一、内容分析本课时为故事教学,讲述了Mocky与Ann,Ken相识的过程,自然呈现了用"Hello!"打招呼以及用"What’s your name?""My name is..."来询问和介绍姓名的表达法。本课的故事贴近学生生活,语言简单,...一、内容分析本课时为故事教学,讲述了Mocky与Ann,Ken相识的过程,自然呈现了用"Hello!"打招呼以及用"What’s your name?""My name is..."来询问和介绍姓名的表达法。本课的故事贴近学生生活,语言简单,便于学生理解。同时,介绍以姓名为主题的歌曲和问答活动,有利于学生的理解和巩固。在学习故事的过程中,认识故事主人公,记住他们的姓名Mocky、Ann、Ken也是本课时的重点。展开更多
一、内容分析在前两课学习的基础上,本课时围绕主题"询问和介绍姓名",主要以听说形式为主,复习和巩固单元故事内容,内化所学语言,借助"Listen and Number""Game Time"等活动,使学生通过感知、理解、运用...一、内容分析在前两课学习的基础上,本课时围绕主题"询问和介绍姓名",主要以听说形式为主,复习和巩固单元故事内容,内化所学语言,借助"Listen and Number""Game Time"等活动,使学生通过感知、理解、运用的方式巩固单元语言知识,培养听说技能,发展思维能力。"Show Time"通过创设交流情境,将游戏与学生现实结合.展开更多
As of March 1,Malaysia,Singapore,and Thailand have all implemented visa-free entry policy for Chinese citizens,allowing stays of up to 30 days.The three Southeast Asian countries have been popular destinations for Chi...As of March 1,Malaysia,Singapore,and Thailand have all implemented visa-free entry policy for Chinese citizens,allowing stays of up to 30 days.The three Southeast Asian countries have been popular destinations for Chinese outbound tourists since the late 1980s and early 1990s.The implementation of the visa-free entry policy is expected to attract more Chinese tourists,especially young people,to travel to Southeast Asia and boost the recovery of the tourism industry in the region.展开更多
Innovation in forestry education is needed to address changing contexts of the positionality of forests.This is particularly signifi cant in the Asia–Pacifi c region,where deforestation and degradation are high.Howev...Innovation in forestry education is needed to address changing contexts of the positionality of forests.This is particularly signifi cant in the Asia–Pacifi c region,where deforestation and degradation are high.However,the accessibility of high-quality forestry education to address changing regional and global contexts is lacking.A series of innovative sustainable forest management(SFM)open education resource(OER)courses were developed and implemented to improve the accessibility of SFM education to enhance teaching quality,curriculum,and research capacity of universities in the Asia-Pacifi c Region.To evaluate the SFM-OER program in terms of student experiences,this study investigated student achievement,perceived success of the pedagogical approach and instructional design,and perceived eff ectiveness of the learning activities in promoting active and transformative learning through the assessment of a 1,191-course feedback survey between 2018 and 2020,including the global pandemic.This study revealed that the program attracted diverse student demographics,including a higher proportion of female students majoring in forestry,ecology,and other environmental studies.Their primary motivation to participate in the courses was to gain international experience,followed by the fl exibility of online learning,mandatory course requirements,and earning course credits.Students were satisfi ed with the Canvas learning management system.Most students spent less than 5 to 10 h of their weekly time in the course and agreed or strongly agreed that the workloads were manageable.Students refl ected positively on various learning activities and assignments,such as watching lecture videos,taking quizzes,reading and summarizing,having discussions,and peer review writing.However,they did not clearly prefer specifi c learning activities,signifying the importance of using diverse learning activities to satisfy diverse individual learning styles in online settings.This analysis contributes to the further development of student-centered pedagogical development for online learning and provides insight into the ways forward for online higher forestry education,while repurposing existing OER courses in a post-Covid-19 era.展开更多
In this paper,we investigate geothermal exploration and production in 189 hydrothermal projects and 42 hot dry rock projects around the world.The hydrothermal fields for a working hydrothermal system to generate elect...In this paper,we investigate geothermal exploration and production in 189 hydrothermal projects and 42 hot dry rock projects around the world.The hydrothermal fields for a working hydrothermal system to generate electricity should have the elements of heat source,water-saturated porous or fractured reservoir,caprock,heat transfer pathway,and good heat preservation condition and geothermal power energy intensity of 10-20 MW per km^(2)within at least 5 km^(2)area in tectonically active region.The hot water or steam flow rate in this hydrothermal system is normally larger than 40 L/s with temperature of 150℃or above.The power generated from enhanced geothermal system(EGS)in hot dry rock projects are generally less than 2 MW because the flow rate in most cases is much less than 40 L/s even with the hydraulic fractures using the modern stimulation technology learned from the oil and gas industry.The natural fracture in the subsurface is generally beneficial to the hydraulic fracturing and heat recovery in the hot dry rock.Moreover,the hydraulic fracture parameters,injection rate and well spacing,drilling strategy should be properly designed to avoid the short-circuit between injector and producer and low heat productivity.In the future,CO^(2)enhanced geothermal recovery associated with CO^(2)sequestration in the high temperature oil,gas,and geothermal fields maybe a good choice.On the other hand,both nearreal-time seismic monitoring to limit the pumping rate and the closed-loop of the Eavor-Loop style system without hydraulic fracture can contribute greatly to heat recovery of hot dry rocks and mitigate the risks of the hydraulic fracturing induced earthquake.Furthermore,the hybrid solar and geothermal system performs better than the stand-alone geothermal system.展开更多
文摘一、内容分析本课时为故事教学,讲述了Mocky与Ann,Ken相识的过程,自然呈现了用"Hello!"打招呼以及用"What’s your name?""My name is..."来询问和介绍姓名的表达法。本课的故事贴近学生生活,语言简单,便于学生理解。同时,介绍以姓名为主题的歌曲和问答活动,有利于学生的理解和巩固。在学习故事的过程中,认识故事主人公,记住他们的姓名Mocky、Ann、Ken也是本课时的重点。
文摘一、内容分析在前两课学习的基础上,本课时围绕主题"询问和介绍姓名",主要以听说形式为主,复习和巩固单元故事内容,内化所学语言,借助"Listen and Number""Game Time"等活动,使学生通过感知、理解、运用的方式巩固单元语言知识,培养听说技能,发展思维能力。"Show Time"通过创设交流情境,将游戏与学生现实结合.
文摘As of March 1,Malaysia,Singapore,and Thailand have all implemented visa-free entry policy for Chinese citizens,allowing stays of up to 30 days.The three Southeast Asian countries have been popular destinations for Chinese outbound tourists since the late 1980s and early 1990s.The implementation of the visa-free entry policy is expected to attract more Chinese tourists,especially young people,to travel to Southeast Asia and boost the recovery of the tourism industry in the region.
基金Asia-Pacifi c Network for Sustainable Forest Management and Rehabilitation SFM-ORE-2018。
文摘Innovation in forestry education is needed to address changing contexts of the positionality of forests.This is particularly signifi cant in the Asia–Pacifi c region,where deforestation and degradation are high.However,the accessibility of high-quality forestry education to address changing regional and global contexts is lacking.A series of innovative sustainable forest management(SFM)open education resource(OER)courses were developed and implemented to improve the accessibility of SFM education to enhance teaching quality,curriculum,and research capacity of universities in the Asia-Pacifi c Region.To evaluate the SFM-OER program in terms of student experiences,this study investigated student achievement,perceived success of the pedagogical approach and instructional design,and perceived eff ectiveness of the learning activities in promoting active and transformative learning through the assessment of a 1,191-course feedback survey between 2018 and 2020,including the global pandemic.This study revealed that the program attracted diverse student demographics,including a higher proportion of female students majoring in forestry,ecology,and other environmental studies.Their primary motivation to participate in the courses was to gain international experience,followed by the fl exibility of online learning,mandatory course requirements,and earning course credits.Students were satisfi ed with the Canvas learning management system.Most students spent less than 5 to 10 h of their weekly time in the course and agreed or strongly agreed that the workloads were manageable.Students refl ected positively on various learning activities and assignments,such as watching lecture videos,taking quizzes,reading and summarizing,having discussions,and peer review writing.However,they did not clearly prefer specifi c learning activities,signifying the importance of using diverse learning activities to satisfy diverse individual learning styles in online settings.This analysis contributes to the further development of student-centered pedagogical development for online learning and provides insight into the ways forward for online higher forestry education,while repurposing existing OER courses in a post-Covid-19 era.
基金This research is funded by the Deep-time Digital Earth(DDE)Big Science Program(DDE Program).
文摘In this paper,we investigate geothermal exploration and production in 189 hydrothermal projects and 42 hot dry rock projects around the world.The hydrothermal fields for a working hydrothermal system to generate electricity should have the elements of heat source,water-saturated porous or fractured reservoir,caprock,heat transfer pathway,and good heat preservation condition and geothermal power energy intensity of 10-20 MW per km^(2)within at least 5 km^(2)area in tectonically active region.The hot water or steam flow rate in this hydrothermal system is normally larger than 40 L/s with temperature of 150℃or above.The power generated from enhanced geothermal system(EGS)in hot dry rock projects are generally less than 2 MW because the flow rate in most cases is much less than 40 L/s even with the hydraulic fractures using the modern stimulation technology learned from the oil and gas industry.The natural fracture in the subsurface is generally beneficial to the hydraulic fracturing and heat recovery in the hot dry rock.Moreover,the hydraulic fracture parameters,injection rate and well spacing,drilling strategy should be properly designed to avoid the short-circuit between injector and producer and low heat productivity.In the future,CO^(2)enhanced geothermal recovery associated with CO^(2)sequestration in the high temperature oil,gas,and geothermal fields maybe a good choice.On the other hand,both nearreal-time seismic monitoring to limit the pumping rate and the closed-loop of the Eavor-Loop style system without hydraulic fracture can contribute greatly to heat recovery of hot dry rocks and mitigate the risks of the hydraulic fracturing induced earthquake.Furthermore,the hybrid solar and geothermal system performs better than the stand-alone geothermal system.
