(完整版)4BChapter5复习提要-黄璐

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1.沁园春长沙（作者：毛泽东）独立寒秋，湘江北去，橘子洲头。

看万山红遍，层林尽染，漫江碧透，百舸争流。

鹰击长空，鱼翔浅底，万类霜天竞自由。

怅寥廓，问苍茫大地，谁主沉浮。

携来百侣曾游，忆往昔峥嵘岁月稠。

恰同学少年，风华正茂，书生意气，挥斥方遒。

指点江山，激扬文字，粪土当年万户侯。

曾记否，到中流击水，浪遏飞舟。

2. 采桑子重阳（作者：毛泽东）人生易老天难老，岁岁重阳，今又重阳，战地黄花分外香。

一年一度秋风劲，不似春光，胜似春光，寥廓江天万里霜。

3.浪淘沙北戴河（作者：毛泽东）大雨落幽燕，白浪滔天，秦皇岛外打鱼船。

一片汪洋都不见，知向谁边？往事越千年，魏武挥鞭，东临碣石有遗篇。

萧瑟秋风今又是，换了人间。

4.雨巷（作者：戴望舒）撑着油纸伞，独自/彷徨在悠长、悠长/又寂寥的雨巷，/我希望逢着/一个丁香一样地/结着愁怨的姑娘。

她是有/丁香一样的颜色，/丁香一样的芬芳，/丁香一样的忧愁，/在雨中哀怨，/哀怨又彷徨；她彷徨在这寂寥的雨巷，/撑着油纸伞/像我一样，/像我一样地/默默彳亍着/冷漠、凄清，又惆怅。

她默默地走近，/走近，又投出/太息一般的眼光/她飘过/像梦一般地，/像梦一般地凄婉迷茫。

像梦中飘过/一枝丁香地，/我身旁飘过这个女郎；/她默默地远了，远了，/到了颓圮的篱墙，/走尽这雨巷。

在雨的哀曲里，/消了她的颜色，/散了她的芬芳，/消散了，甚至她的/太息般的眼光/丁香般的惆怅。

撑着油纸伞，独自/彷徨在悠长、悠长/又寂寥的雨巷，/我希望飘过/一个丁香一样地/结着愁怨的姑娘。

5.再别康桥（作者: 徐志摩）轻轻的我走了，/正如我轻轻的来；/我轻轻的招手，/作别西天的云彩。

那河畔的金柳，/是夕阳中的新娘；/波光里的艳影，/在我的心头荡漾。

软泥上的青荇，/油油的在水底招摇；/在康河的柔波里，/我甘心做一条水草！那榆荫下的一潭，/不是清泉，/是天上虹；/揉碎在浮藻间，/沉淀着彩虹似的梦。

寻梦？撑一支长篙，/向青草更青处漫溯；/满载一船星辉，/在星辉斑斓里放歌。

4B Chapter 5复习提要黄璐

《朗文英语４ﻩB》复习提要Cｈaｐter 5：Foｏd frｏm ａｒｏund the woｒld来自全世界的食物I.PartA经过第1章的学习,下面的新单词我们要准确无误地读(ｒead theｍcorｒecｔly），知道它们的中文意思(knｏw the Cｈinese mｅaninｇ),不看书进行英汉互译( tｒａｎｓlate）,并且还要会拼写（spｅｌl)。

1.Italｙ意大利2. Frａnce法国3. Jａpａn日本４. Ameriｃa美国5.Ｃhina 中国注意:国家名称首字母要大写•６. fｒom around ｔｈｅwｏｒld来自全世界•7. ｉnternatｉonaｌ国际的•8.Fr aｎｃe法国•９．Fr enｃｈ法语、法国人、法国的•eg.Ｈeｉｓ a Ｆrench, so ｈe can ｓｐeak Fｒｅncｈ.他是一个法国人，所以他会说法语。

•He is fｒoｍFｒance,bｕｔhｅcaｎ’t spｅaｋFreｎｃｈ．他来自法国，但是他不会说法语。

•It is Fｒｅnch fooｄ，ａnd I likｅit veｒｙｍｕｃh．它是法国的食物,我很喜欢它。

•10．cｏｍe fｒom =ｂe from 来自•ｅｇ. I cｏｍe from China.= Ｉam fromＣｈiｎａ．•Hｅｃomes frｏm Iｔａlｙ．= He ｉs from Itaｌｙ.•Ｗe come from Jaｐan．＝We aｒe fｒom Ｊapan．•Ｗｈereｄｏyｏu coｍｅfrom?= Where are ｙou from? •She dｏesｎ’ｔcｏme frｏｍChiｎa．= Sｈeｉｓn’t from China.II句型。

下面的关键句型我们要会读(rｅad)，知道意思（kｎow the Chinese meａninｇ）,会根据不同的语境来运用（usethem iｎdifferenｔcontｅxts)，会写（wriｔe themcorrectlｙ）。

俞大絪英语五六册课文langdou

俞大絪英语五六册课文langdouLangdou - Yu Dayu's English Textbooks 5 and 6 provide a comprehensive and engaging approach to language learning for intermediate-level students. These textbooks, authored by the renowned educator Yu Dayu, offer a well-structured curriculum that not only enhances students' proficiency in English but also fosters a deeper appreciation for the language and its cultural nuances.One of the standout features of Langdou is its thematic organization. Each unit revolves around a specific topic, ranging from daily life and personal experiences to global issues and current events. This approach allows students to immerse themselves in meaningful contexts, enabling them to acquire vocabulary and grammatical structures in a natural and practical manner. The carefully curated content ensures that learners are exposed to a diverse range of topics, broadening their understanding of the world and stimulating their critical thinking skills.The textbooks place a strong emphasis on developing well-rounded language proficiency. Each unit incorporates a variety of activitiesand exercises that target the four core language skills: reading, writing, listening, and speaking. The reading sections present engaging texts that challenge students to comprehend and analyze complex information, while the writing tasks encourage them to express their ideas coherently and effectively. The listening exercises expose learners to authentic audio materials, helping them develop their comprehension abilities and familiarize themselves with natural speech patterns.The speaking component of Langdou is particularly noteworthy. The textbooks provide ample opportunities for students to engage in interactive discussions, role-plays, and oral presentations. These activities not only enhance their fluency and confidence in spoken English but also foster their ability to communicate in real-world situations. The textbooks' emphasis on communication skills is further reinforced through the inclusion of practical language functions, such as making requests, giving opinions, and negotiating solutions to problems.Another distinctive aspect of Langdou is its integration of cultural elements. The textbooks present a diverse range of cultural perspectives, exposing students to the rich tapestry of the English-speaking world. From exploring the traditions and customs of different countries to delving into the nuances of cross-cultural communication, the textbooks encourage learners to develop aglobal mindset and appreciate the cultural diversity that shapes the English language.The layout and design of Langdou contribute to its overall effectiveness as a learning tool. The textbooks feature a clean and visually appealing layout, with ample use of illustrations, diagrams, and photographs to support the content. The organization of the material is logical and easy to navigate, allowing students to seamlessly transition between the various sections and activities.One of the strengths of Langdou is its adaptability to different learning styles and preferences. The textbooks offer a balance of individual, pair, and group activities, catering to the diverse needs and preferences of students. Additionally, the inclusion of supplementary resources, such as audio recordings and online materials, provides learners with the flexibility to engage with the content in a manner that suits their learning preferences.The assessment strategies employed in Langdou are also noteworthy. The textbooks incorporate a range of evaluation methods, including formative assessments, summative assessments, and self-reflection exercises. This holistic approach allows teachers to monitor student progress, identify areas for improvement, and provide targeted feedback to support the learning process.Furthermore, Langdou's alignment with established language learning frameworks, such as the Common European Framework of Reference (CEFR), ensures that the content and learning objectives are in line with internationally recognized standards. This consistency in curriculum design not only enhances the credibility of the textbooks but also facilitates the transferability of skills and knowledge acquired by students.In conclusion, Langdou - Yu Dayu's English Textbooks 5 and 6 are a remarkable resource for intermediate-level English language learners. The textbooks' thematic organization, comprehensive skill development, cultural integration, and adaptable design make them a valuable tool for fostering language proficiency, cultural awareness, and critical thinking skills. With its well-structured curriculum and engaging content, Langdou is poised to become a leading choice for educators and students alike, who seek to embark on a transformative English language learning journey.。

黄廖本《现代汉语》(下)复习提纲

黄廖本《现代汉语》（下）复习提纲第五章语法1.语法的两层含义。

语法的三大性质。

四级语法单位。

2.划分词类的标准。

什么叫词的语法功能、形态和意义？各类词的语法特点。

3.什么叫词的兼类？兼类和活用的区别。

4.短语组合的语法手段。

短语的结构分类和功能分类。

复杂短语和多义短语的层次分析。

5.理解各种句子成分的构成材料、意义类型。

6.认识和理解独立语。

7.掌握句类和句型。

主谓句分哪几类？非主谓句分哪几类？掌握一般的动词谓语句之外的把字句、被字句、连谓句、兼语句、双宾句、存现句、变式句和省略句。

初步掌握句子变换分析的方法。

8.用成分分析法和层次分析法分析句子。

9.单复句的区别。

复句和关联词语的关系。

复句的类型。

多重复句分析的完整步骤。

紧缩句的辨识。

10.词类、单句、复句运用的常见错误。

第六章修辞1.什么叫修辞？2.怎样理解修辞和语境的关系？3.怎样理解修辞同语音、词汇、语法的关系？4.词语意义的锤炼由哪些要求？5.词语声音的锤炼有哪些要求？6.长句和短句各有什么特点和作用？7.整句和散句各有什么特点和作用？8.主动句和被动句的表述作用有什么不同？9.肯定句和否定句的表述作用有什么不同？10.掌握辞格：比喻、比拟、借代、拈连、夸张、双关、仿词、反语、婉曲、对偶、排比、层递、顶真、回环、对比、映衬、反复、设问、反问、通感、警策。

11.掌握辞格综合运用的三种形式。

12.能分析修辞运用中出现的一些问题。

13.理解公文语体、科技语体、政论语体、文艺语体的不同风格。

About Flash................................................................................

Production of multimedia content using FlashDepartment of Electronics and Computer Science, University of Southampton1. AbstractMacromedia Flash is one of the most powerful web authoring tools available to web designers today and is used to produce animated and still graphics. However, because of the poor use of Flash animations on the Internet, Flash has acquired a reputation for poor usability. Macromedia itself Macromedia itself and other individuals have produced tools and documentation to help designers make the most out of Flash have now published many usability tips. If these are followed, good multimedia content can be produced which is usable to others.ContentsKeywords ............................................................................................. 1 Introduction .......................................................................................... 1 Background .......................................................................................... 2 Research.............................................................................................. 2 About Flash ..................................................................................... 3 Flash Usability ................................................................................. 3 Alternatives to Flash........................................................................ 4 My Film ............................................................................................ 4 Conclusions.......................................................................................... 9 References......................................................................................... 102. KeywordsMacromedia Flash, Multimedia Content Creation, Animation Graphics, Sound, Video,3. IntroductionThe aim of this paper is to look at multimedia content produced by Macromedia Flash. Flash has become very popular over the past few years; 474 million Internet users use it today. In this paper I research into how Flash is used by developers today and why to give a background into the use of Flash. The advantages and disadvantages of Flash as a multimedia content creation tool are discussed to help developers to decide if Flash is a suitable tool for their project. A number of usability tips for Flash have been put together by a number of individuals, which it is recommended to follow if a usable Flash application is to1be made. I will research into these and outline them. I will also research briefly into alternatives to Flash. To fully understand how to create multimedia applications with Flash, I made a small movie of my own in Flash. I will describe the nature of my film and how it was created. Finally, I will evaluate my film and report my findings and give a summary of my experiences using Macromedia Flash.4. BackgroundFlash was first introduced in 1996 and was known as FutureSplash Animator and run by a company called FutureWave. It was used to play back animation on web browsers through Java. The company decided to sell off their technology due to financial difficulties, they tried Adobe who turned them down, but were soon bought by Macromedia. FutureSplash Animator became Macromedia Flash 1.0. There are 2 main components to the Flash software, which are: • Flash Editor – which is used to create the graphics and animation that make up the end movie • Plug-in or Flash Player – which is used by web-browsers to display the Flash movie Flash can be used to create movies, which incorporate graphics, sound and animation. These movies are generally placed on web sites on the Internet. The main reason web designers use Flash is because it provides a good online user interface, allowing visitors to interact with a web site. Also, animation is known to have a tremendous effect on human peripheral vision and therefore is a good way to relay information to people. Unfortunately, bad use of Flash on web sites has left Flash with a tarnished reputation. Most people either love it or hate it. Even though Flash is very popular on the Internet, many people find the Flash content unusable and annoying. The main arguments for Flash content being unusable are as follows: • The majority of Flash content is unnecessary and gratuitous • Content is usually built once and then not updated regularly • Content usually follows the established standards for Web content5. ResearchFirstly, it is important to look at reasons why and why not to use Flash as a way of conveying information on the Internet. These reasons are outlined below. Advantages of using Flash: • Flash films are browser independent; therefore they can be viewed with any browser, so is not limited. • Designers are able to control colours, fonts and resolution quality, and so can make their films to their needs. • As vector graphics are used, films can be scaled without it affecting the image resolution and objects will be smaller than their bitmap equivalents.2• •Animated and interactive films can be produced with sound, which will be more appealing to visitors, and get information across more easily. Flash software is very powerful, well supported and updated frequently.Disadvantages of using Flash: • Flash is quite a hard piece of software to learn, it may take developers a significant amount of time to learn to use the flash development environment • A plug-in is required to view Flash films, so not all machines will be able to view Flash films. • Flash does not have a user-friendly interface and it not intuitive for designers, and therefore might take designers longer to produce multimedia content. • Printing Flash movies results in poor text quality. • Search engines are unable to read Flash movies, so they do not show up. • It takes longer to create a Flash website than the usual HTML ones.About Flash Flash files have the .SWF extension. These files combine code, media and data into a format that is compact. These are loaded using a steaming model, where the first few frames become available to view once. The files are also cached, so that they can be retrieved again locally, saving time. Video and audio are streamed, which means that MP3 content can be dynamically loaded and player, and that full-motion films can be added. The Sorenson Spark Codec is used for high quality playback with low bandwidth. Flash uses a compressing/decompressing model to help lower network costs. Developers can compress their code when publishing the movie, and when a user wants to run this, it is decompressed on the user’s machine at runtime. Flash Usability One of the main problems with Flash is that it is known to have poor usability. Some usability tips have been produced by individuals. Macromedia’s Flash Usability tips: [/software/flash/productinfo/usability/tips/] • Remember user goals • Remember site goals • Avoid unnecessary intros • Provide logical navigation and interactivity • Design for consistency • Don’t overuse animation • Use sound sparingly • Target low-bandwidth users • Design for accessibility • Test for usability3Alternatives to Flash Flash is not the only development tool available to create multimedia content. A brief discussion of alternatives is presented below. Synchronized Multimedia Integration Language (SMIL) – this is a mark-up language (XML) which is used to write interactive multimedia content. Developers can define the temporal behaviour of their content and the layout of this on screen. Video and audio can be streamed with together with other media types. Scalable Vector Graphics (SVG) – this is a language used to describe two dimensional vector based graphics. It allows for images, text and vector and vector graphic shapes. The Document Object Model (DOM) includes full XML DOM, which allows for effective vector animation via scripting. My Film I used Macromedia Flash to create a small animated film which is to be placed on my university website. I had only ever encountered these types of films on the Internet, but never made one of my own. I also had never used Flash before, so it was a new experience. My film is titled “How to Turn a Geek into a Super Stud”, and shows through animated and still graphics how you can make a geek into a super stud! It can be viewed at /~mkg100 There are some important concepts that need to be understood before starting with Flash, these are described below. • SYMBOLS – these are graphics that have been created by using the drawing tools, and can be used over and over again within the film. • LAYERS – these can be thought of as transparent sheets that are placed on top of each other. Objects can be drawn on one layer without affecting objects in other layers. • FRAMES – displays the contents of I second of the film; a film is made of a series of frames. • KEYFRAMES – these are frames where changes in animation occur. The first frame in a frame is automatically a keyframe. • TIMELINE – shows the frames in all the layers of the film, and what events are occurring in the frames. The film starts of with the opening screen which shows the title, with a moving flashy yellow border, and a button, which when pressed will start the main part of the film. These three objects are placed in their own layers (I made a new layer for each). To place the title on screen, I created a layer called text (Insert ! Layer) and had to use the Text tool from the drawing tools, which works pretty much the same way as the ones found in other programs. You just have to enter the required text into the4box, and change the font size, type and alignment, as you so please. I also inserted a keyframe at frame 25 (Insert ! Keyframe), as this is the last frame that the text appears in. To insert the keyframe, you have to have that particular frame selected from the timeline. I created a new layer for the yellow flashy border, which was created by using keyframes and motion tweening. Motion tweening is used to change the size of objects or rotate them in an animated manner. I placed a keyframe every 5 frames, up to frame 25, and changed the size of the border in each one by transforming the shape (Window ! Inspectors ! Transform), or you could use the re-size option in the drawing tools to change the size. I then inserted the motion tween in each keyframe (Insert ! Create Motion Tween), which makes the border move from one size to the other. These 25 frames run continuously until the arrow button is pressed. This was achieved by selecting frame 25 in this layer and modifying the frame properties (Modify ! Frame ! Actions tab). I added a ‘Go to’ action and specified the frame to ‘go to and play’ scene 1, frame 1; the beginning of the film. The red arrow was also created in another layer, using the drawing tools, and was then turned into a button (Insert ! Convert to Symbol ! Button). When the cursor is placed over the button, the arrow increases in size. To do this you have to select the arrow button and then edit the object (Edit ! Edit Selected). This brings up a new scene with just the button in it. The timeline at the top of the screen has frames for ‘up’, ‘down’, ‘over’ and ‘hit’. You need to edit the button design in each frame depending on what you want the button to do when the corresponding actions occur. In this case, in the ‘over’ frame I drew an enlarged arrow by using the re-size tool. When the arrow button is pressed, the film jumps to the next screen, which starts in frame 30. The button performs this action by editing the buttons properties (Modify ! Instance ! Actions tab). I added a ‘Go to’ action and specified the frame ‘go to and play’ at as frame 30. Again I added a keyframe at frame 25, as this is the last frame for the arrow. There is another layer in this screen, which displays the background. In this instance the layer is empty as the background is white. The next scene shows the geek and ‘Mandy’s Geek Transformer’ machine, which starts from frame 30. The background is now a sea blue colour, which I created by drawing a large box with the drawing tools to fill the screen. The background layer must be the layer at the bottom so that all the other objects can be place on top of it. I created a new layer for the geek and placed a keyframe at frame 30. In this frame I used the drawing tools to create the geek. I then used drawing tools to create the speech bubble and then added a text box inside this to add the words. I also wanted some to be played at this frame; the geek saying “hello, my names Colin”. I had recorded some voices earlier with my microphone onto my5computer. I then imported this sound into Flash (File ! Import ! select sound file). I wanted the sound to be played at frame 30, so created a new layer for this sound. I then edited the frame properties to play the required sound file (Modify ! Frame ! Sound tab ! select file from drop down box) at this frame. Then I added another keyframe at frame 45, as this is the frame in which the transformer machine enters the film. I wanted the film to stop here until the button on the machine is pressed. Therefore, I set an action to frame 45 in the geek layer called ‘Stop’. This causes the film to stop at that frame until another event is triggered; in this case, the red button on the machine is selected. The machine is also drawn in a new layer and is created with the drawing tools. The title is drawn using the text facility. The red circle on the machine is a button whose action is to ‘go to and play’ at frame 50. At frame 50, I placed keyframes in the geek layer and the machine layer, as I wanted the objects in this layer to be displayed on screen but I deleted the geek’s speech bubble, as it was no longer required. I then created another layer, which starts at frame 50. This layer contains the rays that shoot out of the machine when the button is pressed and the ‘zap’ graphic. I drew the rays and zap with the drawing tools and then inserted another keyframe in this layer 3 frames down, frame 53, and used the re-size tool to reduce the size of the rays. I then used motion tweening to make the ray’s change in size on an animated way. I repeated this until frame 71, increasing and decreasing the size of the rays each time, with motion tweening between each. This was to give a shooting rays effect. I moved the ‘zap’ graphic in each of these keyframes as well with the aid of the arrow tool from the drawing tools. During the zapping, the geek shouts “Nooo!” which occurs from frame 50 to frame 82. Again I used the drawing tools to create this.After the zapping has finished the film has reached frame 83. The layer that contains the machine is no longer needed, so there are no frames for this layer anymore. In the geek layer, the geek has a speech bubble beside him, which was made by the drawing tools. The only layers active at this point are the one with the geek in it and the background.6Now the geek transformation begins!In this scene, which starts at frame 98, I entered a keyframe and deleted the glasses from the geek and added a text box, both changes were made to the geek layer. I also drew some new eyes with the drawing tools and placed them over the old eye. I left this scene and all the others after this on for 15 frames in order to give people time read the text and note the difference in the geek.This scene starts at frame 113, where I placed a keyframe. I deleted the spots from the geeks face and entered new text into the text box.Another keyframe was placed at frame 128 in the geek layer. I drew another mouth using the drawing tools and placed it over the old one. I also edited the text in the text box.I placed another keyframe at frame 143 in the geek layer. I deleted the excess hair from the nose and ears with the aid of the eraser tool from the drawing tools. I then re-drew the hair using the paintbrush tool. Again, I edited the text.7This keyframe was added at frame 158 in the geek layer. I used the drawing tools to change the shape of the face and changed the text.A keyframe was inserted at frame at 173, and again drawing tools were used to change the shape of the body.This keyframe is at frame 188 and I used the fill tool to change the colours of the clothes.This is the last scene and the keyframe was inserted at frame 203 and I used the text tool to edit the text. I also created a button using the drawing tool to draw it. I then added an action to the button, which is ‘go to and play’ frame 1, which is the beginning of the film. I also added some sound to this frame, which says “hey baby!”, by changing the frame properties.8This concludes my film. The final step is to convert the Flash file into a movie so that is can be viewed in Flash players (File ! Export Movie ! specify file name and Save).6. ConclusionsI found Macromedia Flash a very powerful tool. It allowed me to draw pictures and make simple animations quite easily. I found Flash relatively easy to use when drawing basic pictures and animations, but it started to get very complicated when I attempted to produce more advanced animations. In my film, where the rays bombard the geek, I tried to animate the geek so that it looked like he was getting electrocuted. Unfortunately I was unable to do this. When I animated the geek Flash automatically turned the geek into a symbol, which meant that I was unable to change the appearance of the geek after this. This meant that I could not finish my film as the last part of the film is concerned with editing the appearance of the geek. I therefore decided that it would be more beneficial to not have the animated geek, but to have the appearance of the geek change. Flash has a large variety of tools, but there are far too many to learn. It would take a tremendous amount of time to fully learn all the tools and functions available. Also, as there are lots of things that Flash can do, it is hard to know exactly what can be done, as lots of time would be required to learn everything. It can also get very confusing knowing what does what. There are a number of tutorials that are available in the Flash software, which cover: • Basic drawing • Concepts • Buttons • Simple animation • Streaming audio These tutorials are extremely useful as you can learn enough to make a simple film and are very easy to follow. There are step-by-step instructions on how to make objects and lots of screen dumps so you can check if you are doing the right thing. Flash also has a good Help, where you can search on keywords. The concept of layers in Flash is extremely useful as it helps to organise objects. You can also colour code the layers, which helps to show which objects belong to which layer, especially when there are a lot of objects. It is also possible to lock layers, which is useful when you do not want to accidentally change objects, Making simple animations is quite straight forward, especially since there is a whole tutorial on it. But it is a lot harder to make complex animations, as there is no extra help. I found Flash quite easy to use, but to fully master it would take a lot of time and energy. It is very good for making multimedia content, as it allows you to incorporate graphics with animation and sound without any programming knowledge. It can annoying sometimes as it can quite awkward to draw objects as you want and it could benefit from more advanced drawing tools. Also, more help is needed on how to produce animations.97. References1. /alertbox/9512.html (last accessed 13/12/02) 2. http://www/iboost/com/build/design/articles/pageview/603.htm (last accessed 13/12/02) 3. /acrlnec/sigs/itig/tc_july_aug2000.htm (last accessed 13/12/02) 4. /software/flash/productinfo/usability/tips/ (last accessed 13/12/02) 5. /macromedia/events/john_gay/page04.html# (last accessed 13/12/02) 6. /approach/ (last accessed 13/12/02) 7. Allaire.J, Macromedia Flash MX – A next - generation rich client 8. /archives/2000/10/desirevu2/ (last accessed 13/12/02) 9. /TR/smil20/ (last accessed 13/12/02) 10. /Graphics/SVG/Overview.htm8 (last accessed 13/12/02)10。

(完整版)黄甫全小学教育学原理浓缩背诵笔记

小学教育源流教育起源生物起源说：英国的雷徒诺和法国沛西能-扎根本能，生物的冲动是动力心理模仿说：美国孟禄-无意识模仿是最初动因，模仿过程变为有意识地过程就产生教育劳动决定说：马克思与恩格斯-劳动创造人类和社会生活-也是教育产生的原始动因生活需要说：我国杨贤江-根源实际生活的需学校教育的出现生产力的发展-经济基础相当剩余产品使得一部分人脱离生产劳动，从事专门的教育活动，生产力进步是经济基础文字的发展-文化基础文字为人类知识经验以物化的形式保存和相互传递提供载体，扩大文化财富积累的可能性阶级的分化-政治基础-加速作用阶级分化后，奴隶主阶级为了维护利益和培养自己的继承人，需要把本阶级的自己集中，设立专门的机构，派遣专门人员传授维护政权的重要知识和条规。

小学教育的萌芽（2）生活学校的小学教育教育时空生活化，教育内容生活化，教育方式生活化（2）学校形态的小学教育，早期内容系统：精心编排与组织的典籍为主，我国四书五经，西方七艺方法刻板性：典籍的识记背诵，死记硬背和机械模仿为主教育权利等级性：统治阶级掌握教育权，形成严格等级制度西方小学教育的发展（近代）（一）地位基础化小学教育地位的基础化，表现为小学教育为儿童接受中等教育和高等教育奠基。

小学教育地位的基础化，另一方面表现为：承接传统初等教育的职能，结合当时工业发展对劳动力的素质要求，为广大平民阶层儿童进入社会适应近代工业化生产提供必要的知识与技能等准备。

（二）运行法制化随着资产阶级世俗国家政府的确立，小学教育的举办权也从教会的手中逐渐转移到世俗政府手中，小学教育成为一项公共事业。

这种公立化，主要通过小学教育运行的法制化来强力推进。

世界各国先后颁布了关于国家办学和普及义务教育的法令。

（三）对象普及化随着资本主义的发展，小学教育对象迅速扩大到所有适龄儿童，不分出生的等级和男女的性别。

教育对象普及化，成为近代西方各国小学教育发展的重要特征，它极大地满足了各个国家经济、政治和社会发展的需要，同时也确立了受教育机会和权利平等的基本原则，是通过公立化和法制化（国家法律）实现的。

(完整版)4BChapter3复习提要-黄璐.doc

《朗文英语 4 B》复习提要Chapter 3 ： Holiday Plans （假期计划）in Hong Kong本章出现的所有香港地名只需要会读、知道意思，不要求拼写。

I.经过第 3 章的学习，下面的新单词我们要准确无误地读（ read themcorrectly ），知道它们的中文意思 (know the Chinese meaning) ，不看书进行英汉互译 ( translate) ，并且还要会拼写 ( spell)。

district 地区forget to do 忘记做某事a beautiful city 一个漂亮的城市in Hong Kong 在香港flag raising ceremony 升旗仪式go shopping 购物watch a performance （watch performances ）观看表演eat seafood 吃海鲜visit the open market 参观开放市场see the sea animals(see sea animals)看海洋动物have lunch 吃午餐bay 海湾peak 山顶else 其他Causeway Bay 铜锣湾Stanley 赤柱Ocean Park 海洋公园the Peak 太平山顶Wan Chai 湾仔Sai Kung 西贡Tsim Sha Tsui 尖沙咀II.句型。

下面的关键句型我们要会读（read）, 知道意思（know the Chinese meaning）, 会根据不同的语境来运用（ use them in different contexts），会写（ write them correctly ）。

本章我们学习的关键句型和语法主要是：1.will 表示将来时，后面加动词原型： will+do2.问句答句时态保持一致。

问句用将来时，答句也用将来时。

3.at 后面一般跟小地点，比如 at school, at hospital, at home, at the restaurant 等等。

《我在现场：性社会学田野调查笔记》：“你要自甘堕落”

《我在现场：性社会学田野调查笔记》：“你要自甘堕落”作者：黄盈盈等字数：280千字出版社：山西人民出版社出版时间：2017年9月第1版 2021年12月第3次印刷推荐指数：⭐⭐⭐这本书算是一位老师间接推荐的。

有天晚上和这位老师聊天，提到当时正在看的《她身之欲》，我说觉得那本书一点也不好。

他就推荐我看看潘绥铭、黄盈盈的作品。

事实上，《她身之欲》里也多次提到这两个人并引用他们的书目。

所以，还算容易被别人安利的我，直接就下单了，一块儿下单的还有一本《性/别、身体与故事社会学》和《鹿川有许多粪》。

3900一些背景潘绥铭：出生于1950年，1984年毕业于东北师范大学历史系，获历史学硕士学位。

曾留学美国，主要从事社会学研究方法、性社会学和性别人类学研究，被誉为“中国性学第一人”。

现任中国人民大学性社会学研究所荣誉所长。

黄盈盈：中国人民大学社会学系博士，现为该系教授、博士生导师。

研究方向为性与性别社会学、身体社会学、艾滋病的跨学科研究、定性研究方法。

中国人民大学性社会学研究所所长。

红灯区：这个词于1984年首度公开出现在美国俄亥俄州的一家报纸上，用来指代堪萨斯州的一个卖淫地区。

从此这一称呼被广泛使用。

按照国际通行的定义，中国并不存在“红灯区”。

本书为便于叙述，借用加引号的“红灯区”来指代地下色情交易和场所比较集中的区域。

田野调查：指所有实地参与现场的调查研究工作，也称“田野研究”，它被公认为是人类学学科的基本方法论，也是最早的人类学方法论。

以我的理解，简而言之，就是进入被调查者的生活范围内，与之生活一段时间，以了解“真正的他/她”。

本书共分为三个部分，总体文字偏故事性，比较好读，即便最后结语部分稍有些专业词汇，也不怎么影响阅读。

但各个篇目的文字质量参差不齐，有些篇目可能会令人感到不适——感受不到作者对社会研究的热情，反而是对老师的溜须多一些。

第一部：身处小姐之中有关“红灯区”性研究的田野调查笔记。

包括潘绥铭教授及其弟子在对“红灯区”进行田野调查后，写就的调查笔记及心路历程。

制度供给与女性生活质量问题：一个新视角

作者：黄璐
作者机构：江汉大学法学院,湖北武汉430056
出版物刊名：江汉大学学报：社会科学版
页码： 36-40页
年卷期： 2014年第3期
主题词：制度供给;女性;生活质量;制度变迁
摘要：尽管女性的社会地位历经漫长的历史岁月而有所改变，但其生活质量的改进还存在一定瓶颈。

依据女性生活质量的三因素模型，社会地位是女性生活质量的保障性因素之一，也是影响女性生活质量的外在制度基础。

而女性社会地位与制度变迁的相关问题表明，女性社会地位的提升需要外部的制度供给。

因此，公共部门提供形式上和实质上有效的制度供给方能提高女性的生活质量。

黄夫人物理一轮讲义

黄夫人物理一轮讲义摘要：1.黄夫人物理一轮讲义简介2.黄夫人物理一轮讲义内容3.黄夫人物理一轮讲义特点4.黄夫人物理一轮讲义的价值5.黄夫人物理一轮讲义的推广正文：黄夫人物理一轮讲义是一款针对高中物理教育的辅导材料，由知名教育专家黄夫人精心编写。

这套讲义主要包括高一和高二阶段的物理知识点，同时涵盖了一轮复习的内容，旨在帮助学生全面掌握高中物理知识，提高学生的物理素养和应试能力。

黄夫人物理一轮讲义的内容丰富多样，涵盖了高中物理的所有知识点，包括力学、热学、电磁学、光学和原子物理等。

每个知识点都配有详细的讲解和典型的例题，让学生能够深入理解物理概念，熟练掌握解题方法。

此外，讲义中还包括了一些物理实验和思考题，有助于激发学生的学习兴趣，培养学生的创新思维和实践能力。

黄夫人物理一轮讲义的特点在于其严谨的逻辑结构和清晰的讲解方式。

讲义中的知识点按照模块划分，每个模块又有明确的子主题，让学生可以系统地学习物理知识。

同时，讲义中的例题和习题都具有代表性，可以帮助学生巩固所学知识，提高解题能力。

此外，讲义的排版和插图设计也非常精美，让学生在阅读的过程中感受到学习的乐趣。

黄夫人物理一轮讲义的价值在于其对高中物理教育的指导作用。

通过使用这套讲义，学生可以全面了解高中物理的知识体系，系统地学习物理知识，提高自己的物理素养。

此外，讲义中的一轮复习内容还可以帮助学生巩固所学知识，为高考做好充分的准备。

为了推广黄夫人物理一轮讲义，许多教育机构和线上平台都提供了相关的课程和资源。

学生可以通过观看视频课程、参加线上答疑等方式，更好地利用这套讲义进行学习。

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总之，黄夫人物理一轮讲义是一款优秀的高中物理辅导材料，具有很高的实用价值。