题目:There is a great concern in Europe and North America about declining standards of literacy

　　题型:[主观题]

　　in schools. In Britain, the fact that 30 percent of 16 year old have a reading age of 14 or less has helped to prompt massive educational changes. The development of literacy has far-reaching effects on general intellectual development and thus anything which impedes the development of literacy is a serious matter for us all. So the hunt is on for the cause of the decline in literacy. The search so far has forced on socioeconomic factors, or the effectiveness of "traditional" versus "modem" teaching techniques.The fruitless search for the cause of the increase in illiteracy is a tragic example of the saying "They cant see the wood for the trees". When teachers use picture books, they are simply continuing a long-establisbed tradition that is accepted without question. And for the past two decades, illustrations in reading primers have become increasingly detailed and obtrusive, while language has become impoverished -- sometimes to the point of extinction.Amazingly, there is virtually no empirical evidence to support the use of illustrations in teaching reading. On the contrary, a great deal of empirical evidence shows that pictures interfere in a damaging way with all aspects of learning to read. Despite this, from North America to the Antipodes, the first books that many school children receive are totally without text.A teachers main concern is to help young beginning readers to develop not only the ability to recognize words, but the skills necessary to understand what these words mean. Even if a child is able to read aloud fluently, he or: she may not be able to understand much of it: this is called "barking at text". The teachers task of improving comprehension is made harder by influences outside the classroom. But the adverse effects of such things as television, video games, or limited language experiences at home, can be offset by experiencing "rich" language at school.Instead, it is not unusual for a book of 30 or more pages to have only one sentence full of repetitive phrases. The artwork is often marvellous, but the pictures make the language redundant, and the children have no need to imagine anything when they read such books. Looking at a picture actively prevents children younger than nine from creating a mental image, and can make it difficult for older children. In order to learn how to comprehend, they need to practise making their own meaning in response to text. They need to have their innate powers of imagination trained.As they grow older, many children turn aside from books without pictures, and it is a situation made more serious as our culture becomes more visual. It is hard to wean children off picture books when pictures have played a major part throughout their formative reading experiences, and when there is competition for their attention from so many other sources of entertainment. The least intelligent are most vulnerable, but tests show that even intelligent children are being affected. The response of educators has been to extend use of pictures in books and to simplify the language, even at senior levels. The Universities of Oxford and Cambridge recently held joint conferences to discuss the noticeably rapid decline in literacy among their undergraduates.Pictures are also used to help motivate children to read because they are beautiful and eye-catching. But motivation to read should be provided by listening to stories well read, where children imagine in response to the story. Then, as they start to read, they have this experience to help them understand the language. If we present pictures to save children the trouble of developing these creative skills, then I think we are making a great mistake.Academic journals ranging from educational research, psychology, language learning, psycholinguistics, and so on cite experimeA．they read too loudlyB．there are too many repetitive wordsC．they are discouraged from using their imaginationD．they have difficulty assessing its meaning

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　　更多“There is a great concern in Europe and North America about declining standards of literacy”相关的问题第1题

　　预应力筋的张拉程序为（)。A.0→бcon

　　B.0→1.03бcon

　　C.0→бcon持荷2min→1.05бcon

　　D.0→1.05бcon持荷2min→бcon

　　E.0→1.03бcon持荷2minбcon

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　　先张法张拉程序是：0→1.03σcon→σcon锚固或0→1.05σcon锚固。（)查看答案请关注【快跑搜题】微信公众号，发送题目即可获取第3题

　　下列后张法预应力筋的张拉程序正确的是：()A.0→σcon

　　B.0→1.03σcon

　　C.0→1.05σcon

　　D.0→1.05σcon→持荷5分钟→σcon

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　　预应力筋超张拉的张拉程序有（）。A.0→1.08σcon锚固

　　B.0→1.05σcon→持荷2分钟→σcon锚固

　　C.0→1.03σcon→σcon锚固

　　D.0→1.03σcon锚固

　　E.0→σcon

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　　后张法施工考虑松弛损失时，预应力筋张拉程序正确的是（)A.0→σcon锚固

　　B.0→1.03σcon锚固

　　C.0→1.03σcon→σcon锚固

　　D.0→1.05σcon持荷2分钟σcon锚固

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　　张拉控制力σcon越高越好。查看答案请关注【快跑搜题】微信公众号，发送题目即可获取第7题

　　张拉预应力钢绞线时，张拉程序:（)，持续5分钟锚固。A.0-初应力(0.3σcon)-σcon

　　B.0-初应力(0.2σcon)-σcon

　　C.0-初应力(0.6σcon)-σcon

　　D.0-初应力(0.6σcon)-1.2σcon

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　　下列后张法预应力钢绞线束张拉程序中，正确的是（)。A.0→初应力→103%σcon(持荷2min)→σcon

　　B.0→初应力→105%σcon(持荷2min)→σcon

　　C.0→初应力→105%σcon(持荷5min)→σcon

　　D.0→初应力→103%σcon(持荷5min)→σcon

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　　下列先张法预应力钢丝张拉程序中，正确的是（)。A.0→初应力→102%σcon(持荷2min)→95%σcon→σcon

　　B.0→初应力→102%σcon(持荷2min)→90%σcon→σcon

　　C.0→初应力→105%σcon(持荷2min)→90%σcon→σcon

　　D.0→初应力→105%σcon(持荷2min)→95%σcon→σcon

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　　无粘结预应力钢筋的张拉程序通常是：()A.0→102%σcon

　　B.0→103%σcon

　　C.0→105%σcon→σcon

　　D.0→104%σcon

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　　有如下程序：#include＜iostream＞using namespace std；class Con{char ID；public：Con（)：ID（A){co有如下程序： #include＜iostream＞ using namespace std； class Con { char ID； public： Con()：ID(A){cout＜＜1;} Con(char ID)：ID(ID){cout＜＜2；} Con(Con&c)：ID(c.getID()){cout＜＜3；} char getID()const{returnID；} }； void show(Con c){toA．13A23AB．23A13BC．13A23BD．13B23A查看答案请关注【快跑搜题】微信公众号，发送题目即可获取

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