福州延安中学《博文约礼》手册
2023-2024学年福建省福州延安中学八年级下学期期中语文试题(含答案)
2023-2024学年福建省福州延安中学八年级下学期期中语文试题（含答案）总分：150分考试时间：120分钟一、积累与运用（21分）1．古诗文默写。
（10分）我们通过古诗文了解古人的思想和情趣，感受他们的智慧。
跟着柳宗元，我们隔着竹林，听到了“（1）______”的水声，看到了“青树翠蔓，（2）______，（3）______”的小石潭。
我们在《关雎》中，“参差荇菜，左右流之。
（4）______，（5）______”感受到诗歌中主人公不断追寻的过程。
在《式微》里充分感受劳役者对统治者的满腔愤恨：“微君之躬，（6）______？”在《子衿》里体会独自徘徊城头女子对心上人“（7）______，（8）______”的思念，在两种时间的反差下显得如此深刻，在《送杜少府之任蜀州》“（9）______，（10）______”中感受到“友情深厚，江山难阻”的深情。
2．阅读下面的文字，按要求作答。
（11分）①民俗蕴yùn含乡情童趣。
听，宛转悠然的笛声，让人叹为观止；看，精彩纷呈的社戏，让人目不暇接；品，奋楫棹舟的夏夜，寻一脉幽悄．，乐趣无穷！②民俗蕴含淳朴民风。
听，脑畔上还响着脚步声；看，东山的糜．子西由的谷；尝，香香的米酒甜甜的馍。
③民俗蕴含力量之美。
听，刚健雄浑的安塞腰鼓，让人战栗震撼；看，粗犷豪放的安塞腰鼓，让人活跃亢奋；品，jiá然而止的安塞腰鼓，让人大彻大悟。
④民俗是民间流传的习俗、风尚，是由民众世代传承并创造的民间文化。
遥远的先民遗风，时下的人情世故，尽在民风民俗中。
或在元宵，家家户户同赏一盏花灯；或在清明，九州大地共寄绵绵情思；______，______。
（1）给文段中加点的字注音，或根据拼音写汉字。
（4分）①幽悄．（）②糜．子（）③jiá然而止（）④yùn含（）（2）文中画波浪线的词语使用有误的一项是（）（2分）A．叹为观止 B．粗犷豪放 C．大彻大悟 D．人情世故（3）文中画线句子有语病，修改最恰当．．．的一项是（）（3分）A．民俗是民间流传的民间文化，是由民众世代传承并创造的习俗、风尚。
福建省福州市延安中学七年级上学期期中考试英语试题(图片版,)
延安初级中学“洒扫应对”道德实践活动
延安初级中学“洒扫应对”道德实践活动小结一、活动目的开展“洒扫应对”活动，引导我校师生“人人、时时、处处”体验感悟，通过良好行为习惯的养成来培养孩子们爱劳动有礼貌的好品德，全面提升学生的文化素养和文明程度，奠定关爱社会、报效祖国、友爱他人的道德根基。
二、活动时间2011年9月至2012年6月三、参与对象全校师生四、活动内容以学校社会实践活动为载体，从日常起居入手，加强中小学生生活能力、劳动技能锻炼，养成热爱劳动的习惯；从待人接物入手，教育学生知晓礼仪，养成谦恭待人的观念。
五、活动要求1、纳入课程安排。
各中小学开设“洒扫应对”社会实践课程，按年龄段设置学习内容，根据不同学段学生特点开展实践体验。
让学生在潜移默化中养成热爱劳动、关爱他人、服务社会的行为习惯和道德观念。
2、搭建实践平台。
坚持知行合一、教育与实践相结合，通过“以知为先”开展认知教育、“以行为重”开展日行洒扫活动，重在培育实际能力，增强生活体验，培养热爱劳动、谦恭有礼的好品德。
3、重视日常养成。
加强社会、家庭与学校间交流互动和资源整合，使实践活动走向社会、走进家庭,构建“洒扫应对”社会大课堂。
4、教育等相关部门做好资料积累，活动效果好。
六、活动过程一、坚持贯彻学生“洒扫应对”社会实践活动课程化策略（1）课时保证，落实指导，打造德育课程；（2）分层设计，面向全体，促进学生成长；（3）方案明确，措施到位，努力完善评价；在学期中，六到九年级同学保证每学期有一天的校外社会实践活动时间，从上学年开始，预备年级还增加每月半天校外社会实践活动时间，寒暑假各年级学生活动自2010学年起业做到固定时间和指导，严格的课时安排保证了我们社会实践活动开展的稳定性，为课程化提供了基本保障。
此外，我们对于各个年级开展的社会实践活动依据学生身心特点和成长需要进行设计，体现层次性和系列性。
比如在预备年级我们开展预备年级感兴趣的“走进科技馆”活动，“博物馆探宝活动”；初一年级开展“放飞青春理想”的风筝制作和放飞活动、“安全小卫士”消防安全实践活动；初二年级开展“奏响青春序曲”十四岁生日系列活动、“健康之星”评比活动等。
【延安初级中学】初级中学章程word版
第一章总则第一条为全面贯彻国家教育方针，大力推进素质教育，全面提高教育教学质量，加速民主与法制建设的进程，根据《中华人民共和国教育法》、《中华人民共和国义务教育法》、《中华人民共和国教师法》及有关法律法规，结合长桥中学实际制定本章程。
第二条本校全称上海市长桥中学。
第三条本校地址徐汇区龙临路20号。
第四条本校在徐汇区人民政府领导下实施教育工作，由徐汇区教育局主管，是全日制普通公办初级中学，按照上级教育行政部门颁布的校历安排学校工作，修业年限为四年。
第五条本校的办学思想学校遵循“依法治校，科研兴校，立足基础，发展特色”的治校策略，以“赞赏引领，和谐共进”为办学理念，坚持营造“学生想学、教师会教、互相理解、共同进步”的教育教学氛围。
赞赏引领赞赏一词的本义是赞美赏识。
获得赞赏、得到认可是人的内在需求。
以赞赏激发学生提高学习自信心，使之成为促进学生端正学习动机、缓解学习压力的途径；以赞赏引领教师提升教学执行力，使之成为促进教师关爱学生身心、改进教学方式的举措。
在赞赏引领中体现每一个个体存在的价值。
和谐共进发现师生的闪光点，通过赞赏激励师生在教育教学生活中主动发展、协作学习、成长成功，营造绿色和谐的师生关系。
以学生发展为本，注重良好品格的养成，让学生体验健康成长的快乐；以教师发展为本，注重师德师能同步打造，让教师感受提升自我的喜悦；以师生的温馨互动、共同进步推动学校的可持续发展。
第六条本校的办学目标“优化适合每一个学生成长的教育之路”，力争将学校办成“管理规范，氛围和谐，师生发展，质量提升”的公办初中学校。
第七条本校的培养目标是把学生培养成“尚德强身、乐学进取”的合格毕业生，为学生的健康快乐成长奠基。
尚德强身品德提升是学生发展的根基，身心健康是学生发展的关键，培养学生做到“明责守信、知法守纪、修身守礼”；乐学进取学力提高是学生成长成才的条件，培养学生做到“学习踏实、习惯良好、学业进步”。
第八条本校的校训脚踏实地，志存高远。
“博文约礼”:朱熹的解读与王阳明的《博约说》
“博文约礼”：朱熹的解读与王阳明的《博约说》乐爱国【摘要】现代对于孔子“博学于文,约之以礼”的解读,是将“博文”与“约礼”分为二事,这最初可以追溯到西汉的孔安国,朱熹《论语集注》亦采用这样的观点.然而,朱熹晚年却改变了观点,明确提出“博文约礼亦非二事”,而王阳明讲“博文”与“约礼”体用一源,他们都强调将“博文”与“约礼”统为一体.此后,这种观点以“博约一贯”说或“博约合一”说而流行一时,直至清末民初.因此,将“博文”与“约礼”分为二事的解读,实际上是回到了朱熹之前的观点,故这需要作进一步的学术思想史考辨.【期刊名称】《贵阳学院学报（社会科学版）》【年(卷),期】2018(013)003【总页数】6页(P1-6)【关键词】朱熹;王阳明;“博文”;“约礼”;《博约说》【作者】乐爱国【作者单位】厦门大学哲学系,福建厦门361005【正文语种】中文【中图分类】B244.7;B248.2孔子讲“博学于文，约之以礼”(《论语·雍也》)，后世有不同解读。
杨伯峻在《论语译注》中将该句解读为“广泛地学习文献，再用礼节来加以约束”[1]，显然是将“博文”与“约礼”分为二事。
这样的解读，实际上可以追溯到西汉的孔安国，直到南宋朱熹撰《论语集注》，亦采用这样的观点。
然而，与此不同，朱熹晚年却明确提出“博文约礼亦非二事”，后来，明代王阳明撰《博约说》，讲“约礼”与“博文”体用一源。
此后，大多数学者都将二者统一起来，“博约一贯”说或“博约合一”说流行一时，清初康熙皇帝也撰有《博约一贯论》。
直至清末刘宝楠撰《论语正义》以及民国初年程树德撰《论语集释》，他们也都把孔子“博学于文，约之以礼”统为一体。
厘清这一关系——起始于朱熹、阳明将“约礼”与“博文”统为一体的解读过程，对于今天深入探讨其真正含义，不无裨益。
一、朱熹《论语集注》的解读《论语》讲“博文约礼”，共有三处：其一，《雍也》载子曰：“君子博学于文，约之以礼，亦可以弗畔矣夫！”其二，《子罕》载颜渊曰：“夫子循循然善诱人，博我以文，约我以礼，欲罢不能。
声音 感受
声音感受作者：来源：《中学生阅读(初中版)》2004年第05期声音一个人的精神发育史实质上就是一个人的阅读史；一个民族的精神境界，在很大程度上取决于全民族的阅读水平。
全国政协常委、苏州市副市长朱永新感受春天，我们去颁奖本刊编辑部１阳春三月，我们来到遍地浓绿的福州，为在“上海译文杯”全国初中生话题阅读写作大赛中的获奖者颁奖。
清晨七点半钟，福州市延安中学的全体师生排成整齐的方阵，站在操场上。
天虽然有点阴，但是同学们的情绪却格外高涨。
如石子在平静的湖水中激起一片片浪花，我们所念出的每一个获奖者的名字，都在操场上激起了一片惊喜和羡慕的欢呼。
看得出来，同学们都在为获奖者感到骄傲，为学校的荣誉感到兴奋。
在福州市时代中学颁奖的照片当即被校长亲自上传到校园的局域网，同学们在座谈会上争先恐后地发言，有的带着初中生特有的坦率和尖锐，有的带着与年龄不相称的成熟和深沉，有的则对编辑部的工作充满好奇。
从这里，从这个跃动着青春的朝气和活力的会场中，我们真实地感受到同学们脉搏的跳动，感受到他们旺盛的求知欲和可贵的自信心。
２见到了湖北荆州沙市十一中的岳媛媛——大赛一等奖的获得者。
个子矮矮，小脸圆圆，翘着好看的鼻子，一副乖乖女的模样。
“岳媛媛，”我叫她，“文章写得很漂亮哦！”我发自内心地赞美了一句。
女孩儿调皮地一笑：“我不认为我的文章漂亮，但我认为我这个人还是蛮可爱的。
”我也笑了，古灵精怪的女孩子，难怪作文写得好，人也聪明哦。
获得三等奖的肖媛，穿一袭纯净的黄色，显出少年人身上特有的阳光灿烂。
但她其实是一个很安静的女孩儿，她推了推鼻梁上的小眼镜，问了我“文”和“道”的关系，问了我“一千个读者心中有一千个哈姆雷特”的问题，显示出一种可贵的书卷气。
从荆州回来后，我又收到了肖媛的一封信，她说：“一直以来，我的梦想就是成为一名有作为的编辑。
可是以前总是觉得编辑这个称谓让人望而生畏，让人觉得距离很遥远……”在这里，我要对肖媛说：你的这个目标并不遥远，热情与执著会牵着你走到任何想去的地方。
Introduction1
Chapter 1: IntroductionRegional anaesthesia has increased in popularity in recent years (Clergue et al., 1999). This was prompted by two significant events. Firstly, the realisation that children do feel pain and require pain relief like adults; and secondly, that avoiding general anaesthesia in premature babies may have major advantages.With the increased survival of premature infants in recent years, the number of premature neonates presenting for surgery has increased. These premature neonates present with either chronic or acute defects that urgently need to be corrected. The risk of general anaesthesia is significant in these patients as they are at a greater risk of developing respiratory failure and postoperative apnoea compared to term infants of the same age (Welborn et al., 1986). Recent concerns regarding the deleterious effects of general anaesthesia on the developing brain further justifies the use of regional anaesthesia in this vulnerable age group (Sun et al. 2008).The use of regional anaesthesia therefore may have considerable advantages not only in premature neonates but also in infants, children and adults. The stages of development can be classified as follows: Stage 1: Neonate or newborn (0-30 days), Stage 2: Infant or baby (1 month-1 year), Stage 3: Toddler (1-4 years), Stage 4: Childhood (prepubescence) (4-12 years), Stage 5: Adolescence and puberty (12-20 years), and Stage 6: Adulthood (21 years - death), which can be subdivided into early adulthood (21-39 years), middle adulthood (40-59 years) and advanced adults/senior citizen (older than 60 years) (Jones, 1946).1.1) A brief history of paediatric regional anaesthesiaThe 19th century was a time when fundamental changes were made in the concepts regarding medicine. This is especially true for the speciality of regional anaesthesia. It is also the period regarded as the birth of modern regional anaesthesia (Bonica, 1984; Dalens, 1995). The thought that the heart is the centre for pain reception was discounted and Bell in 1811 andMagendie in 1822 showed that both motor and sensory impulses were relayed by the nerve tracts. By 1840, Muller established that the brain is the centre for perception and received all sensory information, including pain stimuli (Dalens, 1995).August Bier is commonly regarded as the “father of regional anaesthesia” and discovered the “cocainization of the spinal cord”, using a spinal anaesthetic technique (Fortuna & de Oliveira Fortuna, 2000). Since then, the regional anaesthetic techniques of the time included spinal, caudal epidural and supraclavicular brachial plexus blocks. These procedures gained enthusiastic acceptance by the anaesthesiologists of the time (Bainbridge, 1901; Farr, 1920; Campbell, 1933). However, these procedures gradually fell into disuse and almost came to a complete halt after the Second World War. This was mainly due to the development of new anaesthetic agents and improved techniques for general anaesthesia, which were safer and more reliable to use.The nineteen seventies saw a re-emergence of paediatric regional anaesthesia. Studies conducted by Lourey and McDonald (1973), Kay (1974) and Melman et al. (1975) caused a resurgence in the popularity of paediatric regional anaesthesia. The concept that regional and general anaesthesia can be used in a complimentary fashion, rather than being in contention with each other, also gained increasing acceptance (Dalens, 1995).This increase in regional anaesthesia could be attributed to the constant refinement, and/or development of new techniques. Research into newer, safer and better local anaesthetic solutions, as well as the use of continuous infusions through pumps, has offered new ways of providing pre- and post-operative analgesia to patients scheduled for paediatric surgery (Cook et al., 1995). With the above-mentioned advances in the field of anaesthesiology, the need for a strict protocol for administration, with reliable equipment, well-trained and alert personnel, become even more important (Fortuna & de Oliveira Fortuna, 2000).1.2) The importance of clinical anatomy in regional anaesthesiaDespite all the opportunities in medical research today, as well as the advances made in medical technology, the effective performance of clinical procedures still rests on a solid anatomical basis. This is even more important for medical practitioners in developing countries where technology is often lacking and they are dependent on their anatomical knowledge for the successful performance of clinical procedures (AACA, EAC, 1999).The practice of regional nerve blocks relies heavily on a sound knowledge of clinical anatomy (Winnie et al., 1975). This is especially true for anaesthesiologists who perform these blocks on paediatric patients (Bosenberg et al., 2002). Clinical procedures, such as regional nerve blocks, which either fail to achieve their objective or that result in complications, can often be linked to a lack of understanding, or even misunderstanding, of the anatomy relevant to the specific procedure (Ger, 1996; AACA, EAC, 1999).Winnie and co-workers (Winnie et al., 1973) states that no technique could truly be called simple, safe and consistent until the anatomy has been closely examined. This is quite apparent when looking at the literature where many anatomically based studies regarding regional techniques have resulted in the improvement of the technique, as well as the development of safer and more efficient methods. Anaesthesiologists performing these procedures should have a clear understanding of (a) the anatomy, (b) the influence of age and size, and (c) the potential complications and hazards of each procedure to ensure good results (Brown, 1985). Ellis and Feldman (1993) stated that anaesthesiologists required a particularly specialised knowledge of anatomy, which in some cases should even rival that of a surgeon. There is however a distinct lack of studies focusing on the anatomy of a paediatric population and relating it to a clinical setting (van Schoor et al., 2005). The anatomy described for paediatric patients are in most instances, obtained from adults and could be flawed (see Table 3.1 for an example).Performing regional anaesthetic procedures on paediatric patients have some additional complications and problems associated with it. Many anaesthesiologists may not be comfortable with working on a dose/weight basis. Most importantly, many anaesthesiologists not used to working with paediatric patients may lack the knowledge of the relative depths or position of certain key anatomical structures, as it is known that the anatomy of children of different ages may differ to a greater or lesser degree from that of adults (Bosenberg et al., 2002, Brown, 1985, Brown & Schulte-Steinberg, 1988, Katz, 1993). A thorough knowledge of the anatomy in children is therefore essential for successful nerve blocks and it cannot be substituted by probing the patient with a needle attached to a nerve stimulator, while the effective use of ultrasound requires a sound knowledge of the anatomy of the specific region. The anatomy described in adults is not always, and in most instances not applicable, to children of different ages as anatomical landmarks in children vary with growth. Bony landmarks (e.g. the greater trochanter of the femur) are poorly developed in infants prior to weight bearing. Muscular and tendinous landmarks commonly used in adults, tend to lack definition in young children partly because of poorer muscle development (Bosenberg et al., 2002), but also because they require patient cooperation to locate them. Most children are under sedation or general anaesthesia when the nerve block is being performed (Bosenberg et al., 2002, Armitage, 1985). Finally, classical anatomical landmarks may be absent or difficult to define in children with congenital deformities (Bosenberg et al., 2002).1.3) Indications and limitations of paediatric regional anaesthesiaRegional anaesthesia has advantages over general anaesthesia since it covers not only the intra-operative but also the postoperative period. Regional anaesthesia can be used to treat both acute and chronic pain and, in addition, it also provides both sympathetic and motor blockades (Saint-Maurice, 1995). Like all clinical procedures, the indications of regional anaesthetic techniques is based on well-established criteria, such as patient safety, quality of analgesia, duration of surgery, and whether it is a minor ormajor surgical procedure (Melman et al., 1975; Armitage, 1985; Saint-Maurice, 1995, Markakis, 2000, Wilder, 2000).Indications should not be decided by the subjective preferences of the anaesthesiologist or on the basis of mastery of the specific technique (although this is vital when the procedure is actually performed), but solely on whether the technique is required by careful examination of the indications (Saint-Maurice 1995). In order to select the best anaesthetic technique available, the benefits and risks of the regional nerve block should first be weighed against the advantages and disadvantages of all other available techniques of analgesia (Dalens & Mansoor, 1994).1.3.1 General indications of regional anaesthesiaPatients often have certain medical conditions, where the use of regional nerve blocks would be an advantage, these include:1.3.1.1 Disorders of the respiratory tractThe presence of respiratory diseases is in most cases (except the interscalene block, which has a high incidence of blocking the phrenic nerve) an indication for the use of regional anaesthesia. A regional nerve block can safely be performed on paediatric patients with respiratory distress, provided that the needle insertion, as well as the surgical site, is easily accessible. In certain cases, regional anaesthesia can be performed under mild general anaesthesia, after the patient has been intubated. In these situations, peripheral nerve blocks may be more preferable than central blocks. The advantages of combining both regional and general anaesthesia include reducing the requirements for intravenous and inhalational agents, thereby decreasing the risk of complications and also decreasing the recovery time. The patient should be extubated only when fully conscious and with the effect of anaesthetic inhalant worn off. This will allow the anaesthesiologist to effectively avoid aspiration (Saint-Maurice, 1995).1.3.1.2 Disorders of the central nervous systemThis is often considered to be a contraindication for performing regional nerve blocks. It is however more likely that an anaesthesiologist would refrain from performing regional nerve blocks on these patients more from the fact that there is a concern that the regional nerve block might worsen the disease state. The only true contraindications for performing regional nerve blocks on these patients are mechanical (neuropathy) and infectious conditions (infections in the vicinity of the block). Nevertheless, all children with disorders of the central nervous system should undergo careful evaluation before performing any regional nerve block on them. A neurologist should preferably do the evaluation and, as always, the risk versus benefit ratio should be carefully examined. (Saint-Maurice 1995)myastheniaand1.3.1.3 MyopathyRegional anaesthesia is especially indicated for patients with muscular dystrophy because it avoids the complications associated with general anaesthesia, particularly malignant hyperthermia. Unfortunately, due to the various anatomical deformities often found in these patients, certain regional nerve blocks might be more difficult to perform (Saint-Maurice 1995).1.3.2 General contraindications or limitations of regional anaesthesiaRegional anaesthesia has a very important place in children. Like any technique, it has its distinct advantages and specific indications. However, it also has limitations, disadvantages and contraindications that should be taken into account when performing regional blocks. Although contraindications are block dependant and should be known before attempting any regional nerveblock, general contraindications for regional anaesthesia include:1.3.2.1 Patient refusalPatient refusal is an absolute contraindication to regional anaesthesia. Appropriate information should be given to the patient regarding the technique, its advantages, disadvantages and potential complications. Informed consent must be obtained (Eledjam et al., 200).1.3.2.2 Local infections at the needle insertion siteSkin infections at the needle insertion site are an absolute contraindication to regional anaesthesia(Ecoffey & McIlvaine, 1991). This is also true for inflammation of the lymph nodes near the site of needle insertion.1.3.2.3 Septicaemia(presence of pathogens in the blood)1.3.2.4 Coagulation disordersCoagulation disorders, as well as patients who are undergoing antithrombotic or anticoagulant treatment are contraindications to a regional block because of the potential risk of haematoma formation (Dalens, 1995; Ecoffey & McIlvaine, 1991). Most of the complications have been described with epidural anaesthesia due to multiple traumatic vascular punctures and needle placement difficulties (Dalens, 1995).involving the peripheral nerves 1.3.2.5 Neurologicaldiseases(neuropathy)Although neuropathy (due to neurological or metabolic diseases) is not an absolute contraindication to perform a regional block, a clear benefit over general anaesthesia should be made (Ecoffey & McIlvaine, 1991).1.3.2.6 Allergy to the local anaesthetic solutionLess then 1% of all adverse reactions to local anaesthetics are due to patient allergy to the solution (Ramamurthi & Krane, 2007). Ester-linked local anaesthetics which are metabolized to para-amino benzoic acid (PABA) are far more likely to be associated with allergic reactions compared to amide local anaesthetics. Allergic reactions with amide local anaesthetics have yet to be reported in medical literature, although preservatives like methylparaben, present in many commercial preparations of amide local anaesthetics, are responsible for occasional allergic reactions (Naguib et al., 1998). Ester local anaesthetic allergies are true anaphylactic IgE-mediated allergies and not anaphylactoid reactions more commonly associated with other drugs used in the practice of anaesthesia (Ramamurthi & Krane, 2007).1.3.2.7 Lack of trainingAdequate skills regarding a specific technique are essential for a successful procedure to avoid complications and malpractice claims. Skills and expertise are key points to success in regional anaesthesia (Eledjam et al., 2000).1.4) Equipment used for paediatric regional anaesthesiaThe importance of selecting the appropriate devices and have them readily available when performing a regional block in children has long been underestimated and virtually all types of needles have been used for almost all types of block procedures (Dalens, 1999). Specifically designed needles and catheters are currently available for paediatric regional anaesthesia and it is now well established that a significant proportion of complications are directly related to the use of the wrong device (Giaufre et al., 1996). The importance of the correct equipment for a successful block was further confirmed in a survey of South African paediatric anaesthesia (van Schoor, 2004).Dalens (1999) stated that in addition to skin preparation solutions and sterile drapes to protect the site of puncture from bacterial contamination, the materials required to perform local or regional anaesthesia are rather simple but, nevertheless, specific. Sterile needles specifically designed to perform the relevant technique have to be used in children. He summarised the relevant equipment in a table (see Appendix A).An intravenous cannula should always be inserted in either the upper or lower limb in case of local anaesthetic toxicity caused by an accidental intravenous injection, or profound sympathetic blockade from a high epidural block. Light general anaesthesia is normally given to the paediatric patient. The procedure must be carried out with a strict aseptic technique. The skin should be thoroughly prepared and sterile gloves must be worn as infection in the caudal space is extremely serious (Jankovic & Wells, 2001).1.5) Imaging techniques used to aid in regional anaesthesia1.5.1 Nerve stimulators and regional anaesthesiaThe idea of stimulating a motor nerve in order to determine the ideal injection site for regional anaesthesia was first suggested by Von Perthes in 1912. Although, only within the past twenty years, have peripheral nerve stimulators (see Figure 1.1) become popular as clinical and teaching tools in regional anaesthesia practice (Visan et al., 2002). Nerve stimulators enable confirmation of the correct needle placement without inducing paraesthesia (Vloka et al., 1999) and, in turn, allow anaesthesiologists to perform the block in sedated or anaesthetised patients (Brown, 1993).Figure 1.1: Some commercially available peripheral nerve stimulators(Vloka et al., 1999).Since Pither et al. (1985) made recommendations on the use of nerve stimulators in regional anaesthesia; there has been an explosion of new and varied nerve stimulators available on the market. Although the advances in the technology surrounding nerve stimulators have made their use to localise the desired nerve(s) much easier, the wide variety of functions and features can be confusing for first-time users. This could in turn leave anaesthesiologists with an insufficient understanding of the basic principles behind nerve stimulation.principles of nerve stimulation1.5.1.1 BasicNerve stimulation techniques rely on the elicitation of appropriate motor responses to electrical current to confirm the proximity of the needle or catheter to the target nerve structure. Typically, nerve stimulation involves application of electrical current once the needle/catheter has penetrated the subcutaneous tissue, although surface mapping by transcutaneous electrical stimulation of peripheral nerves in children has been described (Bosenberg et al., 2002).The relationship between the strength and duration of the current and the polarity of the stimulus is of particular importance to nerve stimulation (Pither et al., 1985). To propagate a nerve impulse, a certain threshold level ofstimulus must be applied to the nerve. Below this threshold, no impulse ispropagated. Any increase of the stimulus above this threshold results in a corresponding increase in the intensity of the impulse (Tsui, 2007).It is also possible to estimate needle-to-nerve distance by using a stimulus of known intensity and pulse duration. A clear motor response achieved at 0.2 to 0.5 mA indicates an appropriate needle-to-nerve relationship. The tip of the needle is therefore close enough to the desired nerve to cause an effective block if the anaesthetic solution is administered. Nerve stimulation at <0.1 mA may indicate intraneural placement of the needle. This should be avoided as it may lead to nerve injury if the local anaesthetic is injected (Visan et al., 2002).Another important aspect to remember is that the cathode can be up to four times more effective at nerve depolarization than the anode, and thus it is the preferred stimulating electrode. Some problems may arise when nerve stimulators are not made to connect properly for other manufacturers’ stimulating needles and an adapter would therefore be required. It is best to use similarly manufactured stimulators and needles if possible (Tsui, 2007).A surface electrode is required to complete the electrical circuit and the optimal position to place the electrode on the patient’s body during peripheral nerve blocks is controversial (Tsui, 2007). According to Hadzic and co-workers (2004), this is less critical than was previously thought due to the introduction of constant-current nerve stimulators.features of nerve stimulators1.5.1.2 EssentialAccording to Visan et al. (2002), the essential features of the nerve stimulator include:•Constant current output: This assures automatic compensation for changes in tissue or connection impedance during nerve stimulation, inturn, assuring accurate delivery of the specified.•Current display: The ability to read the current being delivered is of utmost importance because the current intensity at which the nerve is stimulated gives the operator an approximation of the needle-to-nerve distance.•Current intensity control: Current can be controlled using either digital means or an analogue dial. Alternatively, current intensity can be controlled using a remote controller, such as a foot pedal, which allowsa single operator to perform the procedure and control the currentoutput (Hadzig & Vloka, 1996)•Short pulse width: Many peripheral nerve stimulators lack the ability for the user to control pulse width.•Stimulating frequency: Nerve stimulators with a 1 Hertz (Hz) stimulation frequency (1 pulse per second) are the norm. A model with a 2 Hz stimulation frequency may prove to be more clinically advantageous because it allows faster manipulation of the needle.•Malfunction indicator: This is a necessary feature because the operator should know when the stimulus is not being delivered because of malfunctions such as poor electrical connection and/or battery failure.A study conducted by Bosenberg (1995) revealed that a relatively cheap, unsheathed needle could be successfully used to locate peripheral nerves with the aid of a nerve stimulator in anaesthetised children. Although a slightly larger current is required to produce a motor response when compared to sheathed needles, a success rate of greater than 98% underlines its value as a cost-effective teaching tool, and the ease with which a technique can be mastered when using a nerve stimulator.Surface nerve mapping or transdermal nerve stimulation is a modification of the standard nerve stimulator technique and can be used to trace the path of a nerve prior to skin penetration. Surface nerve mapping could prove to be most useful in paediatric patients since anatomical landmarks are less precisely defined (Bosenberg et al., 2002), and paediatric patients are at the greatest risk for complications of regional anaesthesia.(Giaufre et al.,1996) Nerve mapping offers a further dimension for localisation of superficial peripheral nerves prior to skin penetration in both infants and children (Bosenberg et al.,2002).For locating superficial nerves, in patients of normal weight or paediatric patients, a special device can be used together with the nerve stimulator to trigger a transdermal response from the target muscle. The pulse duration of the device is set to 1 millisecond (ms) and the current range to 5 mA. In this way, it is possible to get a better fix on the puncture site or even correct the puncture direction. This also serves as an invaluable training tool for anaesthesiologists. Not only can the correct stimulus response be demonstrated but needle localisation and direction can be practiced before the needle is inserted (, 2009)Bosenberg and co-workers (2002) stated that peripheral nerve stimulation should not be a substitute for sound anatomical knowledge and careful technique. In a study, they did however show that using a nerve stimulator does provide a greater degree of reliability and accuracy in finding the correct needle insertion site, compared to using only anatomical landmarks or paraesthesias to perform nerve blocks. It is also a safer technique for attaining close proximity to the actual nerve.A combination of using a nerve stimulator/surface nerve mapping device and anatomical landmarks seem to be the best method for accurate, safe and successful blockade (Bosenberg, 1995).1.5.2 Ultrasound guidance and regional anaesthesia1.5.2.1 Advantages of ultrasound guidance during regional anaesthesiaThe use of ultrasound guided techniques for performing regional anaesthesia has greatly increased within the past decade. Recent studies show that ultrasound guided nerve blocks may have many advantages over traditional techniques. These studies reported less vascular puncture, highersuccess rates, and a reduced dose of local anaesthetic required in order to obtain a successful block (Marhofer et al., 2004; Sandhu et al., 2004; Bigeleisen, 2007).1.5.2.2 Basic principles of ultrasoundUltrasound machines can typically deliver sound waves of 2–15 MHz. Characteristically, the higher the frequency, the less the penetration depth but the better the resolution and vice versa. In the paediatric population, a high frequency linear probe is usually sufficient as the anatomy is much smaller and most structures being blocked are reasonably superficial. Sound waves propagate through the body and the amplitude of the reflected signals is based on different acoustic impedance of human tissue and fluids. Signals of least intensity appear dark (hypoechoic) or black as with body fluids, while signals of greatest intensity appear white (hyperechoic) as with bones and with intermediate intensities appearing as shades of gray. A common artefact is anisotropy, which is caused by an incidence angle of less than 90o between the probe and the structure being imaged. This results in poor or no reflection of the ultrasound beam from the tissue and, consequently, an inability to visualise it. The ultrasound beam must be oriented perpendicularly on the nerve axis to be able to visualise it (Marhofer et al. 2005; Brain et al., 2007).regional anaesthesia:1.5.2.3 UltrasoundguidedThe success of ultrasound guided nerve blocks relies on several aspects (Perlas & Chan, 2008):•Quality of image: This depends on the quality of the ultrasound machine and transducers, proper transducer selection (e.g., frequency) for each nerve location, sonographic anatomy knowledge pertinent to the block, and good hand-eye coordination to track needle movementduring advancement.•Patient position and technique: Optimal patient positioning and sterile technique is essential. This is particularly important for the continuouscatheter technique when it is necessary to use sterile conducting geland a sterile plastic sheath to fully cover the entire transducer.•Nerve stimulation: Nerve localisation by ultrasound can be combined with nerve stimulation. Both tools are valuable and complementary andnot mutually exclusive. Ultrasonography provides anatomical information, while a motor response to nerve stimulation provides functional information about the nerve in question.•Spread of anaesthetic solution: Ultrasound allows the anaesthesiologist to observe the spread of the local anaesthetic solution as well as real-time visual guidance to navigate the needle toward the target nerve.Two approaches are generally available to block peripheral nerves. The first approach aims to align and move the block needle inline with the long axis of the ultrasound transducer, so that the needle stays within the path of the ultrasound beam (see Figure 1.2a). In this manner, the needle shaft and tip can be clearly visualized. This approach is preferred when it is important to track the needle tip at all times (e.g., during a supraclavicular block to minimize inadvertent pleural puncture). The second approach places the needle perpendicular to the probe (see Figure 1.2b). In this case, the ultrasound image captures a transverse view of the needle, which is visible as a hyperechoic "dot" on the screen. Accurate moment-to-moment tracking of the needle tip location can be difficult, and needle tip position is often inferred indirectly by tissue movement. This approach is particularly useful for continuous catheter placement along the long axis of the nerve.。
福州延安中学高中规章制度
福州延安中学高中规章制度第一章总则为维护校园秩序，促进学生全面健康发展，根据国家教育法规和教育部门要求，结合学校实际情况，制定本规章制度。
第二章学习管理1. 学生应按时参加学校规定的各项教学活动，不得擅离校园。
2. 学生在校学习期间应认真对待每一堂课，不得迟到、早退、逃课等，否则将受到相应的处理。
3. 学生必须按时完成作业，严禁抄袭、作弊等违规行为。
4. 学生应遵守考场纪律，不得携带通讯工具等违规物品进入考场，否则将受到相应处罚。
第三章行为规范1. 学生应尊重师长，团结同学，不得随意打架斗殴、辱骂他人等违反校规的行为。
2. 学生应保持校园环境整洁，不得随意涂写校园建筑、损坏公共设施等破坏校园形象的行为。
3. 学生应养成良好的生活习惯，不得饮酒、吸烟、赌博等不良行为。
4. 学生应遵守校园安全规定，不得私自攀爬校园围墙、在校园内玩耍等违反安全规定的行为。
第四章惩戒措施1. 对于违反学校规章制度的学生，学校将视情节轻重，给予相应的处罚，包括但不限于批评教育、警告、停课等。
2. 对于严重违规行为，学校将依法进行处理，并做出相应的处理措施。
第五章奖励制度1. 学校将根据学生的学习成绩、表现和奉献等方面进行评选，对表现优秀的学生给予相应的奖励。
2. 学校将定期评选优秀学生，进行表彰，并给予奖励。
第六章其他规定1. 学生应积极参加学校组织的各项活动，树立良好的校园形象。
2. 学生应顺从学校管理规定，服从教师管理指令，发扬集体主义精神，团结互助，共同维护校园秩序。
为确保校园安全、规范管理，学生应严格遵守以上规定，切实做到遵纪守法，文明礼貌，自觉遵守，共同营造一个和谐美好的校园环境。
任何违反校规的行为，学校将依规进行处理。
希望全体学生能够珍惜学校培养的机会，努力学习，健康成长，为实现自身的梦想奋斗不懈。
啬色园主办可道中学
嗇色園主辦可道中學(二零零八至二零零九年度)地址：元朗洪水橋洪順路11號電話：2479-9885網址：w w w.h o d a o.e d u.h k學校通告第九號(A)五月份通告敬啟者：茲有下列事項，敬希 台端垂注並加以配合：一．中一級制服團隊聯合匯操本校中一級制服團隊謹訂於二零零九年五月十七日（星期日）上午九時四十分假本校操場舉行聯合大匯操。
現特函誠邀 台端出席，分享同學刻苦訓練的成果。
當天程序如下：時 間 程 序 地 點9:40-9:50 自由參觀展覽 雨天操場9:50-10:00 嘉賓及家長就座10:00-10:45 中一級制服團隊大匯操、頒獎及表演雨天操場10:45-11:00 嘉賓、家長、中一隊員往禮堂就座 禮堂11:00-10:45 中一學員分享感受 禮堂11:45-12:15 自由參觀展覽及享用茶點 雨天操場 12:15 活動完結 雨天操場二．共融社區顯和諧嘉年華暨青少年宣誓典禮香港紅十字會新界西總部將於二零零九年五月十日(星期日)下午二時至三時假荃灣沙咀道球場舉行「共融社區顯和諧嘉年華暨青少年宣誓典禮」，本校紅十字會青年團YU271新一屆會員將參與聯合宣誓儀式。
誠邀 台端出席，分享本年度新會員接受紅十字訓練的成果。
有興趣參加者，請填妥回條，囑 貴子弟交回班主任。
如有任何問題，請聯絡戴展堂老師、麥泳欣老師、唐萬龍老師或黃穎欣老師。
三．下學期考試安排下學期考試定於二零零九年六月十日至六月十九日舉行，隨函附上考試時間表（附件一）及各科考試範圍（附件二），懇請 台端詳加審閱，並督促 貴子弟認真準備，努力溫習，爭取佳績。
四．推動學生積極學習及校方對同學的支援本校的「平時分」制度，用以有效匯報學生的學業情況及鼓勵學生持續努力。
「平時分」的計算包含同學的日常功課表現、課堂投入程度與表現，及同學在一般測驗中所得的績分。
平時分可以顯示同學的學習經歷，並能預測他們在考試中的表現。
為協助平時分欠佳的同學建立對考試的信心，本校將會在5月中檢視學生下學期的平時分，並於六月四日及六月八日安排課後留校溫習至5時15分。
福州延安中学书法字
福州延安中学书法字
摘要：
1.福州延安中学书法字的背景和历史
2.福州延安中学书法字的特点和风格
3.福州延安中学书法字的影响和价值
4.福州延安中学书法字的传承和发扬
正文：
福州延安中学书法字是福建省福州市延安中学的特色教育项目之一，其源于中国书法艺术，是一种具有深厚历史和文化底蕴的艺术形式。
福州延安中学书法字的历史可以追溯到上个世纪80 年代，当时由该校的一群热爱书法艺术的教师创立，旨在通过书法教育，弘扬中国传统文化，提高学生的艺术修养和审美能力。
经过几十年的发展，福州延安中学书法字已经成为了该校的一项特色教育项目，并受到了广泛的赞誉和认可。
福州延安中学书法字以楷书为主，注重字的结构和形态，强调笔墨的运用和变化，形成了独特的风格和特点。
该校的书法教育，不仅注重书法技艺的传授，更注重对学生进行文化熏陶和人格培养，使学生在学习书法的过程中，能够深入理解中国传统文化的精髓，提高自身的文化素养和道德修养。
福州延安中学书法字的影响和价值主要体现在以下几个方面：一是对学生的个人成长和发展产生了积极的影响，通过书法学习，学生的审美能力、创新能力和协作能力得到了提高；二是对学校的文化建设和校园氛围产生了积极的影响，书法字的学习和创作，为学校营造了浓厚的文化氛围和良好的校园环
境；三是对社会的文化传承和发展产生了积极的影响，福州延安中学书法字的影响力已经超出了校园，对社会的文化传承和发展起到了积极的推动作用。
为了更好地传承和发扬福州延安中学书法字，该校不仅在校内开展了丰富的书法活动，如书法比赛、书法展览等，还积极参加各类书法比赛和展览，与社会各界进行交流和合作，使福州延安中学书法字能够在更广泛的平台上得到展示和传承。
附中博才学生必读手册
附中博才学生必读手册
附中博才学生必读手册主要包括以下内容：
1. 学校的基本规定：包括学校的校规、校纪、学籍管理规定等，旨在规范学生的行为，维护学校的正常秩序。
2. 课程设置：详细介绍学校的课程设置、选课制度、学分制等相关规定，方便学生了解自己的学习计划和要求。
3. 考试制度：明确学校的考试政策、考试时间、考试方式等，提醒学生认真备考，遵守考试纪律。
4. 学生管理：包括学生日常行为规范、宿舍管理规定、请假制度等，旨在引导学生养成良好的生活习惯和学习态度。
5. 奖励和惩罚：明确学校对学生的奖励和惩罚措施，激励学生努力学习，遵守校规校纪。
通过认真阅读这本手册，附中博才的学生可以更好地了解学校的各项规章制度，确保自己的学习和生活行为符合规范，同时也可以更好地规划自己的学习计划和目标。
【公文范文】福州延安中学：总理批示是鼓励是鞭策
欣雅图表打造高品质福州延安中学：总理批示是鼓励是鞭策
１６日，本报刊登了《总理给延安中学作批示》一文，许多读者对福州延安中学为何给温家宝总理写信非常感兴趣。
昨日，记者就此采访了福州市延安中学的校长王金石
据王校长介绍，师生给总理写信的目的非常单纯，就是借校庆的契机，抱着盼望总理能来学校看看的愿望。
据介绍，字斟句酌写完信后，全校５７个班的班长和校长、书记在信末署上名字。
９月２６日，学校到北京出差的工作人员把信带到北京寄往国家信访局。
让大家意外的是，２９日，国家信访局就把信递给总理了。
３０日，总理特地给福州延安中学做了批示。
据王校长介绍，福州延安中学前身为“福州女中”，１９６９年复课时，学校要男女生合并上课，“女中”的校名就不能再用了。
当时的校长是延安抗大毕业的，对延安感情颇深，“福州延安中学”就这样诞生了。
王校长告诉记者，总理能在百忙之中给学校的来信作批示，与其说是对延安中学长期以来持之以恒地开展延安精神教育、弘扬延安精神的肯定，不如说是希望把中国的年轻一代培养成有抱负、对国家民族始终怀有深深的使命感和责任感的人才，是鼓励，是鞭策，是给师生送来继续坚持弘扬延安精神的巨大力量。
王校长说，这也是师生们打扰日理万机的温总理的全部原因。
（记者许才芳）。
2019-2020学年福州市延安中学高三语文期中试题及参考答案
2019-2020学年福州市延安中学高三语文期中试题及参考答案一、现代文阅读（36分）(一)现代文阅读I(9分)阅读下面的文字，完成下列小题。
蜂拥而至徐嘉青魏强是个短视频控，有着不少粉丝。
这天是周六，好友邹涛约他去乡下转悠，两人开着车出发了，快到时看到路边有个卖蜂蜜的商贩，邹涛提议说：“要不咱下去买两瓶？”于是，两人下了车。
到了摊子前，魏强问道：“这蜂蜜咋卖？”商贩是个中年男子，漫不经心地伸出一只手晃了晃。
魏强拿起一瓶蜂蜜，拧开盖子看了看，又放在鼻子下闻了闻，用夸张的表情说:“真香啊，这蜂蜜保准假不了。
”说完，他冲着中年男子问：“老兄，价能降点吗？”中年男子摇摇头，吐出了句话：“不能，一瓶最多便宜一毛钱。
”两人站起身来，打算上车走人。
中年男子一看，忽地站了起来，一个箭步跳过去，伸出两只胳膊拦住了他们，说：“不能走！东西你们看了，价也给你们降了，到头来却不买了，这可说不过去！”邹涛怒气冲冲地说：“哟呵，看样子你是要强卖了？光天化日之下，我看你是没有王法了！”说完，他将中年男子的手臂拨到一边，径直向车子走去，魏强也赶紧跟了上去。
中年男子俯身抓起一瓶蜂蜜，随后追了过去。
到了车子跟前，他一把拉住邹涛，叫嚷道：“不买别想走！”邹涛着实生气了，用劲儿把手臂一收，中年男子猝不及防，被带了个趔趄，手中的蜂蜜飞了出去，偏偏落在车子的前窗上，就听“啪”的一声，蜂蜜瓶子的盖儿被磕开了，里面的蜂蜜流了出来，在车窗上上形成了一条淡黄色的线。
这下，中年男子可不干了，过去一把拉住邹涛，说：“你不把这瓶蜂蜜的钱给我，想走？没门儿！”魏强想息事宁人，把钱包拿出来，从里面掏出五十块钱递了过去，没好气地说：“给你！”中年男子斜着眼睛看了看，说：“你打发叫花子呀？”邹涛反问道：“难不成还是五百块?”中年男子点了点头。
魏强急了：“刚才说好的价，五十块一瓶，啥时候成了五百块？”中年男子说：“一开始我就是这个价，我可从没说过五十块一瓶，那可是你说的。
福建省福州延安中学2023-2024学年七年级上学期期中语文试题
福州延安中学2023—2024学年第一学期初一期中质量检测语文（满分150分，完卷时间120分钟）福州延安中学初一某语文学习小组在经过一段时间后的学习发现，语文的学习，不能单纯停留于文字、句子的学习，还要深入挖掘每篇文章背后的“思想情感”——每个汉字，都是各种情感抒发的载体。
最近，他们展开了“语文中的‘情’”综合性学习，让我们来一探究竟吧！【活动—“情感”之积累】（28分）1．以下是本次综合性学习活动策划的“开场白”，请按照要求，完成以下任务。
（11分）孔子曾经说过：“①___________，②___________。
”可见在学习的过程中一定要勤于思考，这样才能事半功倍。
寓居济南的老舍描写了一个温晴而慈．（A）善的冬天，从中可见他对这座城市的热爱；双腿瘫痪．（B）的史铁生回忆起母亲在秋日里的种种往事，心中满是无言的愧疚；面对散步时走大路还是走小路的分qí_（甲），想要一家人③__________（原指各人都得到满足，后指每个人或事物都得到恰当的位置或安排）的父亲，深感家庭的重要责任在肩；面对生活中的不顺和坎坷，冰心以莲叶喻母爱，认为只有母亲，才是每个孩子“无遮拦天空下的荫bì（乙）”。
语言是情感表达的外衣，人们心绪的流动才是文辞之间最打动人心。
在初中的语文学习历程中，让我们一起挖掘作者们的思想抒发，走进文学大家们的内心世界吧！（1）根据上下文，从《论语》中选择最合适的一句话，填写在横线①②处。
（2分）（2）根据文意，为A、B两处的加点字注音，用正楷在甲、乙两处写上正确的汉字。
（4分）A（）B（）甲（）乙（）（3）根据括号内的解释，在横线③处填写上一个最合适的成语。
（2分）（4）文段中划横线的句子有一处．．语病，请将修改后正确的句子写在下面横线上。
（3分）_______________________________________________________________________________________________ 2．小组成员从课内找到一些“表情达意”的佳句，并进行了分类。
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福州延安中学《博文约礼》手册一、校徽二、校训三、校歌四、创建纪略五、延安学生精神生活公约六、福州延安中学学生日常行为规范实施细则1、校园一日礼仪规范——做个好学生2、家庭一日自省规范——做个好孩子3、社会一日向善规范——做个好公民七、团员守则延安学生精神生活公约三不做：一、我绝不做欺骗、说谎、打架、骂人的学生。
二、我绝不做逃学、考试舞弊、损坏公物的学生。
三、我绝不做上课讲话、不缴作业的学生。
三必做：一、我必做到自己的事情自己做，自己的功课自己努力。
二、我必做到爱护学校一草一木和一切设施，这些设备都是为我们设置，我们有责任保护。
三、我必做到：爱惜国家的荣誉，以校誉为己誉，以己誉为校荣，做品学兼优的学生。
三不怕：一、我不怕功课不懂，我勇敢发问，努力学习。
二、我不怕有错，我要知错就改。
三、我不怕苦，立志随时纠正自己不好的学习生活习惯，做博文约礼的出彩延安人。
福州延安中学学生日常行为规范实施细则校园一日礼仪规范——在校做个好学生第一条升旗礼仪1、维护国家荣誉。
尊敬国旗、国徽，会唱国歌。
2、升降国旗、奏唱国歌时要肃立、脱帽、行注目礼，少先队员行队礼。
唱国歌时要精神饱满、正确、流畅、声音洪亮。
要认真参加升旗仪式，齐声唱国歌。
第二条服饰礼仪1、穿戴整洁、得体、朴素大方。
上学穿好符合季节的整套校服，扣好扣子拉好拉链，进入校园不随意脱换。
2、佩戴校徽，团员应戴团徽。
3、头发干净整洁，学生不烫发、不染发、不化妆、不佩戴首饰。
男同学留平头，长度不超过1寸，要定期剪发，保持阳光朝气。
不留长发，不剃光头，不留怪发型。
女同学要求剪齐耳短发，不得烫发染发。
做到前不扫眉、旁不遮耳、后不过衣领，保持学生的清爽形象。
4、经常修剪指甲，保持干净，且不装饰。
5、如有需佩戴眼镜或隐性眼镜者，一律使用全透明镜片。
第三条课堂礼仪1、预备铃响要准时到达教室，安静入座，根据学科要求准备好学习用品，回忆预、复习内容。
班委及时点名并报告当节任课教师出席情况。
2、上课要起立向老师鞠躬问好；下课要起立向老师道感谢再见。
3、上课要坐姿端正，专心听讲，积极思维。
4、上课要积极思考，主动发言、提问，认真参加教学讨论。
发言要先举手示意，起立回答，善于发表自己的见解。
5、要按各学科作业规范的要求独立完成，字迹端正，簿本整洁。
6、测验、考试、考核要自觉遵守考场规则，对违反考场规则的行为要及时汇报，帮助纠正。
7、学会准确使用学具和工具书。
遵守学校实验室、电脑房等功能教室实验、操作的使用规则。
8、积极认真上好自习课和活动课，发挥创造性思维，自觉约束自己、管理自己，不影响同学学习。
第四条与人交往礼仪1、平等待人，与人为善。
尊重他人人格、宗教信仰和民族风俗习惯。
会自我介绍和表达自己的想法。
2、同学之间互相尊重，团结互助，真诚相待。
交谈注意场合，态度友善、谦恭礼让、讲普通话，使用“请”、“你早”、“你好”、“谢谢”、“对不起”、“没有关系”、“再见”等礼貌用语。
3、不以大欺小，不欺侮同学，不叫侮辱性绰号。
4、男女同学正常交往，自尊自重，有矛盾多作自我批评；有问题及时向老师求助。
5、坐正立直，行走稳健，举止文雅端庄。
微笑是延安人的语言，文明是延安人的品格。
6、进校第一次见到教职工，要主动行礼、致意或问候。
路遇教职工、来宾要微笑致意问候。
会微笑、点头、鞠躬、握手、招手、鼓掌、双手递送和接受物品等礼仪。
7、尊重教职员工，虚心接受教导和帮助，说话要亲切、轻声；敢于和善于发表自己的意见。
8、未经允许，不动用他人物品，不随意打断别人的讲话、打扰他人学习、工作和休息。
求助他人应致谢，妨碍他人要道歉。
9、借用公物要按时归还，损坏东西要赔偿。
拾到东西要设法及时归还失主或交给老师。
10、诚实守信，言行一致，不说谎，不骗人，不弄虚作假，知错就改，答应别人的事要按时做到，做不到时表示歉意，借他人钱物要及时归还并致意道谢。
11、正确对待困难和挫折，不自卑，不嫉妒，不偏激，保持心理健康。
学会心理自我调整和向他人求助的方法。
第五条集会礼仪1、参加校内各种集会要准时、有序、守纪。
要自觉维护集会纪律，不讲话，不随意走动，保持会场的良好秩序。
2、参加观摩演出要尊重演讲者、表演者，认真听讲，鼓掌时要热烈并且整齐划一。
鼓掌应掌心相对，鼓掌6次为宜。
3、广播操应以班级为单位集队进场，做到整齐、安静、迅速、有序。
做操之前拉好间距（前后左右一臂距离），动作规范有力度，符合节拍。
第六条就学礼仪1、按时到校，不迟到，不早退，不旷课。
病、事假当日家长应先以电话向班主任请假需要请假，病愈、事毕要及时销假。
（各个时间权限，报告对象）2、在校期间要离校，应在家长知情，并与班主任沟通后由班主任写好出门条，方可离校。
3、上课时未经老师同意，不得随意调动座位或离开教室。
4、进入教师办公室应先轻敲门或说“报告”，征得老师同意才可进入。
进入后，落落大方，不私自翻动办公室物品；离开办公室时要把椅子放回原处，并向老师道别。
第七条手机使用规定1、校园内不建议学生使用智能手机，因亲子联系确需携带手机进校，必须向班主任申请，放学方可使用。
2、经核准者，必须遵守在校期间一律关机，不得使用的规定，开机状态视为违规使用手机。
3、考试期间，手机不得进入考室，不论关机或开机都视为考试舞弊。
4、手机应由持有者妥善保管，如有损坏、遗失，完全由持有者自行负责。
不当使用，班主任可代为保管至毕业归还。
第八条校园内安全规定（补充）1、不在教室和楼道内追逐喧哗。
上下楼梯靠右走。
2、进入图书馆、会议室、各种专用教室保持安静。
3、教学楼内应轻声慢步，不得追跑打逗，大声喧哗。
不吹口哨，不讲脏话。
第九条校园公物、卫生管理规定1、注意用眼卫生，读写姿势端正，保持“一拳”、“一尺”、“一寸”距离。
每天坚持做眼保健操，动作正确、到位。
2、认真做好教室、走廊、包干区的卫生保洁工作，不乱丢纸屑杂物，保持教室和校园环境优美。
3、爱护校舍和各种公物，节约粮食，节约水电，服从管理。
4、不朝黑板、门窗、墙壁、课桌，布告栏等处扔球、踢球、涂抹和刻画。
5、不攀摘花木，不践踏学校绿化场地。
6、爱惜学校图书馆、阅览室的书报杂志，并按时归还。
爱惜书簿本、文具等用品。
7、离开教室要锁好门窗、关好电灯、风扇、空调和多媒体设备。
家庭一日自省规范——做个好孩子1、尊重长辈、尊重父母，能用尊称称呼长辈，见到父母长辈早起问早，离家道别，回家问好，临睡请安。
学会使用不同时间和场合的问候语。
2、父母或长辈生日，要以适当的方式庆贺，表示敬老的心意。
父母长辈生病时应勤问、勤侍、勤体贴，为长辈做好力所能及的体贴工作。
3、自尊自重，遵从长辈的意见和教导，不提不合理要求，不私拿长辈的财物。
向长辈提意见要实事求是，要有礼貌，注意场合和方式，不耍脾气，不顶撞。
做错事要勇于承认，积极改正，学会自我批评。
经常与父母、监护人交流生活、学习、思想情况。
4、客人来访应热情大方地接待，主动问候、请坐，双手敬茶递物，说话面对客人，声音和谐，不插嘴，不乱动，客人告辞时要起身相送。
对待长辈和年长体弱者，还要扶下楼或走出楼至平坦路面，再与之道别。
5、用餐应先请客人或长辈就座。
家中设宴待客，应热情招呼客人，请长辈先动筷，主动敬菜。
餐毕应道“请慢用”，再递清洁毛巾和餐巾纸给客人。
6、邻里之间应团结友爱，互相关心，互相招呼，处事要宽容大方，不说不利团结的话，不做不利于团结的事，不影响邻里正常生活。
严于律已，不为区区小事斤斤计较。
邻里有困难时主动关心帮助。
7、主动打扫公共场所，保持环境整洁帮助社区做些力所能及的好事，特别要关心孤寡老人、独居老人，残疾人和留守儿童。
8、父母长辈外出要主动照看门户，注意家庭的安全，对素不相识的来客不要贸然接待。
掌握防火灾、防溺水、防触电、防盗、防中毒等安全知识。
学会正确使用家用电器、煤气、液化气知识，注意节约用水、用电、用煤气。
如遇不测，及时报警。
正确使用各种紧急电话号码和公共服务电话。
9、合理使用电话，正确选择适当的通话时间，使用礼貌用语，交谈热情友好，简单扼要。
10、培养良好的网络道德，遵守网络安全规定，不浏览、不制作、不传播不良信息，慎交网友，不进入营业性网吧。
11、生活有规律、按时作息、珍惜时间，合理安排课余生活，坚持锻炼身体。
12、培养高尚情趣，每天读报或收听时事广播、电视，阅读有益于身心健康的书刊，不看色情、凶杀、迷信书刊、影视片，不唱不健康歌曲，不参加封建迷信和赌博活动。
13、要及时整理床铺和衣着用品，培养打扫和保持居室整洁卫生的习惯。
14、饭前便后要洗手。
不偏食，不挑食，不暴饮暴食，不剩饭菜，不吸烟，不喝酒，不滥用药物。
15、学会煮饭和烧家常菜。
主动整理房间，洗衣、打扫卫生。
16、生活俭朴，勤俭节约，不乱花钱，不与他人攀比，不赶时髦。
17、关心、照顾幼小儿童和兄弟姐妹及残疾人。
18、邀同学来家学习或参加有益于身心健康的娱乐活动，事先应得到双方家长的许可。
串门互访碰到同学的家长、亲友或同学的弟妹等，应热情招呼。
未经父母同意不得在外住宿或留宿同学朋友。
社会一日向善规范——做个好公民1、遵守国家法律，不做法律禁止的事。
不参加各种名目的非法组织和非法活动。
2、尊老爱幼，待人热情，谦让助人，举止文明，不打架、不骂人，不说粗话和脏话，不叫绰号。
3、遇到问路，态度和气，耐心细致，用普通话认真指引。
被问到不了解的情况时，应向对方表示歉意。
4、问询时，要热情、礼貌地称呼对方。
可根据对方的年龄和性别来选择合适的称呼。
得到指点或回答了你提出的问题后，应真诚地表示谢意。
5、遵守公共秩序，乘公共车、船，依次排队，不争先恐后。
上车主动购票，见到老、弱、病、残、孕妇和师长主动让座，并帮助照顾上下车。
不坐超载和不规范车辆。
6、衣着整洁，仪表大方，不穿背心、拖鞋进出公共场所。
7、买票、购物有秩序，会用尊称招呼道谢。
8、参加社会活动要遵守公共场所规章制度，准时、有序。
观看演出和比赛，保持安静，不迟到，中途离场，不随便走动，不吃带有壳有声瓜果、食品。
演出、比赛结束，要鼓掌致意，做文明观众。
9、参观文化遗迹、展览会等场所要遵守场规，不喧哗，不打闹。
爱护公共设施和公物，不随意触摸展品、乱涂乱画刻。
瞻仰烈士陵墓要肃穆。
10、在图书馆看书要安静，借阅书刊要爱惜，按时归还。
损坏图书要主动道歉、赔偿。
11、遵守交通法规，尊重交通警察和执勤人员，听从指挥和劝导。
过马路走斑马线，不乱穿马路，不闯红灯，不翻越护栏杆，不在马路上、桥上和交通场所踢球、戏耍、打闹。
12、注意交通安全。
中学生不骑电动车、死飞自行车。
骑自行车要靠右，按指示行非机动车道。
不违章骑车带人、追逐游戏；不乱穿红灯、乱停放自行车。
骑行共享单车后要规范停靠。
13、看到老、幼、病、残、孕妇、师长主动让路，对老人、小孩、盲人过马路主动搀扶。
14、对违反社会公德的行为主动劝阻要在保护自身安全的情况下见义智为，发现违法犯罪行为及时报告。