题目内容
实验法是在教师指导下，学生围绕某个问题发表和交换意见．通过相互之间的启发、讨论、商量获取知识的教学方法。( )
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请简单说明评价一节课成功的标准有哪些
There are many kinds of friends. Some are always ( 1 ) you, but don’t understand you. Some say only a few words to you, but understand you. Many people will step in your life, but only ( 2 )friends leave footprints. I shall always recall the autumn and the girl with the ( 3 ). She will always bring back the friendship between us. I know she will always be my best friend. It was the golden season. I could see the yellow leaves ( 4 )with the cool ( 5 ). In such a season, I liked walking alone on the roads covered with leaves, ( 6 )to the sound of them. Autumn is a ( 7 )season and life is uninteresting. The free days always get me ( 8 ). But one day, the sound of a violin ( 9 )into my ears like a stream flowing in the mountains. I was so surprised that I jumped to see what it was. A young girl, standing in the wind, was ( 10 )in playing her violin. I had ( 11 )seen her before. The music was so nice that I listened quietly. Lost in the music, I didn’t know that I had been ( 12 )there for so long but my existence did not seem to disturb her. Leaves were still falling. Every day she played the violin at the corner of the building ( 13 )I went downstairs to watch her performance. I was the only listener. The autumn seemed no longer lonely and life became ( 14 ). ( 15 )we didn’t know each other, I thought we were already good friends. I believe she also loved me. Autumn was nearly over. One day, when I was listening carefully, the sound suddenly ( 16 ). To my astonishment, the girl came over to me. “You must like music from the violin.” she said. “Yes. And you play very well. Why did you stop” I asked. Suddenly, a ( 17 )expression appeared on her face and I could feel something unusual. “I came here to see my grandmother, but now I must leave. I once played very badly. It was your listening every day that ( 18 )me.” she said. “In fact, it was your playing ( 19 )gave me a meaningful autumn,” I answered, “Let’s be friends.” The girl smiled, and so did I. I never heard her play again in my life. I no longer went downstairs to listen to her. Only thick leaves were left behind. But I will always remember the fine figure (身影) of the girl. She is like a ( 20 )―so short, so bright, like a shooting star giving off so much light that makes the autumn beautiful.
暗示教学法是保加利亚医学博士巴普洛夫创立的教学方法。( )
Questions 16-20 The freedom to lead different types of life is reflected in the person’s capacity set. The capacity of a person depends on a variety of factors, including personal characteristics and social arrangements. A full accounting of individual freedom must, of course, go beyond the capacities of personal living and pay attention to the person’s other objectives ( e.g. social goals not directly related to one’s own life), but human capacities constitute an important part of individual freedom. Freedom, of course, is not an unproblematic concept. For example, if we do not have the courage to choose to live in a particular way, even though we could live that way if we so choose, can it be said that we do have the freedom to live that way, i.e. the correspondent capacity It is not any purpose here to brush under the carpet difficult questions of this-and-other-type. In so far as there are genuine ambiguities in the concept of freedom, that should be reflected in corresponding ambiguities in the characterization of capacity. This relates to a methodological point, which I have tried to defend elsewhere, that if an underlying idea has an essential ambiguity, a precise formulation of that idea must try to capture that ambiguity rather than hide or eliminate it. Comparisons of freedom raise interesting issues of evaluation. The claim is sometimes made that freedom must be valued independently of the values and preferences of the person whose freedom is being assessed, since it concerns the "range" of choice a person has--not how she values the elements in that range or what she chooses from it. I do not believe for an instant that this claim is sustainable (despite some superficial plausibility), but had it been correct, it would have been a rather momentous conclusion, driving a wedge between the evaluation of achievements and that of freedom. It would, in particular, be then possible to assess the freedom of a person independently of--or prior to--the assessment of the alternatives between which the person can choose. According to the passage, to give a full picture of individual freedom, we should ______.
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