如何逃出教育的死亡谷
密室逃脱逃离学校攻略
密室逃脱逃离学校攻略简介密室逃脱是一种以解谜和推理为核心的游戏，在这种游戏中，玩家被限制在一个封闭的房间或建筑中，必须通过寻找线索、解决谜题和使用物品来逃离。
本文将介绍密室逃脱逃离学校的攻略，帮助玩家顺利解决各种谜题，成功逃出学校。
攻略步骤步骤一：观察环境首先，进入密室后，要仔细观察周围的环境。
注意寻找任何可疑的地方或物体，例如墙壁上的符号、桌子上的文件夹、黑板上的数字等等。
这些都可能是解谜的关键。
步骤二：寻找线索一旦发现了可疑的地方，就要开始寻找线索。
线索可能隐藏在任何地方，包括书籍中的书签、照片背面的写字、黑板上的方程式等等。
要仔细观察和思考，可能需要多次查看同一个地方才能找到线索。
步骤三：解决谜题找到线索后，就要开始解决谜题。
谜题可能是各种各样的，例如解密密码、拼图、找出隐藏物品等等。
要灵活运用各种技巧，例如推理、猜测、试错等等。
如果卡住了，可以和队友进行讨论，也可以寻求提示或答案。
步骤四：使用物品在逃离学校的过程中，会收集到各种物品。
这些物品可能是钥匙、密码卡、工具等等。
要学会合理地使用这些物品，例如使用钥匙打开门、使用工具修理电路等等。
对物品进行归类和组合，看看是否可以找到更多的线索和解谜的方法。
步骤五：合作解谜密室逃脱可以是一个团队游戏，玩家可以与队友合作解谜。
合作可以提高寻找线索和解决谜题的效率，还可以共同研究和讨论解谜的方法和策略。
同时要注意沟通，以免产生混乱和误解。
注意事项在进行密室逃脱游戏时，有几点需要特别注意：•时间管理：有些密室逃脱游戏有时间限制，要合理分配时间，不要陷入单个谜题无法解决的困境。
可以先解决简单的谜题，再解决更复杂的问题。
•观察细节：有时谜题的线索隐藏在细微之处，要时刻保持观察的警觉，不要错过任何可能的线索。
•团队合作：如果是团队游戏，要有良好的团队合作精神。
分享线索、共同研究解谜方法和策略，可以更快地解决谜题，提高逃离学校的成功率。
•切勿破坏设备和房间：虽然密室逃脱只是游戏，但不要因为过于激动而破坏房间的设备和物品。
幼儿园大逃离益智游戏策划 幼儿园游戏方案
幼儿园大逃离益智游戏策划幼儿园游戏方案随着现代社会的发展，对幼儿园教育的要求也越来越高。
家长们希望幼儿园不仅能够教育孩子基本的知识和技能，还能够通过游戏培养孩子的思维能力、逻辑推理能力和团队合作能力。
幼儿园游戏方案的策划变得尤为重要。
在这篇文章中，我们将针对幼儿园大逃离益智游戏策划进行详细阐述。
1. 游戏名称：幼儿园大逃离2. 游戏目的：通过参与游戏，让幼儿培养团队合作能力、观察力、逻辑推理能力，提高对环境的认知。
3. 游戏规则：3.1 游戏采用团队合作的形式进行，每个团队包括5-8名幼儿。
3.2 游戏开始前，每个团队需要选择一个团队长，其他成员分别担任观察员、推理员、执行员等不同角色。
3.3 游戏现场设置各种障碍和谜题，团队需要通过观察、合作和推理来解决难题，最终逃离出园所。
4. 游戏设置：4.1 游戏地点：可以选择室内或者室外环境，如教室、操场等。
4.2 游戏道具：谜题卡、障碍道具等。
4.3 游戏布置：在游戏地点布置各种难题和障碍，如密码锁、迷宫等。
5. 游戏流程：5.1 团队选拔：根据幼儿园班级情况，进行班级内部选拔，确保每个团队人员及角色设置合理。
5.2 游戏介绍：在游戏开始前，由教师向孩子们介绍游戏规则和背景故事，引导孩子们进入游戏状态。
5.3 游戏进行：团队依次面对各种难题和障碍，在规定时间内解决问题，最终逃离出园所。
5.4 游戏总结：游戏结束后，教师与孩子们一起总结游戏过程，让孩子们明白团队合作的重要性。
6. 游戏特色：6.1 培养团队合作能力：通过团队合作的形式进行游戏，让幼儿在游戏中学会互相帮助、团结合作。
6.2 提高观察力和逻辑推理能力：游戏中设置各种难题和谜题，让孩子们在解决问题过程中提高观察力和逻辑推理能力。
6.3 培养逃生技能：游戏中模拟逃生场景，让孩子们学会在紧急情况下如何正确逃生。
总结：幼儿园大逃离是一款既有益于幼儿心智发展，又有趣味性的游戏方案。
通过游戏的策划和推行，幼儿园能够更好地培养孩子们的团队合作能力、观察力和逻辑推理能力，为他们的成长打下坚实的基础。
【最新】ted演讲稿：如何在6个月内学会任何一种外语-推荐word版 (2页)
【最新】ted演讲稿：如何在6个月内学会任何一种外语-推荐word版本文部分内容来自网络，本司不为其真实性负责，如有异议或侵权请及时联系，本司将予以删除！== 本文为word格式，下载后可随意编辑修改！ ==ted演讲稿：如何在6个月内学会任何一种外语listen a lot – it doesn’t matter if you understand or not.listen to rhythms and patterns.多听——理解与否不重要，尽管去听吧!去听听语言节奏和说话模式。
focus on getting the meaning first, before the words. body language and facial expressions can help.先专注理解整体意思，再弄清单词含义。
身体语言和面部表情会有所帮助。
start mixing, get creative, and use what you’re learning开始混合，创造话语并使用你所学到的一切。
focus on the core – use the most commonly-use the words, and use the language to learn more把注意力集中在核心部分——使用高频词汇，利用你已经学会的东西学到更多。
get a language parent – someone who is fluent in the language and who will do their best to understand what you mean; who will not correct your mistakes; who will feedback their understanding of what you’re saying using correct language, and uses words that you know.。
逃出学校密室攻略
逃出学校密室攻略导言逃脱类游戏一直备受玩家喜爱。
学校密室系列游戏则是其中一种常见的题材。
玩家需要在游戏中寻找线索、解谜、解开密码以及找到逃离密室的方法。
本篇文档将为您提供一些关于如何成功逃离学校密室的攻略和建议。
步骤一：观察环境进入学校密室后，首先要做的就是观察环境。
这包括查看房间布局、寻找可疑的物体或线索。
学校密室通常会隐藏一些谜题或线索，它们可能出现在桌子下面、书架上、椅子下等地方。
要仔细观察，不要错过任何可能的线索。
使用Markdown语法：进入学校密室后，首先要做的就是观察环境。
这包括查看房间布局、寻找可疑的物体或线索。
学校密室通常会隐藏一些谜题或线索，它们可能出现在桌子下面、书架上、椅子下等地方。
要仔细观察，不要错过任何可能的线索。
步骤二：解谜和解开密码在学校密室中，谜题和密码是逃脱的关键。
使用Markdown的编号列表语法，列出一些常见的解谜和解密方法：1.数学谜题：在某个角落或黑板上发现数学题，这可能是解开密码的线索。
根据谜题中的提示，进行计算或者找出规律，得到正确的数字组合。
2.图案谜题：有时，学校密室中会出现一些图案谜题。
观察图案的形状、颜色或者排列方式，尝试找出隐藏在其中的规律。
根据规律解开谜题，获取密码。
3.文字解谜：通过观察文字、字母、句子或者段落中的特殊单词或者信息，获取密码。
有时，密室中的墙壁上会有奇怪的标记，这些标记可能是解谜的关键。
4.密码锁解密：如果遇到一个密码锁，请尝试使用相关线索找出密码的正确组合。
例如，密码可能是与学校相关的年份、学生的生日或者课程信息。
步骤三：道具和工具的使用在逃出学校密室的过程中，往往需要使用到一些道具和工具。
这些道具和工具可能会帮助你解开谜题、打开某些物体或者触发一些机关。
在Markdown中使用强调语法，强调道具和工具的重要性。
使用Markdown语法：在逃出学校密室的过程中，往往需要使用到一些道具和工具。
这些道具和工具可能会帮助你解开谜题、打开某些物体或者触发一些机关。
数学童话总动员勇闯死亡谷中涉及的知识点
数学童话总动员勇闯死亡谷中涉及的知识点数学童话总动员勇闯死亡谷，这是一本将数学知识与童话故事巧妙结合的图书。
书中通过生动的故事情节，引导读者在愉快的阅读过程中学习数学知识。
本文将分析这本书中涉及的知识点，并探讨如何将数学知识融入童话故事。
死亡谷，位于我国新疆维吾尔自治区，是一个充满神秘色彩的地方。
数学童话中的死亡谷，并非现实中的死亡谷，而是作者通过想象创造的一个奇幻世界。
在这个世界里，勇敢的主角们要克服种种困难，利用数学知识解开谜题，最终走出死亡谷。
数学童话中的死亡谷应用，主要包括以下几个方面：1.几何知识：故事中，主角们要通过观察地形，利用几何知识测量距离、判断方向，以找到正确的道路。
如通过勾股定理计算两点之间的距离，通过相似三角形判断地势等。
2.算术知识：在死亡谷中，主角们会遇到各种数学谜题，如密码锁、宝藏地图等。
解开这些谜题，需要运用基本的加减乘除、分数、小数等算术知识。
3.逻辑思维：故事中，主角们需要根据线索，进行逻辑推理，找出正确的答案。
如通过排除法判断哪个选项是正确的，或者通过因果关系推断出可能的结论。
4.创新思维：在面临困境时，主角们需要发挥创新思维，找到独特的解决方案。
如利用数学知识发明新的工具，或者通过改变现有条件来解决问题。
要将数学知识融入童话故事，可以采取以下方法：1.以故事情节为主线，将数学知识自然融入其中。
如在故事中，主角们为了解决问题，需要测量距离、绘制地图，这时就可以引入几何知识。
2.通过设定有趣的数学谜题，引导读者在解题过程中掌握数学知识。
如在故事中，可以设置密码锁、宝藏地图等环节，让读者在解谜过程中学会算术知识。
3.结合现实生活中的数学应用，让故事更具现实意义。
如在故事中，可以设置主角们利用数学知识解决生活中的问题，如购物、旅行等场景。
4.以轻松幽默的笔调，讲述数学知识，让读者在愉快的氛围中学习。
如通过设定角色间的幽默对话，阐述数学原理，使故事更具趣味性。
总之，数学童话总动员勇闯死亡谷通过丰富的故事情节和生动的描绘，将数学知识融入童话故事，使读者在阅读中学习、成长。
学校的教室逃亡攻略
学校的教室逃亡攻略引言在学校环境中，教室是学生们度过大部分时间的地方。
然而，有时候我们可能会感到无聊、压抑或者想要逃离教室的束缚。
本文将为大家介绍一些学校教室逃亡的攻略和窍门，帮助你在需要的时候快速逃离教室。
1. 寻找逃离路线在开始逃亡之前，你需要事先了解教室的布局。
观察教室的各个出入口，窗户和其他可能的逃生通道。
确保你清楚地知道可以使用的逃离路线，以避免在紧急情况下迷路或被困。
2. 制定计划在逃离教室之前，有一个预先制定的计划非常重要。
在自己的时间安排允许的情况下，请提前预留时间来制定逃亡计划。
计划可以包括以下几个方面：•确定最佳逃离时间：尽量选择在人员最少的时间逃离，例如上课或下课时段。
•分配任务：如果你有个团队伙伴，可分配各自的任务，如看守门口、观察周围情况等。
•选择逃离手段：如果可能，尝试在计划中考虑选择合适的逃生工具，如紧急门上的消防锤等。
3. 保持冷静在逃离教室时，保持冷静是至关重要的。
不要因为紧张或恐慌而失去理智。
请记住以下几点：•正确地评估情况：在采取任何行动之前，需要判断出你是否真的需要逃离教室。
明确状况后再决定是否采取行动。
•路线选择：根据你所制定的计划，在逃离教室时，请选择最短、最安全的路线。
•躲避探查：如果有任何人或教师试图拦截你，请避开他们或尽量不引起过多的注意。
4. 预防措施在逃离教室之前，我们还需要了解如何避免被发现或拦截的注意事项：•随身携带重要物品：确保你带着必要的物品，如手机、钥匙等，这样即便你需要逃离，也能随时与外界取得联系。
•尽量低调：在逃离途中，请尽量保持沉默，并尽量避免任何可能引起他人关注的行为。
•利用课程表：如果你能提前了解到下一堂课的教室，你可以选择逃离一直坐不住的教室去上课。
5. 注意安全尽管逃离教室可能会让你感到兴奋，但安全始终是首要考虑因素。
请确保在逃离过程中遵循以下安全原则：•不要伤害他人：无论你的原因如何，请不要使用暴力手段对他人进行伤害。
谬误剖析15-9：四不架构(二)：不相干和不充分
/talks/ noreena_hertz_how_to_use_experts_and_wh en_not_to.html
¡ 牵强比附 (False analogy)
§ 性质不相干
§ 事件不相干 § 评估概率需要考虑相干的事件 § 例：买彩卷
(1, 2, 3, 4, 5, 6) vs. (6, 17, 21, 28, 34, 36)
12
汕头大学文学院wmkwokatgmailcom不相干的谬误fallacyirrelevance不充分的谬误fallacyinsufficiency不一致的谬误fallacyinconsistency不当预设的谬误fallacyinappropriatepresumption此架构由李天命博士提出以攻击对方的真的或假的人身条件充作不相干的批评理据伪托权威misuseofauthority违反类比论证的相干性条件ted视频noreenahertz
§ Cf. Baggini (2008, p. 260)
1. Intrinsically damaging to health vs. damaging only when misusing 2. Intentional cover-‐up vs. commonsense
假的）人身条件充作不 相干的批评理据 § 不能「因人废言」
4
5
¡ 伪托权威 (misuse of authority)
§ 范畴不相干 § 为何有权威？ § 两种模式：
▪ 不是权威 ▪ 知识范畴不相干
Ted 视频
Noreena Hertz：何时听从专家
¡ 4. T rudy: “I don’t support reducing real estate taxes.” Falcy: “I support it.” T rudy: “Of course you do. But I don’t think your judgment is right, since you would benefit personally from such a reduction.” Falcy: “Oh, of course you don’t. But I also don’t believe in yours, since you own no real estate.”
走出绝境的秘诀有什么感受和启示
走出绝境的秘诀有什么感受和启
示
走出绝境的秘诀就是抖掉落在背上的泥土，把原本埋葬你的泥土变成自救的台阶。
人生之所以绝望，是因为我们要突破，要挑战。
如果你处于绝境，不要停下来，不要犹豫，不要屈服。
学会珍惜，学会理解。
巴尔扎克说:绝境是天才的垫脚石；信徒的洗礼水；能人的无价之宝；弱者的无底洞。
是无望局面的结束，也是选择正确道路的开始。
绝望中不发财，绝望中被减。
自古英雄多磨难。
一个普通人成为一个领域的英雄，或者一个时代的英雄，都是挫折和磨难造成的，因为英雄和普通人的区别在于，英雄在逆境中抓住逆境背后的机遇，在绝望中创造奇迹。
普通人在逆境中选择随波逐流，在绝望中选择放弃。
安全教育迷路了怎么办方案
安全教育迷路了怎么办方案一、野外迷路应对方案1. 保持冷静在野外迷路时，首先要保持冷静，不要慌乱。
惊慌失措只会让事情变得更糟糕。
找一个安全的地方停下来，深呼吸，冷静思考下一步的处理方法。
2. 不要盲目前行在野外迷路时，不要盲目前行，可能会越迷越深。
反而应该找一个显眼的地标，比如高地、水源等，然后按照地标指示前行。
3. 利用工具如果有地图和指南针，应该立刻确定自己的位置，并找到正确的方向前行。
如果没有地图和指南针，可以利用一些简单的工具，比如手表、日晷等，来确定方向。
4. 发出求救信号在野外迷路时，可以利用一些方法发出求救信号，比如找到一个开阔的地方，在地上用树叶或草块拼出SOS信号，或者用火光或反光物品发出求救信号。
5. 找水和食物在野外迷路时，如果有条件，应该尽快找到水和食物，保持体力和精神的良好状态，以便更好地面对困难。
6. 不要离开原地如果迷路后无法找到正确的方向，应该尽量不要离开原地，以免走得更迷失。
最好在原地等待救援，尽量不要做出其他举动。
7. 向救援部门求助如果确实找不到出路，应该及时向救援部门求助。
可以利用手机发出求救信号，或者采取其他方法向外界发出求救信号。
以上是在野外迷路时的一些常见应对方案，希望能够帮助大家在面对这种情况时能够更好地处理。
二、城市迷路应对方案城市中迷路与野外迷路相比，情况要相对简单一些，但也需要做好应对准备。
1. 查看地图和询问路人在城市中迷路时，可以查看地图确定位置，并向路人寻求帮助。
城市中通常有很多人可以向，可以通过询问的方式找到正确的路线。
2. 利用手机地图现在手机地图功能很发达，可以通过手机地图来确定自己的位置，并找到正确的前行方向。
在城市中迷路时，可以利用手机地图快速找到正确的路线。
3. 利用标志性建筑物在城市中迷路时，可以利用一些标志性的建筑物来确定自己的位置，并找到正确的方向。
比如市中心的钟楼、教堂等，都可以用来确定位置。
4. 不要随意乘车在城市中迷路时，不要随意乘坐公共交通工具，可能会越走越远。
TED英语演讲稿：如何逃出教育的“死亡谷”
TED英语演讲稿：如何逃出教育的“死亡谷”校教育咨询师sir ken robinson 幽默演讲，如何逃出教育的死亡谷? 告诉我们如何以开放的文化氛围培育年轻的一代。
thank you very much.i moved to america 12 years ago with my wife terry and our two kids. actually, truthfully, we moved to los angeles -- (laughter) -- thinking we were moving to america, but anyway, it s a short plane ride from los angeles to america.i got here 12 years ago, and when i got here, i was told various things, like, americans don t get irony. have you come across this idea? it s not true. i ve traveled the whole length and breadth of this country. i have found no evidence that americans don t get irony. it s one of those cultural myths, like, the british are reserved. i don t know why people think this. we ve invaded every country we ve encountered. (laughter) but it s not true americans don t get irony, but i just want you to know that that s what people are saying about you behind your back. you know, so when you leave living rooms in europe, people say, thankfully, nobody was ironic in yourpresence.but i knew that americans get irony when i came across that legislation no child left behind. because whoever thought of that title gets irony, don t they, because -- (laughter) (applause) because it s leaving millions of children behind. now i can see that s not a very attractive name for legislation: millions of children left behind. i can see that. what s the plan? well, we propose to leave millions of children behind, and here s how it s going to work.and it s working beautifully. in some parts of the country, 60 percent of kids drop out of high school. in the native american communities, it s 80 percent of kids. if we halved that number, one estimate is it would create a net gain to the u.s. economy over 10 years of nearly a trillion dollars. from an economic point of view, this is good math, isn t it, that we should do this? it actually costs an enormous amount to mop up the damage from the dropout crisis.but the dropout crisis is just the tip of an iceberg. what it doesn t count are all the kids who are in school but being disengaged from it, who don t enjoy it, who don t get any real benefit from it.and the reason is not that we re not spending enoughmoney. america spends more money on education than most other countries. class sizes are smaller than in many countries. and there are hundreds of initiatives every year to try and improve education. the trouble is, it s all going in the wrong direction. there are three principles on which human life flourishes, and they are contradicted by the culture of education under which most teachers have to labor and most students have to endure.the first is this, that human beings are naturally different and diverse.can i ask you, how many of you have got children of your own? okay. or grandchildren. how about two children or more? right. and the rest of you have seen such children. (laughter) small people wandering about. i will make you a bet, and i am confident that i will win the bet. if you ve got two children or more, i bet you they are completely different from each other. aren t they? aren t they? (applause) you would never confuse them, would you? like, which one are you? remind me. your mother and i are going to introduce some color-coding system, so we don t get confused.education under no child left behind is based on not diversity but conformity. what schools are encouraged to do isto find out what kids can do across a very narrow spectrum of achievement. one of the effects of no child left behind has been to narrow the focus onto the so-called stem disciplines. they re very important. i m not here to argue against science and math. on the contrary, they re necessary but they re not sufficient. a real education has to give equal weight to the arts, the humanities, to physical education. an awful lot of kids, sorry, thank you (applause) one estimate in america currently is that something like 10 percent of kids, getting on that way, are being diagnosed with various conditions under the broad title of attention deficit disorder. adhd. i m not saying there s no such thing. i just don t believe it s an epidemic like this. if you sit kids down, hour after hour, doing low-grade clerical work, don t be surprised if they start to fidget, you know? (laughter) (applause) children are not, for the most part, suffering from a psychological condition. they re suffering from childhood. (laughter) and i know this because i spent my early life as a child. i went through the whole thing. kids prosper best with a broad curriculum that celebrates their various talents, not just a small range of them. and by the way, the arts aren t just important because they improve math scores. they re important because they speak to parts ofchildren s being which are otherwise untouched.the second, thank you (applause)the second principle that drives human life flourishing is curiosity. if you can light the spark of curiosity in a child, they will learn without any further assistance, very often. children are natural learners. it s a real achievement to put that particular ability out, or to stifle it. curiosity is the engine of achievement. now the reason i say this is because one of the effects of the current culture here, if i can say so, has been to de-professionalize teachers. there is no system in the world or any school in the country that is better than its teachers. teachers are the lifeblood of the success of schools. but teaching is a creative profession. teaching, properly conceived, is not a delivery system. you know, you re not there just to pass on received information. great teachers do that, but what great teachers also do is mentor, stimulate, provoke, engage. you see, in the end, education is about learning. if there s no learning going on, there s no education going on. and people can spend an awful lot of time discussing education without ever discussing learning. the whole point of education is to get people to learn.a friend of mine, an old friend -- actually very old, he sdead. (laughter) that s as old as it gets, i m afraid. but a wonderful guy he was, wonderful philosopher. he used to talk about the difference between the task and achievement senses of verbs. you know, you can be engaged in the activity of something, but not really be achieving it, like dieting. it s a very good example, you know. there he is. he s dieting. is he losing any weight? not really. teaching is a word like that. you can say, there s deborah, she s in room 34, she s teaching. but if nobody s learning anything, she may be engaged in the task of teaching but not actually fulfilling it.the role of a teacher is to facilitate learning. that s it. and part of the problem is, i think, that the dominant culture of education has come to focus on not teaching and learning, but testing. now, testing is important. standardized tests have a place. but they should not be the dominant culture of education. they should be diagnostic. they should help. (applause) if i go for a medical examination, i want some standardized tests. i do. you know, i want to know what my cholesterol level is compared to everybody else s on a standard scale. i don t want to be told on some scale my doctor invented in the car.your cholesterol is what i call level orange.really? is that good? we don t know.but all that should support learning. it shouldn t obstruct it, which of course it often does. so in place of curiosity, what we have is a culture of compliance. our children and teachers are encouraged to follow routine algorithms rather than to excite that power of imagination and curiosity. and the third principle is this: that human life is inherently creative. it s why we all have different r sum s. we create our lives, and we can recreate them as we go through them. it s the common currency of being a human being. it s why human culture is so interesting and diverse and dynamic. i mean, other animals may well have imaginations and creativity, but it s not so much in evidence, is it, as ours? i mean, you may have a dog. and your dog may get depressed. you know, but it doesn t listen to radiohead, does it? (laughter) and sit staring out the window with a bottle of jack daniels. (laughter)and you say, would you like to come for a walk?he says, no, i m fine. you go. i ll wait. but take pictures.we all create our own lives through this restless process of imagining alternatives and possibilities, and what one of the roles of education is to awaken and develop these powers of creativity. instead, what we have is a culture of standardization.now, it doesn t have to be that way. it really doesn t. finland regularly comes out on top in math, science and reading. now, we only know that s what they do well at because that s all that s being tested currently. that s one of the problems of the test. they don t look for other things that matter just as much. the thing about work in finland is this: they don t obsess about those disciplines. they have a very broad approach to education which includes humanities, physical education, the arts.second, there is no standardized testing in finland. i mean, there s a bit, but it s not what gets people up in the morning. it s not what keeps them at their desks.and the third thing, and i was at a meeting recently with some people from finland, actual finnish people, and somebody from the american system was saying to the people in finland, what do you do about the dropout rate in finland?and they all looked a bit bemused, and said, well, we don t have one. why would you drop out? if people are in trouble, we get to them quite quickly and help them and we support them.now people always say, well, you know, you can t compare finland to america.no. i think there s a population of around five million in finland. but you can compare it to a state in america. many states in america have fewer people in them than that. i mean, i ve been to some states in america and i was the only person there. (laughter) really. really. i was asked to lock up when i left. (laughter)but what all the high-performing systems in the world do is currently what is not evident, sadly, across the systems in america -- i mean, as a whole. one is this: they individualize teaching and learning. they recognize that it s students who are learning and the system has to engage them, their curiosity, their individuality, and their creativity. that s how you get them to learn.the second is that they attribute a very high status to the teaching profession. they recognize that you can t improve education if you don t pick great people to teach and if you don t keep giving them constant support and professional development. investing in professional development is not a cost. it s an investment, and every other country that s succeeding well knows that, whether it s australia, canada, south korea, singapore, hong kong or shanghai. they know that to be the case.and the third is, they devolve responsibility to the school level for getting the job done. you see, there s a big difference here between going into a mode of command and control in education -- that s what happens in some systems. you know, central governments decide or state governments decide they know best and they re going to tell you what to do. the trouble is that education doesn t go on in the committee rooms of our legislative buildings. it happens in classrooms and schools, and the people who do it are the teachers and the students, and if you remove their discretion, it stops working. you have to put it back to the people. (applause)there is wonderful work happening in this country. but i have to say it s happening in spite of the dominant culture of education, not because of it. it s like people are sailing into a headwind all the time. and the reason i think is this: that many of the current policies are based on mechanistic conceptions of education. it s like education is an industrial process that can be improved just by having better data, and somewhere in, i think, the back of the mind of some policy makers is this idea that if we fine-tune it well enough, if we just get it right, it will all hum along perfectly into the future. it won t, and it never did.the point is that education is not a mechanical system. it s a human system. it s about people, people who either do want to learn or don t want to learn. every student who drops out of school has a reason for it which is rooted in their own biography. they may find it boring. they may find it irrelevant. they may find that it s at odds with the life they re living outside of school. there are trends, but the stories are always unique. i was at a meeting recently in los angeles of -- they re called alternative education programs. these are programs designed to get kids back into education. they have certain common features. they re very personalized. they have strong support for the teachers, close links with the community and a broad and diverse curriculum, and often programs which involve students outside school as well as inside school. and they work. what s interesting to me is, these are called alternative education. you know? and all the evidence from around the world is, if we all did that, there d be no need for the alternative. (applause)so i think we have to embrace a different metaphor. we have to recognize that it s a human system, and there are conditions under which people thrive, and conditions under which they don t. we are after all organic creatures, and theculture of the school is absolutely essential. culture is an organic term, isn t it?not far from where i live is a place called death valley. death valley is the hottest, driest place in america, and nothing grows there. nothing grows there because it doesn t rain. hence, death valley. in the winter of XX, it rained in death valley. seven inches of rain fell over a very short period. and in the spring of XX, there was a phenomenon. the whole floor of death valley was carpeted in flowers for a while. what it proved is this: that death valley isn t dead. it s dormant. right beneath the surface are these seeds of possibility waiting for the right conditions to come about, and with organic systems, if the conditions are right, life is inevitable. it happens all the time. you take an area, a school, a district, you change the conditions, give people a different sense of possibility, a different set of expectations, a broader range of opportunities, you cherish and value the relationships between teachers and learners, you offer people the discretion to be creative and to innovate in what they do, and schools that were once bereft spring to life.great leaders know that. the real role of leadership in education -- and i think it s true at the national level, the statelevel, at the school level -- is not and should not be command and control. the real role of leadership is climate control, creating a climate of possibility. and if you do that, people will rise to it and achieve things that you completely did not anticipate and couldn t have expected.there s a wonderful quote from benjamin franklin. there are three sorts of people in the world: those who are immovable, people who don t get, they don t want to get it, they re going to do anything about it. there are people who are movable, people who see the need for change and are prepared to listen to it. and there are people who move, people who make things happen. and if we can encourage more people, that will be a movement. and if the movement is strong enough, that s, in the best sense of the word, a revolution. and that s what we need.thank you very much. (applause) thank you very much. (applause)。
绝境寻生的方法
绝境寻生的方法一、引言在生活中，我们可能会面临各种困境和绝境，如失业、贫困、疾病等等。
在这些困境中，我们需要寻找方法来摆脱困境，重拾生活的信心和希望。
本文将介绍一些绝境寻生的方法，希望能够给大家一些启示和帮助。
二、积极思考在面对绝境时，我们需要保持积极的思维方式。
积极思考可以帮助我们找到解决问题的方法和策略。
无论遇到多么困难的情况，我们都要坚信自己有能力克服困难，找到出路。
积极思考不仅能够提高我们的心理素质，还可以激发我们的创造力和想象力，从而寻找到解决问题的新思路和方法。
三、寻求帮助在绝境中，我们不要害怕向他人寻求帮助。
身边的亲人、朋友和社会资源都可以成为我们摆脱困境的支持力量。
我们可以向他们倾诉自己的困境和难题，听取他们的建议和意见，共同探讨解决问题的方法。
此外，我们还可以利用社会资源，如就业服务机构、慈善组织等，寻求专业的帮助和支持。
四、学习与提升在绝境中，我们可以通过学习和提升自己来改变困境。
通过学习新的知识和技能，我们可以增强自己的竞争力，提高自己的就业能力。
此外，我们还可以利用网络资源，参加在线培训课程、研讨会等，不断提升自己的专业能力和素质水平。
通过学习和提升，我们可以打开新的求职渠道，增加自己的就业机会。
五、创业与自立在绝境中，我们可以考虑创业和自立。
创业可以帮助我们摆脱失业的困境，实现自己的事业梦想。
在创业过程中，我们需要有一个好的创业计划和商业模式，要有足够的市场调研和风险评估，同时要有充足的资金和资源支持。
创业虽然风险较大，但也是一个可以改变命运的机会。
自立是指通过自己的努力和能力来实现生计和生活保障。
我们可以利用自己的技能和特长，开展自己的个体经营或兼职工作，从而实现自己的生活自立。
六、保持身心健康在绝境中，我们要保持身心健康。
身体健康是一切幸福的基础，只有拥有健康的身体，我们才能有足够的精力和体力去应对困境和挑战。
我们可以通过均衡饮食、适当锻炼、保持良好的作息习惯等，来保持身体健康。
七个步骤帮你走出失败经历(一)
七个步骤帮你走出失败经历(一)
失败很讨厌。
但如果你想要做成什么重要的事，你必须要习惯失败。
难堪、沮丧甚至你无法控制糟糕情形会成为你生活的一部分。
除了拥有"积极的态度"，还有什么是你能够做的呢？
我不曾抵达人类智慧的巅峰，所以我不会自吹自擂，说自己从未犯过偶然的错误或者从未有过糟糕的经历。
但我可以分享几点我如何面对它们的经验。
1)寻找意义
问问你自己，该如何利用这些糟糕的经历。
在《活出生命的意义》一书中，维克多·弗兰克尔写到他找到自己在纳粹集中营所承受的痛苦的意义。
下面是几种能够帮助你找到意义从而面对痛苦的方法：
·它教给你什么？
·它让你更坚强／更善良／更有智慧了吗？
·即使短短一瞬的糟糕体验也会让你快乐的时刻更美好。
2)记一份失败日志
记录你的失败、难堪或错误，失败日志可以成为你奋斗目标的清单。
这一点似乎是在奖励失败，看起来很奇怪，但这样做有两个主要目标：
1.它让你在自尊心为唯一赌注时更愿意冒着风险争取机会。
2.它帮助你更关注自己的学习和成长而不是别人的看法。
我甚至听有的人说，如果没有一年经历几次失败，他们就会认为自己没有足够努力地去尝试。
3)寻找新目标
不要沉溺在过去当中。
摆脱习惯的最好方式是重新找到新的动力，寻找一个新的目标或追求。
新的挑战能让你停止去回想过去的失败，并开始关注一些积极的东西。
同时新的目标还带来未来成功的机会，而不是让你深陷在错误当中止步不前。
TED英语演讲稿-如何逃出教育的死亡谷
TED英语演讲稿-如何逃出教育的“死亡谷”简介-受教育的机会并非人人都有，而在学校的孩子们是否都能学有所成?英国学校教育咨询师sirkenrobinson幽默演讲，如何逃出教育的“死亡谷“?告诉我们如何以开放的文化氛围培育年轻的一代。
thankyouverymuch.imovedtoamerica12yearsagowithmywifeterryandourtwoki ds.actually,truthfully,wemovedtolosangeles--(laughter)--thinkingwewe removingtoamerica,butanyway,it’sashortpla neridefromlosangelestoamerica.igothere12yearsago,andwhenigothere,iwastoldvarioust hings,like,“americansdon’tgetirony.”haveyoucomeacros sthisidea?it’snottrue.i’vetraveledthewholelengthandbr eadthofthiscountry.ihavefoundnoevidencethatamericansdon ’tgetirony.it’soneofthoseculturalmyths,like,“thebrit isharereserved.”idon’tknowwhypeoplethinkthis.we’vein vadedeverycountrywe’veencountered.(laughter)butit’sno ttrueamericansdon’tgetirony,butijustwantyoutoknowthatt hat’swhatpeopleare sayingaboutyoubehindyourback.youknow,sowhenyouleavelivingroomsineurope,peoplesay,thankfully ,nobodywasironicinyourpresence.butiknewthatamericansgetironywhenicameacrossthatleg islationnochildleftbehind.becausewhoeverthoughtofthatti tlegetsirony,don’tthey,beca use--(laughter)(applause)—becauseit’sleavingmillionsofchildrenbehind.nowicanseet hat’snotaveryattractivenameforlegislation:millionsofch ildrenleftbehind.icanseethat.what’stheplan?well,weprop osetoleavemillionsofchildrenbehind,andhere’showit’sgo ingtowork.andi t’sworkingbeautifully.insomepartsofthecountry, 60percentofkidsdropoutofhighschool.inthenativeamericanc ommunities,it’s80percentofkids.ifwehalvedthatnumber,on eestimateisitwouldcreateanetgaintotheu.s.economyover10y earsofnearlyatrilliondollars.fromaneconomicpointofview, thisisgoodmath,isn’tit,thatweshoulddothis?itactuallyco stsanenormousamounttomopupthedamagefromthedropoutcrisis .butthedropoutcrisisisjustthetipofaniceberg.whatitdo esn’tcountareallthekidswhoareinschoolbutbeingdisengagedfromit,whodon’tenjoyit,whodon’tgetanyrealbenefitfrom it.andthereasonisnotthatwe’renotspendingenoughmoney.a mericaspendsmoremoneyoneducationthanmostothercountries. classsizesaresmallerthaninmanycountries.andtherearehund redsofinitiativeseveryyeartotryandimproveeducation.thet roubleis,it’sal lgoinginthewrongdirection.therearethree principlesonwhichhumanlifeflourishes,andtheyarecontradi ctedbythecultureofeducationunderwhichmostteachershaveto laborandmoststudentshavetoendure.thefirstisthis,thathumanbeingsarenaturallydifferent anddiverse.caniaskyou,howmanyofyouhavegotchildrenofyourown?oka randchildren.howabouttwochildrenormore?right.andth erestofyouhaveseensuchchildren.(laughter)smallpeoplewan deringabout.iwillmakeyouabet,andiamconfidentthatiwillwi nthebet.ifyou’vegottwochildrenormore,ibetyoutheyar ecom pletelydifferentfromeachother.aren’tthey?aren’tthey?( applause)youwouldneverconfusethem,wouldyou?like,“which oneareyou?remindme.yourmotherandiaregoingtointroducesomecolor-codingsystem,sowedon’tgetconfused.”educationundernochildleftbehindisbasedonnotdiversit ybutconformity.whatschoolsareencouragedtodoistofindoutw hatkidscandoacrossaverynarrowspectrumofachievement.oneo ftheeffectsofnochildleftbehindhasbeentonarrowthefocuson totheso-calledstemdisciplines.they’reveryimportant.i’mnotheretoargueagainstscienceandmath.onthecontrary,they ’renecessarybutthey’renotsufficient.arealeducationhas togiveequalweighttothearts,thehumanities,tophysicaleduc ation.anawfullotofkids,sorry,thankyou—(applause)—onee stimateinamericacurrentlyisthatsomethinglike10percentof kids,gettingonthatway,arebeingdiagnosedwithvariouscondi tionsunderthebroadtitleofattentiondeficitdisorder.adhd. i’mnotsayingthere’snosuchthing.ijustdon’tbelieveit’sanepidemiclikethis.ifyousitkidsdown,hourafterhour,doin glow-gradeclericalwork,don’tbesurprisediftheystarttofi dget,youknow?(laughter)(applause)childrenarenot,forthem ostpart,sufferingfromapsychologicalcondition.they’resu fferingfromchildhood.(laughter)andiknowthisbecauseispen tmyearlylifeasachild.iwentthroughthewholething.kidsprosperbestwithabroadcurriculumthatcelebratestheirvariousta lents,notjustasmallrangeofthem.andbytheway,theartsaren ’tjustimportantbecausetheyimprovemathscores.they’reim portantbecausetheyspeaktopartsofchildren’sbeingwhichar eotherwiseuntouched.thesecond,thankyou—(applause)thesecondprinciplethatdriveshumanlifeflourishingisc uriosity.ifyoucanlightthesparkofcuriosityinachild,theyw illlearnwithoutanyfurtherassistance,veryoften.childrena renaturallearners.it’sarealachievementtoputthatparticu larabilityout,ortostifleit.curiosityistheengineofachiev ement.nowthereasonisaythisisbecauseoneoftheeffectsofthe currentculturehere,ificansayso,hasbeentode-professional izeteachers.thereisnosystemintheworldoranyschoolintheco untrythatisbetterthanitsteachers.teachersarethelifebloo dofthesuccessofschools.butteachingisacreativeprofession .teaching,properlyconceived,isnotadeliverysystem.youkno w,you’renottherejusttopassonreceivedinformation.greatt eachersdothat,butwhatgreatteachersalsodoismentor,stimul ate,provoke,engage.yousee,intheend,educationisaboutlearning.ifthere’snolearninggoingon,there’snoeducationgoi ngon.andpeoplecanspendanawfullotoftimediscussingeducati onwithouteverdiscussinglearning.thewholepointofeducatio nistogetpeopletolearn.afriendofmine,anoldfriend--actuallyveryold,he’sdea d.(laughter)that’sasoldasitgets,i’mafraid.butawonderf ulguyhewas,wonderfulphilosopher.heusedtotalkaboutthedif ferencebetweenthetaskandachievementsensesofverbs.youkno w,youcanbeengagedintheactivityofsomething,butnotreallyb eachievingit,likedieting.it’saverygoodexample,youknow. thereheis.he’sdieting.ishelosinganyweig ht?notreally.te achingisawordlikethat.youcansay,“there’sdeborah,she’sinroom34,she’steaching.”butifnobody’slearninganythi ng,shemaybeengagedinthetaskofteachingbutnotactuallyfulf illingit.theroleofateacheristofacilitatelearning.that’sit.a ndpartoftheproblemis,ithink,thatthedominantcultureofedu cationhascometofocusonnotteachingandlearning,buttesting .now,testingisimportant.standardizedtestshaveaplace.but theyshouldnotbethedominantcultureofeducation.theyshouldbediagnostic.theyshouldhelp.(applause)ifigoforamedicale xamination,iwantsomestandardizedtests.ido.youknow,iwant toknowwhatmycholesterolleveliscomparedtoeverybodyelse’sonastandardscale.idon’twanttobetoldonsomescalemydocto rinventedinthecar.”yourcholesteroliswhaticalllevelorange.””really?isthatgood?”“wedon’tknow.”b utallthatshouldsupportlearning.itshouldn’tobstruc tit,whichofcourseitoftendoes.soinplaceofcuriosity,whatw ehaveisacultureofcompliance.ourchildrenandteachersareen couragedtofollowroutinealgorithmsratherthantoexcitethat powerofimaginationandcuriosity.andthethirdprincipleisth is:thathumanlifeisinherentlycreative.it’swhyweallhaved ifferentrésumés.wecreateourlives,andwecanrecreatethem aswegothroughthem.it’sthecommoncurrencyofbeingahumanbe ing.it’swhyhumancultureissointerestinganddiverseanddyn amic.imean,otheranimalsmaywellhaveimaginationsandcreati vity,butit’snotsomuchinevidence,isit,asours?imean,youm ayhaveadog.andyourdogmaygetdepressed.youknow,butitdoesn ’tlistentoradiohead,doesit?(laughter)andsitstaringoutthewindowwithabottleofjackdaniels.(laughter)andyousay,“wouldyouliketocomeforawalk?”hesays,“no,i’mfine.yougo.i’llwait.buttakepicture s.”weallcreateourownlivesthroughthisrestlessprocessofi maginingalternativesandpossibilities,andwhatoneoftherol esofeducationistoawakenanddevelopthesepowersofcreativit y.instead,whatwehaveisacultureofstandardization.now,itdoesn’thavetobethatway.itreallydoesn’t.finl andregularlycomesoutontopinmath,scienceandreading.now,w eonlyknowthat’swhattheydowellatbecausethat’sallthat’sbeingtestedcurrently.that’soneoftheproblemsofthetest. theydon’tlookforothert hingsthatmatterjustasmuch.thethi ngaboutworkinfinlandisthis:theydon’tobsessaboutthosedi sciplines.theyhaveaverybroadapproachtoeducationwhichinc ludeshumanities,physicaleducation,thearts.second,thereisnostandardizedtestinginfinland.imean, there’sabit,butit’sno twhatgetspeopleupinthemorning.it ’snotwhatkeepsthemattheirdesks.andthethirdthing,andiwasatameetingrecentlywithsomepeoplefromfinland,actualfinnishpeople,andsomebodyfromthe americansystemwassayingtothepeopleinfinland,“whatdoyou doaboutthedropoutrateinfinland?”andtheyalllookedabitbemused,andsaid,“well,wedon’t haveone.whywouldyoudropout?ifpeopleareintrouble,wegetto themquitequicklyandhelpthemandwesupportthem.”nowpeoplealwayssay,“well,youknow,youcan’tcomparef inlandtoamerica.”no.ithinkthere’sapopulationofaroundfiv emillioninfi nland.butyoucancompareittoastateinamerica.manystatesina mericahavefewerpeopleinthemthanthat.imean,i’vebeentoso mestatesinamericaandiwastheonlypersonthere.(laughter)re ally.really.iwasaskedtolockupwhenileft.(laughter) butwhatallthehigh-performingsystemsintheworlddoiscu rrentlywhatisnotevident,sadly,acrossthesystemsinamerica --imean,asawhole.oneisthis:theyindividualizeteachingand learning.theyrecognizethatit’sstudentswhoarelearningan dthesystemhastoengagethem,theircuriosity,theirindividua lity,andtheircre ativity.that’showyougetthemtolearn.thesecondisthattheyattributeaveryhighstatustotheteachingprofession.theyrecognizethatyoucan’timproveeducat ionifyoudon’tpickgreatpeopletoteachandifyoudon’tkeepg ivingthemconstantsupportandprofessionaldevelopment.inve stingin professionaldevelopmentisnotacost.it’saninvestm ent,andeveryothercountrythat’ssucceedingwellknowsthat, whetherit’saustralia,canada,southkorea,singapore,hongk ongorshanghai.theyknowthattobethecase.andthethirdis,theydevolveresponsibilitytotheschooll evelforgett ingthejobdone.yousee,there’sabigdifferenceh erebetweengoingintoamodeofcommandandcontrolineducation--that’swhathappensinsomesystems.youknow,centralgovernm entsdecideorstategovernmentsdecidetheyknowbestandthey’regoingtotellyouwhattodo.thetroubleisthateducationdoesn ’tgooninthecommitteeroomsofourlegislativebuildings.ith appensinclassroomsandschools,andthepeoplewhodoitarethet eachersandthestudents,andifyouremovetheirdiscretion,its topsworking.youhavetoputitbacktothepeople.(applause) thereiswonderfulworkhappeninginthiscountry.butihave tosayit’shappeninginspiteofthedominantcultureofeducati on,notbecauseofit.it’slikepeoplearesailingintoaheadwindallthetime.andthereasonithinkisthis:thatmanyofthecurre ntpoliciesarebasedonmechanisticconceptionsofeducation.i t’slikeeducationisani ndustrialprocessthatcanbeimproved justbyhavingbetterdata,andsomewherein,ithink,thebackoft hemindofsomepolicymakersisthisideathatifwefine-tuneitwe llenough,ifwejustgetitright,itwillallhumalongperfectlyi ntothefuture.itwon’t,anditneverdid.thepointisthateducatio nisnotamechanicalsystem.it’s ahumansystem.it’saboutpeople,peoplewhoeitherdowanttole arnordon’twanttolearn.everystudentwhodropsoutofschoolh asareasonforitwhichisrootedintheirownbiography.theymayf inditboring.theymayfinditirrelevant.theymayfindthatit’satoddswith thelifethey’relivingoutsideofschool.therear etrends,butthestoriesarealwaysunique.iwasatameetingrece ntlyinlosangelesof--they’recalledalternativeeducationp rograms.theseareprogramsdesignedtogetkidsbackintoeducat ion.theyhavecertaincommonfeatures.they’reverypers onali zed.theyhavestrongsupportfortheteachers,closelinkswitht hecommunityandabroadanddiversecurriculum,andoftenprogra mswhichinvolvestudentsoutsideschoolaswellasinsideschool.andtheywork.what’sinterestingtomeis,thesearecalled“a lternativeeducation.”youknow?anda lltheevidencefromarou ndtheworldis,ifwealldidthat,there’dbenoneedforthealter native.(applause)soithinkwehavetoembraceadifferentmetaphor.wehavetor ecognizethatit’sahumansystem,andthereareconditionsunde rwhichpeoplethrive,andconditionsunderwhichtheydon’t.we areafterallorganiccreatures,andthecultureoftheschoolisa bsolutelyessential.cultureisanorganicterm,isn’tit?notfarfromwhereiliveisaplacecalleddeathvalley.death valleyisthehottest,driestplaceinamerica,andnothinggrows there.nothinggrowstherebecauseitdoesn’train.henc e,deat hvalley.inthewinterofXX,itrainedindeathvalley.seveninch esofrainfelloveraveryshortperiod.andinthespringofXX,the rewasaphenomenon.thewholefloorofdeathvalleywascarpetedi nflowersforawhile.whatitprovedisthis:thatdeathvalleyisn ’tdead.it’sdormant.rightbeneat hthesurfacearetheseseed sofpossibilitywaitingfortherightconditionstocomeabout,a ndwithorganicsystems,iftheconditionsareright,lifeisinev itable.ithappensallthetime.youtakeanarea,aschool,adistrict,youchangetheconditions,givepeopleadifferentsenseofp ossibility,adifferentsetofexpectations,abroaderrangeofo pportunities,youcherishandvaluetherelationshipsbetweent eachersandlearners,youofferpeoplethediscretiontobecreat iveandtoinnovateinwhattheydo,andschoolsthatwereoncebere ftspringtolife.greatleadersknowthat.therealroleofleadershipineduca tion--andithinkit’strueatthenationallevel,thestateleve l,attheschoollevel--isnotandshouldnotbecommandandcontro l.therealroleofleadershipisclimatecontrol,creatingaclim ateofpossibility.andifyoudothat,peoplewillrisetoitandac hievethingsthatyouc ompletelydidnotanticipateandcouldn’thaveexpected.there’sawonderfulquotefrombenjaminfranklin.“there arethreesortsofpeopleintheworld:thosewhoareimmovable,pe oplewhodon’tget,theydon’twanttogetit,they’regoingtod oanythingaboutit.therearepeoplewhoaremovable,peoplewhos eetheneedforchangeandarepreparedtolistentoit.andtherear epeoplewhomove,peoplewhomakethingshappen.”andifwecanen couragemorepeople,thatwillbeamovement.andifthemovementisstrongenough,that’s,inthebestsenseoftheword,arevoluti on.andthat’swhatweneed.thankyouverymuch.(applause)thankyouverymuch.(applau se)相关推荐-TED英语演讲稿-如何让选择更容易TED英语演讲稿-科技如何帮我阅读Ted英语演讲稿:BeanOpportunityMaker 机会创造者TED英语演讲稿-四种影响我们的声音方式TED英语演讲稿-我们为什么快乐？Ted英语演讲稿-HowIheldmybreathfor17minutes如何憋气17TED英语演讲稿:如何在社交网络溅起水花TED英语演讲稿-坠机让我学到的三件事TED英语演讲稿-解密爱情与出轨TED英语演讲稿-我们为什么要睡觉。
如何在教育教学中逃出死亡谷
如何在教育教学中逃出死亡谷作者：高洋来源：《新教育时代·教师版》2017年第17期摘要：新时代的今天，翻阅各种报刊杂志，出现频率最高的词汇莫过于“素质教育、课程改革、课堂有效教学”。
教育问题一直是发展的重要问题，我国农村教育问题很多，努力改善农村教育状况刻不容缓。
本文根据目前基层乡村教育现状，对落后农村教育困境，做出分析并提出解决方案。
关键词：农村基层教育教育教学教育现状困境几年前大学毕业，我放弃美好的城市生活，很多人对我讲了许多讽刺的话语，“没能力”、“被城市淘汰”等等，我知道很多人有这种想法，甚至一些家人、亲人。
我却觉得这种想法很荒谬，来当乡村我看到了许多我没有见到过的不同世界，基层教育危机仅仅是冰山一角，一些家庭背景浓厚的孩子外，大多数孩子在心理上辍了学，他们不喜欢学习，觉得无法真正从中获益，原因并不是没有足够的上学条件，而是在“势力”教学情况下所产生的内心与文化相抵触，产生了教师觉得教的累与学生觉得学的累的基本矛盾。
我，们多面对的是如何拜托这种矛盾现状：一、人性本身千差万别现状农村家庭大多数是有两个及两个以上的孩子，他们是完全不同的个体，很多家长有长幼之分，或有男女之分，所以我提出“不让一个孩子掉队”的教育理念，它基于一致性而非多样性，这种理念也是在鼓励校方以成绩高低这种狭隘的方式来为学生的能力定位，包含教育的多样性与孩子的多才来全面发展，大多数的孩子并没有心理问题，他们只是在忍受童年的煎熬而已，才会产生抑郁，注意力缺乏等等的一些症状，我们采取广泛的课程可以使孩子们取得最出色的成就，可以展示出他们多方面的天分，不局限于小范围，来表述孩子们的天性与本质，达到更好的教育教学效果。
[1]二、谢谢与掌声教师自身拥有朝气蓬勃的好奇心，如果教师能燃起孩子心性的好奇之火，绝大多数的孩子都可以主动学习，无需外援，孩子们天生就会学习，是激发或是扼杀这种天赋，对孩子会产生巨大的影响，好奇心是每一位教师或孩子取得成就的能动力。
安全应急教案：遇到紧急情况时,如何快速逃离危险地点
在我们的生活当中，虽然我们无法避免遇到突发紧急情况，但是我们可以通过多掌握一些安全应急教案，学习一些逃离危险地点的技巧和方法，在面临遇到危险时能够快速冷静地做出正确的应对。
针对遇到紧急情况时如何快速逃离危险地点，我将做出一些探讨与分享。
紧急情况应对计划在平时我们需要制定好自己的应对紧急情况的计划和策略。
例如，我们可以提前规划好，针对火灾、地震、水灾等常见自然灾害情况做出应急预案。
同时，对于人为失误或恶劣环境下遭遇攻击等情况，也可以做好相应的针对性训练。
如果是在办公场所，针对楼层、楼道、楼梯等场所做出熟悉的标志、逃生口和安全距离的记录，以防在紧急情况中不知所措、迷失方向。
在制定紧急情况应对计划时，需要制定可行的逃生路线和紧急情况问答清单，可以让员工进行演练和考核。
如何判断紧急情况类型针对紧急情况的类型，需要我们在第一时间进行判断。
例如，如果发现办公室的烟雾浓度突然增加、火光熊熊，这时我们需要判断为火灾；如果办公楼发生地震，需要判断长时间震动与余震的强度。
快速逃离危险地点的技巧和方法在判断紧急情况后，需要我们快速、冷静地采取逃离危险地点的技巧和方法。
如果是火灾，我们可以采取面试湿毛巾、躲在地下桥、从窗户逃生等方法。
面试湿毛巾可以防止空气中的烟雾刺激眼睛和呼吸道，地下桥可以避免火势扩散，从窗户逃生需要注意“头尾足”——优先救援老幼儿童和不会游泳的人、有自救能力的人出门，接着是自己逃离和组织其他人进行逃生。
如果是地震，需要我们采取头部和脖子保护、紧靠建筑物外墙等方法。
当地震发生时，需要快速找到桌子或其他能够保护头部和脖子的物品，用手护住脖子，紧贴在建筑物外墙，避免外界落物危害。
在我们进行逃离时，需要时刻注意保持冷静，不要误入死胡同或者困在电梯里面等情况。
紧急救援方法和常识在面临紧急情况时，我们也需要学习一些紧急救援的常识和方法。
例如，在火灾时需要紧急关停电源、用灭火器进行扑灭，在救援受伤人员时要快速处理骨折、止血，伴随着开启紧急疏散通道等工作。
走出迷宫最简单的方法
走出迷宫最简单的方法
迷宫是一种古老而又有趣的谜题，它使人们解开路径，找到出口，有以下几种走出迷
宫最简单的方法：
一、沿着一面墙走。
沿着一面墙走是最简单的出迷宫方法，即用右边的墙壁或左边的墙壁作为指南，一直
往前走，看到遇到分歧时往另一边走，一直到出口为止。
有的迷宫向每个起点的另一侧有
出口，这种情况下沿着一面墙走是最容易出去的方法。
二、标记已走过的路。
如果不确定右边或者左边是否有通路，我们可以选择标记已走过的路，比如在向右转
弯处，可以以尽量深的声音喊“向右转！”以记录走过的路；或者在路的两侧用铅笔标记
这条路的起点和终点；或者把一片纸盒放在这条路上，这样当再次来到这条路的时候就能
够知道之前已经过去了。
三、利用米法寻找出口。
米法又叫米字法，一般用于寻找迷宫出口，通过画出一个正方形，正方形内从右上角起，右手边开始横着走，当沿边走到正方形的左下角时，再把左右边两条边往里拐，一直
沿着这个正方形的边走，直到遇到另一个正方形，反复重复，直到找到出口为止。
四、借助地站圆锥。
地站圆锥是指利用圆锥的半圆与另外一个通路接壤时，我们可以让一把小锥子边走边
把它分别敲打到墙边上，从而可以避免走迷宫内重复的路，从而最终能找到出口。
五、借助迷宫指南。
在现在，我们也可以利用科技手段来解迷，比如借助苹果手机或其他智能手机的定位
功能，借助特制的迷宫指南APP等等，都可以帮助我们快速搞定迷宫挑战，找到出口。
通过以上几种方法，我们可以在迷宫中找到出口，不必再担心走进死胡同的烦恼。
但
最重要的是，要牢记一点，不要急着，要按照自己的节奏，一步一步来，总会找到出口的。
最简单的走出迷宫的方法
最简单的走出迷宫的方法
迷宫是一种迷人且具有挑战性的游戏，许多人都喜欢尝试找到一种最简单的走出迷宫的方法。
虽然迷宫的设计和复杂性各不相同，但以下的方法可以帮助你更轻松地找到出口。
1. 保持冷静：当你处于迷宫中时，保持冷静是最重要的。
不要陷入恐慌或焦虑的状态，这只会妨碍你思考和找到正确的路径。
2. 观察迷宫结构：在开始寻找出口之前，仔细观察迷宫的结构。
查看是否有重复的模式或特殊的地标，这些可能是你找到正确路径的关键。
3. 选择一个方向：选择一个方向开始探索，并坚持沿着这个方向走下去。
不要频繁地改变方向，因为这样会使你更加迷失方向。
4. 使用右手法则：一种常用的方法是使用右手法则。
这意味着你始终保持右手与迷宫的右墙相贴。
这样做的好处是，只要你保持右手贴墙，你最终一定会找到出口。
5. 试错法：如果右手法则不起作用，你可以尝试试错法。
通过不断尝试不同的路径，你将逐渐排除不正确的选项，并逼近正确的出口。
6. 寻找提示：有些迷宫可能会提供一些提示或线索，这些可以帮助你找到出口。
例如，可能会有箭头或颜色变化，指示着正确的方向。
7. 寻求帮助：如果你实在找不到出口，不要害羞寻求帮助。
你可以向其他人寻求指导，或者使用手机应用程序或迷宫解谜书籍来获取提示。
总的来说，走出迷宫并不是一件容易的事情。
你需要保持冷静和耐心，并尝试不同的方法。
最重要的是，享受解谜的过程，因为这正是迷宫游戏的魅力所在。
恐怖迷宫逃生之路
恐怖迷宫逃生之路作文恐怖迷宫逃生之路恐怖迷宫，是一个让人心生畏惧的地方。
迷宫里弥漫着神秘的氛围，暗无天日的空间让人无法预判方向，时常还伴随着各种阴森可怖的声响和布满陷阱的走廊，让人在其中迷失方向，渴望逃出。
为了能够成功逃离恐怖迷宫，我们需要具备一些特定技巧与策略。
首先，了解迷宫的结构和特点是逃生的关键。
恐怖迷宫通常是由复杂的走廊、房间和通道组成。
在迷宫中行走时，我们应该经常留心观察周围环境，寻找任何可能指引前进的线索。
这些线索可能包括墙壁上的标记、地板上的符号或是墙角处的微光。
同时，记住任何重要的走廊或房间的特点，例如有特殊标志的门，或者独特的装饰物。
有效地了解迷宫结构，将有助于我们在逃生过程中选择正确的道路。
其次，保持镇定和清晰的思维非常重要。
在恐怖迷宫中，我们可能会遇到各种可怕的景象、尖叫声和突发事件。
然而，只有保持冷静和清醒的头脑，我们才能做出明智的决策。
遇到困难时，停下来，深呼吸几次进行放松，并集中注意力回想迷宫的结构和线索。
这种冷静和清晰的思维将有助于我们更好地应对紧急情况，并找到正确的逃生路线。
同时，与队友之间的沟通和合作也是逃离恐怖迷宫的关键。
在迷宫中，我们可能会与队友分离或者遇到困难时需要共同努力解决。
因此，建立一个有效的沟通系统和默契配合是至关重要的。
可以使用手势信号或事先约定好的口头暗号来传递信息。
另外，互相鼓励和支持也能增加团队合作的效果。
只有与队友之间保持紧密的联系并且相互合作，我们才能更好地应对迷宫中可能出现的问题。
进一步地，装备和工具的准备同样重要。
在面对恐怖迷宫时，我们可能需要一些特殊的工具才能顺利逃生。
例如，手电筒可以帮助我们在黑暗中观察周围环境；地图或指南针可以指引我们前进的方向；紧急呼救装置或者防身工具可以提供安全保障。
定期检查和确认这些装备的可用性，以及将它们随身携带，将有助于我们应对紧急情况并提高逃生的成功率。
在逃离恐怖迷宫时，保持耐心和毅力同样重要。
逃离迷宫并非一件易事，我们可能会面临许多困难和挑战。
以学会学习为宗旨的日本板书示例的思考
以学会学习为宗旨的日本板书示例的思考作者：郭雯霞来源：《中小学德育》2014年第10期摘 ;要：日本文教出版社小学社会教师用书中，每课都有板书样例。
从其三、四年级教师用书来看，其板书样例或按照事实、学生的发现和问题进行板书，或按照学生的反应（观点）进行板书，以引出问题，激发探究兴趣;或运用板书解读教材内容，帮助学生学会理解、梳理社会现象，或通过呈现学习流程，明确学习目的，实现知识的建构。
关键词：品德与社会;日本;板书;教师用书中图分类号：G41 ;文献编码：A ;文章编号：2095-1183（2014）10-0031-04翻阅日本文教出版社小学社会教师用书，我们会看到教材中每课都有板书样例。
反观我们的品德与社会课堂却发现，随着对学生主体参与、活动设计、多媒体技术运用的重视，体现教师主导性的板书似乎被弱化了。
即便有板书，也多为总结型，且用关键词来表达，即大多为结果取向的板书表达。
而活动型的教学中，板书更是少见。
我们的教师用书，也没有为教师提供板书指导。
他山之石，可以攻玉。
现试以日本三、四年级教师用书为例，对其中的板书样例作一分类梳理和简单的分析。
一、引出问题，激发探究兴趣板书就像一个小舞台，站在这个舞台上，能让担当引领角色的教师和承担发现、思考角色的学生，进行有针对性和目的性的互动。
在这个舞台上，教师用板书梳理学生的所感所想所问，引导学生围绕问题，进行对话交流，推动教学活动的层层展开;板书作为一种引领和提示思考的路径，有助于学生发现问题，学会学习。
1.按照事实、学生的发现和问题进行板书该板书旨在引导学生的对话能够聚焦在问题上，并生成下一个学习阶段的各种课题。
案例1从这个板书中可清楚地看出，学生已知的信息和事实是什么，想要了解的问题是什么;接下来的教学活动，就是顺理成章地解决大家想共同了解的问题。
如此教学活动就不是教师的单方设计，学生的被动接受，而是在学生的问题上展开的。
2.按照学生的反应（观点）进行板书这类板书旨在引导学生看到教师的板书后，作补充发言，表达自己的观点和感受;利于学生对自己未曾意识到的课题展开学习;便于提炼和归纳全班同学共同想研究的课题。
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如何逃出教育的死亡谷Ken Robinson Ted英语演讲kira86 于2013-11-14Ken Robinson概括了使人类生活繁荣的三大关键原则--而现行的教育文化又如何与其背道而驰。
他以风趣幽默，激动人心的演说告诉我们如何逃出目前教育所面临的「死亡谷」，以及如何以开放的文化氛围培育年轻的一代。
Ken Robinson: How to escape education's death valley如何逃出教育的死亡谷中英对照：Thank you very much.非常感谢I moved to America 12 years ago with my wife Terry and our two kids. Actually, truthfully, we moved to Los Angeles -- (Laughter) -- thinking we were moving to America, but anyway, it's a short plane ride from Los Angeles to America.12年前我移居到美国，同我的妻子泰瑞和两个孩子一起。
事实上，说真的，我们只是搬到了洛杉矶，还以为到了美国，不过，从洛杉矶乘飞机到美国，用不了多长时间。
I got here 12 years ago, and when I got here, I was told various things, like, "Americans don't get irony." Have you come across this idea? It's not true. I've traveled the whole length and breadth of this country. I have found no evidence that Americans don't get irony. It's one of those cultural myths, like, "The British are reserved." I don't know why people think this. We've invaded every country we've encountered. (Laughter) But it's not true Americans don't get irony, but I just want you to know that that's what people are saying about you behind your back. You know, so when you leave living rooms in Europe, people say, thankfully, nobody was ironic in your presence.12年前，我刚来到美国的时候，当地人给我讲了许多东西，像“美国人不懂讽刺。
”你们也有这种想法吗？这很荒谬，我踏遍了美国的山山水水，却从未找到任何证据来证明美国人不懂讽刺，这属于一种文化迷思。
就如同说“英国人很矜持”一样，我真不知道人们为何会这样想，英国曾侵略过每一个与其不期而遇的国度啊。
（笑声）但是说美国人不懂讽刺确实与事实不符，其实我只是想令大家知道，别人在背后是怎样谈论你的。
在欧洲，你离开客厅时，人们会说，幸好，没人当着你的面讽刺。
But I knew that Americans get irony when I came across that legislation No Child Left Behind. Because whoever thought of that title gets irony, don't they, because -- (Laughter) (Applause) —because it's leaving millions of children behind. Now I can see that's not a very attractive name for legislation: Millions of Children Left Behind. I can see that. What's the plan? Well, we propose to leave millions of children behind, and here's how it's going to work.在我偶然听说“不让一个孩子掉队”这条立法时，我就知道了美国人是懂得讽刺的。
想出这条立法标题的人，就很懂得讽刺，难道不是吗，因为-- （笑声）（掌声）因为数百万的儿童被撇在后面了，我从中看到的是一个并不招人待见的名号，“数百万的孩子掉队了”，显而易见，具体有什么计划呢？我们提议，把数百万儿童撇到后面，这就是它如何运作的。
And it's working beautifully. In some parts of the country, 60 percent of kids drop out of highschool. In the Native American communities, it's 80 percent of kids. If we halved that number, one estimate is it would create a net gain to the U.S. economy over 10 years of nearly a trillion dollars. From an economic point of view, this is good math, isn't it, that we should do this? It actually costs an enormous amount to mop up the damage from the dropout crisis.而且效果不错，在美国的部分地区，60%的孩子从高中退学；在土著美国人社区，达到80%。
有一种看法是，如果这个数字较少一半，那么在未来的十年里，可以为美国的经济创造近万亿美元的净利润。
从经济角度看，这是一笔好买卖，对吧，但我们应该这样做吗？实际上，要大量的投入，才能肃清辍学危机所造成的损害。
But the dropout crisis is just the tip of an iceberg. What it doesn't count are all the kids who are in school but being disengaged from it, who don't enjoy it, who don't get any real benefit from it.但辍学危机仅仅是冰山一角，没算在内的是那些人在上学，心却辍了学的孩子，他们不喜欢学习，无法真正从中获益。
And the reason is not that we're not spending enough money. America spends more money on education than most other countries. Class sizes are smaller than in many countries. And there are hundreds of initiatives every year to try and improve education. The trouble is, it's all going in the wrong direction. There are three principles on which human life flourishes, and they are contradicted by the culture of education under which most teachers have to labor and most students have to endure.其原因，不是我们没有投入足够的钱，在教育领域，美国比大多数国家，投入了更多的资金，班级人数也更少。
每年都有上千条立法提案，尝试改善教育制度，问题是，我们走错了方向。
有三条法则，可以让我们的生活更加繁荣，而现行的教育文化却与之相抵触，多数教师教得辛苦，学生学的痛苦。
The first is this, that human beings are naturally different and diverse.第一条法则是，人类，天生彼此千差万别Can I ask you, how many of you have got children of your own? Okay. Or grandchildren. How about two children or more? Right. And the rest of you have seen such children. (Laughter) Small people wandering about. I will make you a bet, and I am confident that I will win the bet. If you've got two children or more, I bet you they are completely different from each other. Aren't they? Aren't they? (Applause) You would never confuse them, would you? Like, "Which one are you? Remind me. Your mother and I are going to introduce some color-coding system, so we don't get confused."请问一下，在座各位，多少人有孩子，孙儿辈也算，两个或两个以上的呢？剩下的即使没有孩子也见过别人的孩子。