七年级下册数学目录
目录
第8章 角
8.1 角的表示·················||·······················||······················||···························||4
8.2 角的比较·········||····························||········································||············7
8.3 角的度量·······||······················||····························||································10||
8.4 对顶角·················||·······································||·································||···16
8.5 垂直·····················||··································||·······················||················19
回顾与总结············||···························||·····························||·················23
第9章 平行线
9.1 同位角、内错角、同旁内角··||·························||····································||·28
9.2 平行线和它的画法······||······················||····································||············31
9.3 平行线的性质·······||·····························||··································||············35
9.4 平行线||的判定·······················||········································||···················38
回顾与总||结···································||·······························||··················43
第10章 一次方程组
1||0.1 认识二元一次方程组···········||·································||·······················||·····48
10.2 二元一次方程做的解||法·····························||七年级下册数学试卷·····························||··········51
10.3 三元一次方程组······||································||································||·······56
10.4 列方程组||解应用题····································||·································||·····61
回顾与总结············||······························||······································||··70
第11章 整试的乘除
11.1 同底数||幂的乘法························||································||··················76
11.2 积的乘方与幂的乘方················||····································||················78
11.3 单项式的乘法·······························||·························||····················82
11.4 多项式乘||多项式································||·······························||··········86
11.5 同底数幂的除法·······························||·······································||···91
宋以后，京师所设小学馆和武学堂中的||教师称谓皆称之为“教谕”。至元明清之县学一律循之不变。明朝入选翰林院的进士||之师称“教习”。到清末，学堂兴起，各科教师仍沿用“教习”一称。其实“教谕”在||明清时还有学官一意，即主管县一级的教育生员。而相应府和州掌管教育生||员者则谓“教授”和“学正”。“教授”“学正”和“教谕”的||副手一律称“训导”。于民间，特别是汉代以后||，对于在“校”或“学”中传授经学者也称为“经师”||。在一些特定的讲学场合，比如书院、皇室，也称教师为“院||长、西席、讲席”等。
11.6 零指数幂与负整数指数幂·······||····················||··································9||5
观察内容的选择，我本着先静后动，由近及远的原则，有目的、有||计划的先安排与幼儿生活接近的，能理解的观察内容。随机观||察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫||等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注||意形象逼真，彩鲜明，大小适中，引导幼儿多角度多层面||地进行观察，保证每个幼儿看得到，看得清。看||得清才能说得正确。在观察过程中指导。我注意帮助幼||儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察||，观察与说话相结合，在观察中积累词汇，理解词汇，如||一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我||问幼儿乌云是什么样子的，有的孩子说：乌云||像大海的波浪。有的孩子说“乌云跑得飞快。”||我加以肯定说“这是乌云滚滚。”当幼儿看到||闪电时，我告诉他“这叫电光闪闪。”接着幼儿听到雷声惊叫起||来，我抓住时机说：“这就是雷声隆隆。”一会儿下起了大雨，我问：“雨下得怎样?”||幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让幼儿掌||握“倾盆大雨”这个词。雨后，我又带幼儿观察晴朗的天空，朗诵自编的一首儿歌：“蓝||天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。”这样抓住特征见||景生情，幼儿不仅印象深刻，对雷雨前后气象变化的词语学||得快，记得牢，而且会应用。我还在观察的基础上，||引导幼儿联想，让他们与以往学的词语、生活经验联系起来，在发展想象力中||发展语言。如啄木鸟的嘴是长长的，尖尖的，硬硬的，像医生||用的手术刀―样，给大树开刀治病。通过联想，幼儿能够生动形象地描述观察||对象。
回顾与总结··················||·························||·····························||······105
“师”之概念，大体是从先秦时期的“师长、师傅、先生”而来||。其中“师傅”更早则意指春秋时国君的老师。《说文解字》中有注||曰：“师教人以道者之称也”。“师”之含义，现在||泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师”的原意并非||由“老”而形容“师”。“老”在旧语义中也是一种尊称，隐||喻年长且学识渊博者。“老”“师”连用最初见于《史记》，有“荀卿最为老师”之说||法。慢慢“老师”之说也不再有年龄的限制，老少皆可适用。只||是司马迁笔下的“老师”当然不是今日意义上的“教师”，其只是“老”和||“师”的复合构词，所表达的含义多指对知识渊博者||的一种尊称，虽能从其身上学以“道”，但其不一定是知识的传||播者。今天看来，“教师”的必要条件不光是拥有知识，更重于传播知识。
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