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The word approach we mean that an idea or theory is being applied.（)
The word approach we mean that an idea or theory is being applied.()
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The word approach we mean that an idea or theory is being applied.()
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更多“The word approach we mean that…”相关的问题
A. method
B. approach
C. technique
D. methodology
A.approach
B.reproach
C.approval
D.application
The word "approach" in paragraph 2 means ______.
A．be more than
B．come near
C．equal
D．better than
Imagine a school that expected its students to become literate(有读写能力的) without any formal instruction. Most parents would be alarmed by such an approach, which would leave their children confused and with gaps in their understanding. This however has been the philosophy on character development in many of our schools. Why is the development of character seen as somehow different from the other skills that we teach？
Of course there will always be learning by osmosis(耳濡目染)in any school, but as a teacher and primary school head I have found that a child;s moral literacy is strengthened when thy acquire the building blocks of good character such as consideration, courage and honor: qualities which are commonly known as virtue(美德).
I personally find that exploring a virtue over a two-week period provides a simple and effective program that allows for the creative input of both teacher and student and a chance for the virtue to embed(使融入)itself. Once a lesson on a virtue such as honesty has been completed we need to allow time for children to practice this concept just as would be the case with fractions or verbs. Allowing children to role play a situation such as making up excuses to cover a mistake can be enormously interesting, and the drama can be frozen allowing the characters to be questioned about their feelings and motives. It;s also a safe way for children to experience for themselves how a lie usually goes out of control.
Our role as educators is also to look for opportunities to help our students as they attempt to strengthen their characters. When something goes wrong we guide the young person to the virtue that will prevent it from happening again. For instance, when am student thoughtlessly disturbs the calm atmosphere of the library, instead of a response such as，that was really disrespectful and selfish of you!; we draw out from them the required virtue；When you;re walking through the library, what virtues do you need to use？
1.Which of the following is the main idea of this passage？（）
A、 Teaching morals and values has been a frequently discussed topic in the past few years.
B、 The author and his staff embed virtues into lessons and school life to encourage character development in children.
C、Kids throughout the population face the same needs, the same challenges, and the same realities in their lives.
2. We can infer from the first paragraph that （）.
A、there tends to be disagreement about what character education is
B、most parents are not satisfied with the teaching methods adopted in schools
C、 the approach to character education is generally considered different from the approaches to other skills
3. The word philosophy; in the first paragraph is closest in meaning to （）.
A、study
B、subject
C、viewpoint
4.The author is a （）.
A、teacher
B、librarian
C、reporter
5.Which of the following is NOT mentioned in the passage as a way to build character in children？（）
A、Story readings and discussions.
B、Osmosis.
C、Taking every opportunity to teach character.
The experiments of Expressionism are, perhaps, the easiest to explain in words. The term itself may not be happily chosen, for we know that we are all expressing ourselves in everything we do or leave undone, but the word became a convenient label because of its easily remembered contrast to Impressionism, and as a label it is quite useful. In one of his letters, Van Gogh had explained how he set about painting the portrait of a friend who was very dear to him. The conventional likeness was only the first stage. Having painted a "correct" portrait, he proceeded to change the colors and the setting.
Van Gogh was right in saying that the method he had chosen could be compared to that of the cartoonist. Cartoon had always been "expressionist", for the cartoonist plays with the likeness of his victim, and distorts it to express just what he feels about his fellow man. As long as these distortions of nature sailed under the flag of humor nobody seemed to find them difficult to understand. Humorous art was a field in which everything was permitted, because people did not approach it with prejudices. Yet there is nothing inconsistent about it. It is true that our feelings about things do color the way in which we see them and, even more, the forms which we remember. Everyone must have experienced how different the same place may look when we are happy and when we are sad.
What upset the public about the Expressionist art was, perhaps, not so much the fact that nature had been distorted as that the result led away from beauty. For the Expressionists felt so strongly about human suffering, poverty, violence and passion, that they were inclined to think that the insistence on harmony and beauty were only born out of a refusal to be honest. The art of the classical masters, of a Raphael or Correggio, seemed to them insincere and hypocritical. They wanted to face the bare facts of our existence, and to express their compassion for the disinherited and the ugly.
Expressionism is a(n)
A．artistic style. expressing the artist's inner experiences objectively.
B．marked trend characteristic of insisting on harmony and beauty.
C．new movement based on expressive style.
D．fundamental revolution in arts.
Part A
Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points)
Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. "Net choice, but habit rules the unreflecting herd," William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word "habit" carries a negative implication.
So it seems paradoxical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.
Rather than dismissing ourselves as unchangeable creatures of habit, we can instead direct our own change by consciously developing new habits. In fact, the more new things we try—the more we step outside our comfort zone—the more inherently creative we become, both in the workplace and in our personal lives.
But don't bother trying to kill off old habits; once those ruts of procedure are worn into the brain, they're there to stay. Instead, the new habits we deliberately press into ourselves create parallel pathways that can bypass those old reads.
"The first thing needed for innovation is a fascination with wonder," says Dawna Markova, author of The Open Mind. "But we are taught instead to 'decide', just as our president calls himself 'the Decider'." She adds, however, that "to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities."
All of us work through problems in ways of which we're unaware, she says. Researchers in the late 1960a discovered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At the end of adolescence, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.
The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. "This breaks the major rule in the American belief system — that anyone can do anything," explains M. J. Ryan, author of the 2006 book This Year I Will... and Ms. Markova's business partner. "That's a lie that we have perpetuated, and it fosters commonness. Knowing what you're good at and doing even more of it creates excellence." This is where developing new habits comes in.
In Wordsworth's view, "habits" is characterized by being ______.
A．casual
B．familiar
C．mechanical
D．changeable
根据下列文章回答，21～25题。
Habits are a funny thing. We reach for them mindlessly, setting our brains on autopilot and relaxing into the unconscious comfort of familiar routine. “Not choice, but habit rules the unreflecting herd,” William Wordsworth said in the 19th century. In the everchanging 21st century, even the word “habit” carries a negative implication.
So it seems paradoxical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.
Rather than dismissing ourselves as unchangeable creatures of habit, we can instead direct our own change by consciously developing new habits. In fact, the more new things we try—the more we step outside our comfort zone—the more inherently creative we become, both in the workplace and in our personal lives.
But don’t bother trying to kill off old habits; once those ruts of procedure are worn into the brain, they’re there to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads.
“The first thing needed for innovation is a fascination with wonder,” says Dawna Markova, author of The Open Mind . “But we are taught instead to ‘decide,’ just as our president calls himself ‘the Decider.’ ” She adds, however, that “to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities.”
All of us work through problems in ways of which we’re unaware, she says. Researchers in the late 1960s discovered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At the end of adolescence, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.
The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. “This breaks the major rule in the American belief system—that anyone can do anything,” explains M. J. Ryan, author of the 2006 book This Year I Will... and Ms. Markova’s business partner. “That’s a lie that we have perpetuated, and it fosters commonness. Knowing what you’re good at and doing even more of it creates excellence.” This is where developing new habits comes in.
第 21 题 In Wordsworth’s view，“habits” is characterized by being
A．casual.
B．familiar.
C．mechanical.
D．changeable.
One group, led by Gerald Meehl at NCAR, used two state-of-the-art climate models to explore what could happen if the world had held atmospheric concentrations of greenhouse gases steady since 2000. The results: Even if the world had slammed on the brakes five years ago, global average temperatures would rise by about 1 degree Fahrenheit by the end of the 21st century. Sea levels would rise by another 4 inches over 20th-century increases. Rising sea-levels would continue well beyond 2100, even without adding water from melting glaciers and ice sheets. The rise highlights the oceans' enormous capacity to absorb heat and its slow reaction to changes in atmospheric conditions.
The team ran each model several times with a range of "what if" concentrations, as well as observed concentrations, for comparison. Temperatures eventually level out, Dr. Meehl says in reviewing his team's results. "But sea-level increases keep ongoing. The relentless nature of sea-level rise is pretty daunting". Dr. Wigley took a slightly different approach with a simpler model. He ran simulations that capped concentrations, at 2000 levels. If concentrations are held constant, warming could exceed 1.8 degrees F. by 2400. The two researchers add that far from holding steady, concentrations of greenhouse gases continue to rise. Thus, at best, the results point to the least change people can expect, they say.
The idea that some level of global climate change from human activities is inevitable is not new. But the word has been slow to make its way into the broader debate. "Many people don't realize we are committed right now to a significant amount of global warming and sea-level rise. The longer we wait, the more climate change we are committed to in the future", Meehl says.
While the concept of climate-change commitment isn't new, these fresh results "tell us what's possible and what's realistic" and that for the immediate future, "prevention is not on the table", says Roger Pielke Jr., director of the Center for Science and Technology Policy Research. To Pielke and others, this means adaptation should be given a much higher priority that it's received to date. "There's a cultural bias in favor of prevention", he says. But any sound policy includes preparation as well, he adds. "We have the scientific and technological knowledge we need to improve adaptation and apply that knowledge globally".
According to the research of NCAR, if the concentrations were held steady at 2000 levels, ______.
A．the ocean's capacity to absorb heat would decline.
B．the sea-level would keep on increasing.
C．the global average temperature would decrease.
D．significant climate change would not take place.
根据下列材料，请回答 46～50 题：
Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on ANSWER SHEET 2. (10 points)
Since the days of Aristotle, a search for universal principles has characterized the scientific enterprise. In some ways, this quest for commonalities defines science. Newton's laws of motion and Darwinian evolution each bind a host of different phenomena into a single explicatory framework.
(46)In physics, one approach takes this impulse for unification to its extreme, and seeks a theory of everything — a single generative equation for all we see. It is becoming less clear, however, that such a theory would be a simplification, given the proliferation of dimensions and universes that it might entail. Nonetheless, unification of sorts remains a major goal.
This tendency in the natural sciences has long been evident in the social sciences too. (47)Here, Darwinism seems to offer justification, for if all humans share common origins, it seems reasonable to suppose that cultural diversity could also be traced to more constrained beginnings. Just as the bewildering variety of human courtship rituals might all be considered to be forms of sexual selection, perhaps the world's languages, music, social and religious customs and even history are governed by universal features. (48)To filter out what is contingent and unique from what is shared might enable us to understand how complex cultural behaviour arose and what guides it in evolutionary or cognitive terms.
That, at least, is the hope. But a comparative study of linguistic traits published online today supplies a reality check. Russell Gray at the University of Auckland and his colleagues consider the evolution of grammars in the light of two previous attempts to find universality in language.
The most famous of these efforts was initiated by Noam Chomsky, who postulated that humans are born with an innate language-acquisition capacity that dictates a universal grammar. A few generative rules are then sufficient to unfold the entire fundamental structure of a language, which is why children can learn it so quickly.
(49)The second, by Joshua Greenberg, takes a more empirical approach to universality, identifying traits (particularly in word order) shared by many languages, which are considered to represent biases that result from cognitive constraints.
Gray and his colleagues have put them to the test by examining four family trees that between them represent more than 2,000 languages. (50) Chomsky’s grammar should show patterns of language change that are independent of the family tree or the pathway tracked through it, whereas Greenbergian universality predicts strong co-dependencies between particular types of word-order relations. Neither of these patterns is borne out by the analysis, suggesting that the structures of the languages are lineage-specific and not governed by universals.
第 46 题 请在（46）处填上最佳答案
