刘书芬定稿

合集下载

北京市海淀高三语文下学期期中评标说明微写作课件

在家乡的原野上，总能够看到在天空中纷飞的蒲公英。它象征着自由与博爱，当你拿起一株蒲公英时，能够感觉到它的轻盈，或许你会厌烦他纷乱的花瓣，但是那就是蒲公英最令我尊敬最令我崇拜的东西，蒲公英听风凭引，随风而动，看似散漫，实则有迹可循，家乡的老人们也总是对蒲公英有着别样的赞誉，蒲公英对他们而言，不仅是儿时的回忆，更是家乡的呼唤。
一颗飞翔的种子
不去听，树上白藤的苦劝不去理，枝头喜鹊的抱怨
在我的终点，一个温暖环绕的地方我会落下，深埋土底大口喝水，用力吸收
然后，静静等待枝繁叶茂、直上云霄
我在飞清风轻巧地托着我孕育生机的身躯，
清朗的月拢住我的翅膀，将我向未知的目的地带去，晦明变化中我不知前路。
是坦途或是崎岖小径，是沃土抑或是泥淖，但我不畏惧，
我认为常青树能代表我的家乡，我的家乡一开始只是一个小岛，但在多年发展中生生不息，不折不挠，正如同在严冬中也能焕发出顽强生命力的常青树。此外，我的家乡的特色建筑是红瓦，常青树与之搭配，更让我的家乡以鲜艳的颜色而闻名于世。
优秀作品
➢ 同学们，最能代表我家乡的美食是刀削面。刀削面用料考究，面须选用汾水谷地所产的小麦来磨，佐料须采阳坡上的“摘麻花”。吃起来柔韧弹牙，油香扑鼻，满满黄土高原的风味。刀削面做法也讲究，用带弧度的刀将面团削成三棱条状，然后将其一片片削至锅中沸水内，一块面削完，一锅面也就差不多熟了。这面比其他面更厚实，生动的诠释了山民们淳朴踏实的生活和待客之道。当然，刀削面少不了几滴老陈醋为它注入灵魂，先民们在盐碱多的土地上懂得用醋来调和水土之碱、增面之香，这碗面里，包含了多少心力和智慧啊！
2021海淀高三语文下学期期中评标说明微写作
（1）《临流晓坐》中说，人需多读点“家乡书”。其实，我们既是“家乡书” 的阅读者，也是撰写者。请选择最能代表你家乡的一种植物、戏曲或美食，把它介绍给你的同学。要求：特点突出、条理清晰。150字左右。

LPN48-3

LABORATORY PRIMATENEWSLETTERVol. 48, No. 3Ju ly 2009JUDITH E. SCHRIER, EDITORJAMES S. HARPER, GORDON J. HANKINSON AND LARRY HULSEBOS, ASSOCIATE EDITORS MORRIS L. POVAR AND JASON MACHAN, CONSULTING EDITORSELVA MATHIESEN, ASSISTANT EDITORALLAN M. SCHRIER, FOUNDING EDITOR, 1962-1987Published Quarterly by the Schrier Research LaboratoryPsychology Department, Brown UniversityProvidence, Rhode IslandISSN 0023-6861POLICY STATEMENTThe Laboratory Primate Newsletter provides a central source of information about nonhuman primates and related matters to scientists who use these animals in their research and those whose work supports such research. The Newsletter (1) provides information on care and breeding of nonhuman primates for laboratory research, (2) disseminates general information and news about the world of primate research (such as announcements of meetings, research projects, sources of information, nomenclature changes), (3) helps meet the special research needs of individual investigators by publishing requests for research material or for information related to specific research problems, and (4) serves the cause of conservation of nonhuman primates by publishing information on that topic. As a rule, research articles or summaries accepted for the Newsletter have some practical implications or provide general information likely to be of interest to investigators in a variety of areas of primate research. However, special consideration will be given to articles containing data on primates not conveniently publishable elsewhere. General descriptions of current research projects on primates will also be welcome.The Newsletter appears quarterly and is intended primarily for persons doing research with nonhuman primates. Back issues may be purchased for $10.00 each. We are no longer printing paper issues, except those we will send to subscribers who have paid in advance. We will not accept future subscriptions, unless subscribers are willing to pay $100/year. (Please make checks payable to the Brown University Psychology Department.) Readers with access to electronic mail may receive a notice when a new issue is put on the Website by sending the message subscribe LPN-WARN your-own-name to listserv@.(Send the message subscribe LPN-PDF to receive PDF files by e-mail; or the message subscribe LPN-L to receive the nongraphic contents of each issue.) Current and back issues of the Newsletter are available on the World Wide Web at </primate>. Persons who have absolutely no access to the Web, or to the electronic mailing, may ask to have paper copies sent to them.The publication lag is typically no longer than the three months between issues and can be as short as a few weeks. The deadline for inclusion of a note or article in any given issue of the Newsletter has in practice been somewhat flexible, but is technically the tenth of December, March, June, or September, depending on which issue is scheduled to appear next. Reprints will not be supplied under any circumstances, but authors may reproduce their own articles in any quantity.PREPARATION OF ARTICLES FOR THE NEWSLETTER. – Articles, notes, and announcements may be submitted by mail, e-mail, or computer disk, but a printed copy of manuscripts of any length or complexity should also be sent by regular mail.. Articles in the References section should be referred to in the text by author(s) and date of publication, e.g., Smith (1960) or (Smith & Jones, 1962). Names of journals should be spelled out completely in the References section. Latin names of primates should be indicated at least once in each note and article. In general, to avoid inconsistencies within the Newsletter, the Latin names used will be those in Mammal Species of The World: A Taxonomic and Geographic Reference, 2nd Ed. D. E. Wilson & D. M. Reeder (Eds.). Washington, DC: Smithsonian Institution Press, 1993. For an introduction to and review of primate nomenclature see The Pictorial Guide to the Living Primates, by N. Rowe, Pogonias Press, 1996.All correspondence concerning the Newsletter should be addressed to:Judith E. Schrier, Psychology Department, Box 1853, Brown UniversityProvidence, Rhode Island 02912 [401-863-2511; FAX: 401-863-1300]e-mail address: primate@Current and back issues of the Newsletter are available on the World Wide Web at/primateACKNOWLEDGMENTSThe Newsletter is supported by Brown University.Cover photograph of ring-tailed lemurs (Lemur catta),taken at the San Diego Zoo by Paul Wilde, 1997Copyright © 2009 by Brown UniversityThe Effects of Exposure to an Expanded Environmental Enrichment Program onSelect Individual Behaviors in BaboonsAmy K. Goodwin, Susan A. James, Kelly E. Lane, Michael C. McDermott, Rebecca L. Rodgerson, and Nancy A. Ator Johns Hopkins University School of Medicine, Department of Psychiatry and Behavioral Sciences, Division of BehavioralBiologyIn our laboratory, we had often discussed our desire to create an area in which our singly housed, adult male ba-boons could be released to exercise. The opportunity to do so arose when an environmental enrichment grant from the Center for Alternatives to Animal Testing at Johns Hopkins University provided funding for such a project. Thus, the goals of the present study were to cre-ate an area large enough for baboons to safely engage in species-specific behavior (i.e., free movement, explora-tory behavior, foraging) and to learn whether exposure to this environment would be correlated with changes in target behaviors considered indicators of psychological well-being.MethodsSubjects: Six adult male baboons (Papio anubis; Primate Imports, New York, NY, or Southwest Foundation for Biomedical Research, San Antonio, TX) served as sub-jects in the present study. The six baboons (BB, DC, SY, CY, DE and SC) had been in the laboratory for at least three years and had been subjects in behavioral pharma-cology studies. During the present study, the behavioral pharmacology studies in which they participated included acute exposure to psychoactive compounds. Subjects were individually housed in stainless steel primate cages equipped with a bench running along one cage wall. The home cages, which provided 10 square feet of floor space (46.5 cubic feet total space), also served as the experi-mental chambers, so the behavioral pharmacology ex-periments took place in the home cage. Such experiments typically involve the use of one or more levers, stimulus lights, tones, and food pellet delivery. The baboons had visual and auditory access to other baboons.The baboons had continuous access to tap water from a spout at the front of their cages and received a daily ration of Lab Diet (®PMI Nutrition International) or Pri-mate diet (®Harlan Teklad) biscuits, one or two pieces of Amy K. Goodwin, Johns Hopkins Univ. Sch. of Med., Behav-ioral Biology Research Center, 5510 Nathan Shock Dr., Suite 3000, Baltimore, MD 21224 [410-550-2781; fax: 410-550-2780; e-mail: Goodwin@].The establishment of the enrichment room was made possi-ble through an Animal Welfare Enhancement Award made by the Johns Hopkins University Center for Alternatives to Animal Testing. The authors would also like to thank Dan Rodgerson for the technical expertise he lent to the project, and Robert J. Adams, DVM, for helpful comments during the protocol review process and manuscript preparation.fresh fruits or vegetables daily, and children’s chewable multivitamins. Daily feeding occurred in late morning (never prior to time spent in the enrichment room). The enrichment program already established in the colony, which included human interaction, access to three or more toys (forage boxes, puzzle feeders, mirrors, Kong® toys, wood logs), and music continued without change during the present study.The overhead lights in the housing room were on for 13 h/day (6:00-19:00 h) and off for the remaining 11 h/day. Natural light also illuminated the room.Routine physical examinations (under ketamine hy-drochloride anesthesia) occurred every two weeks or ap-proximately once per month, depending on the study in which each subject was serving.All protocols were approved by the Johns Hopkins University Animal Care and Use Committee. Animal care and use and facility maintenance followed the Guide for the Care and Use of Laboratory Animals (1996) and the U. S. Animal Welfare Regulations. Johns Hopkins University is accredited by the Association for Assess-ment and Accreditation of Laboratory Animal Care Inter-national.Room Construction: It was vital that the time and effort required to create the enrichment room space be manage-able and that the expense stay below the $6000 received for the project from the Animal Welfare Enhancement Award. Ultimately, by using resources already available to us, we were able to manage the time and effort required without affecting the normal daily functioning in the labo-ratory.The space designated for the enrichment room had been constructed as an animal housing room (i.e., wall and floor surfaces met Guide standards; air was vented externally), and all environmental aspects (e.g., tempera-ture and humidity) were controllable by laboratory per-sonnel. The space was not needed for housing animals when the project began. The room has 145.8 square feet of floor space (663.5 cubic feet of total space), a fully functional sink, and a steel railing on three walls.A door had to be constructed such that baboons would be able to be safely transferred in and out of the room using the shuttle system described below. In order to accomplish this without permanently altering the room, a door measuring 83.25” by 47.25” was made of aluminumsheets in a frame of 3” x 1.25” 6061 architectural alumi-num, and installed in the existing door frame in front of the existing door (see Figure 1). A sub-frame containing a portion of the front wall of an old baboon cage was mounted in the center of the new aluminum door and welded to the larger door frame such that the shuttle cage could be connected to the embedded guillotine-style door. Once the shuttle is attached, the guillotine-style doors on the shuttle cage and the new “cage front” door are opened and the baboon is able to pass from the shuttle into the room. The cage front door is shut behind the baboon. When a baboon is not in the room, the aluminum door functions as any door would, allowing personnel into theroom so that it may be cleaned between baboons.Figure 1: The door constructed to safely transfer baboons in and out of the enrichment room.A painted wooden structure was also manufactured to block baboon access to the sink and its pipes (see Figure 2).The structure is hinged at the front, allowing easy ac-cess to the sink by personnel; fasteners prevent the baboon from opening the lid to the sink. Electrical outlets were covered with metal plates that were screwed in over them. Experimental Design and Procedures: The psychologi-cal well-being of nonhuman primates must be based on individual needs, thus a single-subject design was used in which each subject served as his own experimental control (Sidman, 1960). A subject’s target behavior was meas-ured before the intervention (i.e., exposure to enrichment room) and then measurements in the home cage continued as baboons were periodically exposed to the enrichment room. Prior to any enrichment room exposure, the fre-quency of the target behavior in the home cage was re-corded using a time-sampling procedure (Martin & Pear, 1992) in which 2-minute observations were conducted every hour for 8 hours (i.e., every hour from 7 a.m. to 3 p.m.) at least three days a week, over at least three weeks (i.e., a minimum of 72 two-minute observations). After subjects began spending time in the enrichment room, the home cage observations occurred once per week on a day when the baboon was not scheduled to be in the enrich-ment room (e.g., eight 2-minute observations on Fridays). Figure 2: A baboon in the enrichment room. The wooden structure on the left is the painted and hinged structure used to block baboon access to a sink located in the enrichment room. Shown in the picture are various types of plastic zoo balls, plas-tic tires, tree branches, mirrors, plastic chains, and cardboard for shredding. In addition, small food items (e.g., raisins, peanuts, cashews, popcorn, sunflower seeds, etc.) are placed throughoutthe room to encourage foraging behavior.The frequency of behaviors was recorded by the ob-server marking a behavioral checklist that included the following behaviors: pacing, rocking, bouncing, circling, self-biting, self-grooming, sleeping, huddled posture, masturbating, aggressive behaviors, playing with toy, lip-smacking, grunting, eating, and drinking. Similar behav-iors have been defined previously in our lab as a part of assessments to examine acute and chronic drug effects (Ator et al., 2000; Goodwin et al., 2005; Goodwin et al., 2006).Three baboons (BB, DC, and SY) were identified as exhibiting behaviors in their home cages for which a de-crease in the frequency may indicate improvement in psy-chological well-being. For baboon BB, the behaviors were pacing and circling in his home cage. For baboons DC and SY, a “huddled” posture, operationally defined assitting with chin on chest and being unresponsive to nor-mal stimuli (e.g., our saying his name or offering food treats), was identified as such a behavior. In addition, baboon SY was identified as engaging in excessive grooming. For all three baboons, manipulating items/toys provided in the home cage was identified as a behavior for which increases in frequency may signal improve-ments in psychological well-being and was also recorded.Periodic cage washes (e.g., every two weeks) require baboons to be transferred out of their home cages and into a temporary cage via a “shuttle”. After the shuttle is at-tached to the front of a baboon’s home cage, the guillo-tine style doors on the cage front and shuttle front are lifted and the baboon is able to enter the shuttle. The doors are then shut, and the baboon is transferred to a temporary cage while his home cage is washed. The same procedures are used to transfer the baboons back to their home cages. Although most baboons readily par-ticipate in this procedure, some baboons consistently re-quire coaxing to enter the shuttle. Typically, veterinary technicians attempt to coax baboons into the shuttle by placing fruit in it, and when this fails, the back wall of the home cage is cranked forward so baboons have no choice but to enter the shuttle. In these extreme situations, ba-boons may experience some level of stress associated with the cage wall being cranked forward.Three baboons (CY, DE, and SC) from the colony were identified as consistently required coaxing and/or cranking of the back wall in their home cage in order to transfer them in the shuttle for routine cage washes. De-creasing the time taken for these baboons to enter the shuttle was presumed to lower the stress levels experi-enced by these baboons when they require such transfer.Exposure to the enrichment room began after pre-intervention data had been collected. Between 7 a.m. and 12 p.m. (i.e., prior to daily feedings), individual baboons were transported from their home cages to the enrichment room in the shuttle 2-3 times per week. Two dependent variables were used to measure the effectiveness of expo-sure to the enrichment room:1.Target Behaviors: For baboons BB, DC, and SY, the frequency of the behavior(s) identified for each baboon as described above (i.e., circling/pacing, huddled posture, excessive grooming, and handling toys) were systemati-cally recorded by a trained observer before any subject entered the room (i.e., in the weeks prior to entering the enrichment room the first time) using checklists described above.2.Shuttle Behavior: For baboons CY, DE and SC, the latency to enter the shuttle for transportation was re-corded in multiple instances before any exposure to the enrichment room; recording continued after exposure to the enrichment began. The maximum latency to enter the shuttle voluntarily was defined as five minutes, after which time the back wall was cranked forward to leave the baboon with no choice but to enter the shuttle.Each baboon spent 30 minutes in the enrichment room where he had access to numerous objects and toys manu-factured or otherwise suggested for nonhuman primates, including tires, various types of plastic balls, trees, mir-rors, wood pieces, knotted ropes, plastic chains, etc. (see Figure 2; Bio-Serv, Frenchtown, NJ; Desert Plastics, Al-buquerque, NM; Otto Environmental, Milwaukee, WI; Primate Products Inc., Woodside, CA; and Steiner Enter-prises, Lafayette, IN). The same objects were kept in the room, but were cleaned and arranged differently between baboon visits. In addition, small food items (e.g., raisins, peanuts, cashews, popcorn, sunflower seeds) were placed throughout the room for each baboon to encourage forag-ing behavior. The objects manipulated and duration spent in the enrichment room were recorded for each baboon.After 30 minutes, the shuttle was pushed up against the guillotine door to the room and the doors on the shut-tle and the cage door were raised for transportation to the home cage. Baboons typically returned readily to the shuttle. If a baboon did not do so, a technician placed a piece of fruit in the shuttle to coax the baboon into it. As noted above, daily feeding (i.e., primate biscuits and fresh produce) was restricted to post-enrichment room partici-pation, to increase the likelihood that baboons resisting entering the shuttle might be coaxed with the fruit.Data Analysis: Data are presented for individual ba-boons. As subjects were also participants in on-going behavioral pharmacology studies, only data collected on days when no drugs were administered were included in this data analysis. As described above, a time-sampling procedure was used to assess the frequency of a specific behavior in the home cage for any given day Martin & Pear,1992).Thus, the total number of episodes across the eight 2-min.observations (one each hour for eight con-secutive hours)that occurred in one 24-hr period was av-eraged across days for the periods before and after en-richment room exposure. In addition, the 2-min. observa-tions were combined within each day by adding the fre-quency of occurrences of any given behavior and then dividing the total frequency by the number of total min-utes spent observing in order to express a rate. In this way, the rate for each day served as an independent ob-servation for comparing frequencies before and during exposure to the enrichment room using Student’s t-test (one-tailed).For the individual latencies to enter the transport shuttle, logarithmic transformation of individual latencies were analyzed using Student’s t-test (one-tailed). Changes in the mean frequency of a specific behavior, or the mean latency to enter the shuttle, were deemed statis-tically significant at the 0.05 level or better for individual baboons after exposure to the enrichment room.The data are also presented in graph form as (1) the mean (±SD) frequency of each measure for each baboon prior to any exposure in the enrichment room (PRE) and (2) the frequency of that measure following each expo-sure to the room. In this way, patterns of change over time as a result of repeated exposure to the enrichment room may be detected.ResultsFor baboon BB, repetitive pacing/circling in the home cage was identified as the target behavior prior to the start of this study. Using the time-sampling procedure de-scribed above, the mean (±SD) frequency of pac-ing/circling episodes in the home cage prior to any visits to the enrichment room was 2.19 (±1.39) (see Figure 3). After exposure to the enrichment room, the mean (±SD) number of pacing/circling episodes significantly de-creased to 0.643 (±0.63) (t=3.948; p=0.0002).Figure 3: The mean frequency of pacing/circling episodes per two-minute interval in the home cage of baboon BB. Data here, and in Figures 4, 5, and 6, are the mean (±SD) frequency ob-tained using a time-sampling procedure before exposure to the enrichment room (PRE), and the frequency observed following exposure to the enrichment room.For baboons DC and SY, a “huddled” posture was identified as a target behavior for which a decrease fol-lowing exposure to the enrichment room may indicate an improvement in psychological well-being (see Figure 4). As noted previously, the “huddled” posture is defined as sitting with chin on chest and being unresponsive to nor-mal stimuli. For baboon DC, the mean (±SD) frequency of the “huddled” posture prior to exposure to the enrich-ment room was 5.25 (±1.29). The mean frequency after exposure decreased to 4.21 (±1.31), a statistically signifi-cant decrease (t=2.02; p=0.03; see Figure 4). For baboon SY, the frequency of “huddled” posture observed in the home cage also decreased after exposure to the enrich-ment room. Prior to the first exposure to the enrichment room, the mean (±SD) frequency of a “huddled” posture for SY was 1.88 (±1.37). This was significantly de-creased to 0.71 (±0.83) (t=2.92; p=0.003).Figure 4: The mean frequency of “huddled” posture per two-minute interval in the home cages of baboons DC and SY.Excessive grooming was also identified as a target behavior for baboon SY for which a decrease in the fre-quency may signal an improvement in his psychological well-being (see Figure 5). The mean (±SD) frequency of grooming episodes prior to exposure to the enrichment room was 3.77 (±1.45). The mean (±SD) frequency of grooming episodes after exposure decreased to 2.36 (±0.74), a statistically significant decrease (t=3.34;p=0.0008).Figure 5: The mean frequency of grooming episodes per two-minute interval in the home cage of baboon SY.Figure 6: The mean frequency of episodes of “playing with toys” per two-minute interval in the home cage of baboon BB.Behaviors for which an increase in frequency might signal improved psychological well-being were also char-acterized. For baboon BB, there was a significant in-crease in the frequency of “playing with toys” in his home cage after exposure to the enrichment room (t=4.48; p<0.0001). As shown in Figure 6, the frequency since exposure to the enrichment room generally increased. Prior to enrichment room exposure, the mean (±SD) fre-quency of baboon BB “playing with toys” in the home cage was 2.27 (±1.91). After the first exposure, the mean (±SD) frequency was 4.9 (±1.54).Figure 7: The mean (±SD) latency (min.) to enter the shuttle from the home cages of baboons DE and CY before (PRE) ex-posure to the enrichment room and after exposure. The maxi-mum latency was five min., after which the back wall of the home cage was cranked forward.Some of SY’s and DC’s behaviors in the home cage that may signal improvement in psychological well-being when increased (i.e., playing with toys, lip smacking, and grunting) were not significantly changed (data not shown) after exposure to the enrichment room.The latency to enter the shuttle for transportation from the home cage to the enrichment room was studied in three baboons (DE, CY, SC) known to require coaxing, and often cranking the back wall of the home cage, to get them into the shuttle. As shown in Figure 7, baboon DE required a mean (±SD) latency of 3.45 (±1.82) minutes to enter the shuttle prior to any exposure in the enrichment room. After the first exposure, the mean latency to enter the shuttle significantly decreased (t=7.4; p<0.0001). For baboon CY, the mean (±SD) latency to enter the shuttle prior to exposure was 0.53 ± 0.57 minutes, a significant decrease after exposure (t=2.1; p=0.023).Despite coaxing with fruit, one baboon (SC) failed to return to the shuttle after entering the enrichment room. Fortunately, the baboon was one who readily pressed his thigh up against the bars for ketamine injections in the home cage and also did so in the enrichment room. While ketamine is routinely used in lab settings for its sedative effects, it is a drug with potential for abuse, and studies have illustrated that nonhuman primates will self-administer ketamine (Lukas et al., 1984; Moreton et al., 1977). Thus, since intramuscular ketamine clearly served as a reinforcer for this baboon, the veterinary technician was able to sedate the animal with ketamine in order to remove him from the room. When this also needed to be done at the end of his second visit to the room, this ba-boon was dropped from the study.DiscussionThe objective of the present study was to improve the quality of life for baboons in our lab through exposure to an expanded environmental enrichment program. We could not simply assume, however, that exposure to the enrichment room would result in an improvement in the psychological well-being of our subjects. Thus, we iden-tified three baboons with maladaptive behaviors in their home cages and compared the frequency of these behav-iors prior to enrichment room exposure to the frequency of the same behaviors after exposure, and found signifi-cant decreases in their frequency.In addition, we found that two baboons would more readily enter the transport shuttle after exposure to the enrichment room. That is, the stress resulting from crank-ing the back wall forward and “forcing” baboons out of the cage and into the shuttle for transport no longer oc-curs for these baboons, since they now readily enter the shuttle. This is important because baboons must be trans-ported out of their home cages for regular cage washes.Thus, our data support the idea that exposure to the enrichment room improved the psychological well-being of the baboons. In addition, while only one of the ba-boons showed an increase in the use of toys in his home cage, it is possible the baboons experienced significant increases in their psychological well-being that were un-detected by our outcome measures. Moreover, by docu-menting the smaller objects manipulated (e.g., Kong® toys, balls made of different materials, plastic chains, mirrors) while the baboons were in the enrichment room, we also were able to identify individual toy preferences for individual baboons. This has resulted in more effec-tive enrichment being provided in the home cages.Another goal was simply to increase the amount of activity in which the baboons were able to engage. Tech-nicians consistently noted in the records that baboons spend a majority of time in the enrichment room moving around and “exploring.”A discussion of promoting the psychological well-being of nonhuman primates in laboratories would not be complete without mentioning possible causes of abnormal cage behaviors. While it is not possible to know why one baboon engages in maladaptive behaviors when others do not, one theory with an abundance of evidence asserts that removing an infant from his mother’s care too soon can result in the formation of abnormal cage behaviors later in life (Altmann, 2001; Bellanca & Crockett, 2002). Neither information about the age at which a baboon was removed from his mother’s care, nor descriptions of early life experiences, are routinely provided with nonhuman primates upon arrival at research facilities. For example, while the actual age of baboon BB is not known, he was a wild-caught baboon who weighed a mere 8.2 kg and was lacking his canine teeth upon arrival, leaving no doubt he arrived as a juvenile. Moreover, when he arrived at quar-antine (and for a period of time after arriving in our facil-ity), BB was housed with a second male baboon that was bigger and dominated BB. Thus, the cage behaviors ex-hibited by BB later in life may have been shaped as a consequence of being taken from his mother too soon and/or being caged with a dominant older male early in life. While many factors certainly influence the formation of maladaptive behaviors, housing and rearing conditions, early life experience, and colony procedures clearly play a role. Indeed, a retrospective analysis in a colony of rhesus macaques concluded that factors influencing the development of stereotypic and self-injurious behaviors in rhesus macaques included intrinsic factors (i.e., males exhibit more maladaptive behaviors than did females), rearing conditions, housing conditions, colony manage-ment practices, and research protocols (Lutz et al., 2003). Regardless of the cause of abnormal cage behaviors, it is important to examine how environmental enrichment may be useful for decreasing these behaviors.Since we ended our data collection, the enrichment room has been available for all baboons in our colony, and we have encountered baboons that do not readily return to the shuttle for transportation back to their home cages. Specifically, we have had three instances, other than the one reported above, when baboons would not readily exit the enrichment room. In these instances, the technicians tried to coax the baboon into the shuttle by placing fruit in it, but found it required considerable time before the baboons would exit. That is, after a period of 1-4 hours baboons eventually returned to the shuttle, and those baboons are not currently visiting the enrichment room. Other methods for encouraging return to the shut-tle, however, are being tried. For example, we have found that turning off the room light was successful with one baboon. Based on our experience during and after the present study, 30-45 minutes seems to be the ideal amount of time in the room after which the majority of baboons will readily exit the room without incident.It is our hope that other laboratories will use an en-richment room for caged nonhuman primates and will find it a valuable tool for increasing their psychological well-being. Facilities that house very large numbers of nonhuman primates may find it difficult to expend the time, space, and money to offer such enrichment to all animals. While it would be wonderful to give all the animals in a lab access to an enrichment room, it would not be as expensive to at least provide it to those animals who need it most. Indeed, our data support the notion that the psychological well-being of nonhuman primates exhibiting maladaptive behaviors can improve by expo-sure to an enrichment room.It should be noted, however, that some unique vari-ables may have contributed to our success. The veteri-nary technicians in the Division of Behavioral Biology are responsible for the daily care of the same animals, and the baboons serve as subjects in behavioral experiments for a number of years (i.e., studies are not terminal). Thus, the baboons are extremely familiar with their vet-erinary technicians. In addition, the baboons have a his-tory of shuttling for cage washes and so the act of moving from their home cages to the enrichment room was famil-iar to them. Nonetheless, exposing baboons with target behaviors indicative of poor psychological well-being to the enrichment room resulted in an apparent improvement in psychological well-being. The ease of replication of the enrichment room in other nonhuman primate colonies is contingent on the availability of space, time, and some financial support.In conclusion, participation in the expanded enrich-ment program enhanced the standard enrichment provided in the home cages, and also appeared to improve the psy-chological well-being of individual baboons with identi-fied maladaptive behaviors in our research program. We。

交通旅游系2012-2013学年第二学期教材选用计划

65 65 65 65 65 316 316 316 316 316 316 316 50 50 50 50 50 50 3 118 118
大学英语大学新希望第二册新希望英语（二）新希望英语（二）拓展训拓展训练练电工电子技术基础实训电工电子基本技能实训城市轨道交通概论城市轨道交通概论城市轨道交通规划与设计城市轨道交通规划与设计城市轨道交通运输城市轨道交通运输设备的设备应用毛泽东思想大学英语大学英语人际交往与沟通机场运营管理公共关系空乘服务概论毛泽东思想大学英语毛泽东思想大学英语听说（第二册）大学英语精度（第二册）人际关系与沟通民用机场运营管理实用公共关系空乘服务概论毛泽东思想大学英语听说（第二册）
3 12空中乘务 4 5 6 7 1 2 3 12旅游管理 4 5 6 7 8
大学英语人际交往与沟通宗教文化知识空中乘务礼仪公共关系毛泽东思想大学英语大学英语旅游政策法规经济学基础旅游市场营销旅游公共关系形体训练
大学英语精度（第二册）人际关系与沟通旅游宗教文化空乘礼仪实用公共关系毛泽东思想大学英语听说（第二册）大学英语精度（第二册）旅游政策法规经济学原理旅游市场营销旅游公共关系形体训练
董亚芬
上海外语教育出版社机械工业出版社
118 118 118 118 118 79 79 79 79 79 79 79 79
沈祖祥向莉张岩松卢黎歌董亚芬董亚芬于晓松张瑞桓
旅游教育出版社国防工业出版社大连理工大学出版社西北大学出版社上海外语教育出版社上海外语教育出版社吉林大学出版社重庆大学出版社大连理工大学出版社南开大学出版社旅游教育出版社

2017-2018学年度第一学期(高一历史)计划

22 23 24
期末复习备考，备课组总结期末考试
江苏省Hale Waihona Puke 化楚水实验学校2017~2018学年度
第一学期备课组工作计划
教研组长翟锦银日期： 8 月 30 日
王彩书
要求，努力培养学生的创新精神和实践能力，加强集体备课，互相学习，共同提高；2、深引导学生积极主动参与、乐于研究，培养学生分析问题、解决问题的能力的教学思路；3 把握教学改革方向，优化课堂教学，重在提高学生学习效率，提高质量；4、针对教学目、重点难点处理等方面加强集体备课；5、重点发挥骨干教师的核心带头作用；6、坚持集相统一的原则。
体教纲与个人教案相统一的原则。
集体备课活动安排周次
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
内
容
导言夏商西周的政治制度、秦朝中央集权制度的形成从汉至元政治制度的演变、明清君主专制的加强、单元复习古代希腊民主政治罗马法的起源与发展、单元复习国庆放假英国君主立宪制的建立、美国联邦政府的建立资本主义政治制度在欧洲大陆的扩展、单元复习鸦片战争、太平天国运动甲午中日战争和八国联军侵华、辛亥革命期中复习期中考试新民主主义革命的崛起、国共的十年对峙抗日战争、解放战争、单元复习马克思主义的诞生、俄国十月革命的胜利、单元复习新中国的民主政治建设民主政治建设的曲折发展、祖国统一大业、单元复习新中国初期的外交、开创外交新局面、单元复习两极世界的形成世界多极化趋势的出现、世纪之交的世界格局、单元复习期末复习及适应性练习
袁玉良袁玉良周丽华邱建祥邱建祥朱运荣施玉芹施玉芹王彩书
学生掌握情况反馈
王彩书

2011年武汉市高中政治备考会封面、扉页、封底

2011年武汉市高中政治备考会资料汇编武汉市高中政治中心备课组编审黄陂区高考文化补习学校编印2011年3月14日目录第一部分：专家报告新旧教材的知识衔接武汉市第十一中学/华林飞热点考查特色及策略研究黄陂区高考文化补习学校/江传佳转变经济发展方式/加强和改善宏观调控黄陂区高考文化补习学校/江传佳发展社会主义民主政治武汉市第三中学/陈丽统筹城乡发展/保障和改善民生（见课件）武汉市第十一中学/王忠文国际政治经济与国际关系武汉市第十九中学/雷逸主观题答案构建要求与要领（见课件）湖北省高考阅卷负责人/张乾元第二部分：大会交流资料将GDP转化为国民幸福指数（GNH）武汉七中/陈战水利关系国家安全武汉十五中/余泽海实践包容性增长，关注分配问题江夏实验高中/胡鹤鸣关注主干知识微观化考查倾向新洲三中/陈国咏高考备考我的三种教材处理法关山中学/苏顺勇矛盾分析法专题武汉49中/胡慎友黄陂区二轮复习备考经验交流黄陂六中/肖亮把握高考考试要求，应对高考备考新策略武汉26中/来万生文科艺术生高考政治最后阶段复习策略和方法开发区汉阳三中/汪纪玲尹晓托武汉市黄陂区高考文化补习学校简介黄陂区高考补习学校创办于2002年秋，由教育局主管，面向社会招收复读生。

办学前八届，每届招生一千余人（90%的学生来自黄陂区，10%的学生来自黄陂区外），高考成绩稳定在每届上一批200余人，二本以上600—700人。

每届武大、华科大两校录取30人左右，“985”院校录取约50人，“211”院校录取约120人。

2005届文科生李小威高考由567分涨到606分，全省排名14录取北京大学；2005届理科生应智高考由600分涨到647分，全省排名146录取浙江大学；2009届理科生陈婉玲高考由560分涨到658分，全省排名131名录取复旦大学。

武汉市黄陂区高考文化补习学校学生进出口统计表（纯文理）学校咨询电话：61006226 61006315专业团队精英精品对路对症质量立校务实扎实更好更强。

关于公布2011年教师多媒体课件制作比赛结果.doc

湘女院教字[2011]19号
关于公布2011年教师多媒体课件制作比赛结果的
通知
各处（室）、系（部、中心）：
我校2011年教师多媒体课件制作比赛已经圆满结束。

经评委认真评审，沈名杰老师制作的《设计透视》课件和刘安长、李颖老师制作的《市场营销学》课件获得一等奖；蒋文华老师制作的《大学语文》课件等3件作品获得二等奖；赵泓森老师制作的《新娘造型设计》课件等6件作品获得三等奖。

公共管理系获优秀组织奖。

现予以公布（具体名单见附件）。

希望全校教师以此次多媒体课件制作比赛为契机，在今后的教学中更好地应用现代教育技术手段，不断推动和促进学校的教学改革。

附件：2011年教师多媒体课件制作比赛获奖名单
湖南女子学院
二O一一年六月三日
主题词：教学多媒体课件比赛结果通知
湖南女子学院教务处 2011年6月3日印制
（共印45份）
附件：
2011年教师多媒体课件制作比赛获奖名单
一、优秀个人奖：
二、优秀组织奖：公共管理系。

以就业为导向深化高职教育改革

2008年6月第2期河　北　工　程　技　术　高　等　专　科　学　校　学　报JOU RNAL OF HEBEI ENGINE ERING AND TEC HNIC AL COLL EGE June.2008No.2 文章编号:1008-3782(2008)02-0068-03以就业为导向　深化高职教育改革*刘素芬1,段交泰2(1.河北工程技术高等专科学校马列部,河北沧州　061001;2.河北工程技术高等专科学校图书馆,河北沧州　061001)摘要:以就业为导向,推动教育改革,是高职教育的必然要求,是我国经济社会发展的需要,也是多数学生和家长的愿望。

以就业为导向的高职教育改革,要加强高职教育规律的探索与研究,实现办学思想的转变;要建立产学合作模式,增强办学活力;要立足市场需要办学,走开放性发展道路;要采用灵活弹性的学制,推进教学管理制度改革;要狠抓教学改革,全面提高学生素质。

关键词:高职教育;就业;改革中图分类号:G642.0 文献标识码:A高职教育是面向市场,以职业能力培养为本位,以服务地方经济为宗旨,以培养生产、建设、管理、服务第一线需要的高素质技能型专门人才为目标的高等教育,是我国高等教育的重要组成部分。

高职教育在我国尚处于起步阶段,既没有完善的实践经验,又缺乏成熟的理论支撑,因此需要加大探索与改革的力度。

然而,高职教育的基本属性告诉我们,高职教育能否以就业为导向,主动适应经济社会发展的需要,不仅关系到高职教育改革的成败,同时也直接影响我国现代化建设进程。

1　坚持以就业为导向的必要性高职教育对于经济社会的发展有着重要作用。

随着世界范围内科学技术革命的深入发展,各行业对于从业人员素质的要求都在不断提高。

高职教育毕业生的就业能力、工作质量和发展潜能成为衡量一个国家高职教育水平的根本标志。

1.1　以就业为导向是高职教育的必然要求高职教育在人类社会教育体系中有着不可替代的作用。

联合国教科文组织在21世纪教育委员会的报告中指出,在高等教育中,除大学外,还应建立一些“目的是提供为期2～4年的针对性强、质量高的职业培训”。

2024年小学教师集体备课工作计划范文(4篇)

小学教师集体备课工作计划范文一、指导思想为落实天河区教研室小学语文科片组集体备课计划和我校的教学计划，集聚群体智慧，发挥每位教师的长处，活跃我校教研氛围。

节约教师个人备课的时间，减轻老师负担，提高我校集体备课的质量，进行有效的课堂教学，提高课堂教学效率。

二、具体做法1、语文科组按低、中、高分为三个集备小组，每月1-____次集体备课。

(人员分工附后)2、确定好集体备课内容或研讨主题，每次集体备课要有中心发言人。

3、做好集体备课记录、教师签名和资料的收集整理工作。

4、在教研活动时，征求各集备小组在交流、研讨过程中出现的问题或建议。

5、结合教学进度，提前两周确定集备主题，备课后进行课例研讨，再修改教学设计。

6、根据要求，本学期我校参加教研室第一片组活动，认真准备1-____年级的片组说课稿，推荐一名老师参与片组的说课交流。

7、在片组说课的基础上，反复研讨修改教学设计，按时上传天河部落，做好在片组上公开课的准备工作。

天河部落的参考博客：校本教研大家行、一-三年级语文、四-六年级语文。

三、集备要求1、各集备小组认真按学校要求做。

2、集备内容可以研讨本年段的教学设计，讨论教学中的某些疑难问题，也可以是听课后的反思、交流。

3、遵守学校的集备时间，如与区教研活动冲突则以区教研活动为主。

四、集备小组人员安排低段组长：蒋平组员：温育虹、何韵坚、陈友玲、陈华勤中段组长：管秀娣组员：李淑筠、邱晓江、湛燕雄、李永红高段组长：邝凤珍组员：彭鎏旒、王秀敏、陈霞珠、李永红、陈海红、陈燕、孙萍萍小学教师集体备课工作计划范文（二）新学期伊始，在新一轮的课程改革实施中，为把集体备课制度化、规范化，使之成为支持教师转变观念、自觉运用新的教学理念、转变教师教学行为的支撑点，我们在课程改革的同时也在各组实施集体备课。

集体备课是学科教研的基本形式，是提高教师备课能力和上课水平的有效途径，是大面积提高教学质量的重要突破口。

开展集体备课活动能够营造一种交流、合作、研究的气氛，能够及时推广优秀教师的教学经验，缩短年轻教师的成长周期，促进教学质量整体提高。

1《荷花淀》公开课一等奖创新教学设计(表格式)统编版高中语文选择性必修中册

1《荷花淀》公开课一等奖创新教学设计（表格式）统编版高中语文选择性必修中册《荷花淀》教学设计所教册次、单元、课、框、目选择性必修中册第二单元第八课题目荷淀初品诗化美，彤管以歌家国情1.整体设计思路、指导依据说明整体设计思路：《荷花淀》与一般的描写战争的文章很不相同，作者略去了对残酷战争场面的描写，将诗情画意的自然美与至真至纯的人性美作为描写重点。

本次课为第三课时，旨在引导学生深入文本赏鉴作者诗情画意般的“诗体小说"的独特风格，并尝试用写现代诗的形式，以读促写尝试用诗意的语言表达家国之爱。

总体设计上呈现为：鉴赏如诗如画的环境描写——感悟家国情怀——披情入诗，学写现代诗——文章主旨及诗意特点小结2.教学背景分析教学内容分析：（注：含本课时在本单元的教学定位分析）《荷花淀》是选择性必修中册第二单元“苦难与新生”的一篇课文，这一单元属于“中国革命传统作品研习"任务群，包括散文、报告文学和小说等体裁的文章。

思想内容上，引导学生理解革命文化的精神内涵，深刻认识革命传统；知识技能上，着重欣赏“诗体小说”的艺术特点；从作品来看，《荷花淀》是形成孙犁“荷花淀派"风格的代表作，领略其清新优美、富有诗意的艺术风格是阅读鉴赏上的重点，因此尝试让学生从感悟诗意的基础上能借以现代诗的形式表达对《荷花淀》中家国情怀的体悟。

学生情况分析：从学情来看，有必修教材当中小说作品的鉴赏的基础，通过环境描写与人物刻画的分析自然能够领略《荷花淀》之美，但超出学生认知的是作者用优美来表现战争，这固然可以用作家的个人风格与审美倾向来解释，但更应引导学生从创作的艺术技巧的角度来认识它的独特美，另在高一学生已经有过现代诗专题写作训练，此次安排学生在感悟“诗体小说”的诗意基础上披情入诗的一次感悟表达家国情怀的语言文字运用的高阶实践活动。

3.教学目标分析品读语言,体会如诗如画的景物之美。

2.感受鲜明生动的人物形象中蕴含的诗意美。

中国传统文化在现代书籍装帧中的运用

《戏剧之家》2018年第11期总第275期167美术视点中国传统文化在现代书籍装帧中的运用刘　军（咸宁职业技术学院　湖北咸宁 437100）书籍装帧是一种艺术设计，这其中也能体现出书籍装帧这方面的文化和艺术，任何的文化和艺术都需要传承才能持续发展。

但是现代的书籍装帧与中国传统文化的结合较少，缺乏民族特色和内涵，这不仅不会拓展现代书籍装帧的创作，也会使中国传统文化逐渐淡化。

在中国，人们对书籍装帧的关注度并不多，考虑更多的是保护书本。

因此在现代书籍装帧中，不仅要做到保护书籍，也要体现出装帧的设计发展包括其艺术性和文化性。

在文化的长河中，一方面要吸收外来文化的精髓，另外一方面也要传承中国传统文化，才能做到让传统文化的生生不息。

一、中国书籍装帧的现状传统文化中所涉及的文字、图片和色彩都是极具参考价值的素材，这些代表着传统文化的思想内涵和魅力，站在现代设计的角度去体会一定有所不一样的解读和感受。

所以加强对传统文化的运用会不断拓展设计的创新，为书籍装帧也带来更多的创意。

将传统文化和现代文化相结合，在书籍装帧上加入民族艺术能在展现书籍本身的内容之上，形成特色的民族艺术和设计创新。

中国的现代设计处在发展阶段，还有很大的空间去学习和进步，将中国传统文化运用到现代书籍装帧中，这一设计理念可以透彻地展现符合中华民族的艺术风格。

随着社会的快速发展，目前一些融入了传统文化元素的书籍装帧设计受到了大众的喜爱和设计师的赞赏，将传统文化和现代设计相结合以新型的方式和理念展现，可以让世界更加感受中国传统文化的魅力。

二、传统文化在现代书籍装帧中的运用中国的传统文化包含着众多的方面，都在时代的发展中被传承和创新。

在这些传统文化中丰富的文字、色彩和图形值得艺术设计的借鉴。

通过这三个方面来体现书籍装帧中对传统文化的运用和影响。

（一）传统文化中的文字。

中国文字有着悠久的发展历史，以象形文字为主不断地演变，与其他国家文字相比，更加形象化也有着巨大的差别。

稿件齐清定的要求（定稿）

稿件齐清定的要求（定稿）第一篇：稿件齐清定的要求（定稿）稿件“齐、清、定”的要求：齐：要求文稿、图稿和附件(前言、目录、后记、附录等)都齐全无缺。

清：要求文稿或图稿等缮写、描绘清晰，符合排版的需要。

定：要求内容确定，发稿后不再有大的改动。

（注：保证书名和作者署名与选题申报表中的一致。

）除此之外，还应注意以下事项：1.书名确定无误，需要加英译的保证英译书名准确无误。

（与申报单一致。

）2.连同书稿一起提供一份准确的个人简介和照片（照片根据个人需要，若不需要放置照片可不提供），置于封面勒口。

3.书稿中每一章节的标题序号层级必须清楚、规范。

4.稿中有图片的，需保证每张图片的清晰度，且图序应正确、规范（图序格式：如第二章第三个图一般表述为“图2-3”）5.稿中有表格的，需保证表格内容完整无误，且表序应正确、规范。

格式同图序。

6.稿中涉及到有公式的，公式的内容（包括文字说明中的字母）一律直接输入文中，不用公式的格式插入文中（必须用公式才能做出的内容除外）7.对于书稿中过时的时间和数据应进行更新。

例如，有些作者的书稿可能是几年前甚至是多年前的博士论文，文中的表述和各种数据只适合那个时间段，如果放到现在来出版的话，明显是过时的、不妥的，对于此种情况，作者需对其进行修改和更新。

8.参考文献格式应正确、规范。

9.对于开本、封面设计和排版有特殊要求的请在排版前和责任编辑联系并确定。

10.为保证印刷质量，书稿中有图片的，如若可能，请作者尽量将所有原图文件和书稿一起发过来，且需标图序，和文中一致。

第二篇：稿件要求《热电技术》稿件上交要求1、为提高稿件质量，每月每个分厂每个专业上交5篇稿件。

2、每篇稿件的字数不得低于1300字。

3、稿件的压缩包名称为：XX分厂XX月份稿件，里面分为汽机检修、汽机运行、锅炉检修、锅炉运行、电气检修、电气运行、热工、化学检修、化学运行、燃料检修、燃料运行、脱硫检修、脱硫运行等几个文件夹。

4、稿件的文件名为XX车间XX岗位+姓名+XX文件第三篇：稿件要求（本站推荐）佛山科技学院《社区天地》杂志征稿启事佛山科学技术学院《社区天地》杂志是宣传我校学生社区文化的窗口，是展示我校师生文艺风采的平台。

浏阳十一中教师统一备课第三课

（1）中国古代手工业与农业一样以自给自足为目的，规模小，社会需求不大，缺乏革新工具的动力和社会基础；
（2）代表当时手工业最高水平的官营手工业局限于为帝王贵族服务，技术的发明革新不能服务与社会，使行业间相互隔绝，新技术难以推广；
（3）官营手工业对工匠的束缚和压迫，使工匠缺乏改进技术的积极性；而私营手工业的小规模经营和世代严守技术秘密，使生产技术难以交流提高；
1、地位：
中国古代的手工业生产长期领先于世界，产品不仅供国内消费，而且很早就远销亚、非、欧许多国家，广受欢迎和赞誉。
2、外输：
西汉开始，中国丝绸远销亚洲、欧洲，为中国获得“丝国”的誉称。运送丝绸产品的商路被后世称为“丝绸之路”。
唐朝起，中国瓷器大量输出国外，远达欧洲、非洲。明清时通过海上丝绸之路，瓷器对外的销量更大。为适应国外客户的需要，明代烧制了带有阿拉伯文和梵文装饰图案的瓷器。清代还根据欧洲商人的订单，专门烧制西餐用具和鱼缸等。西方国家称中国为“瓷器大国”。在中国制瓷工艺的影响下，从17世纪开始，欧洲国家陆续生产瓷器。
小结：中国古代手工业三种主要经营形态，即官营手工业、民营手工业和家庭手工业，
经营形态
管理方式
产品
流通方式
官营手工业
政府直接经营、集中、大作坊
武器军用品和官府贵族生活用品
不在市场流通
民营手工业
民间私人自主经营
民间消费的产品
在市场流通
家庭手工业
农户的副业供自己Leabharlann 费和交纳赋税的产品剩余部分出售
三、中国古代手工业享誉世界
2、发展过程：
（1）民间手工业经历春秋战国和秦汉的发展后，魏晋南北朝时曾遭受摧残，到隋唐才得以恢复和发展。
（2）唐朝朝廷赋税户调的布、绢、锦等，多数出自农夫织妇之手。

刘书芬定稿

集众家之长绘山水之美撰文/于伶娜黄河之水天上来，不观壶口瀑布，难识黄河真面目。

位于陕晋边界的壶口瀑布，是世界上最大的黄色瀑布，壶口瀑布水势汹涌，涛声震天，景色壮丽，是黄河最壮观的一段，也是国内外罕见的瀑布奇观。

黄河在这里巨龙般的姿态奔腾、咆哮着。

即使你没去过壶口瀑布，但当你走进刘书芬的“风清轩”也能一睹黄河壶口的瑰丽磅礴。

这是一幅长3.4米、宽1.5米的巨幅瓷板屏风——《黄河壶口瀑布》，作品采用油画与釉上彩绘相结合的表现手法，用色艳丽，上面的黄河水奔腾呼啸，跃入深潭，溅起浪涛翻滚，形似巨壶内黄水沸腾。

巨大的浪涛，激起水雾烟云。

下面重点要说的是这黄河的“黄”，这不是如夕阳般的橙黄，而是金灿灿的嫩黄，给人感觉与别的黄河山水不同的感觉。

刘书芬说，这是他在十八大即将召开时起意创作的，当时他心中所想正是如此光芒四射的金黄，预示着中国又一次盛事的举行、也预示着国家的繁荣、人民的富强。

其中的美好寓意让我感叹，原来黄河可以是这种黄，原来陶瓷艺术家是可以用一幅瓷板画出心之所向，这就是刘书芬。

1954年出生的刘书芬以前从没想过会把自己的作品带到美丽的西湖边，也没想过自己的几件作品能在西湖国际博览会(以下简称“西博会”)上卖出近10万元的高价，他仅仅是喜欢画画，仅此而已。

如此埋头创作了几十年，直到有一天他被一双慧眼识到，把他从沙堆中挖出，为他开设展馆、举办展览，让他的作品为更多人所熟知。

随之而来的就是2010年举办个人画展、2011年举办国画陶瓷艺术作品展、2012年参加西博会，刘书芬正一步步从“坐家”型画家转身成陶瓷艺术品市场的新宠。

年近六旬的刘书芬坦言，自己只是把心里想的诉诸笔端，根本没打算把作品卖钱，也许正是这种没有刻意迎合市场的心态让刘书芬能心无旁骛地沉心创作。

刘书芬从艺四十余年，专于陶瓷釉上新彩、釉下青花、釉里红、青花釉里红、色釉、综合装饰等陶瓷装饰，他把擅长的国画形式灵活的贯穿到釉上绘画中来，擅长人物、山水、花鸟等以中国画为主的陶瓷彩绘艺术。

第十届（2010年度）输出版、引进版优秀图书评审会落幕

第十届（2010年度）输出版、引进版优秀图书评审会落幕刘菲
【期刊名称】《出版参考：业内资讯版》
【年(卷),期】2011(000)017
【摘要】8月20日,＂第十届输出版、引进版优秀图书评选＂评审会在京举行。

新闻出版总署产业与发展司司长范卫平、版权司司长于慈珂、对外交流与合作司副司长陈英明,
【总页数】1页(P8-8)
【作者】刘菲
【作者单位】《出版参考：业内资讯版》编辑部
【正文语种】中文
【中图分类】G239.2
【相关文献】
1.第十届（2010年度）输出版、引进版优秀图书评审会落幕 [J], 刘菲
2.第十届（2010年度）输出版、引进版优秀图书评选结果 [J],
3.第十届（2010年度）输出版、引进版优秀图书评审会落幕 [J], 刘菲
4.第九届(2009年度)输出版、引进版优秀图书评审会落幕 [J], 王化兵;万媛媛
5.第九届（2009年度）输出版、引进版优秀图书评审会落幕 [J], 王化兵;万媛媛因版权原因，仅展示原文概要，查看原文内容请购买。

编纂《桐乡历史文化系列丛书》总体方案

《桐乡历史文化丛书》编纂总体方案桐乡历史悠久，文化灿烂，物产丰饶，素有“百花地面、鱼米之乡、丝绸之府、文化之邦”的美誉，在千年的文化积淀中，不仅形成了博大精深、特色鲜明的桐乡文化，还哺育了赵汝愚、张履祥、吕留良、吴伯滔、茅盾、丰子恺、金仲华、钱君匋、徐肖冰等一大批历史文化名人。

为挖掘和展示桐乡历史文化的深厚底蕴，传承和弘扬桐乡历史文化的优良传统，推进文化大发展大繁荣和“文化名市”建设，今年我们将启动编纂出版《桐乡历史文化丛书》（第一辑）。

具体方案如下：一、丛书内容《桐乡历史文化丛书》第一辑共分六卷，书稿定位为具有较高品位的地方历史文化读物和对外宣传文本。

写作体裁采用文化随笔或散文形式。

要求以史料为基础，真实性、可读性相统一，准确揭示桐乡历史文化的发展脉络，充分阐发桐乡历史文化的深厚内涵。

每卷字数原则要求10万字左右，根据需要可以适当配附图片或照片。

丛书分卷内容如下（各卷书名可作调整）：1、“桐乡史话”。

以史话的形式讲述桐乡七千年文明发展史。

2、“桐乡民俗”。

介绍桐乡境内历代相传的各种民间习俗、风土人情等，展示其形成、演变、传承和发展过程。

3、“桐乡民间艺术”。

反映桐乡非物质文化遗产的现状、抢救、保护和利用。

包括民间文学、民间故事、民歌与民谚、民间戏曲、民间传统工艺等。

4、“桐乡文物”。

介绍桐乡境内各个时期地面、地下历史文物遗迹和遗存，展现桐乡悠久灿烂的历史文化。

5、“桐乡古镇”。

记述桐乡境内各大古镇的历史足迹和现今发展。

6、“桐乡物产”。

介绍桐乡丰富的物产资源和乡土特产。

二、编纂步骤和时间安排1、成立《桐乡历史文化丛书》编纂委员会和专家组。

2010年4月成立编纂指导委员会和专家组，确定丛书分卷课题，并向全社会公开招标。

招标日期为2010年4月——5月。

2、审定各个课题的中标者2010年6月，由编纂指导委员会邀请有关专家，对申报的编纂课题进行审核，确定各个课题的中标人（个人独立撰写或课题组撰写），签订课题写作协议书。

从曹达给徐老还书说起

从曹达给徐老还书说起
牛旭光
【期刊名称】《特立学刊》
【年(卷),期】1996(000)003
【摘要】日本投降后,我在延安中学教育处当干事期间,有一天,生物教员曹达同志拿着几本自然科学书来,说他想随鲁艺到前方去,要我帮他到杨家岭中央机关给徐老还书。

那时徐特立是中宣部副部长,1943年,我在自然科学院中学部学习时,正是整风期间,常听徐老的报告,留下很深的印象,所以很想乘这次还书的机会去看望他老人家。

从桥儿沟到北门外杨家岭要步行二十多里,我走到时已是中午了。

徐老很热情,在简朴的窑洞里,详细询问延中的教学情况,并留我同他一起吃午饭,吩咐通信员在食堂多打了一个人的饭,吃的是稀饭馒头。

那时我就在想曹达同志怎么向徐老借书呢?最近看到延安中学回忆录中第三辑中有曹达女儿曹芮提供的"曹达日记摘抄"才知道借书的原因是陕甘
【总页数】2页(P10-11)
【作者】牛旭光
【作者单位】四川省建筑工程学校
【正文语种】中文
【中图分类】K825.46
【相关文献】
1.读者投诉馆员的处理带给高校图书馆内部管理的思考——从处理还书投诉说起[J], 李梅芬
2.徐老论学习——纪念徐老诞生120周年 [J], 田景正;
3.学徐老风范育“四有”新人——我县教职工“学徐老、讲师德、育新人”活动综述 [J], 唐日芳;
4.从丁玲作诗贺徐老60寿辰说起 [J], 黄官文
5.《左传选》出版始末——以徐中舒、郑天挺先生往还书信为主的梳考 [J], 何刚因版权原因，仅展示原文概要，查看原文内容请购买。

DS764——精选推荐

DS 764 .Z43 2002Zhang, Yan, 1948-. 19 shi ji zhong qi Zhongguo shuang chong tong zhi geju de yan bian. Di 1 ban. Beijing : Zhongguo ren min da xue chu ban she,2002.张研, 1948- 19世纪中期中国双重统治格局的演变 / 张研, 牛贯杰著. 第1版. 北京 : 中国人民大学出版社, 2002.਍਍PL 2277 .Z48 2002Zhu, Baoliang. 20 shi ji Zhong wen zhu zuo zhe bi ming lu =Twentieth-Century Chinese Authors and Their Pen Names. Xiu ding ban, di 1 ban. Guilin : Guangxi shi fan da xue chu ban she, 2002.朱宝樑. 20世紀中文著作者笔名录 = Twentieth-Century ChineseAuthors and Their Pen Names / 朱宝樑编著. 修订版, 第1版. 桂林 : 广西师范大学出版社, 2002.਍਍PL 2852 .H72 2003Zhu, Xining, 1927-. Ba er san zhu. Chu ban. Taibei Xian Zhonghe Shi :INK Yin ke chu ban you xian gong si, 2003.朱西甯, 1927- 八二三注 / 朱西甯著. 初版. 台北縣中和市 :INK 印刻出版有限公司, 2003.਍਍DS 793 .S62 B45 2002Bei Jiang tong shi = A complete history of North borderland. Di 1 ban.Zhengzhou Shi : Zhong zhou gu ji chu ban she, 2002.北疆通史 = A complete history of of North borderland / 赵云田主编. 第1版. 郑州市 : 中州古籍出版社, 2002.਍਍AM 72 .P4 P455Beijing bo wu guan nian jian = The year book of Beijing museums. BeijingShi : Beijing yan shan chu ban she, 1989-.北京博物馆年鉴 = The year book of Beijing museums / 北京博物馆学会主编. 北京市 : 北京燕山出版社, 1989-਍਍DS 777.15 .C5 S86 1995Sun, Qiming. Chen Duxiu shen shi, hun lian, hou dai. Di 1 ban. JinanShi : Jinan chu ban she, 1995.孙其明．陈独秀身世・婚恋・后代 / 孙其明著．第1版．济南市 : 济南出版社, 1995 (2001 printing)਍਍Zhang, Zige. Chen feng de ji yi : zai Song Meiling shen bian de ri zi =Working at the side of Mayling Soong. Di 1 ban. Beijing Shi : Tuan jiechu ban she, 2003.张紫葛. 尘封的记忆 : 在宋美龄身边的日子 / 张紫葛著. 第1版. 北京市 : 团结出版社, 2003.਍਍PN 2878 .C573 A4 1994Cheng Zhaocai quan ji. Di 1 ban. Shijiazhuang : Hua shan wen yi chu banshe, 1994.成兆才全集. 第1版. 石家庄 : 花山文艺出版社, 1994.਍਍P 90 .Z46 2001Zhou, Yi. Chuan bo wen hua de ge ming = Chuanbo wenhua de geming. Di 1 ban. Hangzhou : Zhejiang ren min chu ban she, 2001.周毅. 传播文化的革命 = Chuanbo wenhua de geming / 周毅著. 第1版. 杭州 : 浙江人民出版社, 2001.਍਍PL 2925 .K55 C5 2003Yan, Geling. Ci xing de cao di. Di 1 ban. Beijing shi : Dang dai shijie chu ban she, 2003.严歌苓. 雌性的草地 / 严歌苓. 第1版．北京市: 当代世界出版社, 2003.਍਍DS 777.488 .C5 Y56 2002Yin, Jiamin. Cong Huangpu dao Cao shan : Jiang Jieshi chen fu sui yue.Di 1 ban. Beijing Shi : Hua wen chu ban she, 2002.尹家民. 从黄埔到草山 : 蒋介石沉浮岁月 / 尹家民著. 第1版. 北京市 : 华文出版社, 2002.਍਍JS 7353 .A8 C85 2002Cun min zi zhi de cun zhuang ji chu : lai zi quan guo shi ge sheng shi decun min zi zhi diao cha bao gao. Di 1 ban. Xi'an Shi : Xi bei da xue chuban she, 2002.村民自治的村庄基础 : 来自全囯十个省市的村民自治调查报告 / 范瑜, 贺雪峰主编. 第1版. 西安市 : 西北大学出版社, 2002.਍਍PL 4119.4 .Z46 2001Zhou, Yaowen. Dai yu fang yan yan jiu : yu yin, ci hui, wen zi. Di 1ban. Beijing : Min zu chu ban she, 2001.周耀文. 傣语方言研究 : 语音, 词汇, 文字 / 周耀文, 罗美珍编著. 第1版. 北京 : 民族出版社, 2001.਍਍PL 2837 .H68 D5 2002Chang, S. K. (Shi Kuo), 1944-. Di. Chu ban. Taibei Shi : Hong fan shudian you xian gong si, 2002.地 / 張系國. 初版. 臺北市 : 洪範書店有限公司, 2002.਍਍PL 1273 .F36 1998Fang, Furen. Dian gu da ci dian. Di 1 ban. Hangzhou : Zhejiang ren min chu ban she, 1998.方福仁. 典故大词典 / 方福仁著. 第1版. 杭州 : 浙江人民出版社, 1998.਍਍DS 751 .F36 2002Fan, Chengda, 1126-1193. Fan Chengda bi ji liu zhong. Di 1 ban. Beijing Shi : Zhonghua shu ju, 2002.范成大, 1126-1193. 范成大筆記六種 / 范成大撰, 孔凡禮點校. 第1版. 北京市 : 中華書局, 2002.਍਍HV 6626.23 .Z46 F36 2002Fan dui zhen dui fu nèu de jia ting bao li : Zhongguo de li lun yu shijian. Di 1 ban. Beijing : Zhongguo she hui ke xue chu ban she, 2002.反对针对妇女的家庭暴力 : 中国的理论与实践 / 荣维毅,宋美娅主编. 第1版. 北京 : 中国社会科学出版社, 2002.਍਍DS 799.847 .G36 2003Gao, Xijun. Fan leng mo de zhi shi ren. Di 1 ban. Taibei Shi : Tian xiayuan jian wen hua shi ye qun, 2003.高希均. 反冷漠的知識人 / 高希均著. 第1版. 台北市 : 天下遠見文化事業群, 2003.਍਍HC 427.92 .W8425 2002Wu, Jinglian. Gai ge : wo men zheng zai guo da guan = Reform : now at a critical point. Beijing di 2 ban. Beijing Shi : Shenghuo, du shu, xin zhisan lian shu dian, 2002.吴敬琏. 改革 : 我们正在过大关 = Reform : now at a criticalpoint / 吴敬琏著. 北京第2版. 北京市 : 生活¨ 读书¨ 新知三联书店, 2002.਍਍AZ 791 W36 2002Wang, Zicai, 1792-1851. Gao ben Song Yuan xue an bu yi. Di 1 ban.Beijing Shi : Beijing tu shu guan chu ban she, 2002.王梓材, 1792-1851. 稿本宋元學案補遺 / 王梓材, 馮雲濠輯.第1版. 北京市 : 北京圖書館出版社, 2002.਍਍JS 7357.3 .G45 2002Gei nong min rang quan : zhi xuan de hui sheng. Xi'an Shi : Xi bei da xue chu ban she, 2002.给农民让权 : 直选的回声 / 刘亚伟编. 西安市 : 西北大学出版社, 2002.਍਍HD 2107 .Y36 2002Yang, Decai. Gong ye hua yu nong ye fa zhan wen ti yan jiu : yi Zhongguo Taiwan wei li. Di 1 ban. Beijing : Jing ji ke xue chu ban she : Xin huashu dian jing xiao, 2002.杨德才. 工业化与农业发展问题研究 : 以中国台湾为例 /杨德才著. 第1版. 北京 : 经济科学出版社 : 新华书店经销,2002.਍਍PL 2892 .A345 Z646 2003Zeng, Xiuping, 1974-. Gu chen, Nie zi, Taibei ren : Bai Xianyong tong zhi xiao shuo lun. Chu ban. Taibei Shi : Er ya chu ban she you xian gong si, 2003.曾秀萍, 1974- 孤臣, 孽子, 臺北人 : 白先勇同志小說論 / 曾秀萍. 初版. 台北市 : 爾雅出版社有限公司, 2003.਍਍PL 2727 .S2 L58 2003Liu, Shide. "Hong lou meng" ban ben tan wei. Di 1 ban. [Shanghai] : Hua dong shi fan da xue chu ban she, 2003.刘世德. 《红楼梦》版本探微 / 刘世德著. 第1版. [上海] :华东师范大学出版社, 2003.਍਍PL 2551 .H83 1992Hua, Lianpu. Hua jian ji zhu. Taibei Shi : Tian gong shu ju, Minguo 81[1992].華連圃．花間集注/ 華連圃撰. 台北市 : 天工書局, 民國81 [1992]਍਍PL 2962 .I4 H8 2002Tiemu'er. Hubilie da di. Di 1 ban. Beijing : Beijing tu shu guan chuban she, 2002.铁木尔. 忽必烈大帝 / 铁木尔著. 第1版. 北京 : 北京圖書館出版社, 2002.਍਍PL 1281 .J53 2002Jian bo yu yan wen zi yan jiu. Di 1 ban. Chengdu : Ba Shu shu she,2002-.簡帛語言文字研究 / 張顯成主編. 第1版. 成都 : 巴蜀書社, 2002-਍਍HD 9999 .L383 U639 2003Yu, Renqiu, 1955-. Jiu guo zi jiu : Niuyue Huaqiao yi guan lian he huijian shi 1933-1950's. Xianggang : San lian shu dian (Xianggang) you xian gong si, 2003.于仁秋, 1955- 救國自救 : 紐約華僑衣館聯合會簡史1933-1950's / 于仁秋著. 香港 : 三聯書店(香港)有限公司,2003.਍਍GF 101 .J8 2001Ju luo di li zhuan ti. Di 1 ban. Beijing : Beijing shi fan da xue chuban she, 2001.聚落地理专题 / 宋金平主编 ; 教育部师范教育司组织评审. 第1版. 北京 : 北京师范大学出版社, 2001.਍਍PL 2872 .L5 Y3 2001Yao, Fangzao. Ke Ling zhuan = Kelingzhuan. Di 1 ban. Shanghai :Shanghai jiao yu chu ban she, 2001.姚芳藻. 柯灵传 = Kelingzhuan / 姚芳藻著. 第1版. 上海 : 上海教育出版社, 2001.਍਍ND 1049 .Z425 L57 2002Li, Qinxian. Kou shu li shi : yong yuan de dan shui bai lou : ZhangWanzhuan. Chu ban. Taibei Xian Ban Qiao Shi : Taibei Xian zheng fu wen hua ju, Minguo 91 [2002].李欽賢. 口述歷史 : 永遠的淡水白樓 : 張萬傳 / [李欽賢撰述]. 初版. 臺北縣板橋市 : 臺北縣政府文化局, 民國 91[2002].਍਍Z 1003.5 .C45 H83 2001Huang, Shang. Lai yan xie du shu ji. Di 1 ban. Shenyang Shi : Liaoningjiao yu chu ban she, 2001.黄裳. 來燕榭讀書記 / 黄裳著. 第1版. 沈阳市 : 辽宁教育出版社, 2001.਍਍DS 796 .S257 S45 2002Shen, Ji. Lao Shanghai qi wen. Di yi ban. [Shanghai] : Shanghai shudian chu ban she, 2002.沈寂. 老上海奇闻 / 编文: 沈寂 ; 绘图: 贺友直 ... [et al.]第一版. [上海] : 上海书店出版社, 2002.਍਍DS 734 .Q527 2002Qian, Baotang. Li dai ming ren sheng zu lu. Di 1 ban. Beijing Shi :Beijing tu shu guan chu ban she, 2002.錢保塘. 歷代名人生卒錄 / 錢保塘編. 第1版. 北京市 : 北京圖書館出版社, 2002.਍਍NB 1046 .L53 2003Liao Jin Yuan shi ke wen xian quan bian. Di 1 ban. Beijing Shi : Beijingtu shu guan chu ban she, 2003.遼金元石刻文獻全編 / 國家圖書館善本金石組編. 第1版.北京市 : 北京圖書館出版社, 2003.਍਍DS 753.6 .L5 A3 1995Liu, Ji, 1311-1375. Liu Bowen zhi mou quan shu. Di 1 ban. Zhengzhou Shi : Zhong zhou gu ji chu ban she, 1995.刘基, 1311-1375. 刘伯温智谋全书 / 伊力主编. 第1版. 郑州市: 中州古籍出版社, 1995 (2000 printing).਍਍DS 754 .D56 2002Ding, Rouke. Liu hu. Di 1 ban. Beijing : Zhong hua shu ju, 2002.丁柔克. 柳弧 / 丁柔克撰 ; [宋平生, 颜囯维等整理]. 第1版. 北京 : 中華書局, 2002.਍਍PL 2919 .A58 L58 2002Wang, Anyi, 1954-. Liu shui san shi zhang. Di 2 ban. Shanghai :Shanghai wen yi chu ban she : Xin hua shu dian jing xiao, 2002.王安忆, 1954- 流水三十章 / 王安忆著. 第2版. 上海 : 上海文艺出版社 : 新華書店经销, 2002.਍਍D 16.9 .H36 2001Han, An'gui. Makesi li shi guan de jia zhi nei han. Di 1 ban.[Guangzhou] : Guangdong ren min chu ban she, 2001.韩安贵. 马克思历史观的价値內涵 / 韩安贵著. 第1版. [广州] : 广东人民出版社, 2001.਍਍DS 19 .M4642 2002Menggu min zu tong shi = Genarl history of Mongolian nationality. Di 1ban. Huhehaote Shi : Nei Menggu da xue chu ban she, 2002.蒙古民族通史 = Genarl history of Mongolian nationality / 伊克昭盟(鄂尔多斯市)《蒙古民族通史》编委会. 第1版. 呼和浩特市 : 內蒙古大学出版社, 2002.਍਍NB 1046 .M56 2003Ming Qing shi ke wen xian quan bian. Di 1 ban. Beijing Shi : Beijing tushu guan chu ban she, 2003.明淸石刻文獻全編 / 國家圖書館善本金石組編. 第1版. 北京市 : 北京圖書館出版社, 2003.਍਍CS 2990 .M568 2002Ming ren shi ming bie cheng zi hao suo yin. Di 1 ban. Shanghai :Shanghai gu ji chu ban she, 2002.明人室名别稱字號索引 / 楊廷福, 楊同甫編. 第1版. 上海: 上海古籍出版社, 2002.਍਍PL 3919 .Z9 L8 2001Lu, Shaozun. Pumi yu fang yan yan jiu. Di 1 ban. Beijing : Min zu chuban she, 2001.陆绍尊. 普米语方言研究 / 陆绍尊著. 第1版. 北京 : 民族出版社, 2001.਍਍PL 2919 .A58 Q63 2002Wang, Anyi. Qian sha chuang xia. Di 1 ban. Shanghai : Shanghai wen yi chu ban she, 2002.王安忆. 茜纱窗下 / 王安忆著. 第1版. 上海 : 上海文艺出版社, 2002.਍਍DS 777.488 .C57 L58 2001Liu, Fuqin. Qu Qiubai : qing gan, cai hua, xin shi. Di 1 ban. Jinan Shi: Jinan chu ban she, 2001.刘福勤. 瞿秋白 : 情感, 才华, 心史 / 刘福勤著. 第1版. 济南市 : 济南出版社, 2001.਍਍PL 2653 .R46 2000Ren sheng. Di 3 ban. Changchun Shi : Shi dai wen yi chu ban she, 2000.人生 / 中国作家协会创研部选编. 第3版. 长春市 : 时代文艺出版社, 2000.਍਍HD 2907 .Z75 M575 2002Wang, Wenying. San ling cai fa shi = The history of Zaibatsu Mitsubishi.Di 1 ban. Beijing : Zhongguo she hui ke xue, 2002.王文英. 三菱财阀史 = The history of Zaibatsu Mitsubishi / 王文英著. 第1版. 北京 : 中囯社会科学, 2002.਍਍DS 797.77 .S8 H83 2002Huang, Jianhua. Sanxingdui : zhen jing tian xia de dong fang wen ming.Di 1 ban. Chengdu : Sichuan ren min chu ban she, 2002.黄剑华. 三星堆 : 震惊天下的东方文明 / 黄剑华著. 第1版. 成都 : 四川人民出版社, 2002.਍਍PL 2925 .K55 S5 2003Yan, Geling. Shao nèu Xiaoyu. Di 1 ban. Beijing shi : Dang dai shi jiechu ban she, 2003.严歌苓. 少女小渔 / 严歌苓. 第1版．北京市: 当代世界出版社, 2003.਍਍HC 240 .H68 2001Hou, Jianxin. She hui zhuan xing shi qi de xi Ou yu Zhongguo. Di 1 ban.Jinan Shi : Jinan chu ban she, 2001.侯建新. 社会转型时期的西欧与中国 / 侯建新著. 第1版. 济南市 : 济南出版社, 2001.਍਍BL 310 .W46 2002Wen, Yiduo, 1899-1946. Shen hua yan jiu. Di 1 ban. Chengdu : Ba Shu shu she, 2002.闻一多, 1899-1946. 神话研究 / [李定凯编校]. 第1版. 成都 :巴蜀書社, 2002.਍਍HD 7230 .S45 2000Shi ji jue ze : Zhongguo she hui bao zhang ti xi gou jia. Di 1 ban.Beijing : Zhongguo lao dong she hui bao zhang chu ban she, 2000.世纪抉择 : 中国社会保障体系构架 / 劳动和社会保障部社会保险研究所. 第1版. 北京 : 中国劳动社会保障出版社,2000.਍਍UA 838 .C4 S54 2003Smith, Richard J. (Richard Joseph), 1944-. Shi jiu shi ji Zhongguo deChang sheng jun : wai guo gu yong bing yu Qing di guo guan yuan = Theever-victorious army of nineteenth century China. Di 1 ban. Beijing :Zhongguo she hui ke xue chu ban she, 2003.十九世纪中囯的常胜军 : 外囯僱佣兵与清帝囯官员 = Theever-victorious army of nineteenth century China / R. J. 史密斯著 ; 汝企和译 ; 余永定, 郭方校. 第1版. 北京 : 中囯社会科学出版社, 2003.਍਍PL 2928 .C63 Z58 2003Jin, Wenming. Shi po tian jing dou Qiuyu : Yu Qiuyu san wen wen shi cha cuo bai li kao bian. Di 1 ban. Taiyuan Shi : Shu hai chu ban she, 2003.金文明. 石破天惊逗秋雨 : 余秋雨散文文史差错百例考辨/ 金文明著. 第1版. 太原市 : 书海出版社, 2003.਍਍GN 776.32 .C6 K86 1996Shuangtuozi yu Gangshang : Liao dong shi jian wen hua di fa xian he yan jiu. Di 1 ban. Beijing : Ke xue chu ban she, 1996.雙砣子与岗上 : 辽东史前文化的发现和研究 / 中国社会科学院考古研究所编著. 第1版. 北京 : 科学出版社, 1996.਍਍PL 2250 .S78xSi xiang. Ying yin ben. Shanghai : Shanghai wen yi chu ban she, 1988.思想 / 创造社. 影印本. 上海 : 上海文艺出版社, 1988.਍਍GN 471.4 .X53 2003Xiao, Daxiong. Tai Peng diqu li su jin ji lun shuo : Tai yu shuo jin ji.1 ban. Gaoxiong Shi : Gaoxiong fu wen tu shu chu ban she, 2003.蕭達雄. 臺澎地區禮俗禁忌論說 : 臺語說禁忌 / 蕭達雄著. 1版. 高雄市 : 高雄復文圖書出版社, 2003.਍਍DS 799.9 .T328 T36 1997Taiwan di qu xian cun bei jie tu zhi. Chu ban. Taibei Shi : Guo li zhongyang tu shu guan Taiwan fen guan, Minguo 86 [1997].臺灣地區現存碑碣圖誌. 臺中縣市, 花蓮縣篇 / 林文睿監修, 何培夫主編 ; 國立中央圖書館臺灣分館編印. 初版. 臺北市 : 國立中央圖書館臺灣分館, 民國 86 [1997]਍਍PL 2919 .S55 W3 2002Wang, Shuo, 1958-. Wan de jiu shi xin tiao. Di 1 ban. Kunming Shi :Yunnan ren min chu ban she, 2002.王朔, 1958- 玩的就是心跳 / 王朔著. 第1版. 昆明市 : 云南人民出版社, 2002.਍਍DS 778 .W312 S54 2001Shen, Kui. Wang Jiaxiang : jia shi, qing gan, pin ge. Di 1 ban. JinanShi : Jinan chu ban she, 2001.沈葵. 王稼祥 : 家世, 情感, 品格 / 沈葵著. 第1版. 济南市: 济南出版社, 2001.਍਍PL 2862 .I15 W45 2003Xiaoye, 1951-. Wei re xing kong xia. Chu ban. Taibei Shi : Yi fang chuban you xian gong si, 2003.小野, 1951- 微熱星空下 / 小野. 初版. 台北市 : 一方出版有限公司, 2003.਍਍DS 797.72 .W454 W454 2001Wei'er Cun zhi. Di 1 ban. Beijing : Zhonghua shu ju, 2001.渭二村志 / 渭二村志编纂委员会编．第1版. 北京 : 中华书局, 2001.਍਍HN 740 .Z9 D35 2001Dai, Qingzhong. Wen hua shi ye zhong de pin kun yu fa zhan : pin kun diqu fa zhan de fei jing ji yin su yan jiu. Di 1 ban. Guiyang Shi : Guizhouren min chu ban she, 2001.戴庆中. 文化视野中的贫困与发展 : 贫困地区发展的非经济因素研究 / 戴庆中著. 第1版. 贵阳市 : 贵州人民出版社,2001.਍਍Z 689 .W46 2001Wen xian cai fang xue. Di 1 ban. Beijing : Beijing tu shu guan chu banshe : Jing xiao Xin hua shu dian, 2001.文献采访学 / 主编黄宗忠 ; 副主编郑太平 ... [et al.]. 第1版. 北京 : 北京图书馆出版社 : 经销新华书店, 2001.਍਍DS 797.86 .W466 W46 2000Wenshan Zhuangzu Miaozu Zizhizhou zhi. Di 1 ban. Kunming Shi : Yunnan ren min chu ban she, 2000-2002.文山壮族苗族自治州志 / 文山壮族苗族自治州地方志编纂委员会编纂. 第1版. 昆明市 : 云南人民出版社, 2000-2002.਍਍PL 2928 .H78 W6 2002Yu, Hua, 1960-. Wo mei you zi ji de ming zi. Di 1 ban. Kunming : Yunnan ren min chu ban she, 2002.余华, 1960- 我沒有自己的名字 / 余华. 第1版. 昆明市 : 云南人民出版社, 2002.਍਍DS 793 .N6 M3 2003Ma, Zifu. Xi bu kai fa yu duo min zu wen hua = Western China development and multiethnic cultures. Beijing di 1 ban. Beijing : Huaxia chu ban she,2003.马子富. 西部开发与多民族文化 = Western China development andmultiethnic cultures / 马子富主编. 北京第1版. 北京 : 华夏出版社, 2003.਍਍DS 775.7 .S56 2002Snow, Edgar, 1905-1972. Xi xing man ji = Red star over China. Di 1 ban. Beijing : Jie fang jun wen yi chu ban she, 2002.西行漫记 = Red star over China / 埃德加・斯诺著 ; 董乐山译.第1版. 北京 : 解放军文艺出版社, 2002.਍਍PL 1420 .H78 2002Xian dai Han yu ci dian = Xiandai Hanyu cidian. 2002 nian zeng bu ben,xiu ding di 3 ban. Beijing : Shang wu yin shu guan, 2002.现代汉语词典 = Xiandai Hanyu cidian / 中国社会科学院语言研究所词典编辑室编. 2002年增补本, 修订第3版. 北京 : 商务印书馆, 2002.਍਍G 155 .A1 M254 2001Ma, Bo. Xian dai lèu you wen hua xue. Qingdao : Qingdao chu ban she,1998.马波. 现代旅游文化学 / 马波著. 靑岛 : 靑岛出版社, 1998(2000 printing).਍਍NB 1046 .X53 2003Xian Qin Qin Han Wei Jin Nan Bei chao shi ke wen xian quan bian. Di 1ban. Beijing Shi : Beijing tu shu guan chu ban she, 2003.先秦秦漢魏晋南北朝石刻文獻全編 / 國家圖書館善本金石組編. 第1版. 北京市 : 北京圖書館出版社, 2003.਍਍305.5633Ma, Yinlu. Xiang nong min dao qian : yi ge xian wei zu zhi bu zhang dezhu cun shou ji. Di 1 ban. Xi'an Shi : Xi bei da xue chu ban she, 2002.马银录. 向农民道歉 : 一个县委组织部长的驻村手记 / 马银录著. 第1版. 西安市 : 西北大学出版社, 2002.਍਍PL 2919 .A58 X53 2002Wang, Anyi. Xiao bao zhuang. Di 2 ban. Shanghai : Shanghai wen yi chu ban she : Xin hua shu dian jing xiao, 2002.王安忆. 小鲍庄 / 王安忆著. 第2版. 上海 : 上海文艺出版社: 新華書店经销, 2002.਍਍PL 2919 .M39 X53 2002Wang, Meng. Xiao er bu da : xuan si xiao shuo. Di 1 ban. Shenyang Shi : Liaoning jiao yu chu ban she, 2002.王蒙. 笑而不答 : 玄思小说 / 王蒙著文 ; 谢春彥, 康笑宇绘图. 第1版. 沈阳市 : 辽宁教育出版社, 2002.਍਍PL 2922 .K83 A6 1998Yang, Kui, 1905-1985. Yang Kui quan ji. Chu ban. Taibei Shi : Guo liwen hua zi chan bao cun yan jiu zhong xin chou bei chu chu ban, Minguo 87 [1998].楊逵, 1905-1985. 楊逵全集 / 彭小姸主編. 初版. 臺北市 : 國立文化資產保存硏究中心籌備處出版, 民國 87 [1998]਍਍DS 778 .Y36 F368 2002Fan, Shuo. Ye Jianying zai fei chang shi qi, 1966-1976. Di 1 ban.Beijing Shi : Hua wen chu ban she, 2002.范硕. 叶剑英在非常时期, 1966-1976 / 范硕著. 第1版. 北京市: 华文出版社, 2002.਍਍PL 2653 .Y513 2000Yi di ji mao. Di 3 ban. Changchun Shi : Shi dai wen yi chu ban she,2000.一地鸡毛 / 中国作家协会创研部选编. 第3版. 长春市 : 时代文艺出版社, 2000.਍਍PK 1987 .Y563 2000Yindi yu Han yu da ci dian. Di 1 ban. Beijing Shi : Beijing da xue chuban she, 2000.印地语汉语大词典 / 北京大学东方语言文化系印地语言文化教研室, 解放军囯际关系学院多语种教研室编. 第1版.北京市 : 北京大学出版社, 2000.਍਍BQ 649 .Y86 Y36 1993Yang, Xuezheng. Yunnan jing nei de shi jie san da zong jiao : di yu zong jiao bi jiao yan jiu. Di 1 ban. Kunming Shi : Yunnan ren min chu ban she, 1993.杨学政. 云南境內的世界三大宗敎 : 地域宗敎比較硏究 /杨学政，韩军学, 李荣昆著．第1版. 昆明市 : 云南人民出版社, 1993 (2000 printing).਍਍DS 778 .C5113 Z43 2001Zhang, Yiyu. Zhang Wentian : xiang qing, qin qing, you qing. Di 1 ban. Jinan Shi : Jinan chu ban she, 2001.张义渔. 张闻天 : 乡情, 亲情, 友情 / 张义渔, 陈伟忠, 黄红蓝著. 第1版. 济南市 : 济南出版社, 2001.਍਍PL 2754 .S5 Z43 2002Lu, Xun, 1881-1936. Zhao yan nian mu ke cha tu ben kuang ren ri ji.Beijing di 1 ban. Beijing : Ren min wen xue chu ban she, 2002.鲁迅, 1881-1936. 赵延年木刻插图本狂人日记 / 鲁迅著. 北京第1版. 北京 : 人民文学出版社, 2002.਍਍Z 1033 .S5 S45 2003Shi, Tingyong, 1893-1983. Zhongguo cong shu zong lu xu bian. Di 1 ban. Beijing Shi : Beijing tu shu guan chu ban she, 2003.施廷鏞, 1893-1983. 中國叢書綜錄續編 / 施廷鏞編撰. 第1版.北京市 : 北京圖書館出版社, 2003.਍਍NA 1543 .Z4645 2002Zhongguo gu dai jian zhu. Di 1 ban. Beijing : Xin shi jie chu ban she, 2002.中国古代建筑 / 乔勻 ... [et al.]. 第1版. 北京 : 新世界出版社, 2002.਍਍HD 8736 .Z5 2002Zhongguo jin dai gong ren jie ji he gong ren yun dong. Beijing Shi :Zhong gong zhong yang dang xiao chu ban she, 2002.中国近代工人阶级和工人运动 / [主编刘明逵, 唐玉良] 北京市 : 中共中央党校出版社, 2002.਍਍HC 427 .Z465 2002Zhongguo jing ji tong shi. Di 1 ban. Changsha Shi : Hunan ren min chu ban she, 2002.中国经济通史 / 赵德馨主编 ; 陈振中, 罗运环, 陈伟 ...[et al.]著. 第1版. 长沙市 : 湖南人民出版社, 2002.਍਍HB 2114 .A3 Z48 2002Zhu, Hongzhao. Zhongguo liu dong ren kou xin tai tiao cha. Jinan :Shandong you yi chu ban she, 2002.朱鸿召. 中国流动人口心态调查 / 朱鸿召主编. 济南 : 山东友谊出版社, 2002.਍਍CJ 3495 .Z453 2003Zhongguo qian bi da ci dian. Di 1 ban. Beijing Shi : Zhonghua shu ju, 2003.中國錢幣大辭典. 魏晉南北朝隋編, 唐五代十國編 / 《中國錢幣大辭典》纂委員會編. 第1版. 北京市 : 中華書局, 2003.਍਍PL 1017 .H36 2003Han, Liqun. Zhongguo yu wen ge ming : xian dai yu wen guan ji qi shi jian. Di 1 ban. Beijing : Zhong yang bian yi chu ban she, 2003.韩立群. 中国语文革命 : 现代语文观及其实践 / 韩立群著. 第1版. 北京 : 中央编译出版社, 2003.਍਍R 601 .Z453 2002Zhonghua da dian. Di 1 ban. Chengdu : Ba Shu shu she, 2002.中华大典. 医药卫生典. 医学分典. 针灸, 推拿总部 / [编纂"中华大典"工作委员会, "中华大典"编纂委员会 ; 主编罗永芬, 梁繁荣]. 第1版. 成都 : 巴蜀书社, 2002.਍਍DS 778 .C593 A3 1998Zhou, Enlai, 1898-1976. Zhou Enlai lèu Ri ri ji. Di 1 ban. [Beijing] :Zhong yang wen xian chu ban she : Xin hua shu dian jing xiao, 1998.周恩来, 1898-1976. 周恩来旅日日记. 第1版. [北京] : 中央文献出版社 : 新华书店经销, 1998.਍਍DS 778 .C593 Z46 1998Zhou, Enlai, 1898-1976. Zhou Enlai wen hua wen xuan. Di 1 ban.[Beijing] : Zhong yang wen xian chu ban she : Jing xiao Xin hua shu dian, 1998.周恩来, 1898-1976. 周恩来文化文选 / 中共中央文献研究室编．第1版. [北京] : 中央文献出版社 : 经销新华书店, 1998.਍਍DS 748.29 .Z474 A3 1995Zhuge, Liang, 181-234. Zhu Geliang zhi mou quan shu. Di 1 ban.Zhengzhou Shi : Zhong zhou gu ji chu ban she, 1995 (2000 printing).诸葛亮, 181-234. 诸葛亮智谋全书 / 伊力主编. 第1版. 郑州市: 中州古籍出版社, 1995 (2000 printing).਍਍。

湖南省蓝山二中2012高二历史第9课辉煌灿烂的文学教案(人教版必修3)

湖南省蓝山二中2012高二历史第9课辉煌灿烂的文学教案（人教版必修3）教学目标知识与能力：了解中国古代不同时期的文学特色；了解、诗，词、歌、赋等各种不同的知识内容和形式，知道和掌握一定数量的名家作品；进一步提高阅读和通过多种途径获取文学资料的能力；拓宽文化视野，提高赏析和运用古代文学作品的能力。

过程与方法：社会参与法、问题探究、情境再现、历史比较。

情感态度与价值观：1、通过本课学习，了解中国古代灿烂的文化。

通过对文学家、诗人及其文学作品的分析，把学生带进文学艺术的殿堂，感受古人的呼吸，思想，情操。

增强文化修养。

2、通过学习进一步了解中国的国情，热爱和继承中华民族的优秀文化传统，弘扬和培育民族精神，激发对祖国历史与文化的的自豪感，增强民族自信心。

3、通过潜移默化的教育和熏陶，培养学生对人文精神的理解，培养学生健康的审美情操，使学生的品格得到升华；在积极主动参与学习的过程中，使学生的合作精神及竞争意识得到增强。

重点与难点重点：唐诗、宋词和明清小说。

难点：不同时期文学主流形式的形成及特点。

如何提示一定社会文学与政治经济等之间的内在联系。

教学过程一、从《诗经》到唐诗1、诗歌的起源语言──歌谣──诗歌2、《诗经》A概况：《诗经》是我国第一部诗歌总集，共305篇。

绝大部分是西周至春秋中叶的诗歌。

B内容：《诗经》分为风、雅、颂三部分。

风——民间的民歌，是《诗经》中的精华部分。

因多是周代各诸侯国的民歌，从而从各方面反映了劳动人民的生活境况和思想感情。

雅——贵族宴饮时演唱的乐歌颂——贵族宗庙祭祀时演唱的乐歌C地位：《诗经》的创作，为中国古典文学奠定了现实主义的优良传统，对我国文学的发展有深刻影响，在中国文化史和世界文化史上都占有重要地位。

同时也被后世奉为儒家的经典。

3、楚辞【探究学习】首先引导学生观看教材第42页的屈原像和屈子祠的图片，让学生了解屈原的大概生平及其忧国忧民的情怀，对学生进行爱国主义教育。

战国时期楚国的屈原吸收南方民歌精华，采用楚国方言，创造出的一种新的诗歌体裁。

第七单元说课稿 2023-2024学年统编版高中语文必修下册

普通高中新课程新教材优质课评选探索发现科学之光----- 必修下册第三单元教学设计统编版高中语文必修下第三单元整体教学设计说课稿【说单元内容分析】本单元选取了屠呦呦的《青蒿素：人类征服疾病的一小步》、加来道雄的《一名物理学家的教育历程》、梁思成的《中国建筑的特征》、林庚的《说木叶》，四篇科学知识性读物。

人文主题：探索发现的科学精神任务群：实用性阅读与交流任务群归属隐含着“读写一体”的教学目标：“阅读与交流”，本单元在本质上要让学生接受“输入—内化—输出”的能力训练；“实用性”，本单元侧重指向生活实用，让学生能够丰富生活经历、练就生活本领、完整生活认知，借此形成进入社会的基本素养。

【说单元核心任务】单元提示第一节第一句话：“本单元主要学习知识性读物的阅读方法，发展科学思维，培养科学精神。

”立德树人：培养科学精神语言的建构与运用：知识性读物“输入—内化—输出”思维的发展与提升：发展科学思维文化的传承与理解：传承发展祖国优秀科学文化审美的鉴赏与提升：欣赏科学知识性读物的语言之美单元核心任务决定了在核心素养的培养上，本单元特别侧重“语言的建构与运用”和“思维的发展与提升”两个方面的核心素养。

【说学情】高一下的学生已经在必修上第二单元接触过“实用性阅读与交流”任务群的学习，已经在第五单元学习过《乡土中国》的整本书阅读，对实用性文本紧密联系生活的特点有所了解，也初步具备阅读科学论著的方法。

本单元要在学生已学的基础上，体现任务群教学的延续性，侧重指导学生科学知识性读物的阅读方法。

【说单元教学目标】1.学习科学知识性读物的阅读方法。

2.研究作者阐述事理的方式，体会严谨准确的语言特点，学习写作能清晰地说明事理的说明文。

3.聆听作者心声，领悟科学精神，激发探索科学的兴趣和热情。

【说专题实施过程】单元教学实施过程由一节导读课和三个专题构成：导读课，激兴趣，访科学人物；（1 课时）专题一，拥慧心，读科学精神；（3 课时）专题二，启睿智，参述理方式；（3 课时）专题三，动巧手，施科普行动。

刘书芬定稿

北京市海淀高三语文下学期期中评标说明微写作课件

LPN48-3

交通旅游系2012-2013学年第二学期教材选用计划

2017-2018学年度第一学期(高一历史)计划

2011年武汉市高中政治备考会封面、扉页、封底

关于公布2011年教师多媒体课件制作比赛结果.doc

以就业为导向深化高职教育改革

2024年小学教师集体备课工作计划范文(4篇)

1《荷花淀》公开课一等奖创新教学设计(表格式)统编版高中语文选择性必修中册

中国传统文化在现代书籍装帧中的运用

稿件齐清定的要求（定稿）

浏阳十一中教师统一备课第三课

刘书芬定稿

第十届（2010年度）输出版、引进版优秀图书评审会落幕

编纂《桐乡历史文化系列丛书》总体方案

从曹达给徐老还书说起

DS764——精选推荐

湖南省蓝山二中2012高二历史第9课辉煌灿烂的文学教案(人教版必修3)

第七单元 说课稿 2023-2024学年统编版高中语文必修下册

第七单元说课稿 2023-2024学年统编版高中语文必修下册