The distinction between competence and performance is similar to the distinction betw

A.perspective and descriptive

B.synchronic and diachronic

C.speech and writing

D.langue and parole

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更多“The distinction between compet…”相关的问题

第1题

You can execute show ip interface brief" to check corresponding relationship betw

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第2题

下列短文译成汉语。It is generally known mat our dajly life is divided into two phases：wor

下列短文译成汉语。

It is generally known mat our dajly life is divided into two phases：work and recreation.Howover,few people know the distinctiOn between actiVe play and passive entertainment.We have to participate i n and ptactice it if we would enj oy an actiVe play. We to paint rather than 100k at paintings，to play instruments rather than go to Concerts,to dance and sing and act ourselves，engaging all our seilsos in fun and rules of The active play.Then someming may begin to happen to us：to Work upon our bodies And our souls.

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第3题

The most consistently identified teacher effectiveness variable is time on task. That is

, the more time that students spend on learning specific academic content, the better they will learn it. Distinction is made between allocated time on task(the time that teachers allocate to particular instructional activities)and engaged time on task(the time that students actually spend engaged in instruction). Because no consistent relation has been seen between【M1】______ allocated time on task and academic achievement, research has demonstrated that engaged time on task is positive related to【M2】______ academic achievement. Strategies for maximizing engaged time on task have been identified and included effectively managing transitions, avoiding【M3】______ digressions and other irrelevant verbalizations, and manage【M4】______ classroom behavior. Sometimes, teachers can improve student-engaged time on task by examining the amount of allocated time for class and monitoring their own teacher behaviors more closely. For example, teachers may find that they start classes 5 minutes late, end classes 5 minutes early, stop during the middle of class to search for relevant instructional materials, and stop to manage appropriate classroom behaviors.【M5】______ Once such target areas are identified, teachers can design strategies to improve each area that will lead in increasing the amount of【M6】______ student-engaged time on task during classes. Effective teacher presentations have also been identified. Teachers minimize achievement when their presentations contain【M7】______ elements as structure of lesson, clarity of teacher presentation,【M8】______ redundancy in emphasizing important concepts, and enthusiasm. Structure includes listing students attention, providing a lesson【M9】______ overview that includes lesson objectives, providing outlines of the lesson and to indicating when transitional points occur, and【M10】______ summarizing and reviewing key points as the lesson proceeds.

【M1】

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第4题

Another kind of distinction that can be made among works of art is whether they were origi

nally intended as objects purely to be looked at, or as objects to be used. The fine arts, such as drawing, painting, printmaking, and sculpture, involve the production of works to be seen and experienced primarily on an abstract rather than practical level. Pieces of fine art may evoke emotional, intellectual, sensual, or spiritual responses in us. Those who love the fine arts feel that these responses are very valuable, and perhaps especially so in the midst of a highly materialistic world, for they expand our awareness of the great richness of life itself. The nineteenth century sculptor Auguste Rodin, whose work The Gates of Hell offered a passionate challenge to artists—and to those who are touched by their works: "The main thing is to be moved, to love, to hope, to tremble, to live."

In contrast to the nonfunctional appeals of the fine arts, the first purpose of the applied arts is to serve some useful function. Lucy Lewis, a traditional potter from Acoma Pueblo in New Mexico, has applied a visually exciting surface decoration to her water jar, using the chewed end of a yucca spine to paint the fine lines. But the jar's main reason for being "however" is to hold water. Some of the people of Acoma, which may be the oldest continually inhabited city in the United States, still follow the old ways, carrying water for drinking, cooking, and washing up to their adobe homes from natural rock cisterns on the cliff walls below. The forms of their water jars are therefore designed to prevent spilling and to balance readily on one's head. The pots must also be light in weight, so Acoma water jars are some of the world' s thinnest-walled pottery. Interestingly, the languages of most Native American peoples do not include a word that means "fine art." While they have traditionally created pottery, basketry, and weaving with a highly sophisticated sense of design, these pieces were part of their everyday lives.

The applied art of pottery-making, or ceramics, is one of the crafts, the making of useful objects by hand. Other applied art disciplines are similarly functional. Graphic designers create advertisements, fabrics, layouts for books and magazines, logos for corporate identification, and so on; industrial designers shape the mass-produced objects used by high-tech societies, from cars, telephones, and teapots, to one of the most famous visual images in the world: the Coca- Cola bottle. Other applied arts include clothing design, interior design, and environmental design.

The water jar mentioned in the second paragraph can NOT be described as ______.

A．light in weight

B．made by a Native American

C．an example of fine art

D．an object to be used

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第5题

Given the lack of fit between gifted students and their schools, it is not surprising that

such students often have little good to say about their school experience. In one study of 400 adults who had achieved distinction in all areas of life, researchers found that three-fifths of these individuals either did badly in school or were unhappy in school. Few MacArthur Prize fellows, winners of the MacArthur Award for creative accomplishment, had good things to say about their precollegiate schooling if they had not been placed in advanced programs. Anecdotal (名人轶事) reports support this. Pablo Picasso, Charles Darwin, Mark Twain, Oliver Goldsmith, and William Butler Yeats all disliked school. So did Winston Churchill, who almost failed out of Harrow, an elite British school. About Oliver Goldsmith, one of his teachers remarked, "Never was so dull a boy. " Often these children realize that they know more than their teachers, and their teachers often feel that these children are arrogant, inattentive, or unmotivated. Some of these gifted people may have done poorly in school because their gifts were not scholastic. Maybe we can account for Picasso in this way. But most fared poorly in school not because they lacked ability but because they found school unchallenging and consequently lost interest. Yeats described the lack of fit between his mind and school: "Because I had found it difficult to attend to anything less interesting than my own thoughts, I was difficult to teach." As noted earlier, gifted children of all kinds tend to be strong-willed nonconformists. Nonconformity and stubbornness (and Yeats's level of arrogance and self-absorption) are likely to lead to Conflicts with teachers.

When highly gifted students in any domain talk about what was important to the development of their abilities, they are far more likely to mention their families than their schools or teachers. A writing prodigy (神童) studied by David Feldman and Lynn Goldsmith was taught far more about writing by his journalist father than his English teacher. High-IQ children, in Australia studied by Miraca Gross had much more positive feelings about their families than their schools. About half of the mathematicians studied by Benjamin Bloom had little good to say about school. They all did well in school and took honors classes when available, and some skipped grades.

The main point the author is making about schools is that______.

A．they should satisfy the needs of students from different family backgrounds.

B．they are often incapable of catering to the needs of talented students.

C．they should organize their classes according to the students' ability.

D．they should enroll as many gifted students as possible.

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