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【单选题】
下列有关神经纤维兴奋传导特征的描述,正确的是
A.
只能从胞体至末梢单向传导
B.
神经中各纤维之间互不干扰
C.
连续刺激时,传导能力很快下降
D.
不受内环境因素变化的影响
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参考答案:
举一反三
【单选题】国务院《关于促进旅游业改革发展的若干意见》提出,政府部门要加快职能转变。 进一步简政放权,使市场在资源配置中起 ( ) 作用。
A.
基础性
B.
决定性
C.
阶段性
D.
节点性
【简答题】(6分)碱金属元素原子最外层的电子数都是1个,在化学反应中它们容易(填“得到” 或“失去”) 1个电子;碱金属元素中金属性最强的是 (Fr除外),原子半径最小的是 。卤素原子最外层的电子数都是 个,在化学反应中它们容易 1个电子;卤化氢的还原性从上到下逐渐
【单选题】唐《陇西行》中写道:“自从贵主和亲后,一半胡风似汉家”,这里的胡指的是:
A.
西夏
B.
C.
D.
吐蕃
【单选题】Our teachers took us on field trips to observe plants and animals. A. B. C.
A.
trips to the farm
B.
trips to the zoo
C.
trips in real, natural environment
【简答题】卤素原子最外层的电子数都是 ,在化学反应中它们易获得 个电子。在卤化物中,卤素呈 价。
【简答题】卤素原子最外层电子数都是 个,在化学反应中卤素原子容易得到 个电子。在卤化物中,卤素最常见的化合价是 价。
【多选题】Consider the following reflection from a university course in Education. Note that this particular reflection had a word limit of 200-550 words, and students were instructed to reflect on the idea of ...
A.
What we had learnt in our education theory courses didn’t quite match up to real-life experience. Having my supervisor give me notes at the end really helped me in evaluating my teaching and planning the next lesson. This, coupled with my own observations of my students allowed me to more closely align what Brookfield would call the “meaning and significance” (para 2) I intended for the lesson to what the students took from it.
B.
Stephen Brookfield (1995), in his analysis of why critical reflection is important to teaching, suggests that “an uncritical stance towards our practice sets us up for a lifetime of frustration” (para 2). He suggests this is because teachers can have a different view of their classrooms to what is actually going on: they are unaware. This contradiction fascinates me.
C.
While on my prac placements, I was particularly conscious of this – lessons that I thought to be fantastic or boring, when looked at through a critical eye, turned out to be the opposite, or at least more in the middle. It was frustrating, to say the least.
D.
While being observed sometimes felt a bit “big brother” and sometimes just embarrassing, I have no doubt that it made me a better teacher. These kinds of ‘learning processes’ throughout a teaching career are important because they force us to re-evaluate our practice; to, in effect, become aware.
【简答题】阅读下列短文,从每个小题所给的选项中选出最佳答案。 We moved to a new area when our son was in Grade  Five. Before we moved, we took him to spend half a day at his new school. There he saw his new classmates and teachers. He e...
【单选题】钱玄同早年曾拜在哪位国学大师门下
A.
钱穆
B.
章太炎
C.
林琴南
D.
辜鸿铭
【单选题】慢性肺源性心脏病形成最关键的病理基础是
A.
气道不畅
B.
肺组织弹性下降
C.
右心室肥大
D.
肺动脉高压
E.
右心房肥大
相关题目:
【多选题】Consider the following reflection from a university course in Education. Note that this particular reflection had a word limit of 200-550 words, and students were instructed to reflect on the idea of ...
A.
What we had learnt in our education theory courses didn’t quite match up to real-life experience. Having my supervisor give me notes at the end really helped me in evaluating my teaching and planning the next lesson. This, coupled with my own observations of my students allowed me to more closely align what Brookfield would call the “meaning and significance” (para 2) I intended for the lesson to what the students took from it.
B.
Stephen Brookfield (1995), in his analysis of why critical reflection is important to teaching, suggests that “an uncritical stance towards our practice sets us up for a lifetime of frustration” (para 2). He suggests this is because teachers can have a different view of their classrooms to what is actually going on: they are unaware. This contradiction fascinates me.
C.
While on my prac placements, I was particularly conscious of this – lessons that I thought to be fantastic or boring, when looked at through a critical eye, turned out to be the opposite, or at least more in the middle. It was frustrating, to say the least.
D.
While being observed sometimes felt a bit “big brother” and sometimes just embarrassing, I have no doubt that it made me a better teacher. These kinds of ‘learning processes’ throughout a teaching career are important because they force us to re-evaluate our practice; to, in effect, become aware.
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