互动 高效 创生——Unit 3 I like jiaozi best Lesson 9教学设计

创新整合点。本课借助信息技术教学有效地化抽象为具体,把难以理解的内容或者对理解知识起重要作用的内容,用多媒体展现出来,调动学生视觉功能,通过直观形象、生动的感官刺激,让学生最大限度地发挥潜能,在有限的时间里,全方位感知更多的信息,提高教学效率,激活学习的内因。

Delivering forestry courses online:experiences,lessons learned,and future of forestry online education in the Asia Pacifi c

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.

Lessons learned from hydrothermal to hot dry rock exploration and production

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.

“微课”助力高中英语阅读教学进入新轨道——以北师大版高中英语必修-Unit 3 Lesson1 Spring Festival为例

英语“微课”资源的出现,以其短小简洁、内容丰富、形式新颖等优势作用介入英语教学,“使得教师在教学的过程中,不再局限于教材,实现了教学内容的拓展。”“微课”资源的介入,助力教师创设英语教学情境,拓展并丰富教材内容,在培养学生英语能力的同时提高教师的课堂设计能力,实现师生同步提高的美好愿望。

“以读促写”在高中英语阅读教学实践探索

本文以北师大版高中英语必修第一册教材Unit1 Life Choices,Lesson 3 Your Life Is What You Make It“Readand Explore”(以下简称“北师大高中英语教材Unit1-Lesson3‘R&E'”)板块语篇文本为例,论述说明了在学科核心素养视域下,将“以读促写”读写结合理念融入于高中英语语篇阅读教学实践之中的策略方法。主要体现在,读中提炼写作话题、读中积累写作素材、读中梳理写作框架三个方面上。意在通过对“以读促写”读写结合理念的深入开发与合理实践,切实改善当前高中英语教学中的阅读与写作独立、分化问题,为高中生英语学科核心素养的稳定发展助力。

“Unit 1 Hello!Lesson 1 What’s your name?”教学设计

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。

“Unit 1 Hello!Lesson 2 I’m Ann.”教学设计

一、内容分析本课时为故事教学,继第一课时的故事学习后,讲述了Mocky带领Ann和Ken一同去Uncle Booky家认识他的过程。故事中Uncle Booky与Ann、Ken是初次见面,自然呈现了用"I’m..."来介绍自己以及用"What’s your name?"询问姓名的表达法,并通过Mocky有礼貌地向Uncle Booky打招呼及道别呈现了"Good morning"和"Goodbye"的用法。

说课 《新起点英语》三年级上册 Unit 6 My Clothes Lesson 31

一、教材分析《新起点英语》三年级上册是小学英语第二阶段学习的第一册书,具有承上启下的作用。本节课是三年级上册第六单元MyClothes的第一课时。本课教材分为三部分。A部分是通过家庭的场景整体呈现要学习的服装名称,让学生借助已知的颜色及图中水印的提示,用线连接相对应的图片,学习服装名称。

Retinal ganglion cell neuroprotection by growth factors and exosomes:lessons from mesenchymal stem cells

Retinal ganglions cells （RGCs） are responsible for propagating electrochemical information from the eye to the brain along their axons which make up the optic nerve. The loss of RGCs is characteristic in several conditions such as glaucoma and trau- matic optic neuropathy and leads to visual loss and blindness. While no therapy exists to directly treat RGCs, the use of bone marrow-derived mesenchymal stem cells （BMSCs） has shown promise in eliciting significant RGC neuroprotection.

Exercise and hippocampal neurogenesis: a dogma re-examined and lessons learned

Exercise is a potent force of nature with significant potential for extending longevity and boosting physical fitness. It is also be- ing increasingly used as a prophylactic and curative measure for various physical ailments, such as cardiovascular diseases and diabetes.

Effectiveness Study of Lead-in of New Lessons in Classroom Teaching

English teaching is an integral part of education,which shoulders the responsibility of rendering rudimentary knowledge of English to the students,providing the students with the listening,speaking,reading and writing ability,as well as the obligation of carrying out ideological education and cultivating their noble and healthy sentiment.In teaching,the teachers should pay special attention to the students' thirst for English learning and give full play to their initiative,which demands enough lead-in preparation before class.The lead-in of new lessons bears a direct impact on the quality of the classroom teaching.This thesis will make an analysis of this problem in two aspects.

Impact of host genetics on gut microbiome: Take-home lessons from human and mouse studies

The intestinal microbiome has emerged as an important component involved in various diseases.Therefore,the interest in understanding the factors shaping its composition is growing.The gut microbiome,often defined as a complex trait,contains diverse components and its properties are determined by a combination of external and internal effects.Although much effort has been invested so far,it is still difficult to evaluate the extent to which human genetics shape the composition of the gut microbiota.However,in mouse studies,where the environmental factors are better controlled,the effect of the genetic background was significant.The purpose of this paper is to provide a current assessment of the role of human host genetics in shaping the gut microbiome composition.Despite the inconsistency of the reported results,it can be estimated that the genetic factor affects a portion of the microbiome.However,this effect is currently lower than the initial estimates,and it is difficult to separate the genetic influence from the environmental effect.Additionally,despite the differences between the microbial composition of humans and mice,results from mouse models can strengthen our knowledge of host genetics underlying the human gut microbial variation.

小学英语Book I Lesson 41教学实录

step1.Revision T:(投影)Today is LiMing's birthday.Let's sing a song for LiMing,OK? 师生共同演唱<Happy birthday to you> T:Look! There are so many dilicious foods on the table. What are they?

Lessons learned from Wenchuan earthquake for seismic safety of large dams

This paper describes some special features of the Wenchuan earthquake that affected dam safety. Damage and performance of dams, primarily for four dams over 100 m high located in the affected earthquake area, are briefly described. Lessons learned related to dam safety from this devastating earthquake are preliminarily drawn. As the seismic safety of high dams during strong earthquakes has gained more attention around the world, some critical issues related to dam construction in China are considered and extensively discussed. Questions such as ＂Why is dam construction necessary in earthquake prone countries such as China？＂, ＂Can we accurately evaluate the seismic safety of high dams in China？＂, ＂Did reservoir impounding of the Zipingpu and Three Gorges Projects trigger the Wenchuan Earthquake in some way？＂ and ＂What is the strategic priority of dam safety for large dams in China？＂ are discussed. Finally, the corresponding tactics with response to the challenge are suggested and recent preliminary progress mainly achieved in IWHR is briefly introduced.

英语教师在TBLT中的中介作用——以Future lesson教学设计为例

任务型语言教学强调教师的中介作用。文章在中介理论的基础上,结合我国小学英语教学的特点,探讨了中介理论十二要素在任务型语言教学中的应用,旨在探讨综合性任务教学设计的基础上,为小学语言教师实施任务型语言教学提供具有操作性的依据。

Serotonin controls axon and neuronal regeneration in the nervous system:lessons from regenerating animal models

Traumatic brain injury （TBI） is a mechanical injury to brain tissue that leads to an impairment of function and a broad spectrum of symptoms and disabilities; often, it is followed by diffuse axonal injury, which causes denaturation of the white matter and axon retraction, leaving patients with severe brain damage or even in a persistent vegetative state.

基于核心素养培养的拉萨市初中英语阅读课教学案例——以冀教版初中英语七年级下册Lesson 39:Danny’s Report为例

一、核心素养和英语学科核心素养的组成 2016年9月,由林崇德教授带头研发的《中国学生发展核心素养》总体框架公开发布,以总体框架为指导,以学生身心发展的特点为依据,将学生发展的核心素养定义为学生应具备的,能够满足未来个人与社会发展需要的必备品格和关键能力.英语学科的核心素养包括语言能力、思维品质、文化意识和学习能力（王珕,2015）。