Security Agency.

"What people say in surveys is that they care about privacy, but what they actually do is spend their time constantly updating their status on Facebook," says Acquisti. "This has led some to conclude that people no longer care about privacy. This new data, along with similar work we have done in the U. S, shows this is not the case, and that the desire for privacy is not dead after all."

26. According to the passage, many people think that_____________.

A) we can benefit from selling our personal data

B) Internet giants should perfect their privacy policies

C) our privacy is the true currency of the Internet

D) privacy campaigners should vote with their clicks

27. What does Nicola Jentzsch say about the Internet generation?

A) They are more likely to trade their privacy for free Web services.

B) They are willing to pay extra to protect their personal data.

C) Most of them will protect their privacy when given a choice.

D) Most of them are happy to share their personal data on the Internet.

28. In what circumstances did the market share of the privacy-friendly cinema fall?

A) When it offers tickets at the same price as the other did.

B) When it asked customers to enter their cell phone number.

C) When it charged customers an additional 50 euro cents.

D) When it raised the average price of one ticket by 83%.

29. According to Alessandro Acquisti, how can vendors make a greater profit?

A) To be friendly to consumers' privacy.

B) To offer a competitive price to consumers.

C) To be good at tracking consumers' privacy.

D) To increase expenses on the Web services.

30. What is the author's purpose of writing this passage?

A) To promote understanding between vendors and consumers.

B) To argue that people still cares about their privacy.

C) To persuade people not to constantly update their status on Facebook.

D) To urge vendors to be more privacy-friendly to make a greater profit.

Part II Vocabulary (15 minutes)

Directions: Complete each of the following sentences by translating the Chinese in the brackets into one English word with its initial letter given.

注意：请填写完整的单词,并注意词的形式。

31.We need s【sufficient】(足够的=enough) proof to prove that she is innocent。

32. Her remarks were considerate and very a【appropriate】(合适的=suitable) to the situation.

33. It is a 【acknowledged】(承认) that he is the country's greatest writer.

34. You can r 【raise】(提高=increase) your vocabulary with wide reading.

35. The soldiers are safeguarding the s 【sacred】（神圣的）territory of our motherland.

36. The students are f 【forbidden 】(严禁=not allowed) the use of the cell phone during the examination.

37. She’s devoting all her e【energies 】(精力) to the wedding plans.

38. We want to p_【preserve 】(保持=retain/maintain) the character of the ancient town while improving the facilities.

39. Her latest novel shows her a_【acute】(敏锐的=keen) observation and analysis of the English middle classes.

40. The idea of getting up early every morning for classes is appalling(可怕的) to me, but rather a 【appealing 】(吸引人的=attractive) to her.

41. The i【inclination 】(倾向=tendency) of most politicians seems to be to ignore the drugs problem.

42. The UN is sending 800 troops to r_【reinforce 】(加强=strengthen) the army patrolling the border area.

43. Changes in society are happening so fast that they sometimes seem b 【bewildering 】(令人困惑的

=puzzling).

44. Let’s have an i【inexpensive 】(便宜的=cheap) dinner since we don’t have much money.

45. The children behaved r 【remarkably 】(非凡地=noticeably) well at the concert.

Part III Translation (25 minutes)

Directions:Translate the following phrases or sentences into English (After-class Reading)

46. 将人和动物区分开来【separate human from animals 】

47. 人对熟食的偏爱【man's preference for cooked food 】

48. 吸引我们的味觉和嗅觉【appeal to our senses of taste and smell 】

49. 色香味及口感【color, smell, taste and texture 】

50. 超越了维持简单的生存的阶段【beyond simple survival 】

51. 世界公认的有三大国菜：法国，印度和中国菜。【There are three acknowledged great national cuisines: French, Indian and Chinese. 】

52.将简单与精细相结合【combine simplicity with sophistication 】

53. 这三大烹饪都有赖以出名的重要特色。【These three major cuisines have distinguished themselves each by one major characteristic. 】

54. 法国厨师本能地在烧菜时加葡萄酒，就像中国厨师天生会用酱油一样。【Wine in cooking is as instinctive to a French cook as the use of soy sauce is to a Chinese cook. 】

55.中国人将猛火快炒的烹饪艺术发挥到了极致。【Chinese brought to perfection the art of swift cooking at very high temperature. 】

56.辛辣，清甜，酸，甜应有尽有。【Spicy, bland, sour and sweet are all represented. 】

57. 方便食品, 加工过的食品【convenience foods, processed foods 】

58. 对家庭产生深远的影响【have a profound effect on the family 】

59. 把这些融入到她们的烹饪中【incorporate these into their cooking 】

60. 做工精致、外观诱人的美味佳肴【good food, well-cooked and attractively presented 】

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15. 16. 17. 注意事项 Click ONCE on the speaker icon to start listening! 放音结束前请不要离开本页。否则就听不成啦! Part 2 Understanding Short Conversations (每小题：1 分) Directions: In this section you'll hear some short conversations. Listen carefully and choose the best answer to the questions you hear. 1. A. The man taking something from her. B. The man stealing from her grandmother. C. The man stealing from his grandmother. D. The man telling his grandmother that she steals. 2. A. The woman doesn't worry about important things in society. B. The woman doesn't know what's important in society.

自主学习探究

自主学习探究 ——小学数学自主探究学习教学模式初探素质教育是深化教育改革的主题，课堂教学是实施素质教育的主渠道，为了使素质教育得到有效地实施，就要优化课堂教学，优化优化课堂教学模式是优化课堂教学的重要因素。一年来我们致力于建构“小学数学自主探究性学习教学模式”的探索，全面推进教育改革，现将模式介绍如下，供同行们参考并予以指正：一、模式流程创设情境、明确目标出现问题、启发诱导自主探究、设疑质疑合作探究、解惑释疑分层练习、内化知识深化练习、拓展引伸二、具体操作方法 1、创设情境、明确目标

教师采用启发讲解、以旧引新、设疑激趣等多种方式创设自主探究学习的问题情境，激发同学探究学习的欲望；同时使同学明确探究目标，增强学习活动的针对性和有效性，为学习新知识铺路搭桥。 2、出现问题、启发诱导质疑是创新的开始，一个好的问题比一个好的回答更有价值，教师要有意识的为同学创设问题情境，并通过点拨、启发、引导，促进同学积极考虑，让他们自主发现并提出有价值的数学问题，使其发生强烈的求知欲望，同时培养他们的问题意识。 3、自主探究、设疑质疑在人的心灵深处，都有一种根深蒂固的需要，这就是希望自身是一个发现者、研究者、探索者，而在儿童的精神世界中，这种需要特别强烈。因此，我们要给同学以足够的

时间和空间，让每个同学围绕探究的问题，自身决定探究的方向，用自身的思维方式自由地、开放地探究数学知识的发生和发展的过程，倡议探究、发现学习的方法，并在理解知识的同时提出问题，或由教师根据教学中的重点、难点或知识的关键处自我设疑挑战同学，充沛发挥同学自主学习的积极性、主动性。 4、合作探究、解惑释疑组织小组学习：通常同桌或四人异质小组对探究结果进行互相讨论、互相补充、互相学习，让每个同学都发表自身的见解，充沛发挥生生间的互补作用，为全体同学，尤其为学困生提供更多的课堂参与机会，并将个人独立考虑的效果转化为全组、全班共有的认知效果，培养同学的群体意识和合作能力。组际交流：对小组学习中出现的各种结果，，运用分析、比较、讨论等方式进行集体交流，促进同学自我考虑、积极交流、融会贯通，在各自得出的结论之间建立联系，以

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学生自主探究学习的有效方式

学生自主探究学习的有效方式数学学科定安县实验中学张楠摘要：在新课程背景下，学生的自主学习能力是一般能力的重要组成部分，从具体的教学实践活动中来看，学生掌握学习方法则是学生自主学习能力形成和发展的重要条件。要让学生通过网络环境、解题反思方式、自主、合作、探究的自主学习方式来学习。学生只要能运用好的学习方法，就等于找到了捷径；学生只要养成好的自主学习习惯，就等于建立了一种自我调节的推进机制。在长期的内因和外因交互作用下，让学生的学习实践活动沿着正确的方向、途径发展，在自主、合作、探究学习过程中不断调节，自我完善。关键词：有效教学;自主探究一、引言随着新课程改革全面实施，也在悄然改变着传统的学习方式。为了更好的推进素质教育和学校教育现代化的发展进程，改革教学内容、方法和手段，充分利用和开发校内外的各种课程资源，开展学生自主性学习，从而实现基础教育的跨越式发展，是教育现代化的必由之路。而这一切都离不开各种教学技术的支持。在新课程教改中，本人对不同环境下的学生自主学习方式进行了初步探索。二、解题反思模式下的自主探究学习在学习中形成反思习惯对学生自主学习知识和思维品质的培养都有积极的意义。培养学生把解题后的反思应用到整个学习过程中，养成检验、反思的习惯，是提高学习效果、培养能力的行之有效的方法。反思解题思路可培养思维的广阔性；反思解题途径，可培养思维的批判性；反思题目结论，可培养思维的创造性；运用反思过程中形成的知识组块，可提高学习思维的敏捷性；反思还可提高学生思维自我评价水平，从而可以说反思是培养学生自主学习的有效途径。

1、教师在教学过程中要善于将自己内隐思维活动的调节，控制过程展示出来，问题解决后不要停止，应立即引导学生进行问题后的反思，并把反思中的得失板书出来，使学生能够效仿。 2、教师要启发学生解题思路的发现和结论的猜想，并树立自觉的猜想意识，努力培养学生猜想的主动意识，鼓励学生从解决问题后的反思出发，大胆猜想，发现问题，提出问题，进而进行自主学习。 3、通过解题后对习题特征进行反思，用自己的语言或数学语言对习题进行重新概述，培养思维的深刻性，促进知识的正向迁移，提高解题能力。 4、反思题目结论，进行解题成果的扩大，培养思维的创造性。而且还要将反思对象扩展到学生作业后要写反思，利用作业空出的反思栏给老师提出问题。结合作业作出合适的反思。有了作业反思的要求，师生在教学上便产生了互动和交往，根据从学生的反思老师可以随时了解学生知识的掌握情况、学习态度等很多有利于教学的信息。案例1：在讲解《勾股定理》时，直角三角形两直角边的平方和等于斜边的平方。对于任意的直角三角形，如果它的两条直角边分别为b a ,，斜边为c ，那么一定有222c b a =+。问题提出：那么当已知一个直角三角形的两条直角边分别为３和４，那么斜边为多少？这是一个典型的利用勾股定理解题的题目，我们的做法是根据勾股定理再结合平方根的知识，得到斜边的长度为5254322==+。引导学生对题目的结果进行反思：从具体再到抽象，我们可以得到一系列相同题目的解题公式：任意的直角三角形，如果它的两条直角边分别为b a ,，斜边为c ，那么一定有222222,,a c b b c a b a c -=-=+=。通过这个问题的反思，使学生自己应用知识寻找问题的解决方法，并且使学生体会到数学知识的“具体——抽象——具体”的形成过程，完成知识的自主探索学习。 5、除在教学过程中有意识地对学生进行思维训练外，用一段时间进行专门解题思维训练是提高学生解题能力和反思能力的有效途径。

小学生自主探究学习

自主合作学习模式探究一．背景新课程要求我们的课堂是以培养和发展学生主体性为主要目标的课堂，强调尊重学生主体地位和主体人格，让学生在参与中学会学习、学会合作、学会创新，从发现中寻找快乐，从解决问题中增强信心，从不断体验中获得新知。打破长期以教师为中心，教师讲，学生听的课堂，这种课堂主要靠教师向学生灌输，作为认知主体的学生在教学过程中自始至终处于被动状态，其主动性、积极性难以发挥，既不能保证教学的质量与效率，又不利于培养学生的发散性思维、批判性思维和创造性思维。为了改变这种状况，推进我国教育的深化改革，以利于具有创新精神、创新能力人材的成长，必须明确认清教学过程的本质，在先进的教育理论的指导下，创建既能发挥教师主导作用，又能充分体现学生主体作用、既能提升学生的学习动力，又能提高课堂教学效果的新型教学结构。二、理论依据建构主义学习理论提倡的学习方法是教师指导下的以学生为中心的学习；建构主义学习环境包含情境、协作、会话和意义建构等四大要素。与建构主义学习理论以及建构主义学习环境相适应的教学模式“以学生为中心，在整个教学过程中由教师起组织者、指导者、帮助者和促进者的作用，利用情境、协作、会话等学习环境要素充分发挥学生的主动性、积极性和创造精神，最终达到使学生高效掌握知识，迅速增长能力，提高综合素质。瑞士心理学家皮亚杰提出“知识源于行动”和“认识发生于主客体之间的相互作用”的观点，认为让学生在活动中学习是教育的最高原则。只有自己具体地和自发地参与各种活动，才能形成自己的假设，并给予相对合理的证实或否定，才能获得真实的知识。杨振宁博士指出，如果说在过去还有可能一个人独立完成诺贝尔奖项的话，那么，进入80年代以来，尤其是进入信息社会以来，没有人们的共同参与，相互合作，任何重大发明创造都是不可能的。在经济一体化与专业分工日趋精细的大趋势之下，合作意识与合作能力已经成为人们生存发展的重要品质。要通过参与式的交流，让学生成为学习的主人，成为能够为自己行为负责的人。教师的角色作用在于引导学生，选择有用的信息，构建自己的知识体系。同时，营造师生共同学习、探索和研究问题的环境氛围，建立对话式、交互式、融合式的教学模式，正在成为教师从业的必备素质。合作意识与合作能力要在学习中培养。在教育教学工作中，我们应该努力创设合作式学习的情境，为学生合作意识的养成与交往能力的发展搭建舞台。课堂上，应该更多地让学生之间互相交流、共同切磋；活动中，应该更多地让学生相互协作，共同参与；生活中，应该更多地让学生互相帮助、共同分享。使学生在充满合作机会的个体与群体的交往中，学会沟通、学会互助、学会分享，使学生在学习中学会合作，在合作中学会学习，在理解他人、欣赏他人的同时，也能更好地使自己得到他人的理解与欣赏。现代教育理念认为，一个人今天在校的学习方式，应与他明天的社会生存方式保持内在的一致性；而合作学习正是这种一致性的切入点之一。教师在平等民主的基础上与学生合作，让同学之间互相合作；充分发挥学生之间相互影响、相互启发的教育作用，在学生的主动参与中使之完成合作意识的内化与能力的提高，这是现代教学中一个值得关注

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22. 禁止······做······ 23. 把······压缩成······ 24. 对······的渴望 25. 克制······的冲动 II. Structure analysis Part 1 (1) Beginning Part 2 (2--3) Who was the woman? How did she emerge in the young man's life? How did she give him strength? What happened between them? Part 3 (4) What had happened after they fell in love? Part 4 (5--7) Did they meet as planned? Part 5 (8--9) Was the young woman the very one he had been waiting for so impatiently? Part 6(10) How did the woman who addressed him look? Part 7 (11) What was John Blandford thinking then with the old lady before him? Part 8 (12--13) What was the result? What did the man do?

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1. other than for funerals and weddings 2. other than to live an independent life 3. other than that they appealed to his eye . . ` 4. but other than that, he'll eat just about everything . 5. other than that it's somewhere in the town center X. 1. shouldn't have been to the cinema last night 2. would have; told him the answer 3. they needn't have gone at all 4. must have had too much work to do 5. might have been injured seriously Translation XI. - 1. The plant does not grow well in soils other than the one in which it has been developed. 2. Research findings show that we spend about two hours dreaming every night, no matter what we may have done during the day. people tend to justify their failure by blaming others for not trying their best. remain tree to our commitment: Whatever we promised to do; we would

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UNIT TEST 3 ACCDD 1.at 2.section 3.connects 4.bottom 5.shining 6.As 7.cross 8.Ten minutes later, as we were looking out the window, we saw everyone was running away from something 9. A huge flood was streaming down the mountain. We were standing on a higher place, so we could see everything 10.It was reported that the flood destroyed a big area and approximately 300 people were killed or disappeared that day ABBDC BDACC DABDA Unit 4 Lead in c d a e h f i g b Basic listening CBABD Listening in Task l CBDAA Task 2 Relationships marketing manager in conflict with expenses ended in vain training administrator visited establish closer relationships long-term picked up Task 3 CDDCA Let's talk

如何有效引导学生进行自主探究性学习

如何有效引导学生实行自主探究性学习探究性学习方式主要是指学生在学习中自主探求问题的一种学习方式，是一种积极学习的学习过程。一些教育学家认为，探究性学习是未来社会最重要的学习方式之一，也是实施素质教育最为有效的载体，同时它还是人本教育最为本质的体现。改变原来单一和被动的学习方式，建立和形成能充分调动和发挥学生主体性的多元化的学习方式，促动学生在教室的指导下主动地、富有个性地学习，自然是教学改革的核心任务。苏霍姆林斯基说过：“人的内心里有一种根深蒂固的需要——总想感到自己是发现者、研究者、探寻者。在儿童的精神世界中，这种需求特别强烈。”那么教师如何在教学中对学生探究学习实行引导呢？一、精心教学设计，培养学生探究的兴趣。兴趣是最好的老师，兴趣、情感对人的行动有巨大的推动力。教学中教师应通过兴趣的培养、情感的交流与共鸣，能使学生体验到愉快、积极、振奋，更主动积极地去领会知识和探索生物奥秘。“玩”是儿童的天性。苏霍姆林斯基曾指出：“如果老师不想办法使学生产生情绪高昂和智力的内心状态，就急于传授知识，不动情感的脑力劳动就带来疲倦。没有欢欣鼓舞的心情，没有学习兴趣，学习也就成了负担。”初中生都喜欢做游戏，创设一个与学生知识背景密切相关，又使学生感兴趣的游戏情境，唤起学生的主体意识，让学生自主调动已有的知识、经验、策略去体验和理解知识，激活学生的思维，引发学生自主探究，使学习活动生动有效、事半功倍。对学生来说，他们没有等待知识的传递，主动建构了知识，真正成为了学习的主人；比如我在讲解七年级下册《呼吸道对空气的处理》（人教版）这个节课时，先让学生预习几分钟，然后请两个学生到黑板上，一个学生做模板，另外一个学生照着学生身体在黑板上画像；紧接着请一个学生到黑板上完成呼吸系统的组成图，填充呼吸道和肺这几个结构；其他学生能够根据书上内容在、上黑板来实行完善该图，最后请七个学生（分别扮演呼吸道和肺）上台实行表演，要求表演出自己的结构和功能以及发生病变身体有哪些异常表现等等。其他学生看到这样的表演能够提出自己的问题。教师在这个过程仅仅为学生学习活动的组织者、指导者、参与者、促动者。教学过程中老师带领学生不但仅是游戏，而是在游戏中引导学生观察、理解，让学生在游戏中获取知识，激发了学生自主探究的兴趣。二、创设问题情境，激发学生探究的欲望。很多伟大的学者都认为问题的重要性。爱因斯坦说过：“提出一个问题往往比解决一个问题更重要。”引导学生形成问题意识的策略主要是创造性地构建学习环境，给予机会激发学生的主体意识。为此，教师应该尊重学生，给学生表明观点的机会；充分满足学生的好奇心和探究欲望，给学生大胆猜测和“异想天开”的机会；对学生所出现的错误或不足应加以引导，给学生反思和修正的机会。比如我在讲解八年级上册（人教版）《先天性行为和学习行为》时，我首先跟学生播放《小鸟给人算命》视频，学生很兴奋因为这样事例就发生在自己的身边，“小鸟能算命，是闹剧，骗局？”这样可充分激发学生探究的欲望。三、明确探究目的，指导学生探究的方法。无论是观察、调查、实验、收集分析资料等多种探究形式，必须让学生明确探究的目的。初中生物学七年级上册《环境对生物的影响》这个节课中讲解探究的步骤和方法，这就要求我们老师在这节课过程中一定要高度重视，在认真讲解同时，一定要让学生亲自去体验，去操作，去领悟。只有这样学生在以后的学习过程才能根据已有的东西去实践。“探究”是让学生体验科学探究全过程的活动，教材在设计这类活动时，给学生较大的自主性，为学生发挥富于个性的创造力留出了空间，同时考虑到初中学生的认知水平，适当地加以引导。以“探究”为例，第一册教材首先安排让学生了解探究全过程的活动，每一个步骤都有比较具体的指导，并且对其中蕴含的科学方法实行了详细的分析，然后安排让学生设计探究过程某一个或某几个环节的活动。这对探究本册后面《种子的萌发》条件起到铺垫作用，要求学生完成一个全过程设计的探究。与后几册相比，第一册教材对学生的引导性较强，各种活动对学生