阅读下列材料(13分) 材料一 A.《中苏友好同盟互助条约》签定 B.周恩来

题型:综合题

问题:

阅读下列材料(13分)

材料一 

A.《中苏友好同盟互助条约》签定

B.周恩来在万隆会议上发言

C.日内瓦会议上中国代表团

D.周恩来访问印度

 
 

 

材料二  1971年10月25日,联合国第26届大会以76票赞成、35票反对、17票弃权的压倒多数通过决议恢复中国在联合国的合法席位。

材料三

请回答 :  

(1)对材料一中的历史事件进行先后时间顺序排列,并指出该材料反映出的新中国成立后的外交政策是什么?(2分)

(2)材料二中为什么是用“恢复”这个提法?(2分)哪些因素使中国得以恢复在联合国的合法席位?(3分)

(3)材料三中图A 的结果怎样?有什么意义?中国政府向美国表明的处理中美关系的原则立场是什么?图A与图B 之间有什么关系?(3分)

(4)以上材料所反映的事件主要体现了新中国成立后哪方面的成就?(1分)改革开放新时期,中国在推进新型区域合作方面主要开展了哪些重要外交活动?(2分)

考点:东盟的成立和发展
题型:综合题

小明同学用一个焦距未知的凸透镜、蜡烛、光屏探究凸透镜成像规律.

(1)由图a可知,凸透镜的焦距是________㎝.实验时,应使烛焰、凸透镜、光屏的中心大致在_____    _____;这样做的目的是使像能成在                        

(2)如图b所示,若在光屏上(光屏未画出)能得到清晰放大的烛焰实像,则蜡烛可

能置于透镜左边abcd四点中的____ 点上,此成像特点可应用在__________上.

(3)小明依次将蜡烛、凸透镜、光屏放置在光具座上,如图c所示,按(1)的要求调

整好三者中心的位置,但无论怎样移动光屏,在光屏上始终都没能看到烛焰所成的

像.原因可能是(写出一个原因即可)___________                              __ .

(4)通过实验,小明发现蜡烛离透镜越远,光屏上得到清晰的像越   (填“大”或“小”) .当把蜡烛向凸透镜靠近时,要在光屏上得到清晰的像,光屏应   凸透镜(填“靠近”或“远离”),此时在光屏上已成清晰的像是   的(填“倒立”或“正立”) .

(5)实验中,屏上已成清晰的像,此时小明固定蜡烛和透镜,在光屏和透镜间放上自己所配戴的近视眼镜,若要在光屏上成清晰的像,则需将屏向   (填“靠近”或 “远离”) 透镜的方向移动,此时所成的清晰像为   像(填“实”或“虚”) .

题型:综合题

一物体经凸透镜在光屏上恰好成一清晰放大的像,若将光屏与物的位置对调一下,凸透镜仍放在原位置不动,则(  )

A.无需再移动光屏就能承接到清晰的像

B.仍需移动光屏,才能承接到清晰的像

C.无论怎样移动光屏,就是承接不到像

D.以上都有可能

题型:综合题

肝脏中维生素B2由上述哪些维生素转化而来()

A.FAD

B.NAD+及NADP+

C.辅酶A

D.磷酸吡哆醛

E.TPP

题型:综合题

The girls in this sixth grade class in East Palo Alto, California, all have the same access to computers as boys. But researchers say, by the time they get to high school, they are victims of what the researchers call a major new gender (性别) gap in technology. Janice Weinman of the American Association of University Women says, "Girls tend to be less comfortable than boys with the computer. They use it more for word processing rather than for problem solving, rather than to discover new ways in which to understand information."

Girls often feel ______.
A. bored with computer games
B. comfortable using computers
C. it hard to use computers in word processing
D. worried about using computers

After re-examining a thousand studies, the American Association of University Women researchers found that girls make up only a small percentage of students in computer science classes. Girls consistently rate themselves significantly lower than boys in their ability and confidence in using computers. And they use computers less often than boys outside the classroom.An instructor of a computer lab says he’s already noticed some differences. Charles Cheadle of Cesar Chavez School says, "Boys are not so afraid they might do something that will harm the computer, whereas girls are afraid they might break it somehow."
Six years ago, the software company Purple Moon noticed that girls’ computer usage was falling behind boys. Karen Gould says, "The number one reason girls told us they don’t like computer games is not that they’re too violent, or too competitive. Girls just said they’re incredibly boring."
Purple Moon says it found what girls want, characters they can relate to and story lines relative to what’s going on in their own lives. Karen Gould of Purple Moon Software says, "What we definitely found from girls is that there is no intrinsic (固有的) reason why they wouldn’t want to play on a computer; it was just a content thing."
The sponsor of the study says it all boils down to this: the technology gender gap that separates the girls from the boys must be closed if women are to compete effectively with men in the 21st century.

题型:综合题

以下关于事例研究法教学的形式不正确的说法是:().

A.芝加哥方式

B.哈佛方式

C.事件处理过程训练法

D.模拟训练法

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