单选题确定教学内容时数比例的原则包括______、____、综合性原则、教学内容的组合和搭配。（）A 周期性原则灵活性原则B 随机性原则实践性原则C 灵活性原则全面性原则D 实践性原则灵活性原则

在格式工具栏中，B、I、U三者的作用分别是（）。

如何理解信息技术课程在小学、中学之间的衔接关系？

邓小平的贡献

The main purpose of asking questions about the topic before listening is to

儿童少年进入工作状态的时间比成年人（）。

某生物兴趣小组通过拍摄和记录，对家燕的行为进行研究，这种研究动物行为的方法属于（）。

Which of the following activities may be more appropriate to help students practice a new structure immediately after presentation in class?

He will die of hunger _____ he will steal.

下列关于基因和染色体在减数分裂过程中行为变化的描述中，错误的是（）。

下面几个不同的进制数中，最大的数是（）。

依据《义务教育音乐课程标准（2011年版）》的理念，按照下列要求进行教学设计。教学内容：演唱教学《七子之歌》要求：（1）设定目标。（2）确定教学难点。（3）针对教学目标与难点，设定具体的教学目标和过程。

南宋的（  ）是既会作词，又能依词度曲的著名词家、音乐家。

讲授《邹忌讽齐王纳谏》一课时，某老师设计了三个思考题：①邹忌为什么先后问妻、妾、客人，他与徐公谁更美？②用自己的话说说邹忌是怎样成功说服齐王的，再找出文言文相关句子。③查阅相关资料，讨论一下“邹忌式劝谏”对今天的人际交往有哪些启示。　　对该教师的教学预设评价不恰当的是（　　）。

一金属圆环水平固定放置，现将一竖直的条形磁铁，在圆环上方沿圆环轴线从静止开始释放，在条形磁铁穿过圆环的过程中，条形磁铁与圆环（）

在《彝族舞曲》一课中，“通过教学，使学生对民族舞曲体裁有初步了解”，体现了（）教学目标。

上《写意动物》一课时，周老师先向学生展示了几件大师的作品，紧接着给学生示范了水墨松鼠的画法，之后让学生就自己感必趣的动物进行自由创作；学生听得一知半解，结果课堂练习的时候很多学生都画不出来。请问，周老师本课最主要的问题是（  ）。

下列不属于生物基本特征的是（）。

作为遗传物质，DNA与蛋白质的根本差别在于（）

把后面的句子填到两段话的横线上，最恰当的一组是（　　）。　　人，这世界上最具灵性的动物，也离不开水的滋润。______，让人具有水一般的不屈的性格。巍峨险峻的大山拦不住汹涌的波涛，而汹涌的波涛却摧不折人类精神鼓起的风帆，______，我也看到了人类所具有的水一般的不屈的性格。　　①水渗入了人的灵魂，合成人血肉之躯　　②水在合成人血肉之躯的同时，也渗入了人的灵魂　　③在大海的背景下，我听见了海明威崇拜的那位老人的呐喊　　④听吧，在大海的背景下海明威崇拜的那位老人在呐喊

按评价的功能的不同，将教学评价分为诊断性评价、形成性评价和（）。

Passage1The mythology of a culture can provide some vital insights into the beliefs and values of that culture. By using fantastic and sometimes incredible stories to create an oral tradition by which to explain the wonders of the natural world and teach lessons to younger generations, a society exposes those ideas and concepts held most important. Just as important as the final lesson to be gathered from the stories, however, are the characters and the roles they play in conveying that message. Perhaps the epitome of mythology and its use as a tool to pass on cultural values can be found in Aesop's Fables, told and retold during the era of the Greek Empire. Aesop,a slave who won the favor of the court through his imaginative and descriptive tales, almost exclusively used animals to fill the roles in his short stories. Humans, when at all present, almost always played the part of bumbling fools struggling to learn the lesson being presented. This choice of characterization allows us to see that the Greeks placed wisdom on a level slightly beyond humans, implying that deep wisdom and understanding is a universal quality sought by, rather than stealing from, human beings.Aesop's fables illustrated the central themes of humility and self-reliance, reflecting the importance of those traits in early Greek society. The folly of humans was used to contrast against the ultimate goal of attaining a higher level of understanding and awareness of truths about nature and humanity. For example, one notable fable features a fox repeatedly trying to reach a bunch of grapes on a very high vine. After failing at several attempts, the fox gives up, making up its mind that the grapes were probably sour anyway. The fable's lesson, that we often play down that which we can't achieve so as to make ourselves feel better, teaches the reader or listener in an entertaining way about one of the weaknesses of the human psyche.The mythology of other cultures and societies reveal the underlying traits of their respective cultures just as Aesop's fables did. The stories of Roman gods, Aztec ghosts and European elves all served to train ancient generations those lessons considered most important to their community, and today they offer a powerful looking glass by which to evaluate and consider the contextual environment in which those culture existed.The main purpose of Paragraph 3 is to______.