Online_Course_1pdf
考点巩固卷02 非谓语动词之过去分词(教师版) 2025年高考英语一轮复习考点通关卷(新高考通用)
考点巩固卷02非谓语动词之过去分词2024年高考真题1.【2024年新高考全国Ⅱ卷】A statue commemorating Shakespeare and Tang was put up at Shakespeare’s Birthplace Garden in2017.Two years later,a six-meter-tall pavilion,___60___(inspire)by The Peony Pavilion, ___61___(build)at the Firs Garden,just ten minutes’walk from Shakespeare’s birthplace.【60题详解】考查非谓语动词。
句意:两年后,一座六米高的亭子在菲斯花园落成,该花园距离莎士比亚故居仅十分钟步行路程,其灵感来自《牡丹亭》。
非谓语动词担当后置定语,被修饰词“a six-meter-tall pavilion”和动词“inspire”之间为被动关系,用过去分词形式。
故填inspired。
【61题详解】考查时态和语态。
句意:两年后,一座六米高的亭子在菲斯花园落成,该花园距离莎士比亚故居仅十分钟步行路程,其灵感来自《牡丹亭》。
这里为本句谓语动词,根据时间状语“Two years later”可知,本句时态为一般过去时;主语为“a six-meter-tall pavilion”,单数,和动词“build”之间为被动关系,所以用被动语态。
故填was built。
2023年高考真题1.【2023年新高考全国Ⅰ卷】Shanghai may be the____39____(recognize)home of the soup dumplings but food historians will actually point you to the neighboring canal town of Nanxiang as Xiao long hao’s birthplace.2.【2023年全国甲卷】Behind the simple style,however,is a serious message___46___(intend)for everyone.1.【39题详解】考查非谓语动词。
UpperIntermediate,CourseBookwAnswerKey:中级教程,W的答案
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人教版八年级英语上册单词表(英译汉)PDF版
30. without
9. hang out
31. outdoor
10. catch
32. surprised
11. invite
33. surprise
12. accept
34. look forward to
13. refuse
35. hear from
14. the day before yesterday
15. medicine
37. take up
16. university
38. hobby
17. London
39. weekly
18. article
40. school work
19. send
41. agree with
20. resolution
42. own
21. team
43. personal
Unit3 I'm more outgoing than my sister.
1. outgoing
22. both
2. better
23. bring out
3. loudly
24. grade
4. quietly
25. should
5. hard-working
26. the same as
6. competition
15. care about
36. share
16. serious
37. loud
17. mirror
38. similar
18. kid
39. be similar to
19. as long as
40. primary
国家开放大学本科《人文英语3》一平台机考真题及答案(第二套)
国家开放大学本科《人文英语3》一平台机考真题及答案第二套说明:整理于2024年8月6日;适用于国家开放大学本科学员一平台期末机考考试;前5个题相同则整套相同。
第一部分,试题原题第_大题、交际用语(单选题)本大题共包含5小题,每小题2分,共计10分。
阅读对话,从A、B、C三个选项中选择一个能填入空白处的最佳选项。
1.-Try motivating Tony to cooperate by rewarding his good behavior.A.I fs easier said than done,but I will tryB.N o,but sometimes he just isn't reasonableC.D o not always punish him fbr little things like bad moods2.-1’m so sorry fbr breaking your cup.-Oh,,Fve got a lot of cups.A.h elp yourselfB.m y pleasureC.forget it3.-HOW do you feel about your family life?A.G ood.Ifs a good choice to work thereB.N ot bad.I think it is a good choice to be a full-time motherC.N ot bad.I have visited their family a lot of times4.-I am taking care of my grandmother this year.A.I t is not an easy job,isn't it?B.Being a good listener is very important,C.She gets upset easily,and resists my suggestions.5.-Could you please help me choose an Mp4player online?-.My computer doesn,t work.A.I don't agreeB.I hope soC.I'm afraid I can't第二大题、词汇与结构(单选题)本大题共包含15小题,每小题2分,共计30分。
高考英语作文热点预测:网课利弊
高考英语作文热点预测:网课利弊【预测题目】(一)突如其来的新冠疫情(COVID19 pandemic)阻挡了我们如期回归校园,却阻挡不了我们学习的脚步。
“停课不停学”的两个多月里,我们走进了“空中课堂”,渐渐习惯了“线上学习”。
我们的成长没有因疫情而停滞。
某英语网站正在开展以“线上学习”为主题的征文活动。
假如你是李华,请用英语写一篇短文投稿,谈谈为了提高学习效率,你做过什么,以及这样做给你带来的好处。
提示词语:make a timetable, take notes, manage time, make progress提示问题:● What did you do to learn better at home?● What benefits have you got from doing so?Studying online plays an important role during the COVID19 pandemic.______________________________________________________________________________________________________________________【答案】Studying online plays an important role during the COVID19 pandemic. In order to learn better at home, I made atimetable to help me make full use of time. I always listened to my lessons carefully and took notes. When I had some difficulties inlearning, I asked my teachers for help by QQ or WeChat.In a word, I have benefited from online studying. I have learned how to manage time and have made great progress in mylessons..高分亮点:短语:in order to,make full use of time,listen to,ask … for help,in a word,make progress in。
新视野大学英语读写教程第一册课后翻译题答案
新视野大学英语读写教程第一册课后翻译题答案Unit1:1. 对于网络课程,学生不仅可以选择何时何地学习,在回答问题之前他们还可以有时间思考答案。
Not only can students choose when and where to learn for an online course, but also take time to think through answers before making a reply.2.网上学习的想法使她非常兴奋,而他认为网上学习毫无意义和用处。
She is excited by the idea of online learning while be considers it meaningless and useless.3.与以英语为母语的人交谈是非常有益的体验,从中我们能学到许多东西。
Communicating with native English speakers is a very rewarding experience from which we can learn a lot.4.如今,越来越多的人可以利用互联网查找他们需要的信息。
Today, more and more people have access to the Internet though which they look for the information they need.5.他要她放弃工作在家照顾孩子,但是她觉得这个要求太过分了。
He wants her to give up working and stay at home to look after the children. She feels, however, that this is too much for her.6.既然我们已经学完这门课程,就应该多做些复习。
Now that we have finished the course, we shall start doing more revision work.7. I’ll never forget the teacher who showed me that learning a foreign language could be fun and rewarding. Were it not for him, I would not be able to speak English as well as I do now.我永远都不会忘记那位老师,是他告诉我学外语是有趣的、有价值的。
英语新视野读写教程第一册课文原文
Unit 1
Learning a Foreign Language
Learning a foreign language was one of the most difficult
yet most rewarding experiences of my life.
Although at times, learning a language was me.I carried a little dictionary with me everywhere I went,
as well as a notebook in which I listed any new words I heard.
I made many, sometimes embarrassing, mistakes.
When I went to senior middle school,
I was eager to continue studying English;
however, my experience in senior school was very different from before.
who spoke much better than I did.
I began to feel intimidated.
So, once again, although for different reasons,
I was afraid to speak.
It seemed my English was going to stay at the same level forever.
That was the situation until a couple of years later,
NI在线培训快速入门指南说明书
NI Online Training Quick Start Guide132441.Start at /training2.Select one of the courses in the featured course listOR3.Browse the course catalog where you can set filters and search by keywords4.Click the course title or icon to open a course overview page to review course details and requirements3121.Click the Access Course button to launch a courseIf you are not logged in or not entitled to the course, you will not see the Access Course button. Follow theinformation provided in that case to verify or purchase course access.2.You will be prompted to accept terms when you add your first course3.The course will open in a new tab.41231.On the course page you will see each module in the course represented by an icon in a grid2.Click on a module to launch the learning content3.Navigate through the module using the Table of Contents or the play/forward/reverse buttons at the bottom.4.When you get to the end of a module, click Back to Course to return to the course page.1.Module tiles will show status in the top right corner for in progress (orange) or complete (green). Continue working through the modules until you complete the course.2.Clicking Courses in the menu bar will open your personal course library. These are courses that you have previously launched.3.When you complete a course, you will receive a certificate. These certificates are emailed and always available by clicking My Certificates 4.When you finish a course, just click on Find More Courses to go back to /training2314123If you close out the course window you can always access your course library to start where you left off:1.Click the Access My Courses menu option on /training/resources or any course overview page2.From your Course Library, you can open the courseOR3.Click Access Course from the course overview page for the specific course that you want to continue to open the course directly.Course EntitlementsI do not see the Access Course button for the course I want to launch. Why not?▪To access NI Online Training Courses you must be logged into and have an active service contract or relevant access code associated with your user profile.▪If you believe that you already have a service contract or course access code, verify, register, or renew your current access here▪Make sure to refresh the course overview page if it’s the first time you have accessed the new site or after activating new a ccess codes.▪It may take up to 24 hours for new entitlements to be available on .Learning HistoryI was working on completing a course in the old platform. How can I resume where I left off in the new platform?▪Course and module completion data for all users from 2013 -2018 has been migrated into the new platform.▪Exceptions to this include:1.Course completion certificates will be migrated by April 15th.2.Course and module completions for 2019 will be migrated by April 15th.3.Individual course modules that were in progress but not completed will have to be restarted.4.Only the newest version of each course was migrated into the new platform.ers that have changed their email address on since the last time they accessed their online training courses may not see their prior coursecompletions.▪To see what courses were migrated for your account:1.Navigate to /training/resources2.Click the Access My Courses menu option3.All courses that were fully or partially complete should already be included in your course library.Localized CoursesI want to take a course in a different language. How can I do that?▪Course overview pages, such as LabVIEW Core 1, will initially display the course language option that best matches your preferred country selection.▪If the course is not offered in the language matching your country, English will be shown as the default option.▪You can chose to take any of the available language options by changing the language selector just above the course description.▪Clicking the Access Course or Download Solutions and Exercises buttons will initiate those actions for the course instance that matches the language shown in the language selector▪The course description text will always match the course language. The information in the course details tab and requirements tab sections has not been fully translated yet. That effort is in progress.▪Additionally, localization of the button text, menu items, dialog messages, etc is also in process. These portions of the page will ultimately match the preferred language setting on Course LibraryWhat is the difference between a course overview page and the course library?▪Each course has it’s own overview page on /training. Those pages will provide the specific information on the intendended audience, course objectives, requirements, related badges, etc.▪Once you decide to launch a course by clicking the Access Course button, that course is added to your course library in our online learning platform, Thinkscape.▪When you look at your courses page in Thinkscape, it will only have the courses that you specifically chose to launch.▪From the course library page in Thinkscape, you can launch courses, track your completion progress, and review your course certificates.Login IssuesWhat happens if I bookmark a course using its Thinkscape URL?▪It is strongly suggested that you always access courses by starting at .1.Log into 2.Navigate to a specific course page 3.Click the Access Course buttonOR 1.Log into 2.Navigate to /training/resources3.Click Access My Courses in the menu ▪When opening a bookmark linking to the Thinkscape URL for a course, there are some login details to remember.1.The Thinkscape system will detect that the bookmarked URL is related to an NI course. 2.If you are not currently logged in to Thinkscape through an initiated single sign-on process,you will be prompted to log into Thinkscape.3.The login page will provide the option to use your NI Credentials. Please use this option to login to Thinkscape.4.If you try to login without using the NI Credentials button you will get an error. This is because you will not have a password defined in the Thinkscapeplatform. The single sign on process creates a Thinkscape account for you with your user name and an NI ID, but due to privacy rules your password is never sent to another system outside of .These two workflows initiate the single sign-on integration between and the learning platform.More Questions?This Quick Start Guide is meant to give you a general overview of how to find and interact with NI Online Training courses.Please contact us with any questions or issues you have that haven’t been answered in this document.*********************。
EDX_在线课程平台介绍V1.0
EDX在线课程平台
目前主要的edx平台-清华大学学堂在线
学堂在线( )是由清华大学研发出的网络开放课程平台,于 2013年 10月10日正式启动,面向全球提供在线课程。任何拥有上网条件的学生均可通过该平台,在网上 学习课程视频。 “学堂在线”平台合作伙伴包括北京大学、浙江大学、南京大学、上海交通大学等部分C9联 盟高校
回应和互动的教学设计。以下是两个基本的设计方式:
1、运用大型开放式网络课程网路来处理大众的互动和回应,像是同侪审查(peer review) 、小组合作等。
2、使用客观、自动化的线上评量系统,像是随堂测验、考试等等。
MOOC介绍 EDX介绍
EDX主要模块-LMS部分
EDX主要模块-CMS部分
EDX在线课程平台
课程参与自主性:MOOC课程具有较高的入学率,同 时也具有较高的辍学率,这就需要学习者具有较强的自主学 习能力才能按时完成课程学习内容。
MOOC教学设计
EDX在线课程平台
1、集结:连网站传播,然后再将各 种资讯集结成通讯报导或网页,以方便让 参与者读取。这和传统课程相反,因为传
MOOC_EDX在线课程平台介绍
MOOC介绍 EDX介绍
EDX主要模块-LMS部分
EDX主要模块-CMS部分
EDX在线课程平台
MOOC介绍
MOOC是英文Massive Open Online Course的缩写,译为大 型开放式网络课程。 MOOC是一种在线教育形式,任何人都能免费注册使用,它有 与线下课程类似的作业评估体系和考核方式。按时完成作业和考试的 学习者还可以收获导师签署的课程证书。
统课程的内容是事先准备好的。 2、混编:连结课程内的教材或其他内容
回馈
69-Sex,Markets,andPower
Sex, Markets, and PowerPolitical Science 427Monday/Wednesday 10:30-11:45Frances Rosenbluth304 Brewster Hall432-5256Course Description: This course considers how women’s socio-economic status and political power has varied across time (in historical perspective) and place (in Asia, Africa, Europe, and the Americas). We will employ three analytical lenses to help us interpret what we see: biology, markets, and power. These lenses will help us understand how issues specific to women relate to debates in mainstream political economy. How does the sex with which you were born matter, and why? How do different forms of economic production affect the distribution of resources between men and women? What generates and sustains power structures that are relatively patriarchal or matriarchal or mixed? We will examine a range of substantive issues that concern women in a wide range of societies to gauge which kinds of explanations are the most persuasive. Course Requirements:1. 3 short (3-5 page) papers, handed in at the beginning of any three weeks of thecourse, that grapple with the question posed in the syllabus.2. A one-hour in-class midterm exam (30% of grade).3. An 8-page take home exam.Course Schedule and Readings:Part I: Theoretical LensesWeek 1. Introduction: Sex, Markets, and PowerWeek 2. Why Sex MattersQ: What is the strongest case for the argument that biology matters for human behavior? What is the strongest case you can make that it does not?• Deborah Blum. 1997. Sex on the Brain: The Biological Differences Between Men and Women. New York: Penguin Books. Introduction, chapters 4, 6, 7, 9.• Melvin Konner. 1999. “Darwin’s Truth, Jefferson’s Vision,” The American Prospect Online.Week 3. MarketsQ: What is good about economic division of labor? What are the costs, and who bears them? How should we evaluate the costs and benefits?• Gary Becker. 1981. “Human Capital, Effort, and the Sexual Division of Labor,”in A Treatise on the Family. Harvard University Press. pp. 54-79.• Gary Becker. 1974. “A Theory of Marriage: Part II,” Journal of Political Economy.• Siv Gustafsson. 1997. “Feminist Neo-Classical Economics: Some Examples,” in Geske Dijkstra and Janneke Plantenga, eds., Gender and Economics: A European Perspective. Routledge. pp. 36-53.• Elissa Braunstein and Nancy Folbre. 2001. “To Honor and Obey: Efficiency, Inequality, and Patriarchal Property Rights,” Feminist Economics 7/1: 25-44.• Xinyan Jiang. 2000. “The Dilemma Faced by Chinese Feminists,” in Hypatia 15,3:140-60.Week 4. PowerQ: What does it mean to be politically powerful? How can women achieve political power?• Evelyn Kessler, 1976. “Social and Political Organization,” in Women: An Anthropological View. New York: Holt, Rinehart and Winston. Pp. 52-69.• Rick Geddes and Dean Lueck. 2001. “The Gains from Self-Ownership and the Expansion of Women’s Rights,” American Economic Review.• Seth Koven and Sonya Michel. “Womanly Duties: Maternalist Politics and the Origins of Welfare States in France, Germany, Great Britain, and the UnitedStates, 18880-1920,” 1076-1108.Part II: Substantive IssuesWeek 5. Hunter-GatherersQ. What can we learn about ourselves by knowing more about hunter-gatherers?• Ann Zihlman. 1981. “Women as Shapers of Human Adaptation,” in Frances Dahlberg, Women the Gatherer. Yale University Press. 75-119.• Eleanor Leackock. 1978. “Women’s Status in Egalitarian Society,” Current Anthropology. 19,2: 225-59.• Ellen Goodman. 1997. Meno-Positive” Lexis Nexis.Week 6. Sex and SocietyQ: What accounts for the similarities across cultures in sexual stereotyping and gender roles? What accounts for the differences?• “Evolution Revolution” 1999 in Texas Magazine carried by Lexis-Nexis.• Aloysius Siow. 1998. Differential Fecundity, Markets, and Gender Roles,”Journal of Political Economy 196,2: 334-54.• Radhika Balakrishnan. 1994. “The Social Context of Sex Selection and the Politics of Abortion in India.” Harvard School of Public Health.• Gerry Mackie. 1996. “Ending Footbinding and Infibulation: A Convention Account,” American Sociological Review, 61:999-1018.Week 7. Marriage and Family StructureQ: Generations of feminists, inspired by the work of Friedrich Engels, have viewed marriage as a woman’s ball and chain. Evaluate this claim.• Nancy Levine and Joan Silk. 1997. “Why Polyandry Fails: Sources of Instability in Polyandrous Marriages,” Current Anthropology. 38,3: 375-98.• William Safire. 1996. “A Case for Polyandry”• Shelly Lundberg and Robert Pollak. 1996. “Bargaining and Distribution in Marriage,” Journal of Economic Perspectives. 10,4: 139-58.• Tom Sylvester. 2002. “The Marriage Trap: Why Feminists Won’t Talk About Dad,” in National Review Online.• Janet Gornick and James Q. Wilson. 2002. “Is the Marriage Debate Over?” The American Prospect online.Week 8. Motherhood Note: Midterm exam this week.Q: How and to what extent does sex affect parenting style? Does it matter?• Muriel Jolivet. 1997. Japan: The Childless Society? New York: Routledge.Pp.5-37.• Sarah Blaffer Hrdy. 1999. Mother Nature. New York: Pantheon. Pp. 205-317, 383-417.Week 9. Woman and DevelopmentQ: Is economic development good or bad for women? What is the case on both sides?• World Bank. 2001. Gendering Development. Pp. 1-69, 181-228.• Amartya Sen. 1990. “Gender and Cooperative Conflicts,” in Irene Tinker, eds., Persistent Inequalities: Women and World Development (Oxford), pp. 123-149.Week 10. Woman and the Labor MarketQ: Where does gender wage inequality come from? What can be done about it? Evaluate the consequences of different solutions.• Mary Brinton. 2001. “Married Women’s Labor in East Asian Economies,” in Brinton, ed., Women’s Working Lives in East Asia (Stanford), pp. 1-37.• Francine Blau and Lawrence Kahn. 1996. Wage Inequality (AEI), pp. 1-26.• Geske Kijkstra. 1997. “Women in Central and Eastern Europe: A Labour Market in Transition,” in Kijkstra and Plantenga, eds., Gender and Economics: AEuropean Perspective. Routledge. Pp. 118-35.• Laurie Occhipinti. 1996. “Two Steps Back? Anti Feminism in Eastern Europe,”Anthropology Today 12/6: 13-18.• Margarita Estevez-Abe. 2002. “Gendering Varieties of Capitalism”.Week 11. Women and PoliticsQ: Why are women underrepresented in formal political institutions? What difference does it make?• Bang-Soon Yoon. 2001. “Democratization and Gender Politics in South Korea,”in Kelly, Bayes, Hawkesworth, and Young, eds., Gender, Globalization, andDemocratization (Rowan and Littleman), chapter 10.• Maria Carrilho. 2000. “Men and Women in Political Leadership,” in Mino Vianello and Gwen Moore, Gendering Elites: Economic and Political Leadership in 27 Industrialised Societies (Macmillan), chapter 6.• Tiana Norgren (1998), “Abortion Before Birth Control: The Interest Group Politics Behind Postwar Japanese Reproduction Policy,” Journal of JapaneseStudies 24,1: 59-94Week 12. Women in the Global EconomyQ: How does global economic integration affect women and men differently?• Yassine Fall. 2001. “Gender and Social Implications of Globalization: An African Perspective,” in Kelly, Bayes, Hawkesworth, and Young, eds., chapter 4.• Mario Osava. 1999. “Labour: Women Trade Unionists Put Globalization in the Dock,” World News.• Frances Rosenbluth, Matthew Light, and Claudia Schrag. 2002. “The Politics of Low Fertility.” Yale ms.Week 13. Policy Prescriptions and Wrap upQ: What are the trade-offs among different policy options? Devise a set of government policies and evaluate their distributional consequences.。
新视野大学英语(第二版)读写教程1网络版答案unit1 (1)-推荐下载
新视野大学英语(第二版)读写教程网络版答案Unit1Passage AYour answer(s)rewardingYour answer(s)communicateYour answer(s)accessYour answer(s)embarrassingYour answer(s)continualYour answer(s)positiveYour answer(s) virtualYour answer(s) benefitsYour answer(s) minimumYour answer(s) opportunitiesYour answer(s) postYour answer(s) gapYour answer(s) favoriteYour answer(s) commitmentYour answer(s) upYour answer(s) intoYour answer(s) fromYour answer(s) withYour answer(s) toYour answer(s) upYour answer(s) ofYour answer(s)inYour answer(s)forYour answer(s)withYour answer(s)ofYour answer(s)likeYour answer(s)forYour answer(s)outBanked ClozeGood communication is the key to success when learning online. You should take the opportunity to get to know your teacher and classmates through email and by participatingexperience.It's true that learning the technology needed to take part in a class can at times beassignment on the Web. But, don't worry! If you have a problem, ask for help. There's nomedium for learning.Online classroom teacher Mike Roberts was asked about what he thought the greatestabout teaching and learning over the Internet. In an ordinary classroom, time is limited, sovaluable ideas with each other in a way that you don't usually see in a regular classroom."Your answers Correct answers1. rewarding rewarding2. frustrating frustrating3. post post4. embarrassed embarrassed5. insights insights6. benefit benefit7. explanation explanation8. minimum minimum9. virtual virtual10. comfortable comfortableClozeI, for one, am far from ready to use online courses for my learning. Don't get methe courses have given us. But for me those opportunities should not be used to replaceI love the classroom. I love having classmates. There are forty students in my class right now, and I think it's great. I even love having classmates who are better than me. And,the hardness of a wooden bench or the heat inside the classroom in early September. Iget excited when I am in the classroom with a good teacher. I learn in a way that hasinto the world.shown me. Their examples make it hard for me to accept a way of learning thatclassroom, that's where I will be learning.Your answers Correct answers1. wrong wrong2. tools tools3. served offered4. not not5. all all6. into into7. special special8. succeed succeed9. positive positive10. go out with reach out to11. through through12. relationship relationship13. access access14. commitment commitment15. does not does notTranslation Task 11.对于网络课程,学生不仅可以选择何时何地学习,在回答问题之前他们还可以有时间思考答案。
2024年北京市中考英语试题(含答案)
2024年北京市初中学业水平考试英语试卷第一部分本部分共33题,共40分。
在每题列出的四个选项中,选出最符合题目要求的一项。
一、单项填空(每题0.5分,共6分)从下面各题所给的A、B、C、D四个选项中,选择可以填入空白处的最佳选项。
()1.My friends and I like sports. ________ often play basketball together after school.A. WeB. IC. TheyD. You()2.The Chang’e-6 landed on the far side of the moon ________ June 2, 2024.A. atB. onC. toD. in()3.— Bill, ________ I use your ruler?— Of course you can. Here you are.A. canB. mustC. needD. should()4.What a lovely reading room! It’s one of ________ in our school.A. niceB. nicerC. nicestD. the nicest()5.— Lily, your new schoolbag is pretty. ________ did you buy it?— In a store near my home.A. HowB. WhereC. WhyD. When()6.— Hi, Mike! Would you like to go boating with me?—Yes, I’d love to, ________ I have to finish my science project first.A. andB. orC. butD. for()7.— What did you do last Saturday, Tina?— I ________ to the nursing home and worked as a volunteer there.A. goB. wentC. will goD. was going()8.A lot of people in China ________ by high-speed train every year.A. travelB. traveledC. will travelD. have traveled()9.—Amy, you didn’t answer my call yesterday evening. What were you doing?—Sorry, I didn’t hea r the ring. I ________ a book in my study.A. am readingB. have readC. was readingD. will read()10.With the help of my teacher, I ________ much progress in English since last year.A. am makingB. will makeC. was makingD. have made()11.Chinese ________ by more and more people around the world these days.A. speaksB. spokeC. is spokenD. was spoken()12.— Tim, do you know ________ the art festival?— Sure! Next Friday.A. when did we holdB. when we heldC. when will we holdD. when we will hold二、完形填空(每题1分,共8分)阅读下面的短文,掌握其大意,然后从短文后各题所给的A、B、C、D四个选项中,选择最佳选项。
英语作业作业
英语作业作业Online HomeWork_U1B1I. Reading ComprehensionSection A Fast ReadingKeys to Successful Online LearningWhile regular schools still exist, the virtual classroom plays an important role in today's learning community. Job opportunities for students are expanding rapidly and more people of all ages are becoming aware of online learning that allows them to study at home. Online students, however, require unique qualities to be successful. The following list discusses some ideal qualities of successful online students.1. Be open-minded about sharing life, work, and learning experiences as part of online learning. Many people find that the online method requires them to use their experiences and that online learning offers them a place to communicate with each other. This forum for communication removes the visual barriers that hinder some students from expressing themselves. In addition, students are given time to reflect on the information before replying. In this way, students can help to keep the online environment open and friendly.2. Be able to communicate through writing. In the virtual classroom nearly all communication is written, so it is critical that students feel comfortable expressing themselves in writing. Some students have limited writing abilities, which need to be improved before or as part of the online experience. This usually requires extra commitment by these students. Whether working alone or in a group, students share ideas, perspectives and discussions on the subject being studied, and read about those of their classmates. In this way, students gain great insights from their peers, learning from each other as well as the instructor.3. Be willing to "speak up" if problems arise. Remember that instructors cannot see their students in an online course. This means students must be absolutely explicit with their comments and requests. If they experience technical difficulties, or problems in understanding something about the course, they MUST speak up; otherwise there is no way anyone can know something is wrong. If one person does not understand something, possibly several others have the same problem. If another student is able to help, he or she probably will. While explaining something to others, students reinforce their own knowledge about the subject.4. Take the program seriously. Online learning is not easierthan study in regular classrooms.In fact, many students say it requires much more time and effort. Requirements for online courses are no less than those of any other quality program. Successful online students, however, see online learning as a convenient way to receive their education—not an easier way. Many online students sit at computers for hours at a time during evenings and on weekends in order to complete their assignments. When other people are finished with their work and studies and having fun, you'll most likely find online students doing their course work. Online students need to commit 4 to 15 hours a week to each course.5. Accept critical thinking and decision making as part of online learning. Online courses require students to make decisions based on facts as well as experience. It is absolutely necessary for students to assimilate information and make the right decisions based on critical thinking. In a positive online environment, students feel valued by the instructor and by their classmates and feel good about their own work.6. Be able to think ideas through before replying. Providing meaningful and quality input into the virtual classroom is an essential part of online learning. Time is given to allow for carefuldevelopment of answers. Testing and challenging of ideas is encouraged. Online students will not always be right, so they need to be prepared to accept a challenge.7. Keep up with the progress of the course. Online learning is normally sequential and requires commitment on the students' part. Keeping up with the class and completing all the work on time is vital. Once students get behind, it is almost impossible to catch up. Students need to want to be there and need to want the experience. The instructor may have to communicate with students personally to offer help and remind them of the need to keep up.Just as many excellent instructors may not be effective online facilitators, not all students have the necessary qualities to perform well online. People who have the qualities discussed above usually make very successful online students. If you have these qualities, learning online may be one of the best discoveries you will ever make.Statements based on the passage:1. Online learning is essential addition to today’s learning community though regular schools still exist. F2. According to the author,, requirement of special qualities is vital to those successful online students. F3. In the virtual classroom of online learning almost all communication is spoken. F4. Those students who have limited writing abilities need to improve them by themselves because writing abilities are critical to them when they are learning online. T5. Working alone, online students cannot share their ideas, opinions or discussions on the subject being studied. F6. Online students should speak up when they come across problems in understanding something about the course, or technical difficulties. T7. According to the passage, online students won’t meet any technical difficulties whether working alone or in a group. F8. Taking the course seriously is one of some ideal qualities of successful online students. T9.Often successful online students take online learning as an easier way rather than a convenient way to receive their education. F10. Online students need to spend averagely 10 hours a week working on each course. TSection B Passage ReadingPassage 1Many teachers in the United States believe that the responsibility for learning lies with students. If a long reading assignment is given, instructors expect students to be familiar with the information in the reading even if they do not discuss it in class or are given an examination. (Courses are not designed merely for students to pass exams.) The ideal students is considered to be one who is encouraged to learn for the purpose of learning, not the one interested only in getting high grades. Some students may be frustrated with teachers who do not believe it is necessary to grade every assignment. Sometimes homework is returned with short written comments but without a grade. Even if a grade is not given, students should learn the material assigned.When research is assigned, the professor expects students to begin and to complete the assignment with minimum instruction. It is the students’responsibility to find books and articles in the library. Professors do not have the time to explain how a university library works; they expect students, especially graduate students, to be able to find what they need in the library.Professors will help students who need them, but prefer that their students not depend on them too much. This is different fromteacher-student relationships in other countries. In the United States, professors have other duties in addition to teaching. Often they do some administrative work within their departments. In addition, they may be required to write articles and books. Therefore, the time that a professor can spend with a student outside of class is limited. If a student has problems with classroom work, the student should either ask a professor for help during office hours or make an appointment.11. The best title for the passage might be _B_____.A. Guide to Learning at College in the USAB. Teacher-student Relationships in the USAC. Purpose of Learning at the College in the USAD. Learning Strategy in Classroom in the USA12. At universities or college in the USA, instructors expect ____C__ when they make a long reading list for the students.A. their students to prepare for final examsB. their students to read for graduate examsC. their students to be familiar with the contents in the readingD. their students to be familiar with the characters in the reading13.If the teacher does not grade all assignments, some students may feel __B____.A. helplessB. disappointedC. hopelessD. embarrassed14. According to the author, an ideal student is one who __D____.A. learns for high gradeB. learns for his own benefitC. learns for the purpose of loanD. learns for the purpose of learning15. American students at universities or colleges are expected to finish the research assignment with __A____A. as little help from the teacher as possibleB. as much help from the teacher as possibleC. no help from their classmatesD. help each other in the research groupPassage 2Some people seem to have a knack (诀窍) for learninglanguages. They can pick up new vocabulary, master rules of grammar and learn to write in the new language more quickly than others. So what makes language learning so much easier for them? Perhaps, we may discover a few of the techniques, which help us, learn the language more easily.First of all, successful language learners are independent learners. They discover their own ways to learn the language. Instead of waiting for the teachers to explain it, they try to find the pattern and rules for themselves. They are good guessers who look for clues and form their own conclusions and when they guess wrong, they guess again. They try to learn from their mistakes. Successful language learners are active in learning, therefore they do not wait for a chance to use the language, and they look for such a chance. They find people who speak the language and let those people correct them, when they make a mistake. They will try anything to communicate. They are not afraid to repeat what they hear or to say strange things, they are willing to make mistakes and try again, and when communication is difficult, they can accept information that is incorrect or incomplete. It is more important for them to learn to think in the language than to know the meaning of every word. Finally, successful language learners are learners with purpose. They want to learn a language because they are interested in the language and the people who speak it. It is necessary for them to learn the language in order to communicate with these people and to learn from them. They find it easy to practice using the language regularly because they want to learn it. What kind of language learners are you?16. The passage indicates that to be a successful foreign language learner, one must be __B____.A.good at the rules and patternsB. independent, active and purposefulC. passionate about the languageD. independent, active and accurate17. Active learners do NOT ___B___.A. make grammatical mistakes during conversations and learn from themB. study hard at the language so as to use the right grammar and exact wordsC. try to imitate what they hear even when they may not fit in the current talksD. talk about all subjects in a foreign language and keep the conversation going18. All are the characteristics of independent learners EXCEPT that _____A_.A. they discover the pattern and rules of the language before classesB. they develop their own methods when studying a foreign languageC. they make guesses when meet with difficulties and learn from themD. they do not wait for a chance to use the language with foreigners19. The word "purpose" in Line 1, Para. 4 refers to _C_____.A. the studying on grammar, structure, and vocabularyB. the enjoyment in all kinds of talks with foreignersC. learning about the foreign countries and their peopleD. practicing the foreign language on a regular basis20. The main purpose of this passage is _D_____.A. to introduce advanced foreign language learning skillsB. to introduce learning methods of active language learnersC. to give examples on how to become independent learnersD. to introduce qualities of successful language learnersSection C Reading in DepthGood communication is the key to success when learning online. You should take the opportunity to get to know your teacher and classmates through email and by participating in Internet discussions. This will lead to a more positive and 21N learning experience.It’s true that learning the technology needed to take part in a class can at times be 22 M . For example, you may need to ask how to 23 L your assignment on the Web. But’don’t worry! If you have a problem, ask for help. There’s no such thing as a stupid question, so there is no need to be intimidated or 24D . Sharing 25 G and answers freely is what makes the Internet such a great medium for learning.Online classroom teacher Mike Roberts was asked about what he thought the greatest 26A of online learning is. “As a teacher, I need the students to ask questions so that I know what areas of my lessons need further 27E . That’s what is great about teaching and learning over the Internet. In an ordinary classroom, time is limited, so students seem to ask the 28K amount of questions possible. But in the 29O classroom, students are always asking questions. They really seem to feel 30 B asking me for the information that they need. They also share a lot of valuable ideas with each other in a way that you don’t usually see in a regular classroom.”Word BankA. benefitB. comfortableC. communicateD. embarrassedE. explanationF. frustratingG. information H. insights I. interestedJ. medium K. minimum L. postM. rewarding N. valuable O. virtualII. V&SSection A Word Building31. Asking too many personal questions during an interview can lead to a(n) _____embarrassing_______ situation. (embarrass) 32. Speech and writing are man’s most important methods of __communication________. (communicate)33. Due to rapid ___advancement______ in technology, many of today’s jobs require a great deal of skills on the part of the workers. (advance)34. A(n) _unforgetting_________ experience has such a strong effect or influence on you that you cannot forget it. (forget)35. When people of the town discovered that the rich man had committed so much money to the poor, they no longer thought he was ___unkind_______. (kind)36. Doing exercise can be very rewarding__________ for everyone. (reward)37. Small children have very little _awareness_________ of the danger of running into the street. (aware)38. __Unlike________ regular schools, teachers cannot see their students in the online environment, so online students must make their comments and requests directly and clearly. (like)39. Are there any ___requirements_______ for you to graduate from the university? (require)40. The driver fell _unconscious___________ for three days after the accident. (conscious)Section B Word Replacement41. The forum for communication removes the visual barriers that hinder some students from expressing themselves. CA. tell…fromB. get…fromC. prevent…fromD. differ…from42. Students have access to many different courses to satisfy their individual interests and career plans. BA. the power to makeB. the rights to takeC. the opportunity to haveD. the chance to do43. It was a unique achievement; no one has ever won the championship five times before. BA. universalB. unusualC. unitD. usual44. He was so deep in his reading that he wasn’t aware that his father had entered.A. got toB. understandingC. come upD. conscious45. Students who fail to meet the requirements of the course will have to take the course again. AA. don’tB. doC. have toD. will46. The company has expanded its operations in America by building a factory there. BA. exterminatedB. extendedC. expectedD. expended47. I’ll never forget the teacher who showed me that learning a foreign language could be fun and rewarding. Were it not for him, I would not be able to speak English as well as I do now. CA. Would it not for himB. Did it not for himC. If it were not for himD. If I were not him48. Some guests spoke pleasantly and behaved politely, while others were insulting and impolite. CA. at the same timeB. wheneverC. at the momentD. however49.Learning online, students are given time to reflect on the information before replying. AA. think carefullyB. sit onC. get inD. take in50. Everyone in the class is expected to participate in the English recitation contest. BA. take inB. take partC. take toD. take apartSection C Word Filling51.The club's directors rewarded him _C_____ a free season ticket.A. by52. We were planning to go to Western Hill last weekend, but the bad weather ___A___ all our hopes of going out.A. frustratedB. embarrassedC. intimidatedD. benefited53. Everyone went to Mary for advice, because Mary was known for having a ___B___ attitude and being able to make other people feel good.A. positionB. positiveC. possibility.D. positivistic54. In my class there are some students from Europe and they speak quite fast. Especially the student from Italy talks so fast that I just hardly ___D___ what she is saying.A. keep with itB. keep up toC. keep to withD. keep up with55. I hope that our talk has given you some insights __A____ the kind of work that we’ve been doing.A. intoB. inC. toD. of56. The mother wished her daughter __C____ the opportunity to participate in the sports meet.A. hasB. haveC. hadD. having57. He cannot remember the new words __A____ he never uses them.A. becauseB. because ofC. because toD. because for58. The mother gave the children some chocolate to reward them __B____ behaving well.D. of59. She no longer wanted anything about him to remind her __D____ the circumstances of their first meeting.A. byB. forC. withD. of60. Some of our friends are from the Middle East; _D_____ are from the Far East, and the rest are from Africa.A. the othersB. the otherC. otherD. someIII. Listening ComprehensionSection A Short Talks。
国家开放大学本科《人文英语4》一平台机考真题及答案(第七套)(2)
国家开放大学本科《人文英语4》一平台机考真题及答案第七套说明:整理于2024年8月7日;适用于国家开放大学本科学员一平台期末机考考试;前5个题相同则整套相同。
第一部分.试题原题第一大题.交际用语(单选题)本大题共包含5小题,每小题2分,共计10分。
阅读对话,从A. B.C三个选项中选择一个能填入空白处的最佳选项。
1.-Let’S go to this movie and see what exciting experience it will bring to us.A.Y ou are such a great fan.B.I am more interested in the film director.C.C an't wait to watch it.2.-It is very likely that educational inequality exists in different forms in different countries.-Yeah,.A.i t's different.B.y ou are right.C.it's all right.3.-What do you mean he's impossible to talk to?A.H e doesn't listen when I try to talk to him.B.I won't talk to him anymore.C.D on't worry about me.4.-Oh,by the way,how was your report of the new batteries coming along?A.i t's going pretty well.B.J ust go ahead.C.W ell,rm afraid so.5.-Do you know the youngest professor of our university?He died last week.-Oh,.A.i t's hard to believeB.t hank you for the informationC.I like his course第二大题、词汇与结构(单选题)本大题共包含15小题,每小题2分,共计30分。
211226090_线上线下混合式教学在“分子生物学”中的研究与应用
线上线下混合式教学在“分子生物学”中的研究与应用陈茜 孙晓丽 孙明哲 徐晶宇 贾博为(黑龙江八一农垦大学农学院 黑龙江大庆 163319)摘要: 随着现代信息技术的发展,现代远程教育已成为知识经济时代的一种新型教育形式,是人们构建学习体系的重要途径。
而混合式教学是对网络教学和传统课堂教学两种教学方式的混合,以其克服传统教学方式的不足。
该文以黑龙江八一农垦大学专业基础课“分子生物学”为例,基于超星学习通网络平台开展线上线下混合式教学模式,推进“分子生物学”课堂教学改革,也为其他农业院校专业基础课的线上线下混合式教学提供一些参考。
关键词: 分子生物学 超星学习通平台 混合式教学 教学模式中图分类号: Q7-4;G434文献标识码: A文章编号: 1672-3791(2023)08-0146-05Research and Application of Online and Offline Blended Teachingin "Molecular Biology"CHEN Xi SUN Xiaoli SUN Mingzhe XU Jingyu JIA Bowei(College of Agriculture, Heilongjiang Bayi Agricultural University, Daqing, Heilongjiang Province, 163319 China)Abstract: With the development of modern information technology, modern distance education has become a new form of education in the era of knowledge economy, and it is an important ways for people to build their learning systems. Blended teaching is a hybrid of two teaching methods, online teaching and traditional classroom teaching to overcome the shortcomings of traditional teaching methods. This paper takes the professional basic course "Molecular Biology" of Heilongjiang Bayi Agricultural University as an example, carries out the online and offline blended teaching model based on the Chaoxing Learning platform, so as to promote the classroom teaching reform of "Molecular Biology", and also provide some references for online and offline blended teaching of profes‐sional basic courses in other agricultural colleges.Key Words: Molecular Biology; Chaoxing Learning platform; Blended teaching; Teaching modelDOI: 10.16661/ki.1672-3791.2205-5042-3529基金项目: 2021年度黑龙江八一农垦大学教学研究课题“农业院校专业基础课分子生物学课程线上线下混合式教学模式研究”(项目编号:NDJY2136);2021年度黑龙江八一农垦大学引进人才科研启动计划“GsbZIP67调控大豆耐盐碱胁迫的分子研究”(项目编号:XYB202101);教育部产学合作协同育人项目(项目编号:202002187031);黑龙江八一农垦大学研究生课程思政建设项目(项目编号: KCSZ202206)。
MOOC在线教学模式的启示与再思考_以江苏开放大学实践为视角_张璇
MOOC在线教学模式的启示与再思考———以江苏开放大学实践为视角张璇摘要:大规模在线开放课程MOOC(Massive Open Online Course)作为一种新型在线教学模式引起了国内外各界的高度关注。
它部分呈现出20多年网络教育的成功经验,但仍然存在高退出率和低参与率的现象。
通过对MOOC教学模式的分析研究,取长补短,借鉴MOOC成功的教学组织形式,强化过程学习支持服务,并在可能的基础上,充分利用MOOC课程资源,引入相应的课程教学,逐步完善江苏开放大学独具特色的在线教学服务模型。
关键词:MOOC;在线教学;教学模式;学习支持服务中图分类号:G434ʒG724.82文献标识码:A文章编号:1008-4207(2013)05-0005-06收稿日期:2013-09-10作者简介:张璇,江苏开放大学文法学院院长,副教授,法学硕士,主要从事法学、远程教育教学研究。
(江苏南京210036)基金项目:江苏广播电视大学2012年教学改革研究重点课题“开放大学实证研究———江苏开放大学教学运行架构研究与实践”(K20120203)2012年,大规模在线开放课程MOOC(Mas-sive Open Online Course)作为一种新型在线教学模式悍然闯入了人们的视野,国内外各界都纷纷对这一现象予以充分关注,专家们从不同的视角分析预测它的未来走向以及对高等教育可能带来的影响。
目前,传统精英高校和MOOC平台的融合度正在日益加深①。
对于MOOC,称赞者对其大加赞赏,认为它推动了传统高等教育的新一轮变革,并对在线教育提供了新的范式;反对者也针砭其弊,认为仍然是有缺陷的教学模式,没有对学生产生真正的影响,居高不下的退出率更说明没有大规模。
确实,通过网络拓展教育的对象和边界,虽然时间不长,但并不是全然的新生事物,在国内也至少已经有了20多年历史。
究竟怎样的在线教学模式是最能让学习者接受,又能确保教学质量的,远程教育专家和实践者们一直在孜孜以求。
基于CiteSpace国内慕课研究的知识图谱可视化分析
高师理科学刊Journal of Science of Teachers' College and University第41卷第1期2021年 1月Vol. 41 No.1Jan. 2021文章编号:1007-9831 ( 2021 ) 01-0075-05基于CiteSpace 国内慕课研究的知识图谱可视化分析岳新1张剑飞1王金环2(1.黑龙江科技大学计算机与信息工程学院,黑龙江哈尔滨150022; 2.黑龙江中医药大学第一临床医学院,黑龙江哈尔滨150040)摘要:在新冠肺炎疫情期间,教育部提出“停课不停教、停课不停学”,慕课等线上教学资源得 到充分利用,基于CiteSpace 软件,对知网上慕课研究的文献进行知识图谱可视化分析.通过对关键词节点、聚类和突现词的细节分析,发现研究者不同时期共同关注的热点问题,分析慕课模式 的发展演化过程,寻找慕课研究重点和未来趋势.关键词:CiteSpace ;知识图谱;慕课;在线课堂;可视化分析中图分类号:TP311 : G642.0文献标识码:A doi : 10.3969/j.issn.1007-9831.2021.01.019Visualization analysis of knowledge graph of domestic research ofMOOC based on CiteSpaceYUE Xin 1, ZHANG Jianfei 1, WANG Jinhuan 2(1. School of Computer and Information Engineering, Heilongjiang University of Science and Technology, Harbin 150022, China;2. Heilongjiang University of Chinese Medicine, First School of Clinical Medicine, Harbin 150040, China )Abstract : During the epidemic period of Covid-19, the Ministry of Education put forward the idea of stopping classeswithout stopping teaching , stopping classes without stopping learning , and massive open online course ( MOOC ) andother online teaching resources were fully utilized. Based on CiteSpace software , carry out the knowledge mapvisualization analysis on the literature of MOOC research on the CNKI. Through the detailed analysis of key wordnodes,clusters and emergent words,the hot issues of common concern to researchers in different periods were found,and the development and evolution process of MOOC model was analyzed to seek out the research focus and futuretrend of it.Key words : CiteSpace ; mapping knowledge domains ; MOOC ; online course ; visualization analysis2020年新冠肺炎在全球蔓延,教育部要求各高校应充分利用线上的慕课和省、校两级优质在线课程教学资源,在慕课平台等支持带动下,实现“停课不停教、停课不停学” [T.慕课(Massive Open Online Course,MOOC,大规模开放在线课程),大规模化、开放性、在线网络化和创新性是它的4个主要特征.今年第一季度,慕课新增约5 000门,疫情期间学习慕课人数成爆炸性增长[3-4],国内慕课资源得到了充分的应用.本文利用知识图谱对国内慕课研究重点和未来趋势进行可视化分析.收稿日期:2020-08-17基金项目:黑龙江省教育规划科学"十二五”规划重点课题(GJB1319128);黑龙江中医药大学创新团队项目(2019TD03)作者简介:岳新(1977-),男,黑龙江绥化人,副教授,硕士,从事知识图谱、大数据分析研究.E-mail: **************通信作者:王金环(1977-),女,黑龙江绥化人,主任医师,博士,从事中医血液病学及其教学的研究.E-mail : ****************76高师理科学刊第41卷1研究方案1.1研究工具CiteSpace是一款用于分析和可视化展示科学文献的趋势及动态的Java应用程序,是一个多元、分时、动态和可视化分析工具.主要包括合作分析、共现分析和共被引分析,提供时间切片功能,可以按照年份对文献进行切片分析[5-7].对于数据庞大的学科,可以使用网络切割,主要方法是最小树切割法和网络切片法.将数据以Refworks格式导出后通过CiteSpace将数据转换,设置时间切片阈值,确定文献的时间区间,选择需要分析的类型节点,采用节点、聚类和突现词显示整个网络的方法将数据以可视化的形式呈现.将知识图谱中信息以图或表的形式显示出来以供细节分析[7-8].1.2数据来源和阈值选择文献以知网数据库平台期刊为来源数据进行统计.以主题“慕课”或“MOOC”或“MOOCS”或“大规模开放在线课程”或“大规模开放性在线课程”,来源选择知网上SC I来源期刊,EI来源期刊,核心期刊,CSSCI,CSCD期刊的中文文献.统计时间为2012-01-01—2020-03-31.共统计出2824条相关文献,经过筛选、剔除报告类文章,最终有效文献2697条.采用CiteSpace软件5.7.R2.7z版本对其进行可视化分析.选取时间间隔2012—2020年,时区切片为1年,选择N=30,Top N%=5%up to50(C,CC,CCV)默认原值,进行共词分析,算法选择Pathfinder,Pruning sliced networks,Pruning the merged network,可视化采用Cluster View-Static,Show Merged Network®7].2国内慕课研究的知识图谱分析2.1合作作者分析设置节点为作者进行分析,了解重要学者分布与合作关系.样本中共有288个节点,141个边,网络密度为0.003 4.从网络图(见图1)可以了解,当前作者合作分散不密切,形成陈丽、郑勤华研究团队;从图片边线蓝色绿色橙色看,该团队从2013年到现在一直有持续的研究,经阅读相关文献发现,陈丽、郑勤华[9-14]团队主要进行慕课的理论和调查研究.汪琼[15-16]的研究多为慕课的理论和发展.肖俊洪[17-18]研究的合作者多为外籍研究者,主要进行慕课发展理论研究.张立彬[19-20]的研究较晚,从2016年开始主要研究图书馆慕课版权.钱小龙[21-22]的研究多以加州大学欧文分校为例,进行结构和商业模式研究.从图谱可以看出陈丽、郑勤华有合作构成一个研究团队,汪琼不能称为一个研究团队但有一位合作研究者,其他几位作者都是单独节点,没有形成研究团队.从这主要的6位研究者看,大部分进行慕课理论和发展研究,涉及具体应用的较少.谟逸洲'苗|3锡斌韭建钢哦小龙械杰济晓明徐晓E(H甫中狂*富砂立彬\C许涛\療新民個洪罚丽/7\券成如花/\\I硝俊洪嘗/\\旭图1作者合作网络可视化图M S A RSK4-MI■:xr呂益i常*'urm>CC”H和2.2研究机构分析设置节点为机构进行分析,可以了解机构之间合作关系(见图2).样本中共有181个节点,61个边,网络密度为0.0037.从网络图谱中可以看出,主要研究机构为师范类大学或者大学的教育学院或信息技术类学院,也有图书馆或出版社等机构,符合慕课的研究群体.北京大学和北京师范大学有合作,主要是陈丽、郑勤华研究团队.慕课早期建设一般都是以学校为单位各个学科进行,学校与学校之间较少形成合作关系.随着慕课研究和建设的逐渐成熟,将会形成多个学校进行慕课研究和建设的合作.2.3研究热点分析2.3.1关键词共词分析节点设置为关键词,运行CiteSpace生成关键词共现知识图谱(见图3),有140个节点,155个边,网络密度为0.0159.节点圈的大小选择表示关键词频率大小,连线颜色表示时间,绘制出热点关键词频率排序表(见表1),包括频率、中心性、首次出现年份、关键词4个属性.从知识图谱的角度分析,中心性和频次高的关键词代表研究者共同关注的问题,即研究热点.频次越高,点中心性第1期岳新,等:基于CiteSpace 国内慕课研究的知识图谱可视化分析77越高,说明节点在该领域愈重要."卜怖楹犬技术7院【西师柜人学教務华人学菽冇餅允IK$内前祖大技术7院"ll头广播电8!大学. ■鲁教ff ill版社鱼逖学院申?fdM 理学屁 q、 I 师越大佯远Wttff研宛中心图2研究机构网络图图3关键词共现图表1热点关键词频率排序频率中心性年份关键词频率中心性年份关键词9620.112013MOOC540.042013在线课程6120.812013慕课5402014在线学习2200.552014翻转课堂490.182014微课990.262014SPOC 482013大数据940.042014教学模式440.262014图书馆900.042014教学改革4402015在线开放课程880.112014高校图书馆430.142015互联网+860.042013高等教育370.222014“慕课”830.642013在线教育370.112014教学设计590.082015混合式教学360.082014思想政治理论课580.482013大规模开放在线课程320.482013远程教育时区视图(timezone )是一种侧重于从时间维度上来表示知识演进的视图(见图4),它可以清 晰地展示出文献的更新和相互影响,其中图中文字显示的是关键词中心度大于0.1的关键词,中心性 大于0.1的关键词有研究意义.2.3.2关键词聚类分析CiteSpace 依据谱聚类算 法提供了自动聚类的功能,并提供了从聚类施引文 献中提取聚类主题词的3种算法,对检索的文献信 息进行关键词共现网络分析,共现网络形成大小聚类共15个.按照聚类大小和研究的相关度,结合TF*IDF 加权算法和 LLR (log-likelihood ratio )算法 抽取的标识词,代表了当前该领域研究的主要热点图4关键词时区视图领域和基本的研究主题.CiteSpace 依据网络结构和聚类的清晰度,提供了模块值(Q 值)和平均轮廓值(S值)2个指标,它可以作为评判图谱绘制效果的一个依据.一般而言,Q 值在[0,1]区间内,Q>0.3就意味着划分出来的社团结构是显著的.当S 值在0.5以上,聚类一般认为是合理的,当S 值在0.7以上,聚类是高效率令人信服的.聚类视图(cluster )见图5,节点数100,连线数106,密度0.021 4, Q 值0.783 6, S值0.633 2.它侧重于体现聚类间的结构特征,突出关键节点及重要连接.时间线视图(Timeline )见图6,侧重于勾画聚类之间的关系和某个聚类中文献的历史跨度.主要介绍4个最大聚类,规模最大聚类#0开放 教育资源,轮廓值0.952,最活跃的文章是袁莉[23]等(2013 )大规模开放在线课程的国际现状分析.文章对大规模开放在线课程(MOOCs )进行了综述分析,讨论了可持续发展、教学方法和质量以及考核和学分方78高 师 理 科 学 刊第 41 卷面的问题.第二大规模聚类# 1xMOOC,轮廓值0.932,最活跃的文章是王萍[24](2013 )大规模在线开放课程的新发展与应用:从cMOOC 到xMOOC.文章对MOOC 主要有2种模式进行了探讨,即基于关联主义学习理论的cMOOC 模式和基于行为主义学习理论的xMOOC 模式.第三大规模聚类#2高校图书馆,轮廓值0.951,最活跃的文章是郑伟[25](2014)MOOCs 背景下的高校图书馆服务探索与思考.文章探讨高校图书馆在面向慕课学生、教师提供服务等,以及对版权保护和数字化技术提供支持服务.第四大规模聚类#3成人 教育,轮廓值0.841,最活跃的文章是陈豪[26](2014)“慕课”对高校思想政治理论课教学改革的启示.文 章讨论了慕课对高校思想政治理论课教学改革的启示,提岀慕课可以作为思想政治理论课教学的重要补 充.育!学模式I 转课堂#0开放教冇资源女敕玮/ 蘇而在线课'#2商校图蝶[J 刀OOC€线课程\ #1 cmooc-車联网+#3心人教育#9网络课程课#6微谍图5关键词聚类视图#8教育信息化世跌治理论课 、栽育#5教v 模式:践 职业戲育"圮联网+” 混合敦孚2.3.3关键词突现性研究 突现性(Burstness )通过对关 键词跟踪分析它们在不同时间区间内出现频率的突然变 化(激增),识别出代表研究前沿的若干关键词,以辨识研究前沿的结构及发展演化(见图7).结合图7突现词 时间可知,信息技术、“互联网+”是近4年的研究热点;在线开放课程、混合式教学、在线课程是近3年的研究热点,其中混合式教学突现值最大.通过关键词的频率、中心性、突现性等综合判断,发现关键词:信息技术、在线教育、开放教育资源、混合式教学、学习者、微课程、“互联网+”实验教学、个性化学习等是未来慕课研究的方向.3结语通过可视化分析,了解到慕课从2012年出现,迅速发展,关键词在线开放课程、混合式教学和在线课程是近图6关键词时间线视图Top 17 Keywords with the Strongest Citation BurstsKeywords Year Strength Begin End 2012 - 2020在线教育2012 3.3174 20137014 __课程20123 1469 20132014__开放教育资源2012 4.2396 20137014 7-—201223336 20137014 na ._ __尢抑橙开能在线谗袒232 3.3846 20137014 na .___网络课稈20124.0298 20142015 ■■微课程2012 3.6926 20142015 ■■个性怦学习2012 3.3556 20142015 ■■中华人民共和国2012 5.3816 20142015■■20124 5282 20152016 ■■信息素养教育2012 4.022 ******** ■■实验教学2012 3.6658 20172018 ■■20124.7172 20172020 ■■■■信息技术20125.9846 20172020 ■■■■在线开放课程2012 5.9598 20182020 ■■■混合式教学20129.8146 20182020 ■■■在线课程201277S7 201R2020 —图7关键词突变性图3年研究的突现关键词,说明慕课在不断演化.而2014年出现的关键词SPOC (频率99,中心性0.26)更是提出了小规模限制性在线课程的许多优点.同年出现的关键词微课(频率49,中心性0.18 )强调短时间微视频,碎片化学习.2019年出现的新关键词金课(中心性0.61),是教育部提出的五大金课总称,其中包括线上金课和线上线下金课,线上金课更像是慕课模式的改进版,线上线下金课和SPOC 模式比较接近.第1期岳新,等:基于CiteSpace国内慕课研究的知识图谱可视化分析79最高突现值(9.8146)关键词混合式教学一直都是慕课研究的重点,它可以和包括MOOC在内的许多在线教学模式相结合.这些慕课模式的发展演化,是在外部条件正常情况下进行的,但现在外部条件发生了巨大变化,疫情期间,所有教师完全线上授课.这就使包括慕课模式在内的线上课程成为唯一的教学方式,线上教学模式大部分选择“慕课+线上答疑”或线上直播课.截止2020年4月3日教育部高教司统计全国在线开学的普通高校共计1454所,95万余名教师开设94.2万门、713.3万门次在线课程,参加在线课程学习的学生达11.8亿人次.可以看出,包括慕课等在线教学模式在经历这次大规模高校师生参与后,未来将会更快更好地发展,其相应的理论研究也会更深入.参考文献:[1]杨海军,张惠萍,程鹏.新冠肺炎疫情期间高校在线教学探析[J].中国多媒体与网络教学学报:上旬刊,2020(4):194-196[2]余闯.教育部印发指导意见一疫情防控期间做好高校在线教学组织与管理工作[J].现代教育技术,2020,30(2):1[3]张鸯远.“慕课”(MOOCs)发展对我国高等教育的影响及其对策[J].河北师范大学学报:教育科学版,2014,16(2):116-121[4]冯智文.中国外语金课的内涵及其建设方略[J].外语教学,2020,41(2):59-63[5]陈悦,陈超美,刘则渊,等.CiteSpace知识图谱的方法论功能[J].科学学研究,2015,33(2):242-253[6]侯剑华,胡志刚.CiteSpace软件应用研究的回顾与展望[J].现代情报,2013,33(4):99-103[7]胡玥,董永权,杨淼.基于CiteSpace的国内翻转课堂研究现状与趋势研究[J].高教探索,2017(11):50-57[8]王晴.我国MOOCs研究的网络结构与主题聚类一基于CiteSpace皿的知识图谱分析[J].中国远程教育,2015(5):18-23,79[9]郑勤华,李秋菊,陈丽.中国M O OCs教学模式调查研究[J].开放教育研究,2015,21(6):71-79[10]王志军,陈丽,郑勤华.MOOCs的发展脉络及其三种实践形式[J].中国电化教育,2014(7):25-33[11]郭文革,陈丽,陈庚.互联网基因与新、旧网络教育——从MOOC谈起[J].北京大学教育评论,2013,11(4):173-184[12]李小杉,陈丽,王文静,等.联通主义视阈下的cMOOC知识生产的实证研究一基于机器学习的对比分析[J].中国远程教育,2020(1):23-34,76[13]陈丽,逯行,郑勤华.“互联网+教育”的知识观:知识回归与知识进化[J].中国远程教育,2019(7):10-18,92[14]陈丽.“互联网+教育”的创新本质与变革趋势[J].远程教育杂志,2016,34(4):3-8[15]汪琼.高校面对慕课:机遇与挑战[J]中国高等教育,2015(24):7-8[16]汪琼.美国慕课评优原则分析[J].现代远程教育研究,2017(3):50-57[17]梅雷亚德•尼克•朱拉•梅西尔,马克•布朗,肖俊洪.慕课同心圈式发展:从高等教育破坏性创新向持续性创新模式的转变[J]中国远程教育,2019(3):58-68,93[18]杰里米•诺克斯,肖俊洪.慕课革命进展如何:慕课的三大变化主题[J].中国远程教育,2018(1):53-62,80[19]张立彬.慕课环境中图书馆版权服务的内容与思考[J].图书馆工作与研究,2016(3):32-35[20]张立彬,吴嘉敏.慕课环境下美国高校图书馆的MOOC版权指南文件探赜[J].图书馆学研究,2019(14):88-97[21]钱小龙.大学慕课商业模式的成本结构解析一以加州大学欧文分校为例[J].教育学术月刊,2019(7):103-111[22]钱小龙,盖瑞•马特金.加州大学欧文分校慕课商业模式的客户关系解析[J].现代远距离教育,2017(4):75-83[23]袁莉,斯蒂芬•鲍威尔,马红亮.大规模开放在线课程的国际现状分析[J].开放教育研究,2013,19(3):56-62, 84[24]王萍.大规模在线开放课程的新发展与应用:从cMOOC到xMOOC[J].现代远程教育研究,2013(3):13-19[25]郑伟,梁霞.MOOCs背景下的高校图书馆服务探索与思考[J].图书馆理论与实践,2014(9):59-63[26]陈豪.“慕课”对高校思想政治理论课教学改革的启示[J].思想理论教育,2014(4):70-73。
online class优缺点英语作文
online class优缺点英语作文作文一:Online classes offer flexibility and convenience,allowing students to study at their own pace and balance other responsibilities.They make education accessible to people from all over the world,removing geographical barriers.However,there are drawbacks.The lack of face-to-face interaction can lead to feelings of isolation,and students may miss out on the social aspects of traditional classrooms.Additionally,technical issues like poor internet connections can disrupt learning. Distractions at home can also make it hard to stay focused.Overall,while online classes provide many benefits,they also present challenges that students need to manage.作文二:Online classes have become increasingly popular due to their flexibility and accessibility.Students can learn at their own pace,making it easier to balance education with work or personal commitments.Additionally,online courses allow people from different locations to access quality education without needing to relocate.However,there are some downsides.The lack of in-person interaction can lead to a sense of isolation,and technical problems,such as unstable internet connections,can disrupt the learning process.Moreover,staying focused and motivated can be challenging when studying from home,where distractions are common.作文三:The Pros and Cons of Online ClassesIn recent years,online classes have become increasingly popular,offering both advantages and disadvantages to students and educators alike.One of the primary benefits of online classes is flexibility.Students can access coursematerials and complete assignments at their own pace,allowing them to balance their studies with other commitments such as work or family.Additionally,online learning provides accessibility,enabling students from all over the world to enroll in courses offered by institutions in different countries.This can be particularly beneficial for those who live in remote areas or have limited access to quality education.Moreover,online classes often encourage the development of self-discipline and time management skills.Without the structure of a traditional classroom,students must take greater responsibility for their learning,which can foster independence and self-motivation.However,online classes also have their drawbacks.One significant disadvantage is the lack of face-to-face interaction.In a virtual environment,it can be challenging to build relationships with peers and instructors,which may lead to a sense of isolation.Additionally,some students may struggle with the technical requirements of online learning,such as a reliable internet connection or familiarity with digital tools.Another issue is the potential for distractions.Studying from home can lead to a less focused learning environment,with distractions like household chores,family members,or social media.This can make it difficult for some students to concentrate and stay on task.In conclusion,while online classes offer flexibility and accessibility,they also present challenges such as a lack of personal interaction and potential distractions.Students must weigh these pros and cons carefully to determine whether online learning is the right choice for them.。
网课现象及其利弊英语作文
Online courses have become increasingly popular in recent years, especially with the advancement of technology and the widespread use of the internet. This phenomenon has both advantages and disadvantages that are worth discussing.Advantages of Online Courses:1. Accessibility: One of the most significant benefits of online courses is their accessibility. Students from all over the world can enroll in courses offered by prestigious institutions without the need to physically attend classes.2. Flexibility: Online courses offer a flexible learning environment. Students can learn at their own pace and on their own schedule, which is particularly beneficial for those who work or have other commitments.3. CostEffectiveness: Many online courses are more affordable than traditional classroom courses. This costeffectiveness makes higher education more accessible to a broader range of students.4. Diversity of Subjects: Online platforms offer a wide variety of courses, from academic subjects to professional development and hobbies. This diversity allows students to explore different areas of interest.5. Technological Skills: Engaging in online courses helps students develop technological skills that are increasingly important in todays digital world.Disadvantages of Online Courses:1. Lack of Personal Interaction: One of the main drawbacks of online courses is the absence of facetoface interaction. This can make it difficult for students to engage in discussions, ask questions, and build relationships with peers and instructors.2. SelfDiscipline Required: Online learning requires a high level of selfdiscipline and motivation. Without the structure of a traditional classroom, some students may struggle to stay on track with their coursework.3. Technical Issues: Reliance on technology for online courses can lead to problems such as internet connectivity issues, software incompatibilities, and the need for uptodate hardware.4. Quality Assurance: The quality of online courses can vary greatly. Not all courses arecreated equal, and some may lack the depth and rigor of traditional classroom instruction.5. Limited HandsOn Experience: Certain subjects, especially those that require practical, handson experience, can be challenging to teach and learn online. This can limit the effectiveness of the course for certain disciplines.In conclusion, while online courses offer numerous benefits such as accessibility and flexibility, they also present challenges related to personal interaction and selfdiscipline. As technology continues to evolve, it is likely that the quality and effectiveness of online education will improve, making it an even more viable option for learners worldwide.。
介绍网课的利与弊英语作文
Online courses have become increasingly popular in recent years, especially with the rapid development of internet technology and the widespread use of smartphones and computers. They offer a flexible and convenient way for students to learn, but they also come with their own set of advantages and disadvantages.Advantages of Online Courses:1. Flexibility: One of the most significant benefits of online courses is the flexibility they offer. Students can access course materials and complete assignments at any time, making it easier to balance work, family, and education.2. Accessibility: Online courses are accessible to anyone with an internet connection, regardless of their geographical location. This allows students from remote areas or those with mobility issues to participate in education without the need to travel.3. CostEffectiveness: Generally, online courses are less expensive than traditional classroombased courses. Students save on commuting costs, textbooks, and sometimes even tuition fees.4. Diverse Course Offerings: The variety of courses available online is vast, covering a wide range of subjects and skill levels. This allows students to explore their interests and acquire new skills without the constraints of a traditional curriculum.5. SelfPaced Learning: Many online courses allow students to learn at their own pace, which can be beneficial for those who need extra time to understand complex concepts or who have other commitments that limit their study time.Disadvantages of Online Courses:1. Lack of Personal Interaction: One of the main drawbacks of online courses is the absence of facetoface interaction with instructors and peers. This can make it difficult for some students to engage with the material and may hinder the development of critical thinking and problemsolving skills.2. SelfMotivation Required: Online learning requires a high level of selfdiscipline and motivation. Without the structure of a classroom environment, some students may struggle to stay on track and complete assignments on time.3. Technical Issues: Dependence on technology can be a disadvantage, as technical issues such as poor internet connections or software problems can disrupt the learning process.4. Limited HandsOn Experience: Certain subjects, particularly those that require practical, handson experience, may not be effectively taught through online courses. For example, lab work in science courses or clinical training in healthcare fields may be compromised.5. Potential for Isolation: Learning in isolation can be challenging for some students, as it may lead to feelings of isolation and a lack of community, which can affect motivation and mental health.In conclusion, while online courses offer numerous benefits such as flexibility, accessibility, and costeffectiveness, they also present challenges related to personal interaction, selfmotivation, and the practical limitations of certain subjects. As such, the decision to pursue online education should be carefully considered based on individual needs, learning styles, and the specific course offerings available.。
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CAS Online Course 1, Second EditionRisk Management and Insurance OperationsNotice about the 1st and 2nd Editions1st Edition:The original CAS Online Course 1 (CA1, 1st Edition) was revised effectiveSeptember 1, 2014. Although the 1st Edition of CA1 is no longer available for sale afterAugust 31, 2014, for those who purchased the 1st Edition, the original online course will beavailable and unchanged through June 15, 2015. The exam for the 1st Edition of CA1 will beoffered through June 15, 2015.2nd Edition:CA1, 2nd Edition, is the current version that was effective on September 1,2014. Exams on this content will be offered for the first time on January 15, 2015.Risk Management and Insurance Operations is called Online Course 1 by the CAS and CA1, 2nd Edition, by The Institutes. (Prometric lists this course as CAS1 on its Web site under The Institutes.)Online Course 1/CA1 prepares CAS candidates for a two-hour, seventy-five-point multiple-choice examination. The online course and exam were developed collaboratively with The Institutes. The online course is available through the Casualty Actuarial Society Online Courses Web Page on The Institutes’ Web Site. Similarly, the exam is administered by The Institutes at Prometric test centers during four, two-month testing windows annually.The CAS will grant a waiver of CAS Online Course 1 to those who have the Chartered Property Casualty Underwriter (CPCU) designation.The study material for CAS Course 1/CA1 is contained in the online course access. The fee for access to the online course includes one attempt at passing the exam. Candidates are required to purchase the online course to obtain access to the exam. Exam retakes may be purchased separately if needed. Purchasing the course requires that candidates declare the testing window in which they are planning to take the exam. To register for the exam, a candidate must:•Call The Institutes at (800) 644-2101 or (610) 644-2100, extension 6000, to register for the exam itself. This will place the candidate on an eligibility list for Prometric.•Then make an appointment with Prometric for a specific date and time during the testing window.Early registration for the exam is strongly encouraged as seats fill quickly. There is a $105 fee for changing testing windows.•Schedule your appointment when you know you will be ready to sit for the exam. Effective January 1, 2012, Prometric will charge a $50 fee to candidates who reschedule their appointments between 3 to 12 business days of a test date. Changes to the appointment date/time are not permitted within 3 business days of the appointment.Questions or concerns regarding CAS Online Course 1/CA1 should be directed to The Institutes’ Customer Service Department at (800) 644-2101 or (610) 644-2100, extension 6000, or CustomerService@.CAS Online Course 1, 2nd EditionAssignment 2: Risk ControlMODULE TITLE LEARNING OBJECTIVERisk Control Techniques Describe the six categories of risk control techniquesin terms of the following:•Whether each reduces loss frequency, reduces lossseverity, or makes losses more predictable•How each can be used to address a particular lossexposure•How they differ from one anotherRisk Control Goals Explain how an organization can use risk controltechniques and measures to achieve the following riskcontrol goals:•Implement effective and efficient risk controlmeasures•Comply with legal requirements•Promote life safety•Ensure business continuityApplication of Risk Control Techniques Explain how risk control techniques can be applied toproperty, liability, personnel, and net income lossexposures.Business Continuity Management Describe business continuity management in terms ofits scope, the process used to implement it, and thecontents of a typical business continuity plan.Assignment 3: Risk FinancingMODULE TITLE LEARNING OBJECTIVERisk Financing Goals Explain how individuals or organizations can achievetheir overall and risk management goals by fulfillingthe following risk financing goals:•Pay for losses•Manage the cost of risk•Manage cash flow variability•Maintain an appropriate level of liquidity•Comply with legal requirementsRetention and Transfer Describe the following aspects of retention andtransfer:•Retention funding measures•Limitations on risk transfer measures•The advantages of both retention and transfer Selecting Appropriate Risk Financing Measures Explain how the following can affect the selection ofthe appropriate risk financing measure:•Ability of a risk financing measure to meet riskfinancing goals•Loss exposure characteristics•Characteristics specific to an individual ororganizationRisk Financing Measures Explain how an organization meets its risk financinggoals by using the following risk financing measures:•Guaranteed cost insurance•Self-insurance•Large deductible plans•Captives•Finite risk plans•Pools•Retrospective rating plans•Hold-harmless agreements•Capital market solutionsAssignment 4: Enterprise-Wide Risk ManagementMODULE TITLE LEARNING OBJECTIVETraditional Risk Management Versus ERM Contrast traditional risk management and ERM.Improving Strategic Decision Making With ERM Explain how an organization can improve its strategic decision making by incorporating enterprise-wide risk management (ERM).ERM in Approaching Business Uncertainties Explain why ERM is an effective approach to use toface business uncertainties.Major Risk Management Frameworks and Standards Summarize the main risk management frameworks and standards.Assignment 5: Insurance as a Risk Management TechniqueMODULE TITLE LEARNING OBJECTIVEHow Insurance Reduces Risk Explain how insurance reduces risk through pooling. Benefits of Insurance Explain how insurance benefits individuals,organizations, and society.Characteristics of an Ideally Insurable Loss Exposure Explain why each of the six characteristics of an ideally insurable loss exposure is important to the insurance mechanism.Insurability of Commercial Loss Exposures Explain how the six characteristics of an ideallyinsurable loss exposure apply to commercial lossexposures.Insurability of Personal Loss Exposures Explain how the six characteristics of an ideallyinsurable loss exposure apply to personal lossexposures.Government Insurance Programs Explain how state and federal governments areinvolved in the insurance market and the rationalefor, and level of, their involvement.Assignment 6: Overview of Insurance OperationsMODULE TITLE LEARNING OBJECTIVEClassifications of Insurers Explain how insurers have organized to provideproperty-casualty insurance.Insurer Goals Describe the major goals of an insurer. Constraints on Achieving Insurer Goals Describe the internal and external constraints thatimpede insurers from achieving their major goals. Measuring Insurer Performance Describe the measurements used to evaluate howsuccessful an insurer is at meeting its establishedgoals.Functional View of Insurance Describe the core and supporting functions performedby insurers.Assignment 7: Insurance Marketing and DistributionMODULE TITLE LEARNING OBJECTIVEProperty-Casualty Insurance Marketplace Describe the following attributes of the competitiveproperty-casualty insurance marketplace:distinguishing characteristics of insurance customers,insurer marketing differentiations, and unique factorsin the insurance marketplace.Insurer Marketing Activities Explain how typical insurer marketing activities areperformed and why they are performed.Insurance Distributions Systems and Channels Describe the main types of insurance distributionsystems and channels, including the principalcharacteristics that distinguish one distributionsystem from another.Functions of Insurance Producers Describe the functions performed by insuranceproducers.Distribution System and Channel Selection for Insurance Marketing Describe the key factors an insurer should evaluate during the distribution-system and distribution-channel selection process.Assignment 8: The Underwriting FunctionMODULE TITLE LEARNING OBJECTIVEPurpose of Underwriting Describe the purpose of underwriting. Underwriting Activities Describe the underwriting activities typicallyperformed by line and staff underwriters. Underwriting Authority Describe the importance of compliance withunderwriting authority in individual accountselection.Constraints in Establishing Underwriting Policy Describe the constraining factors considered in theestablishment of underwriting policy. Implementing Underwriting Policy Describe the purposes that underwriting guidelinesand underwriting audits serve.Steps in the Underwriting Process Summarize the steps in the underwriting process andthe purpose of each.Measuring Underwriting Results Explain how an insurer’s underwriting results aremeasured and how financial measures can bedistorted.Assignment 9: Underwriting Property and Liability Insurance MODULE TITLE LEARNING OBJECTIVEUnderwriting Property Insurance Using the COPE Model Describe in detail each of the COPE factors used to evaluate property loss exposures.Property Policy Provision Underwriting Considerations Explain how insurable interest, policy provisions for valuing losses, and insurance to value affect a loss payment amount under property insurance.Measures of Potential Loss Severity Explain how underwriters use policy amount, amountsubject, normal loss expectancy (NLE), probablemaximum loss (PML), and maximum foreseeableloss (MFL) to measure potential loss severity.Underwriting Business Income and Extra Expense Coverage Describe the underwriting considerations for business income and extra expense coverage.Underwriting Commercial Crime Insurance Describe the underwriting considerations and riskcontrol techniques associated with employeedishonesty and crimes committed by others.Underwriting Commercial General Liability Insurance Describe the loss exposures and the underwriting considerations for commercial general liability insurance.Underwriting Personal and Commercial Auto Insurance Describe the underwriting considerations for personal and commercial auto insurance.Underwriting Workers Compensation Insurance Describe the underwriting considerations for workerscompensation insurance.Underwriting Umbrella and Excess Liability Insurance Describe the underwriting considerations for umbrella and excess liability insurance.Assignment 10: Risk Control and Premium AuditingMODULE TITLE LEARNING OBJECTIVEInsurer Risk Control Goals Describe the goals of insurer risk control activities. Risk Control Services Provided by Insurers Describe the risk control services provided byinsurers.Cooperation Between Risk Control and Other Insurer Functions Explain how risk control cooperates with other insurer functions.Reasons for Premium Auditing Explain why premium audits are conducted. Premium Auditing Process Describe the premium auditing process. Importance of Accurate Premium Audits Explain why premium audits must be accurate. Premium Auditing Contributions Explain how premium auditing contributes to otherinsurer functions.Assignment 11: The Claim FunctionMODULE TITLE LEARNING OBJECTIVEOverview of the Claim Function Identify the goals of the claim function; the users ofclaim information, and the parties with whom claimpersonnel interact.Claim Department Structure, Personnel, and Performance Describe the claim departments in terms of the following:•How they are structured•The types and functions of claim personnel •How their performance can be measuredMeasures Used to Ensure Regulatory Compliance Explain how the following measures are used to ensure regulatory compliance:•Claim guidelines, policies, and procedures •Controls•Supervisor and manager reviews•Claim auditsActivities in the Claim Handling Process •Summarize the activities performed in the claimhandling process and the purpose of each.The Framework for Coverage Analysis and the Claim Handling Process Case Study Given a claim scenario, demonstrate how a claim reprentative can use the claim handling process and framework for coverage analysis to resolve a claim.Assignment 12: Adjusting Property and Liability ClaimsMODULE TITLE LEARNING OBJECTIVEProperty Claim Handling Process Explain how and why the activities in the frameworkfor handling property claims are accomplished. Handling Specific Types of Property Claims Describe the challenges of handling the followingtypes of property claims:•Residential dwelling claims•Residential personal property claims•Commercial structure claims•Business income claims•Merchandise claims•Transportation and bailment claims•Catastrophe claimsLiability Claim Handling Process Explain how and why the activities in the frameworkfor handling a liability claim are accomplished. Handling Specific Types of Liability Claims Describe the challenges of handling each of thefollowing types of claims:•Auto bodily injury liability claims•Auto property damage claims•Premises liability claims•Operations liability claims•Products liability claims•Workers compensation claims•Professional liability claimsAssignment 13: Reinsurance Principles and ConceptsMODULE TITLE LEARNING OBJECTIVEReinsurance and Its Functions Describe reinsurance and its principal functions. Reinsurance Sources Describe the three sources of reinsurance. Reinsurance Transactions Describe treaty reinsurance and facultativereinsurance.Types of Pro Rata and Excess of Loss Reinsurance Summarize the types of pro rata reinsurance and excess of loss reinsurance and their uses.Alternatives to Traditional Reinsurance Describe finite risk reinsurance and other methodsthat rely on capital markets as alternatives totraditional and non-traditional reinsurance. Reinsurance Program Design Describe the factors that should be considered in thedesign of a reinsurance program.Reinsurance Program Design Case Studies Given a case, identify the reinsurance needs of aninsurer and recommend an appropriate reinsuranceprogram to meet those needs.Assignment 14: Insurer Strategic ManagementMODULE TITLE LEARNING OBJECTIVEStrategic Management Process Describe the strategic management process.The Five Forces and SWOT Methods of Analyzing the Environment Explain how the Five Forces and SWOT methods can be used to analyze the environment in which an insurer operates.Determining Strategy at Different Organizational Levels Explain how strategies are developed at the corporate, business, functional, and operational levels.Insurers Global Expansion Describe the strategic reasons, considerations, andapproaches for insurers to expand their operationsglobally.Strategic Management Case Study Given information about an insurer’s businessstrategies, conduct a SWOT analysis to evaluate itsstrategy.Assignment 15: The Underwriting CycleMODULE TITLE LEARNING OBJECTIVEThe Insurance Underwriting Cycle Describe the phases of the insurance underwritingcycle and the strategies normally used by insurers andproducers during each phase.Financial Factors Influencing the Underwriting Cycle Explain how the following financial factors influence underwriting cycles•Investment income•Capacity•Return on equity•Cash flowEffects of Supply and Demand on the Underwriting Cycle Explain how the theory of demand and supply applies to insurance and the underwriting cycle.Assignment 16: Actuarial Data ManagementMODULE TITLE LEARNING OBJECTIVEData Quality Summarize•The concepts of data quality and informationquality•The impact of data quality on the actuarial workproductPrinciples of Data Quality Given a principle of data quality, provide an examplethat illustrates the principle.Data Quality—ASOP No. 23 Given a concept from the Actuarial Standard ofPractice No. 23, provide an example of its applicationor use.Life Cycle for Insurance Data For each step in the life cycle for insurance data,describe the purpose, the responsible parties, anderrors typically encountered.Metadata Summarize metadata including:•How metadata are defined•The actuary’s role in creating and sharingmetadata•How metadata are shared across an organization•The data collected under different statistical plansThe Need for Aggregate Insurance Statistical Data Explain the regulatory and business needs for statistical data.Types of Statistical Plans Summarize the relationship of Statistical Plans toinsurance rating elements and the two basic types ofStatistical Plans:•Summary-based Statistical Plans•Transaction-based Statistical PlansInsurance Data Elements: Date Fields and Amount Fields in Statistical Plans Describe the functions of the date field and amount field data elements in a statistical plan.Insurance Data Elements: Classification or Rating Variable Fields and Exposure Data Elements Describe the following statistical plan data elements by line of business:•Classification and Rating Elements •ExposureTechniques and Applications to Improve Information Quality Summarize the following data quality analysis concepts:•Exploratory data analysis•Data cubes•Identifying missing data•Descriptive statistics•Box and whisker plotsAuditing Data and the Actuary’s Responsibility in Assessing Data Reasonability Explain the following:•The purpose and steps of data auditing •An actuary’s responsibility in assessing data reasonabilityStudy Materials for CAS Online Course 1The online course itself contains learning objectives and all the educational material to meet these objectives and successfully complete the exam. The course fee includes one attempt at the exam.The following printed materials are supplemental and may also be purchased from The Institutes, but are not required:•Textbook contains material that is identical to the online course—only in a hardcopy format. •Review Notes is a condensed version of the textbook.•Course Guide contains sample questions and answers.•Flashcards contain key words and phrases.The materials described above may be purchased individually or in various package combinations. Questions about potentially defective questions or material should be directed to The Institutes’ Customer Service Department at (800) 644-2101 or (610) 644-2100, extension 6000, or CustomerService@.Publisher and DistributorCAS Online Course 1/CA1 is available through The Institutes.The Institutes, 720 Providence Road, Suite 100, Malvern, PA 19355-3433; telephone: (800) 644-2101 or (610) 644-2100 extension 6000; E-mail: CustomerService@; Web Site Page for CAS Online Courses: /cas.htm.Exam ResultsCandidates taking this computer-based test will receive unofficial pass/fail results at the conclusion of their exam. The unofficial pass/fail result will be displayed on the computer screen at the conclusion of the exam. In most test centers, a printed copy of the candidate’s unofficial pass/fail result will be available upon completion of the computer-based test from the proctor in the administrative area outside the testing room. The candidate, however, should carefully read the result that is displayed on the computer screen at the conclusion of the exam.When the official grades have been processed, candidates will receive an e-mail from The Institutes stating that their grades are available. Candidates may then log into their account on The Institutes Web Site () to access their grades. The grade report for each candidate will show the candidate’s overall score on the exam in ten point increments (e.g., 60 to 69%, 70 to 79%, and so on). It will similarly show the candidate’s performance by assignment using those same ten point increments.Numeric scores are not released. Approximately three weeks after the close of the testing window, The Institutes will send a copy of the grades directly to the CAS Office to be added to the candidates’ admissions records.CAS Online Course 1, 2nd Edition C1-11。