英语学习常见问题白皮书___by 朱平老师

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It isn’t hard to grow up into a responsible member of society. I can well remember an incident happening on a rainy Sunday afternoon. I was on my way to the bookstore , waiting for the green light at a crossing when a girl of about ten was knocked down by a passing car, driving off quickly. Seeing a man immediately rushing to the girl to give her first aid, I joined in without hesitation. Luckily she was not badly injured and we sent her to the nearest hospital. Compared with the escaped driver, I am proud of what I did. As a member of the society, I am aware that being responsible is what it takes to make a better society. (以上属所给的参考答案改编，划横线处为改动之处）
北京市大峪中学高考英语成绩比较 2012年均分 68分，2013年均分 95分 2014年均分 99分。人平增加多少分？
英语老师们说：易老师帮我们站起来了！
好老师，像太阳，教到哪里哪里亮，哪里有了好老师，哪里孩子有希望。好老师，就是棒，轻松有效是榜样，大家都做好老师，中华民族更兴旺。

国人学英语的困境及我们的突破英语16字法

作者简介邓良平：⼀个在中国出版界和英语产业界开创了有声出版先河的⼈，其认真英语产业公司拥有《疯狂英语》《⾳乐天堂》《⾃由⾳乐》《⽇之韵》《疯狂⽇语》等⼀系列有声读物品牌。

虽不是英语科班出⾝，对于中国的外语教学这壶烧不开的⽔，邓良平经过多年深思熟虑，集中花了多年时间研究中国的外语教学法，终于有话要⼤声说。

汪佳奇：《疯狂英语》杂志的创建⼈和主编，杭州⼤学外语系毕业，⼀个语⾔的多⾯⼿，当过配⾳演员、⼤学外语。

付敬茹：中⼭⼤学英美⽂学硕⼠、外语学院，美国波⼠顿⼤学双语教育硕⼠，⼀直研究双语教育问题。

英语是什么？Life is a game that we have to play, English is a language that we have to learn.英语是什么东西？英语就是⼒量，英语就是品位，英语就是格调。

英语的普及程度成为衡量⼀个不发达国家是否愿意融⼊世界主流体系的尺度，同时是这些国家中产阶级和体⼒阶层的划分。

随着全球化进程的加快，英语已经成为世界上势的语⾔。

英语在45个国家是官⽅语⾔，世界三分之⼀的⼈⼝讲英语，75％的电视节⽬是英语，四分之三的邮件是⽤英语书写，电脑键盘是英语键盘，任何⼀个会议敢号称是国际会议，其会议⼯作语⾔⼀定要⽤英语。

当⼀门语⾔取得国际交往的标准语⾔地位时，你就只有迁就它了，我们对此⽆可奈何，法国⼈德国⼈⽇本⼈也⼀样…. 英语是中国学⽣的精神鸦⽚。

你对它⼜爱⼜恨，让你牵肠挂肚，放之不下，弃之可惜，你被它吸引，可和它⼜建⽴不了感情。

英语是英美等国永远的贸易顺差商品。

全球每年英语有100亿美⾦的贸易额，象澳⼤利亚，每年的英语贸易顺差是4.15亿美⾦。

英语是英美帝国⽤来⼤量消耗发展中国家教育资源的武器。

象中国5000万中学⽣，600万⼤学⽣，还有⽆数的⼩学⽣和幼⼉园的⼩朋友在可怜兮兮啃着⼲瘪⽆味的英语….你想，中国⼈每年消耗在英语教学上的⼈⼒物⼒财⼒有多少？60万英语⽼师，在⾟勤⼯作着，培养着⼀批⼜⼀批聋哑学⽣….以致李岚清副总理也不得不说：中国的外语教学，费时较多，收效较低。

Unit-5-Topic-Talk-高中英语北师大版(2019)选择性必修第二册精选全文

Speaking
Use the Text Builder to talk about your understanding of education.
How would you define education? Can you only be educated in a classroom? What’s the meaning of education? Why should people be educated?
Appreciation
We should build an education system which comprehensively (完全地) fosters (培养) the students’ all-round (全面的) moral, intellectual, physical and aesthetic (美学的) grounding (基础教学) with a hard-working spirit.
Warming-up
What is social development?
It is the ability to interact with other children and adults.
Warming-up
Do you think education is important in personal and social development? Why or why not?
significance promote consistent facilitate
cultivate sympathy fellow men
Listening
Read the Text Builder carefully. Then listen to the dialogue and complete it by underlining the expressions you hear.

英语常见问题解答大词典增订版第四版

English Common Questions and Answers Dictionary Revised Edition, FourthEditionIn the fast-paced and constantly evolving world of language learning, the English Common Questions and Answers Dictionary Revised Edition, Fourth Edition stands as a trusted and comprehensive resource for language enthusiasts and students alike. This dictionary, with its extensive coverage and updated content, is a must-have for anyone seeking to enhance their understanding and proficiency in the English language.The Revised Edition, Fourth Edition, builds upon its predecessors, offering a wealth of information and insights into the nuances of English language usage. It addresses a wide range of common questions and concerns, from basic grammar rules to advanced vocabulary usage, making it an invaluable tool for both beginners and advanced learners. One of the key features of this dictionary is its user-friendly format. The questions are organized in a logical and systematic manner, allowing users to easily navigate through the pages and find the answers they need. Theanswers, in turn, are presented in a clear and concise manner, making complex language concepts accessible and understandable.The dictionary also incorporates the latest developments in English language usage, reflecting theever-changing nature of the language. This includes updates on new words, phrases, and expressions that have entered the language in recent years, as well as changes in grammar and pronunciation.Moreover, the Revised Edition, Fourth Edition, places a strong emphasis on cultural context. It goes beyond mere definitions and explanations, offering insights into the cultural significance and historical background of various English words and expressions. This helps users not only understand the language better but also appreciate its rich cultural heritage.For language teachers and educators, this dictionary serves as a valuable teaching aid. It provides a ready reference for addressing common questions and misconceptions that students may have, and can be used as asupplementary resource for classroom discussions and activities.In conclusion, the English Common Questions and Answers Dictionary Revised Edition, Fourth Edition is a comprehensive and indispensable guide for anyone seeking to improve their English language skills. Its extensive coverage, updated content, and user-friendly format make it a standout among language dictionaries, and a must-have for anyone serious about mastering the nuances of English usage. **英语常见问题解答大词典增订版第四版**在快节奏且不断演变的语言学习世界中，《英语常见问题解答大词典增订版第四版》作为一本值得信赖且内容全面的资源，深受语言爱好者和学生们的青睐。

学习英语过程中的问题与解决方法

学习英语过程中的问题与解决方法在学习英语的过程中，我们常常会遇到各种问题。

有些问题可能会让我们感到困惑和挫败，但只要我们能够找到解决方法，就能够克服这些困难，取得更好的学习效果。

本文将探讨学习英语过程中常见的问题，并提供一些解决方法。

一、听力难题听力是学习英语的重要组成部分，但很多学习者在听力方面遇到了困难。

他们可能会发现自己听不懂英语原声电影、英语新闻或者外教的讲解。

这主要是因为他们没有养成良好的听力习惯和技巧。

解决方法：1. 多听英语材料：通过多听英语材料，如英语歌曲、英语电影、英语广播等，可以提高自己的听力水平。

刚开始可能听不懂，但随着时间的推移，你会逐渐适应英语的语音和语调。

2. 利用字幕：在看英语电影或者视频时，可以打开字幕，这样可以帮助你更好地理解对话内容。

随着听力的提高，你可以逐渐关闭字幕，尝试用听力来理解对话。

3. 练习听力技巧：可以通过做听力练习题来提高听力技巧。

例如，可以选择一段英语对话，听一遍后回答问题，然后再听一遍核对答案。

这样可以帮助你提高听力的准确性和理解能力。

二、口语难题很多学习者在口语方面也会遇到困难。

他们可能会发现自己无法流利地表达自己的想法，或者在与外国人交流时感到紧张和不自信。

解决方法：1. 多与外国人交流：与外国人交流是提高口语的最好方法。

可以通过参加英语角、找外教进行口语练习或者参加语言交换活动来与外国人交流。

在交流过程中，不要害怕犯错误，要勇于开口，积极表达自己的想法。

2. 多模仿和模拟：可以通过模仿英语原声电影中的对话或者模拟真实场景来练习口语。

例如，可以选择一段对话，反复模仿其中的语音、语调和表达方式，直到能够流利地复述出来。

3. 刻意练习口语：可以选择一些口语练习材料，如口语练习书籍、口语练习软件等，进行刻意练习。

可以选择一些常用的口语表达，进行反复练习，直到能够熟练运用。

三、词汇难题词汇是学习英语的基础，但很多学习者在词汇方面遇到了困难。

他们可能会发现自己记不住单词，或者在阅读时遇到很多生词。

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1. --“Sorry for being late again.” .(2009·安顺中考) “________ here on time next time, or you’ll be punished.” A. Be B. Being C. To be D. Been 2. -May I listen to the music here, Mr. White? (2009•淄博中考) -Sorry, you’d better_______it like that. A. not to do B. not do C. don’t do D. not do to 3. _________ this kind of peach, and you will like it. (2008· 芜湖中考) A. To try B. Trying C. Try D. Tried
科目 1 2 3 4 5 6 7 8 讲名称精读重点突破（一）难点语法突破（一）高分作文攻略（一）泛读专项突破（一）精读重点突破（二）难点语法突破（二）完型技能提升（一）泛读专项突破（二）
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讲名称完型技能提升（二）高分作文攻略（二）文化拓展专区（一）文化拓展专区（二）考试听力大联盟英语口语训练营初二英语提前看完型技能提升（二）

《中国少年儿童英语学习现状及趋势调研白皮书》发布会在京召开

龙源期刊网《中国少年儿童英语学习现状及趋势调研白皮书》发布会在京召开作者：来源：《留学》2016年第10期2016年5月12日，由中国青少年研究会，北京市教育学会学科英语教育研究分会团中央未来网，瑞思学科英语联合发布的《中国少年儿童英语学习现状及趋势调研白皮书》在京举行。

会上，教育部国家副总督学、原教育部基础教育司司长王文湛首先致辞，祝贺此次青少年英语学习现状调查会的圆满成功，并从宏观政策出发，强调了发展高质量的英语教学对于国计民生的重大意义。

共青团中央网络影视中心党组副书记、主任、未来网总裁何成锋发言表示未来网将大力支持对中国青少年英语素养的提升工作。

中国青少年研究中心常务副主任、中国青少年研究会副会长兼秘书长刘俊彦对此次调查的数据整理、分析进行了汇报，号召社会各界共同致力于此类研究。

中国质量认证中心创新研究部部长王晓涛则介绍了国际标准语言培训和通用认证标准。

随后，各界嘉宾代表也纷纷进行了发言。

何成锋总裁、刘俊彦会长、北京市教育学会学科英语教育研究分会理事长杨义春、以及瑞思学科英语CEO孙一丁先生为《中国少年儿童英语学习现状及趋势调研白皮书》发布仪式进行了揭幕。

中国青少年研究会副秘书长程旭辉先生详细介绍了《中国少年儿童英语学习现状及趋势调研白皮书》。

此次调研工作历经3个月时间，覆盖了全国100余所中小学，涉及8个省市，抽样采集全国1万余名学生的样本数据整理而成。

调查显示：目前有一半以上的少年儿童在3-5岁的时候开始学习英语，其中2/3比较注重英语的综合能力的应用。

其学习方式仍然以卷面答题为主，在应用能力方面还有待进一步的加强。

初中生比小学生参加英语课外辅导班的比例有所下降，学习目的对学生选择课外辅导有一定影响。

此外，在课堂上采用纯英语教学，少年儿童的综合应用能力会更强，而对英语的喜爱度越高，其英语综合应用能力也就越强。

人文的英文面试题目及答案

人文的英文面试题目及答案Humanities Interview Questions and Answers1. Tell us about yourself.I am a dedicated and passionate individual with a strong background in humanities. I have a Bachelor's degree in English literature and have been actively involved in various cultural and literary activities. My love for the humanities stems from my belief in the power of literature, art, and philosophy to shape our understanding of the world.2. What sparked your interest in humanities?I have always been attracted to the power of storytelling and the way literature can transport us to different worlds and perspectives. This led me to explore various forms of art and culture, including painting, music, and theater. I believe that the humanities add depth and richness to our lives, allowing us to connect with others on a deeper level.3. Why do you believe studying humanities is important?Studying humanities helps us develop critical thinking skills and encourages us to question the status quo. Through literature, philosophy, and history, we gain insight into different cultures, traditions, and perspectives, fostering empathy and understanding. Moreover, the humanities teach us to appreciate and value the beauty of language and art, enriching our experience of the world.4. How do you think studying humanities affects society?The study of humanities is crucial in fostering a well-rounded society. It encourages individuals to think critically and analytically, enabling them to engage in meaningful conversations and debates. Humanities also promote cultural diversity and understanding, contributing to a more inclusive society. Additionally, the humanities inspire creativity and innovation, as they encourage individuals to think outside the box and challenge conventional wisdom.5. Can you give an example of how the humanities have influenced your life?One significant way the humanities have influenced my life is through literature. Reading novels from different cultures and time periods has broadened my perspective and deepened my understanding of the world. It has allowed me to explore different social and historical contexts, while also resonating with the emotions, struggles, and joys of humanity.6. How would you approach a controversial topic in the humanities?When faced with a controversial topic in the humanities, I would approach it with an open mind and a willingness to listen to different viewpoints. I believe in the importance of respectful and constructive dialogue, where all perspectives are given equal consideration. I would strive to understand the historical and cultural context surrounding the topic and engage in thoughtful research to form a well-informed opinion.7. How do you think technology has impacted the humanities?Technology has both positive and negative impacts on the humanities. On one hand, it has made literature, art, and historical resources moreaccessible to a wider audience through digitization and online platforms. On the other hand, the rise of technology has also created challenges, such as the potential devaluation of traditional forms of art and an increase in misinformation. Nonetheless, technology can be harnessed to facilitate new forms of creativity and collaboration within the humanities.8. In your opinion, what is the role of humanities in education?Humanities play a vital role in education as they cultivate essential skills such as critical thinking, empathy, and cultural understanding. They provide students with a well-rounded education, fostering creativity, and promoting intellectual curiosity. Moreover, the humanities help students develop effective communication skills and encourage them to engage in meaningful discussions about society, ethics, and the human experience.In conclusion, the study of humanities provides us with a deeper understanding of ourselves and the world around us. It enhances our ability to think critically, appreciate different cultures, and engage with complex social issues. The importance of humanities in shaping a well-rounded society cannot be underestimated. By embracing the humanities, we can foster a more empathetic, inclusive, and intellectually vibrant world.。

朱平老师国际音标公开讲座

学英平
语中
考
▲ /i/ “健康减肥音”
读下列单词，找出发/i/音的字母和字母组合有： big, copy, expect, business, cabbage, build, honey, women, foreign
学英平
语中
考
句子操练 Will you be so good as to give me a lift.
到我
英平语中
考
学英平语中
考
Q&A
学英平语中
Thank you for listening！
考
学英平
语中
考
学
6 ．Nothing is impossible! Just try your best! You’re almost there! 7．Shall we talk now or later? 8．I was lost in thought when you knocked on the door. 9．Luck is a good cook. 10．Look at the woman in the swimming pool! She is really good!
英平语中
考
初中音标词汇班大纲第1讲：音标大法+12个单元音+词汇链接第2讲： 8个双元音+音节的划分+词汇链接
学英平语中
考
第3讲： 6个爆破音+连读规则+词汇链接第4讲： 8个摩擦音+音的同化+词汇链接第5讲： 2个摩擦音+6个破擦音+词汇链接
第6讲： 4个辅音+2个半元音+构词法第7讲：音标总复习及统练

英语教学中存在的问题及解决措施

英语教学中存在的问题及解决措施高红梅存在问题：1.学生缺乏明确的学习目标农村小学，许多家长不懂英语，有的甚至没听说过英语。

跟一些家长谈及学生的英语成绩时，有的家长说：“我们太忙了，孩子又多，管不了那么多，一切拜托老师了。

”有的家长说：“唉呀，老师，我们又不懂英语，你要我们怎么配合呢？”有的家长甚至说：“某某没读几年书，英语也不懂，还不是照样赚大钱？”……由于家庭、社会环境的局限，很多学生的视野不广，知识面狭窄，他们的学习目标相当模糊，来自家长、社会方面的压力几乎为零，他们弄不清知识到底有何重要，为什么要学英语，学习比较被动，成绩对他们来说也无所谓。

有时和六年级的学生谈心，问他们将来有何打算，很多学生都说不知道。

2.忽视“兴趣”在学习活动中的重要性学习兴趣是人渴求获得知识，探究某种事物或参与某种活动的积极倾向。

它是推动人学习的有效动力，是促使人积极学习的各种动机中最现实、最活跃的因素。

在教学中不难发现，学生一旦对某一学科入迷，他必定会积极地参与一切与这一学科相关的活动，并不断地探索，如果这时候教师对其学习兴趣加以关注，并不断地鼓励，该学生的学习兴趣将逐步形成稳定的兴趣中心，从而出现“越学越好”的现象。

在教学中遇到过也培养过不少这样的学生。

但与此同时，也有许多学生，他们初学英语时兴趣十足，常常是跃跃欲试，但是，英语毕竟是外来语言，在陌生的语境中，在有限的时间里，学习它的难处逐步显现，基础差的学生开始出现“恐英症”，成绩跟不上，学习态度由主动转为被动，成绩再度下降，学习兴趣日渐消失。

这时，如不注意及时引导和保持他们的学习兴趣，将导致英语成绩持续下降这一恶性循环。

而这一问题恰恰被许多的英语老师所忽视，即便有些老师意识到兴趣的重要性，在激趣方面做得好，在保持学生兴趣的持久这一方面也不能持之以恒。

解决措施：重视学校教育与家庭、社会的联系，加强理想教育，帮助学生确立明确的学习目标。

学校教育是至关重要的，但家庭教育与社会教育同样是不可忽视的，三者紧密联系、缺一不可。

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IAEA-TECDOC-1182Quality assurance standards: comparison between IAEA 50-C/SG-Qand ISO 9001:1994November 2000The originating Section of this publication in the IAEA was:Nuclear Power Engineering SectionInternational Atomic Energy AgencyWagramer Strasse 5P.O. Box 100A-1400 Vienna, AustriaQUALITY ASSURANCE STANDARDS: COMPARISON BETWEEN IAEA 50-C/SG-Q AND ISO 9001:1994IAEA, VIENNA, 2000IAEA-TECDOC-1182ISSN 1011–4289© IAEA, 2000Printed by the IAEA in AustriaNovember 2000FOREWORDThe International Atomic Energy Agency (IAEA) and the International Organization for Standardization (ISO) agreement regarding the scope and coverage of documents published by both organizations points out that the standards of safety developed by the IAEA are recommendations for use by its Member States in the framework of national regulations for the safe utilization of nuclear energy. Such standards should be considered as nuclear safety regulatory documents. The standards developed by the ISO are complementary technical documents emphasizing industrial application and contractual aspects. Regarding the quality assurance topic, the IAEA standards 50-C/SG-Q are mostly used directly or indirectly to establish the nuclear safety requirements at the utility–regulatory interface. The industrial ISO 9001 standards have progressively been used to implement the quality assurance requirements at the interface utility–supplier.The relationship between both standards is growing in significance owing to the impact upon the owners/operators of nuclear facilities and their contractors/suppliers. The relationship between the IAEA and ISO standards is considered critical, in particular regarding suppliers with a small range of nuclear supplies. These organizations are not always willing to prepare special quality assurance programmes based on nuclear safety standards. On the other hand, these organizations may be qualified on the basis of the ISO quality assurance standards. In any case, for delivering nuclear items and services the quality assurance programme must comply with the requirements established in the nuclear safety regulatory standards. This implies that the utility–supplier will have to demonstrate that the acceptable degree of quality assurance in relation to nuclear safety is accomplished. This may be achieved by imposing additional requirements on the supplier over and above those contained within the ISO.In order to provide a description of the differences between the IAEA and ISO standards when applied in nuclear installations, and to support the practical way of fulfilling nuclear safety, the IAEA established a project for producing a guidance report. Valuable contributions from the European Atomic Forum (FORATOM) were committed and contractual arrangements made, with the target of finalizing the report in the shortest feasible timeframe commensurable with available resources.The issue as to which ISO 9001 standard should be used for the comparison, i.e. the current version 1994 or future version 2000, was discussed quite extensively by the members of the initial consultants meeting held in Vienna in January 1999. The consultants recommended proceeding with the use of ISO 9001 version 1994 on the grounds that some time would still be needed before the next version 2000 is adopted and effectively implemented. In the meantime guidance based upon the ISO 9001 version 1994 was considered to be applicable and the efforts expended in the preparation of the guidance report worthwhile. The report will subsequently be updated to include the new ISO 9001 version 2000 standard.In thanking the contributors to this report, the IAEA wishes to acknowledge the efforts and assistance provided by FORATOM and by the participants at the preparatory and review meetings, who are listed at the end of the report. Special acknowledgement is due to K.-P. Kleinert (Germany), E. Glauser (Switzerland), M. Hille (Germany) and N. Redman (United Kingdom) for their contributions. The IAEA officer responsible for this work was N. Pieroni of the Division of Nuclear Power.EDITORIAL NOTEThe use of particul ar designations of countries or territories does not impl y any judgement by the publ isher, the IAEA, as to the l egal status of such countries or territories, of their authorities and institutions or of the delimitation of their boundaries.The mention of names of specific companies or products (whether or not indicated as registered) does not imply any intention to infringe proprietary rights, nor should it be construed as an endorsement or recommendation on the part of the IAEA.CONTENTS1. INTRODUCTION (1)1.1. Background (1)1.2. Objective (1)1.3. Scope (1)2. STANDARDS USED IN THE COMPARISON (1)2.1. IAEA Code and Safety Guides on Quality Assurance 50-C/SG-Q (1)2.2. Quality System Standard ISO 9001:1994 (3)3. MAJOR DIFFERENCES AND LINKAGES (4)3.1. IAEA Code 50-C-Q basic requirements and IAEA Safety Guides50-SG-Q1 to Q14 (4)3.2. IAEA Code 50-C-Q basic requirements and clauses of ISO 9001:1994 (4)3.2.1. Underlying approaches (4)3.2.2. Identification of the customer (4)3.2.3. Additional requirements (5)3.3. Linkages between the IAEA Safety Guides 50-SG-Q1 to Q14 andclauses of ISO 9001:1994 (7)4. GUIDANCE WHEN USING ISO 9001:1994 (8)4.1. Additional requirements of the IAEA Code 50-C-Q (8)4.2. Additional guidance of the IAEA Safety Guides (11)APPENDIX: CORRELATION MATRICES (21)Matrix 1: IAEA Code 50-C-Q basic requirements coverage in the IAEASafety Guides 50-SG-Q1 to Q14 (21)Matrix 2: Correlation between the clauses of ISO 9001:1994 and the IAEA Code50-C-Q basic requirements (22)Matrix 3: Correlation between the clauses of ISO 9001:1994 and the IAEA SafetyGuides 50-SG-Q1 to Q14 (23)REFERENCES (24)CONTRIBUTORS TO DRAFTING AND REVIEW (25)IAEA PUBLICATIONS ON QUALITY ASSURANCE/QUALITY MANAGEMENT (27).1. INTRO DUCTIO N1.1. BackgroundThe International Atomic Energy Agency (IAEA) Code and Safety Guides contained in the Safety Series No. 50-C/SG-Q [1] define basic quality assurance requirements, which must be considered to ensure safety, and provides recommendations on how to fulfil these basic requirements. The IAEA 50-C/SG-Q standard reflects the performance based approach to quality assurance covering all aspects of plant safety, economics and efficiency. The IAEA requirements and recommendations are generally used at the nuclear utility–regulator interface.The International Organization for Standardization (ISO) International Standard ISO 9001:1994 [2] specifies quality system requirements for use where any supplier’s capability to design and supply a conforming product needs to be demonstrated. The requirements specified are aimed primarily at achieving customer satisfaction by preventing non-conformity at all stages from design through to servicing. The ISO 9001:1994 standard is sometimes used at the nuclear utility–supplier interface.1.2. O bjectiveThe objective of this report is to compare the requirements of IAEA 50-C/SG-Q (1996) [1] with ISO 9001:1994 [2] in order to identify the main differences and additional requirements contained within [1]. The report also provides information and guidance, which may be considered when ISO 9001:1994 is utilized by the nuclear industry.1.3. ScopeThe comparison is made with the following publications:IAEA Safety Series No. 50-C/SG-Q (1996), Quality Assurance for Safety in Nuclear Power Plants and other Nuclear Installations, Code and Safety Guides Q1–Q14 [1].ISO 9001:1994, Quality Systems — Model for Quality Assurance in Design, Development, Production, Installation and Servicing [2].ISO 9002:1994, Quality Systems — Model for Quality Assurance in Production, Installation and Servicing [3].ISO 9003:1994, Quality Systems — Model for Quality Assurance in Final Inspection and Test [4].Throughout this report, the comparison discussed is the comparison against ISO 9001:1994 only, as it contains all the requirements contained in ISO 9002:1994 and ISO 9003:1994. Suppliers, utilities, regulatory bodies, as well as research and development organizations could use this report when considering using ISO 9001:1994 to procure items and services for use in the nuclear industry.2. STANDARDS USED IN THE COMPARISON2.1. IAEA Code and Safety Guides on Quality Assurance 50-C/SG-QThe IAEA Safety Series includes one Code 50-C-Q on quality assurance and 14 related Safety Guides 50-SG-Q1 to Q14 [1].The quality assurance Code 50-C-Q establishes the basic requirements that must be met to ensure adequate safety of nuclear power plants and other nuclear installations.The Code consists of 10 basic requirements (BR) to be adopted by the responsible organization as the foundation for establishing and implementing a comprehensive quality assurance programme related to the safety of nuclear power plants. The basic requirements are presented in three functional categories:I. ManagementBR 1: Quality Assurance ProgrammeBR 2: Training and QualificationBR 3: Non-Conformance Control and Corrective ActionsBR 4: Document Control and RecordsII. PerformanceBR 5: WorkBR 6: DesignBR 7: ProcurementBR 8: Inspection and Testing for AcceptanceIII. AssessmentBR 9: Management Self-AssessmentBR 10: Independent AssessmentThe Code includes an annex, which provides guidance to aid the understanding and implementation of the basic requirements. The content of this annex is included in this comparison.The Safety Guides describe acceptable methods of implementing particular parts of the Code. The Safety Guides 50-SG-Q1 to Q14 are one of two types:· Basic requirement related Safety GuidesThese Safety Guides provide recommendations and guidance on how to fulfil the basic requirements of the Code that are relevant in all of the life-cycle stages of nuclear power plants and other nuclear installations.The BR related guides are:Safety Guide Q1: Establishing and Implementing a Quality Assurance ProgrammeSafety Guide Q2: Non-conformance Control and Corrective ActionsSafety Guide Q3: Document Control and RecordsSafety Guide Q4: Inspection and Testing for AcceptanceSafety Guide Q5: Assessment of the Implementation of the Quality Assurance Programme Safety Guide Q6: Quality Assurance in Procurement of Items and ServicesSafety Guide Q7: Quality Assurance in Manufacturing· Stage related Safety GuidesThese Safety Guides provide specific recommendations and guidance on how to implement the Code during the different life-cycle stages of nuclear power plants and other nuclear installations.The Stage related guides are:Safety Guide Q8: Quality Assurance in Research and DevelopmentSafety Guide Q9: Quality Assurance in SitingSafety Guide Q10: Quality Assurance in Design (this specific guide may also be used as a BR related Guide when the design activities are carried out in any stage). Safety Guide Q11: Quality Assurance in ConstructionSafety Guide Q12: Quality Assurance in CommissioningSafety Guide Q13: Quality Assurance in OperationSafety Guide Q14: Quality Assurance in Decommissioning2.2. Quality System Standard ISO 9001:1994The ISO 9001:1994 standard defines the requirements for a quality management system in clauses 4.1 to 4.20. The clauses are sequentially numbered to reflect the sequence of events and activities supporting production, from developing the quality policy to the after sales service.The clauses of ISO 9001:1994 are:4.1 Management Responsibility4.2 Quality System4.3 Contract Review4.4 Design Control4.5 Document and Data Control4.6 Purchasing4.7 Control of Customer-Supplied Product4.8 Product Identification and Traceability4.9 Process Control4.10 Inspection and Testing4.11 Control of Inspection, Measuring and Test Equipment4.12 Inspection and Test Status4.13 Control of Nonconforming Product4.14 Corrective and Preventive Action4.15 Handling, Storage, Packaging, Preservation and Delivery4.16 Control of Quality Records4.17 Internal Quality Audits4.18 Training4.19 Servicing4.20 Statistical TechniquesThese 20 clauses have a relationship with and are comparable to the 10 basic requirements of the IAEA Code 50-C-Q. The ISO 9001:1994 standard, however, does not give any guidance or recommendations on how the defined requirements can be implemented.3. MAJOR DIFFERENCES AND LINKAGES3.1. IAEA Code 50-C-Q basic requirements and IAEA Safety Guides 50-SG-Q1 to Q14While the IAEA Code 50-C-Q specifies the ten basic requirements for quality assurance in nuclear power plants and other nuclear installations, the Safety Guides provide recommendations relative to the fulfilment of these basic requirements for different topics and life-cycle stages. An overview showing how each Safety Guide addresses the basic requirements is given in the Appendix: Matrix 1.3.2. IAEA Code 50-C-Q basic requirements and clauses of ISO 9001:1994The linkages between the ten basic requirements of the IAEA Code 50-C-Q and the 20 clauses of ISO 9001:1994 are provided in the Appendix: Matrix 2. In general the basic requirements of the IAEA Code 50-C-Q are addressed by one or more clauses of ISO 9001:1994. However the IAEA Safety Guides provide more detailed and comprehensive guidance and recommendations on how to implement the basic requirements of the IAEA Code.Each basic requirement of the IAEA Code 50-C-Q addresses one or more of the clauses of ISO 9001:1994. However there are some significant differences in the approaches, identification of the customer and additional requirements.3.2.1. Underlying approachesThe IAEA Code 50-C-Q provides the basic requirements to be adopted for establishing and implementing quality assurance programmes related to the safety of nuclear power plants and other nuclear installations. These basic requirements apply to the overall quality assurance programme of the responsible organization, i.e. the organization having overall responsibility for the nuclear power plant, as well as to any other separate quality assurance programmes in each stage of the life of a nuclear power plant.The objective of the IAEA Code is to establish basic requirements for quality assurance in order to enhance nuclear safety by continuously improving the methods employed to achieve quality. The Code recognizes that all work is a process that can be planned, performed, assessed and improved.The quality assurance model set out in ISO 9001:1994 provides the framework for the quality assurance programme of a supplier, which enables the supplier to demonstrate the capability to produce a quality product and provides a vehicle for assessment by external parties. The requirements specified are aimed primarily at achieving customer satisfaction by preventing non-conformity at all stages from design to servicing. They are generic and independent of any specific industry sector.The comparison suggests that the IAEA Code 50-C-Q is a top-down approach focused on meeting the overall safety requirements for the plant, personnel and the society in general whilst ISO 9001:1994 is a bottom-up approach focusing on satisfying the specific requirements of the immediate customer.3.2.2. Identification of the customerThe nuclear utility in meeting national regulatory requirements satisfies the safety requirements of its customer: society at large. The regulator, representing the customer in thiscase, utilizes the IAEA Code 50-C-Q to define the requirements for the quality assurance programme of its supplier, the nuclear utility. The nuclear utility also fulfils the role of the customer utilizing, where appropriate, ISO 9001:1994 plus any additional requirements to define the quality assurance programme of its suppliers of items and services. The supplier satisfies the nuclear utility (the customer) by supplying a quality product. (See Figure 1)_______ Requirement path............... Satisfaction pathFig. 1: Application of IAEA Code 50-C-Q and ISO 9001:1994.3.2.3. Additional requirements 3.2.3.1. Management self-assessmentThe IAEA Code 50-C-Q defines specific requirements for “Management self-assessment”, an activity not required by ISO 9001:1994.“Manag ement at all levels shall reg ularly assess the processes for which it is responsible. Manag ement shall determine its effectiveness in establishing , promoting and achieving nuclear safety objectives. Management process weaknesses and barriers that hinder the achievement of the nuclear safety objectives shall be identified and corrected.” (Section 401)Regulator (Customer) Supplier (Items or Services)This statement in the Code is further clarified in the Annex:“The thrust of manag ement self-assessment is to identify, correct and prevent management problems that hinder the achievement of the organization's objectives. This Code establishes the requirement for a routine and continuing assessment of the management system by the organization's managers.This self-assessment methodology is in addition to the traditional audit/appraisal that determines the adequacy and extent of the QA programme development, documentation and implementation in accordance with specified requirements. This basic requirement improves on the standard stipulation in many QA prog rammes, which requires that management regularly assess the adequacy of the portion of the programme for which it is responsible and ensure its effective implementation. This standard requirement is typically achieved, on an annual basis, by an independent consultant or g roup of consultants on behalf of management, and it addresses compliance issues rather than broad categ ories of manag ement issues. Manag ement self-assessment g oes beyond such matters as conformance to regulations, item standards or established procedures.An effective management self-assessment evaluates issues such as:— mission of the organization— whether employees understand the mission— what is expected of the organization— whether the expectations are being met— opportunities for improving quality and enhancement safety— how to make better use of human resources.The results of the management self-assessment are documented. Decisions and related actions resulting from the recommendations are promptly followed up to evaluate their effectiveness.The assessment process involves all levels of manag ement, but senior manag ement retains the overall responsibility for manag ement self-assessments. It is essential that senior management directly participate in this process.”3.2.3.2. GradingThe IAEA QA Code 50-C-Q recommends a graded approach for the application of quality assurance during the various stages of a nuclear power plant life cycle.All items, services and processes have various controls built in to ensure they perform correctly. The grading process is a means of determining what types and extent of controls are applied to specific items, services and processes.Applying controls costs money, therefore they should be applied and focused where necessary and not applied or applied to a lesser degree for less important activities. Errors in more significant activities can potentially cost huge amounts of money, could shut down a plant or production line and could cause a threat to the staff and the environment. Additional controls that may reduce or eliminate such errors are therefore a good investment.“Nuclear safety shall be the fundamental consideration in the identification of the items, services and processes to which the quality assurance prog ramme applies. A g raded approach based on the relative importance to nuclear safety of each item, service orprocess shall be used. The g raded approach shall reflect a planned and recog nized difference in the applications of specific quality assurance requirements.In g eneral, the hig hest g rade should require the most string ent application of the quality assurance requirements; the lowest grade the least stringent.The following are examples of topic areas where grading should be applied:— Type and content of training— Amount of detail and degree of review and approval of instructions— Need for and detail of inspection plans,— Degree of in-process reviews and controls,— Requirements for material traceability— Type of assessment,— Records to be generated and retained. (Section 210).When items, processes or services are modified, the assigned grade of quality assurance requirements could become more string ent or less string ent depending on whether a change in nuclear safety significance has occurred.” (Section 211)Safety Guide 50-SG-Q1 explains what the “graded approach” in relation to nuclear safety means:“Whilst the quality assurance principles remain the same, the extent to which the quality assurance requirements are to be applied shall be consistent with the importance to nuclear safety of the item, service or process. A graded approach which can satisfy the necessary requirements and ensure the required quality and safety shall be used.” (Section 209)ISO 9001:1994 does not specify or define a graded approach for applying the controls specified in the quality system.3.2.3.3. Independence of inspection and testing personnelThe IAEA Code 50-C-Q requires that inspection and testing of specified items, services and processes shall be conducted using established acceptance and performance criteria. The level of inspection and testing and the degree of independence of personnel shall be established.ISO 9001:1994 does not specifically cover the independence of inspection and testing personnel.3.3. Linkages between the IAEA Safety Guides 50-SG-Q1 to Q14 and clauses of ISO9001:1994The linkages between the content of the IAEA Safety Guides and the ISO clauses are presented in the Appendix: Matrix 3.Matrix 3 supports the following observations:· The IAEA Safety Guides do not directly consider the customer-related requirements of ISO 9001 defined in Clauses 4.3 Contract Review, 4.7 Control of Customer-Supplied Product and 4.19 Servicing.· Similar requirements defined under the clauses ‘management responsibility’ and ‘quality system’ in ISO 9001 can be found in all of the Safety Guides.· Stage related Safety Guides in general address the majority of subjects in the ISO clauses.4. GUIDANCE WHEN USING ISO 9001:1994A detailed comparison of the IAEA Code 50-C-Q and BR related Safety Guides with ISO 9001:1994 to identify all additional requirements and guidance was carried out. In this comparison the annexes of the IAEA publications 50-C/SG-Q have not been considered as they contain examples illustrative of how the guidance could be implemented. The stage related Safety Guides, with exception of the Safety Guide “Quality Assurance in Design” (50-SG-Q10), were not included in this comparison as they provide specific recommendations for the content of the quality systems at each of the life-cycle stages. The Safety Guide 50-SG-Q10 was included as it provides guidance that may be relevant to the design activity of all stages.The detailed results of the comparison are included in Sections 4.1 and 4.2. These sections identify additional requirements or guidance found in the IAEA publications 50-C/SG-Q that are not found in ISO 9001:1994. Where the additional requirement or guidance is not self-explanatory some additional notes on application to suppliers are provided.The application of additional requirements or guidance from the IAEA Code and Safety Guides 50-C/SG-Q should be considered by the nuclear utility from two points of view:— Should the nuclear power plant/utility address this difference within its own quality assurance programme?— Should the nuclear power plant/utility require its suppliers to address the difference as an additional requirement in the procurement documents?The consideration should also take into account the regulatory requirements of each Member State.4.1. Additional requirements of the IAEA Code 50-C-QThe following table identifies additional or more detailed requirements in the IAEA Code 50-C-Q that are not contained within ISO 9001:1994.Section Additional Requirement Notes to aid application101 to 108 Introduction104 The responsible organization has to demonstrate the effective fulfilment of the quality assurancerequirements to the satisfaction of the regulatorybody… The utility should demonstrate that its quality programme takes account of and incorporates any requirements from the regulatory body. The utility should require its suppliers to apply any of these specific requirements where necessary.201 to 205 BR 1: Quality Assurance Programme204 Nuclear safety shall be the fundamentalconsideration in the identification of the items,services and processes to which the qualityassurance programme applies. A gradedapproach based on the relative importance tonuclear safety of each item, service or processshall be used. The graded approach shall reflecta planned and recognized difference in theapplications of specific quality assurancerequirements. The graded approach for activities and items, including procurement, should be described within the utility quality programme. The application of grading to supplier activities should be clarified. The utility should consider whether its supplier should adopt complimentary grading and provide guidance.Section Additional Requirement Notes to aid application 206 BR 2: Training and Qualification206 Personnel shall be trained and qualified so thatthey are competent to perform their assignedwork and understand the safety consequences oftheir activities. The utility should identify personnel involved with safety matters and provide the related training and qualification programme. The utility should notify its suppliers when their personnel are involved with safety matters and ensure they are trained appropriately.206 to 208 BR 3: Non-Conformance Control andCorrective Actions Non-conformance (as per IAEA Code 50-C-Q) covers non-conforming product, system and process non-conformity as per the ISO standard.304 to 305 BR 6: Design305 The adequacy of design, including design tools and design inputs and outputs shall be verifiedor validated by individuals or groups other thanthose who originally performed the work.Verification, validation and approval shall becompleted before implementation of the design. The utility quality programme addressing design should specify that persons in charge of safety related design verification and validation should be different from those performing the work. The utility should notify the relevant requirements to suppliers when they perform safety related design activities. Any design verification and approval should be performed before implementation of design. Generally design validation is performed through commissioning under defined operating conditions and specific dispositions should be applied for accidental conditions.Annex …Design inputs include all requirements for thedesign, such as the technical bases for thedesign (design basis), performancerequirements, reliability requirements, andsafety and security requirements. …... Computer programs used in design arevalidated through testing or simulation prior touse if not proven through previous use.—306 to 308 BR 7: Procurement Suppliers in IAEA terms are equivalent tosubcontractors.308 Requirements for reporting deviations fromprocurement requirements shall be specified inthe procurement documents. The option contained within ISO 9001:1994 for reporting deviations (non-conforming product) should be identified as being necessary.309 to 310 BR 8: Inspection and Testing for Acceptance309 Inspection and testing of specified items,services and processes shall be conducted usingestablished acceptance and performance criteria.The level of inspection and testing and thedegree of independence of personnel shall beestablished. It is recommended that utilities request suppliers to include this requirement in their quality programme, when appropriate.401 BR 9: Management Self-Assessment Management Self-Assessment is more complexand detailed than the ISO Management-Review.Management Self-Assessment focuses on theachievement of the nuclear safety objectives.Although ISO 9001:1994 covers themanagement review and internal audit processesit does not cover management self-assessment.(It is therefore recommended that suppliersproviding items and services to ISO Standardalso include management self-assessment intheir quality assurance programme.)。

论高中英语学习的困难及相关策略

论高中英语学习的困难及相关策略作者：裴家乐来源：《中学生英语·中旬刊》 2019年第11期裴家乐英语是高中阶段学习的“三大主科”这一，无论是在日常课程安排还是各项考试中都有着极其重要的地位，但由于英语是第二语言，受母语的大环境影响，容易在学习过程中，出现各式各样的困难，本文之中笔者从自身的学习经历出发，阐述了单词、阅读、写作三个方面的学习困难，并针对性地提出相关解决策略。

1. 高中英语学习困难分析1.1单词学习困难单词是英语学习的基础，犹如高屋建瓴般重要，在整个高中阶段，每个高中生大约要掌握3500个单词，这并非一件容易之事。

如有很多的英语单词，字母构造非常的相似，以“adapt”和“adopt”这两个单词为例，只有一个字母不同，但是表达的意思却千差万别，前者表示“适合”，后者表示“收养”，很容易出现混淆，而导致张冠李戴的问题出现。

而像这样的例子在英语单词学习的过程中比比皆是，因此对于多数同学而言，学习掌握好单词是十分困难的。

1.2阅读学习困难阅读是高中英语学习的重要组成部分，在各项英语测试中，阅读所占的比例也是最大的，说英语考试中“得阅读者，得天下”是一点也不为过的，但是在高中英语学习的过程中，真正能够“得阅读者”又有几个呢？在笔者的周边，存在阅读学习困难的同学有很多，这主要是因为英语文章阅读过程中生词很多，而即使掌握了所有的词义，单纯的将单词对应文章进行翻译，还是很难达到阅读的目的，能够对英语文章含义和思想都有效的把握是非常困难的。

1.3写作学习困难在高中阶段的英语学习中，笔者发现周边的很多同学都是“谈写色变”，不知道写什么，也不知道如何去写，很多同学写出来的作文，即没有对应主体又缺少内容，全篇下来多是一句句汉语翻译过来的，很少有同学能够做到在文章之中应用特殊句式，如虚拟语气或者倒装句等，这表示写作是高中英语学习过程中最大的困难，多数的同学都困于英语写作学习的困境之中。

2. 高中英语学习困难突破策略2.1单词学困突破策略词汇是语言的基本材料，离开词汇语言也就失去了实际的意义，因此在高中英语学习的过程中，能够采用有效的措施，突破词汇学习困难是十分重要的，对此笔者提出以下几个方面的建议。

0510朱平老师作文讲座

学英平语中
考
I hope we can take care of our environment. Let’s make our w orld more and more beautiful.高分作文的特点来自学英平语中考
• • • • • •
主旨清要点全句子顺语法准有亮点书写整
彩蛋题
朱平老师
专注中考英语教学，连续5年带出共计数十位中考英语状元，被学生们尊称为“考神”
学英平语中
考
学英平语中
考
如何提高写作
学英平语中
考
如何提高写作
学英平语中
考
• • • •
多看多背多写多改
作文话题 • 环保
学英平语中
考
写作流程梳理
审清题
学英平语中
考
写作流程梳理
审清题圈要点定基调列纲要写成文查病漏重抄写
学英平语中
考
必备句式
1. 许多河流和湖泊受到严重污染。
学英平语中
考
____________________________________________
2. 被污染的空气有害人们的健康。
____________________________________________
3. 人们必须采取措施来制止这些行为。
____________________________________________
必备句式
4. 保护环境，人人有责。
学英平语中
考
____________________________________________ 5. 在当今社会，每个人在环境保护中都扮演着重要的角色。 ____________________________________________ 6. 如果人人都为保护环境作出贡献，世界将变得更加美丽。 ____________________________________________

英语口语训练中的常见问题及解决方法

英语口语训练中的常见问题及解决方法英语口语是学习英语的重要组成部分，但很多学习者在口语训练中会遇到一些常见问题。

本文将介绍一些常见问题，并提供解决方法，帮助学习者提高英语口语能力。

问题一：缺乏自信很多学习者在口语训练中缺乏自信，害怕犯错或被他人笑话。

这种心理压力会影响口语表达的流利程度。

解决方法：1.积极参与口语练习：多参加口语练习活动，与他人交流，逐渐增加自信心。

2.接受错误：犯错是学习的一部分，不要害怕犯错，要勇于尝试，从错误中学习。

3.鼓励自己：给自己一些积极的鼓励和肯定，相信自己能够不断进步。

问题二：词汇量不足词汇量不足是影响口语表达的一个主要问题。

学习者常常会遇到找不到合适的词汇来表达自己的想法。

解决方法：1.背单词：每天背一些新的单词，扩大词汇量。

2.多读多听：通过阅读和听力训练来积累词汇，学习词汇的用法和搭配。

3.使用词汇笔记本：将新学的词汇记录下来，随时翻阅，加深记忆。

问题三：语法错误语法错误是口语训练中常见的问题，学习者常常会在句子结构和语法用法上出错。

解决方法：1.学习语法规则：系统学习英语语法规则，了解常见的语法错误，并通过练习来加强记忆。

2.模仿和练习：通过模仿和大量练习，逐渐掌握正确的语法用法。

3.请教老师或同学：遇到语法问题时，可以请教老师或同学，及时纠正错误。

问题四：流利度不够很多学习者在口语训练中会遇到口齿不清、停顿过长等问题，导致口语表达不够流利。

解决方法：1.大量练习口语：通过大量的口语练习，提高口语表达的流利度。

2.模仿和跟读：模仿母语者的口音和语速，跟读录音材料，提高口语流利度。

3.注意语音语调：注意语音语调的准确性，通过练习来改善口语表达的流利度。

问题五：缺乏实践机会很多学习者在学习英语口语时缺乏实践机会，无法将所学知识应用到实际情境中。

解决方法：1.参加口语角或英语俱乐部：参加口语角或英语俱乐部，与他人交流，提高口语表达能力。

2.找外教或语伴：找外教或语伴进行口语练习，提供实践机会。

高一英语教学误区与对策

是笨拙的酷似积木模样的手臂，她细长的浓黑色蒲扇模样的手掌似乎有点富贵和科学，轻盈的浅橙色弯月模样的手指确实非常飘忽不定但又露出一种隐约的小巧。
她丰盈的酷似软管模样的腿认为很是标准又标新土堆模样的屁股好像极品的潇洒同时还隐现着
几丝风趣！腰间一条，笨拙的鲜红色腰带模样的腰带真的有些正点猜疑。这个狂女说话时有种圆润的金红色骷髅似的声音，高兴时会散发出显露出深橙色口罩一般
浅谈
新课改背景下
高中英语教学误区及对策
桐乡高级中学屠越峰 2010.8.27
（一）教材认识上的误区
Is textbook the Bible or not the Bible?
Teach the textbook or use the textbook to teach？
对策： 1) 删减（Deletion） 2)补充 (supplement) 3) 替换 (replacement)
色扣肉一样的脖子，最出奇的是一张肥壮的绿宝石色萝卜似的脸，配着一只摇晃的深黄色筛子形态的鼻子。鼻子上面是一对凹露的亮红色臂章样的眼睛，两边是平
常的暗绿色海龙耳朵，鼻子下面是飘浮的亮橙色客舱一般的嘴唇，说话时露出瘦瘦的米黄色华灯似的牙齿，一条怪异的天蓝色弯弓样的舌头的确绝对的浪漫和恐怖
。她活似亮红色土堆一样的身材仿佛特别变态又豪华，普通的深蓝色细小细竹模样的胡须的确绝对的酷野但又露出一种隐约的时尚。那一双轻飘的火橙色匕首般的
4) 改编 (adaptation) 5) 扩展 (expansion) 6) 组合 (Combination) 7) 调整 (regulation)
浪漫，硕长的深红色细小冰块造型的胡须仿佛特别变态又豪华。硕长的纯黑色蘑菇一样的眼罩好像极品的标准和傲慢，粗犷的淡橙色葫芦似的舌头的确绝对的耀眼

小学英语听力培养策略

小学英语听力培养策略
朱平华
【期刊名称】《现代教学》
【年(卷),期】2008(000)004
【摘要】在初始接触英语的小学阶段，如何培养学生的听力可谓是摆在每位英语教师面前的一个重要课题。

笔者从事小学英语教学多年，在此就听力培养中存在的问题及实践谈谈自己的看法和做法。

【总页数】2页(P57-58)
【作者】朱平华
【作者单位】上海市松江区仓桥学校
【正文语种】中文
【中图分类】G620
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2.小学数学教学培养策略之五：小学生数学应用意识的培养策略 [J], 李星云
3.小学数学教学培养策略之七—小学生空间观念的培养策略 [J], 李星云
4.浅谈小学英语听力教学的培养策略 [J], 杜霜
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