简介:IntroductionDuringtheteachingandlearningprocess,teachersoftencheckhowmuchstudentshaveunderstoodthroughwrittenassignments.InthisarticleI’dliketodescribeonemethodofcorrectingstudents’writtenworkbyusingavarietyofsymbolstoindicatewherestudentshavegonewrong,thenaskingstudentstocorrecttheirworkthemselves.
简介:<正>OnNovember29,2001,thethreedayCentralEconomicWorkingConferenceconcluded,inwhichtheproposalofeconomicworkinyear2002waspresented.TheconferencepointedoutthatexpendingdomesticdemandisastrategicpolicythatChinawilladheretoforthelongterm.TheconferencesaidthatdomesticdemandexpansionshouldbeintegratedWithstrategicadjustmentofeconomicstructure,deepeningofeconomicreform,increasingemployment,improvingthelivingstandardsofpeopleand
简介:IntroductionTeachingpractice(TP)isanessentialcomponentoftheEnglishcourseatTeachers’collegesinChina,inwhichnewrecruitsareprovidedwithaplatformtoputwhattheylearninthetrainingprogrammeintopractice.Theradicalchangefromlearnertoteacherusuallymeansadifficultbeginningfortrainees,althoughtheyhavefirst-handexperienceoflearningEnglishasaforeignlanguage.Facingatextbook,ofwhicheachlessonconsistsofseveralcomponents:newwords,sentencepatterns,text,grammar,andexercises,theyarerequiredtoworkoutlessonplanswhichwillensuretheachievementoftheteachingobjectives.
简介:<正>TheCentralCommitteeofChineseCommunistYouthLeagueandMinistryofEducationheldapressconference12JunecallingonthegraduatesofuniversitiesandcollegestogothewestChina.ViceMinisterofEducationYuanGuirenandtheSecretaryofChineseCommunistYouthLeagueZhaoYongwerepresent.Thispressconferencealsoindicated
简介:NationalConferenceonFamilyPlanningWorkChina’sannualNationalConferenceonFamilyPlanningWorkwasheldMarch912inBeijing.Theopening...
简介:MainWorkforRadiationProtectionGroupin1996¥SongWenjie;WangGuiling;LiZongqiang;ZhuHongbin;FuMingdeng;GaoXiuying;MaHuifangandZhe...
简介:RuralWomen'sAspirationsthroughArtWork¥//Peoplehavealwaysexpressedtheirdreamsandaspirationsthroughartisticmedia.Embroidery,asa...
简介:Introduction:ARationaleforPeerResponseGroupsPeerresponsegroupshavebecomeacommonsightincompositionclassroomsoverthelasttwentyyears.WhileGere(1987)hasdemonstratedthatpeerresponsegroups,inwhichstudentwritersrespondtooneanother’swriting,havealonganddistinguishedpast,thecurrentuseofsuchgroupsemergedoutofthewidespreadadoptionoftheprocessapproachofthe1960’s,whentheywereadvocatedbyanumberofcompositionpractitioners,includingBruffee(1978;