共查询到20条相似文献，搜索用时 46 毫秒
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我在你孤独悲伤的时候陪伴你,你怎么舍得在我孤单年老的时候抛弃我？你怎么舍得让我离你越来越远,得不到你的关爱？你怎么舍得我被迫地死去,在另一个世界里仍旧忠诚地想你。 相似文献
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Ali Nawab 《Teacher Development》2017,21(1):142-159
In-service courses have been used as a common strategy to build the capacity of teachers to meet the constantly changing demands of modern schooling. But how the teachers implement the ideas and strategies acquired from such in-service training and what conditions influence the implementation process is the least examined area in Pakistan, especially in the rural context. Using a case study approach, the current study explored the possibilities and challenges of implementing strategies, learnt through in-service training, in a public school in rural Pakistan. It was found that in-service courses have a positive impact upon the attitude and practices of the trainee teacher. However, due to various structural and cultural barriers, the teacher is not able to implement many of the strategies and ideas in the school context. The hierarchical structure of schools, teachers’ workload, lack of resources and insufficient support from colleagues and management hinder the process of implementation. The study suggests that in-service training should provide the trainees with ideas and skills to cope with the structural and cultural challenges at school. Moreover, ongoing support and encouragement from colleagues, course facilitators and management is required to sustain the implementation of strategies learnt during training. 相似文献
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颜景泉 《初中生世界(初三物理版)》2009,(6):43-45
情态动词can和could的用法是七年级英语教材中的重点语法项目之一．也是中考英语考查热点之一。为了帮助同学们更好地运用情态动词can和could,现将二者的用法解析如下。 相似文献
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佴启龙 《初中生世界(初三物理版)》2007,(Z4)
[扫描之一]can的用法情态动词can有一定的词义,但不能独立存在,它必须与动词原形一起构成谓语。情态动词can没有人称和数的变化。其具体用法如下: 相似文献
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颜景泉 《初中生世界(初三物理版)》2009,(16):43-45
情态动词can和could的用法是七年级英语教材中的重点语法项目之一,也是中考英语考查热点之一。为了帮助同学们更好地运用情态动词can和could,现将二者的用法解析如下。 相似文献
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康俊民 《语数外学习(初中版)》2008,(3):38-39
陈中于1982年11月22日出生在河南焦作。她9岁时成了焦作市一所体育学校的篮球运动员，1995年她转到北京市的一所体育院校开始学习跆拳道。1997年她被招入了国家队。 相似文献
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这个学期,我们学到了情态动词can,说到can又不得不说could,因为在初一年级我们经常会遇到这两个词,下面我们就这两个词的用法区别。首先我们要知道它们都是情态动词,没有人称和数的变化,在句子中不能单独作谓语,只能和动词原形一起构成复合 相似文献
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should should作为情态动词与其他情态动词的句法功能相同,没有人称和数的变化,后接动词原形,其否定形式为should not或shouldn’t,其主要用法如下:1.表示劝告或建议用来表示“劝告”或“建议”,意思是“应当;应该”,可与ought to互换,但语气比ought to委婉。He should join the club.他应该参加那个俱乐部。We should work hard.我们应该努力工作。He should not come to such a deci-sion.他不应该作出这样的决定。2.表示猜测或可能的用法(1)表示猜测或一种可能性,常译成“可能;会”。He thought you should be there.他还以为你会在那… 相似文献
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Sara Csillag 《Action Learning: Research and Practice》2019,16(1):54-61
Action research is participative research, involving all stakeholders in the research process on a voluntary basis. Its main objective is to create practical knowledge, which supports stakeholders in everyday professional processes. The creation and utilization of this kind of knowledge, the facilitation of individual and group level action learning contributes to the achievement of social and community objectives as well. In our present account we aim to give a brief insight into the process and results of a one-and-a-half-year long project conducted at several levels and locations – a development project designed to enhance the quality of life for people with autism. Connected to the process and results of the research project we would like to discuss some interesting features of the action learning the participants experienced in the process. 相似文献
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刘秀芬 《中学英语园地(高三版)》2011,(12)
can是英语中比较重要的一个情态动词,它有多种意义。既可以表示能力,也可以表示推测,还可以表示许可或者允诺。could虽然被认为是can的过去式,但它并不一定就表示过去时间,它常常可以用来表示现在或者将来的情况,体现出不同的交际功能。为帮助大家学习和掌握这两个情态动词,下面就对它们的基本用法作一归纳和总结。 相似文献
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本从几个方面探讨了情态动词can和could的用法，它们即可以表示能力，包括体力和脑力方面的能力，又可表示可能性（理论上的可能性事实上的可能性）还可以表示允许等意思。它们又可以和某些感官动词搭配，表示一种感觉。在一些否定句、疑问包和感叹句中，它们可以表示惊异、怀疑、不相信等态度。另外，还表示不同的语气。（could比can语气委婉）。总之，看起来简单，其实很容易混淆。 相似文献
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本文从几个方面探讨了情态动词can和could的用法，它们既可以表示能力，包括体力和脑力方面的能力，又可表示可能性(理论上的可能性和事实上的可能性)还可以表示允许等意思。它们又可以和某些感官动词搭配，表示一种感觉。在一些否定句、疑问句及感叹句中，它们可以表示惊异、怀疑、不相信等态度。另外，还可以表示不同的语气。(could比can语气委婉)。总之，看起来简单，其实很容易混淆。 相似文献
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《中学课程辅导(初一版)》2003,(3)
竺暨// Ⅵ\～! /(\黎舶/) ,‘——、、、伍P47 黼姗 1～6 E D I H B G 7～12 J A F K C嗤呀!呼’青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果v嗤呀!呼’青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果v嗤呀!呼’青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果青苹果v嗤呀!呼… 相似文献
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Angelique Howell 《教育政策杂志》2017,32(5):564-587
In the midst of the debate surrounding the question of whether Australia’s National Assessment Program: Literacy and Numeracy (NAPLAN) test is high-stakes, it is evident that children’s own accounts of their experiences remain sparse. This paper describes the findings of a case study which documented the experiences of 105 children across two Catholic primary schools in Queensland serving different socio-economic status (SES) communities. Analysis of the data revealed that these teachers and principals did not experience NAPLAN as high-stakes. However, the data suggested that the children experienced the tests within a confusing context of contradictions and dissonances emanating from multiple sources; receiving little, if any, clear and consistent information regarding the purpose and significance of NAPLAN. While the children’s responses were varied, many reported NAPLAN as a negative experience, with some constructing the test as high-stakes. These constructions ranged from personal judgement or sense of letting their families down, to failure, and less commonly, grade retention and school exclusion. Some Year 3 children had also constructed good results as vital to future prosperity. These constructions bring into question the assumption that because NAPLAN is designed to be a low-stakes test, that children will necessarily experience it in this way. 相似文献
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黄 《中学英语园地(高三版)》2011,(Z2)
情态动词有一定的词义,但无人称和数的变化,与不带to的动词不定式一起构成谓语,表示说话人的语气和情态。个别情态动词有现在时和过去时两种形式,过去时往往用来表示更委婉、客气的语气,而不是判定过去时间的基准。下面我们将can,could,may和might的用法归纳如下。 相似文献
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Retention in initial teacher preparation (ITP) and the teaching profession, in England and elsewhere, has been the subject of numerous articles in academic and professional journals. Whilst a number of common findings are beginning to emerge from research on this subject, notably on the causes of student teacher withdrawal, studies have tended to neglect the difficulties experienced by the individuals who have lived through the process of embarking upon and withdrawing from ITP programmes. Having conducted in‐depth interviews, the authors attempt in this paper to understand the experiences, emotions and decisions of three people who committed themselves to ITP, invested much energy and time, but in the end withdrew. The reasons for their decision are numerous and complex. The impact on each individual was considerable. The experience was painful. 相似文献