人是社会的人,人的身心发展是在__________中实现的。

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问题:

人是社会的人,人的身心发展是在__________中实现的。

考点:教师资格考试教育学(中学)湖北省教师资格考试中学教育学真题2009年下半年
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符合草绿色链球菌生化反应的是()

A.触酶试验阴性

B.Optochin敏感试验耐药

C.Optochin敏感试验敏感

D.胆汁溶解试验阴性

E.胆汁溶解试验阳性

题型:填空题
下列词语中有错别字的一项是(   )
A.翩然、狼藉、因地治宜
B.取缔、残损、草长莺飞
C.诘问、嶙峋、重峦叠嶂
D.悠闲、藻井、销声匿迹
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怎么样识别棉铃虫和烟青虫?温室白粉虱和烟粉虱?

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超声发现卵巢肿块,下列哪项提示为恶性()

A.双侧卵巢均有病变

B.多房性

C.囊性

D.可见小 * *

E.伴腹水

题型:填空题

It is clear that we are rapidly becoming a global culture. New forms of information technology, intercontinental travel, and the complex nature of economics are all elements in such a change. Japan, an ancient (1) culture, now dominates the West economically while its own traditional (2) is rapidly becoming (3) in the process.
It does not take a great deal of analysis to see the vast interchanges of cultural influences in the world today. The thirst for (4) fashions, popular music, and the other elements of consumer culture (5) great inroads in non-Western lands while the West seeks out everything from the religious traditions of the Ease (6) the art and music these countries produce. In the field of (7) , to cite one conspicuous example, contemporary readers seek books (8) those of the West. Latin American authors, as well as those from Africa, Asia, and India, now find appreciative audiences.
A (9) culture does not mean a unitary or "one world" culture. It does mean that people are increasingly aware of the diversity of culture. World events enter our living rooms so that things that may once have been (10) of as distant (11) now greet us immediately and in color. We may watch those events on a television made in Japan while wearing clothes sewn in Thailand and shoes made in Hungary while snacking (12) food grown in Mexico. Such an economic interdependence reflects the reality of a global banking system, the globalization of the economy, and the increasing (13) of information and information technologies.
(14) has this shrinking of distances (and attitudes) become more clear than in the academic debates over what constitutes a liberal (15) education today. Is it possible (or desirable) to have the Western core of humanities (16) the center-piece of a curriculum The place of non-Western and non-traditional cultures as part of the general (17) of a student is hotly argued in educational circles. The very fact of that discussion (18) to the emergence of a global consciousness with a continued shrinking of parochial attitudes. The (19) that such globalization is hotly debated only emphasizes the profound nature of the (20) taking place in our culture.

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