摘要：《英语学习》线上沙龙第54期中,北京教育学院教授李宝荣和他的团队一起讨论了基于主题意义进行单元整体教学的关键思路和策略:以学生的主题意义理解和整体表达以及学习能力的发展为主线;围绕主题意义设计体现学习进阶的单元整体目标和学习小单元目标,设计体现关联性和递进性的学习活动;围绕主题意义促进学生语言能力和学习能力的螺旋递进式发展.

摘要：选取2010—2020年福州市林业、生态环境和经济发展水平数据,构建福州市林业—生态环境—经济系统综合评价指标体系,分析其综合发展水平趋势,并利用耦合协调度模型分析3个子系统的耦合协调发展特征。结果表明,2010—2020年福州市的耦合协调程度由失调向优质协调转换,期间经历了严重失调—中度失调—轻度失调—初级失调—勉强协调—良好协调—优质协调的过程。2010—2020年福州市协调度均低于耦合度,在不同的阶段存在林业滞后、经济滞后以及生态环境滞后等问题。结合研究结果,提出福州市未来林业—经济—生态环境系统的协调可持续发展的相应建议。

摘要：《普通高中英语课程标准(2017年版)》(以下简称《课标》)在课程内容中指出:英语课程应该把对主题意义的探究视为教与学的核心任务,并以此整合学习内容,引领学生语言能力、文化意识、思维品质和学习能力的融合发展。在教学中,教师要采用丰富多样的教学方式和手段,进一步突出以主题为引领,以语篇为依托、以活动为途径的整合性教学方式(教育部,2018)。

摘要：“核心素养”的提出要求幼儿园在各领域教学中充分利用生活教育资源开展教育,利用生活化教学方式能够增强幼儿园教育教学的效用,提升学前儿童综合素养内化和自我建构水平,也是对幼儿园教育教学开展方式革新的顶层思考。所以幼儿园音乐教学的开展要创设恰当生活情境;优化音乐基本概念生活化设计;延展生活化音乐学习空间,不断提高学前儿童生活化能力,持续提升核心素养。本文基于核心素养视角,深度剖析生活化对幼儿园音乐教学的内生诉求,把音乐教学中生活化存在的问题进行全面梳理,以期厘清现状、追本溯源,找到问题症结所在,进一步提高教师将生活情境全面渗透幼儿园音乐教学过程的水平,持续规范学前儿童行为,持续提升其音乐核心素养。

摘要：一、教学内容 本课教学内容为人教版《英语》六年级上册Unit 3 My Weekend Plan中Part A的Let’s Try和Let’s Talk板块。Let’s Try板块是Sarah和Mike的电话对话：Sarah约Mike去游泳，但是Mike因有其他安排而无法赴约；Let’s Talk板块则是Mike约Sarah看电影，但Sarah有其他安排。

摘要：Effective electrocatalysis is crucial for enhancing the efficiency of water splitting to obtain clean ***,we report a system of interesting and high-performance Sr-doped perovskite electrocatalysts with porous structures,obtained via a facile molten salt method and applied in the oxygen evolution reaction(OER).With increasing the Sr content,the valence states of Co and Fe ions do not clearly increase,according to the Co-L2,3 and Fe-L2,3 as well as the Co-K and the Fe-K X-ray absorption spectroscopy,whereas doped holes are clearly observed in the 0-K ***-resolution transmission electron microscopy indicates the appearance of an amorphous layer after the electrochemical *** conclude that the formation of the amorphous layer at the surface,induced by Sr doping,is crucial for achieving high OER activity,and we offer insights into the self-reconstruction of the OER catalyst.

摘要：在对话教学中,教师如何使学生全身心融入到情境中,完整地体会语言,选择合适的语言,灵活地运用语言进行真实交流,这需要教师在充分解读教材的基础上,根据对话板块的特点有的放矢地进行教学。本文以教师执教的一节五年级对话课为例,具体阐述在对话教学中如何提升学生的英语口语交际能力。

摘要：在PFP《英语》教材中,每个单元设置了两个Let’s talk板块的内容,由此可见对话教学的重要性。教师应在对话教学中优化教学设计,让学生在多样的教学活动中感知、理解、运用语言,逐步培养综合语言运用能力。

摘要：Rational design of low‐cost and efficient electrocatalysts for ethanol oxidation reaction(EOR)is imperative for electrocatalytic ethanol fuel *** this work,we developed a copper‐doped nickel oxyhydroxide(Cu‐doped NiOOH)catalyst via in situ electrochemical reconstruction of a NiCu *** introduction of Cu dopants increases the specific surface area and more defect sites,as well as forms high‐valence Ni *** Cu‐doped NiOOH electrocatalyst exhibited an excellent EOR performance with a peak current density of 227 mA·cm^(–2)at 1.72 V versus reversible hydrogen electrode,high Faradic efficiencies for acetate production(>98%),and excellent electrochemical *** work suggests an attractive route of designing non‐noble metal based electrocatalysts for ethanol oxidation.

摘要：The electrocarboxylation reaction is an attractive means to convert CO_(2) into valuable chemicals under ambient conditions,while it still suffers from low efficiency due to the high stability of CO_(2).In this work,we report a double activation strategy for simultaneously activating CO_(2) and acetophenone by silver-doped CeO_(2)(Ag-CeO_(2)) nanowires,featuring as an effective electrocatalyst for electrocarboxylation of acetophenone with CO_(2).Compared to the Ag foil,Ag nanoparticles and CeO_(2) nanowires,the Ag-CeO_(2)nanowire catalyst allowed to reduce the onset potential difference between CO_(2) and acetophenone activation,thus enabling efficient electrocarboxylation to form 2-phenyllactic *** Faradaic efficiency for producing 2-phenyllactic acid reached 91%at−1.8 V versus Ag/*** double activation strategy of activating both CO_(2)and organic substrate molecules can benefit the catalyst design to improve activities and selectivities in upgrading CO_(2)fixation for higher-value electrocarboxylation.