2013年高考前,不少网站出现了“考神”主页。“考神”全称“考试必过神”,高考前不少

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问题:

2013年高考前,不少网站出现了“考神”主页。“考神”全称“考试必过神”,高考前不少考生拜了“考神”。从世界观上看,这些学生或多或少地()

①把客观精神看作世界与人生的主宰

②认为宇宙与人生只是客观精神的外化和表现

③受朴素唯物主义的影响来想问题、办事情

④认识到了艰辛努力+“考神”=成功

A.②④

B.①②

C.①③

D.③④

考点:高中政治思想品德百舸争流的思想百舸争流的思想题库
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急性病毒性心肌炎最常见的病原体是()

A.腺病毒

B.柯萨奇B组病毒

C.单纯疱疹病毒

D.RS病毒

E.支原体

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中 * * 党在东北组织开展抗日游击战争,其主要领导人是[ ]

A.贺龙

B.陈毅

C.叶挺

D.杨靖宇

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The Communicative Approach believes that language is used for communication and is more concerned with meaning than with ______.

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(教学设计题)王羲之《兰亭集序》原文永和九年,岁在癸丑,暮春之初,会于会稽山阴之兰亭,修禊事也。群贤毕至,少长成集。此地有崇山峻岭,茂林修竹;又有清流激湍,映带左右,引以为流觞曲水,列坐其次。虽无丝竹管弦之盛,一觞一咏,亦足以畅叙幽情。是日也,天朗气清,惠风和畅,仰观宇宙之大,俯察品类之盛,所以游目骋怀,足以极视听之娱,信可乐也。夫人之相与,俯仰一世,或取诸怀抱,悟言一室之内;或因寄所托,放浪形骸之外。虽趣舍万殊,静躁不同,当其欣于所遇,暂得于己,快然自足,不知老之将至;及其所之既倦,情随事迁,感慨系之矣。向之所欣,俯仰之间,已为陈迹,犹不能不以之兴怀,况修短随化,终期于尽!古人云:“死生亦大矣。”岂不痛哉!每览昔人兴感之由,若合一契,未尝不临文嗟悼,不能喻之于怀。固知一死生为虚诞,齐彭殇为妄作。后之视今,亦犹今之视昔。悲夫!故列叙时人,录其所述,虽世殊事异,所以兴怀,其致一也。后之览者,亦将有感于斯文。课文介绍该课文选自某版高中语文必修(2)第三单元第八课,同单元的课文还有《赤壁赋》《游褒禅山记》。单元说明这个单元学习古代山水游记类散文。山水游记一般不只是对自然风物的客观描绘,它往往包含着抒情和说理的成分;在记叙游览的同时,或表达物我两忘的喜悦,或抒发时不我待的忧思,或倾诉怀才不遇的愤懑……正所谓“登山则情满于山,观海则意溢于海”,在景物的描述中倾注了作者个人的情感和志趣。阅读这类文章,不但要欣赏其中描绘的自然风光,还要联系作者的身世和作品的时代背景,品味作者抒发的感情和文章寄寓的旨趣。反复阅读这些优美的篇章,体会其中的节奏、语气和韵味,有助于养成良好的文言语感。而体验古人徜徉山水、感悟人生的情趣,也有助于培养我们对自然之美的感受能力。《普通高中语文课程标准(实验)》的相关规定学习中国古代优秀作品,体会其中蕴涵的中 * * 精神,为形成一定的传统文化底蕴奠定基础。学习从历史发展的角度理解古代文学的内容价值,从中汲取民族智慧;用现代观念审视作品,评价其积极意义与历史局限。注重个性化的阅读,充分调动自己的生活经验和知识积累,在主动积极的思维和情感活动中,获得独特的感受和体验。学习探究性阅读和创造性阅读,发展想象能力、思辨能力和批判能力。能用普通话流畅地朗读,恰当地表达文本的思想感情和自己的阅读感受。学生情况高一年级第一学期,班额45人。课时安排2课时教学条件教室配有多媒体设备,能够演示幻灯片,播放视频、音频文件,能够实物投影。

问题:1.根据上述材料,确定本篇课文的教学目标并说明依据。

2.依据教学目标设计本篇课文的教学过程,简要说明每个环节的教学内容与教学方式。

3.设计具体的教学活动,引导学生完成课后的【研讨与练习】。【研讨与练习】作者说“每览昔人兴感之由,若合一契”,你还读过哪些抒人生无常之感、发时不我待之叹的古代诗文?举出三五例与同学交流。文章最后说:“后之览者,亦将有感于斯文。”你作为“后之览者”,读了此文,有什么感触?

题型:单项选择题

In the United States, older people rarely live with their adult children. But in many other cultures children are expected to care (1) their aged parents. In some parts of Italy, the percentage of adult children who (2) with their parents (3) 65 to 70 percent. In Thailand, too, children are expected to take care of their elderly parents; few Thai elderly live (4) . What explains these differences in living arrangements (5) cultures Modernization theory (6) the extended family household to low levels of economic development. In traditional societies, the elderly live with their children in large extended family units for economic reasons. But with modernization, children move to urban areas, leaving old people (7) in (8) rural areas. Yet modernization theory cannot explain why extended family households were never common in the United States or England, or why families in Italy, which is fully modernized, (9) a p tradition of intergenerational living. Clearly, economic development alone cannot explain (10) living arrangements. Another theory associated intergenerational living arrangements with inheritance patterns. In some cultures, the stem family pattern of inheritance (11) . (12) this system, parents live with a married child, usually the oldest son, who then (13) their property when they die. The stem family system was once common in Japan, but changes in inheritance laws, (14) broader social changes brought (15) by industrialization and urbanization, have (16) the (17) .In 1960 about 80 percent of Japanese over 65 lived with their children; by 1990 only 60 percent did-a figure that is still high (18) U.S. standards, but which has been (19) steadily. In Korea, too, traditional living arrangements are (20) : the percentage of aged Koreans who live with a son declined from 77 percent in 1984 to 50 percent just 10 years later. Although most elderly Koreans still expect to live with a son, their adult children do not expect to live with their children when they grow old.

(18)是()

A.by

B.on

C.with

D.in

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