Cultural Sensitivity in Voluntary Virtual Professional Development Communities Nick Bowskill, Sheffield University, United Kingdom
Steve McCarty, Kagawa Junior College, Japan
Robert Luke, University of Lethbridge, Canada
Kinshuk, Massey University, New Zealand
Kate Hand, CGI Information Systems and Management Consultants, Canada Abstract
This paper explores some of the issues in working across time and space boundaries for professional development of online educators. It focuses on voluntary aspects of professional development within the context of networked learning communities. It also places an emphasis on ways of respecting and acknowledging cultural and individual difference within such voluntary communities in ways that also respond to the wider needs of others in the community. A sampling of current practice in networked learning communities is offered as a backdrop to a more detailed review of our own collaborative practice and the development of the World Association for Online Education (WAOE) as one example of a virtual community. As a way of describing our design and response to cultural diversity that exists within our community each of us also offers our own individual 'story' of our involvement in the collaborative development process. This is offered to illustrate the way that our provision will function and also acknowledge ourselves as a sub-community seeking to research and understand our own collaborative practice.
INTRODUCTION
This paper considers professional development for the use of technology in teaching and learning. It considers the idea of professional development within a voluntary context. It offers a view of voluntarism as a specific self-directed approach to collaborative professional development that seeks to address the post-modern problem of disruption to careers and lives. This is a disruption that also fractures personal and social identity. We believe that voluntarism in online communities may offer a learning opportunity and a vehicle that might acknowledge and seek to understand and respect individual and cultural difference.
At another level this paper is very much about a small group of highly distributed individuals who, having found each other on the Internet, developed a shared interest and need that resulted in a particular product: an online course design. This paper is therefore a witness and record of a 6-month period of collaboration using e-mail, MOO, and courseware tools. More importantly, it provides the perspectives of
those involved by recording their experiences and observations. This use of a biographical approach is appropriate to the research of ourselves as a culturally diverse, self-directed and highly dispersed voluntary learning community.
The paper begins with a sampling from current practice in the development and delivery of professional development communities in networked environments. This review is used to highlight the collaborative nature of much of this provision that in turn
identifies the ability to collaborate as a professional development need. More importantly, this review provides the context and background for a discussion of our own practice in seeking to develop our own online community for others interested in cross-cultural diversity within networked learning as well as ideas around voluntarism collaboration and self-direction in networked environments.
Set against this background, a description of the work of the World Association for Online Education (WAOE) as a voluntary and virtual organisation interested in learning and technology is provided. The WAOE is a mutually supportive virtual organisation that seeks to promote and develop a cross-cultural view of learning within virtual environments. Respect and sensitivity to difference is at the heart of our activities in recognition of the highly distributed and optional nature of the membership.
THE WORLD ASSOCIATION FOR ONLINE EDUCATION (WAOE)
The WAOE is a non-profit public benefit corporation registered in the state of California. However, membership spans five continents without being dominated by any geographical region. The WAOE is mostly a virtual association serving the needs of academics and educators concerned with turning online education into a professional discipline. The WAOE focuses on combining dedication to online learning with social and cultural exchange. The objectives and purposes of the WAOE explicitly promote humanistic ethics and global collaboration in online education, specifically: (i) to maintain a global perspective as a world organisation, supporting multi-lingualism and multiculturalism in online education, preserving human rights to diversity and mutual respect despite differences, and encouraging intercultural sensitivity and world reconciliation through intercultural communication among global citizens,
(ii) to be as inclusive as possible in scope, serving the aspirations of all members and working for equitable access to online education and to membership.
For more information see: https://www.doczj.com/doc/1f4714872.html,/indiv/s/seehaferj/waoe/bylaw.htm For the Online Educators Course design, recently piloted by WAOE members in four countries, a collegial virtual learning environment was sought where educators could learn from each other globally in mutual respect. Thus the Online Educators Course constitutes one manifestation of collaboration towards the WAOE's stated goals.
REVIEW OF NETWORKED LEARNING COMMUNITIES
This section covers activities and resources that are provided in an open-ended form of provision. This form of networked professional development is made up of a fluctuating membership and one that is often composed of participants from all sectors of education. They may also involve students as well as staff. These communities are often working in online environments that offer a range of tools as well as offering events and other resources. Above all, they offer a sense of continuity or persistence beyond a single course.
There are examples of online communities constructed within a single institution. One such example is at California State University where an online environment was set up to support collaboration between teaching staff, students and
schools so that everyone could experiment and explore issues and needs together (Casey, 1997). This project ran for one year and was reported as successful with people sharing ideas and experiences freely. This kind of example hints at ways in which a cross-sectional audience of teachers, tutors and students might collaborate to explore different issues and opportunities. A similar example was set up at the University of Ohio that also involved scheduled weekly online meetings (Hall & Gathergood, 1996).
There are other examples of online communities that are constructed and managed between different institutions. The TeleLearning Professional Development School in Canada is interesting for the way it works across institutional boundaries (Breuleux et al, 1998). It brings together Faculties of Education at different universities in an online learning community space. This inter-institutional community had different institutions taking different roles and responsibilities according to different areas of expertise.
Other examples work across different sectors of education. An example here involved collaboration between the University of North Carolina and Maths school teachers elsewhere in that state seeking to develop innovative teaching practices and explore the outcomes together (Shotsberger & Spell, 1996). The TappedIN project (Schlager, 1999) also offers an online environment that combines both real-time, and asynchronous technologies, and includes the provision of online events and individual private spaces. These services are free of charge. In this instance the use of the online space is available to anyone from anywhere with an interest in education. The project has constructed its community from different sectors of education and brings together teachers in schools, tutors in higher education and colleges as well as management representatives. Roles and responsibilities for teaching and support are also shared amongst providers and members of the community space.
Although communities take many forms they can usefully be divided into those with closed or limited participation and those operating an open-door policy. Of those allowing anyone to participate we begin to recognise the development of voluntarism in networked professional development. This is where people can be entirely flexible about their use of the facilities, make no reservations, pay no fees and participate at whatever level they wish anywhere they wish.
The NetLinkS Project offered a range of resources, tools and events online and although some of these events were for a closed audience others were open to anyone interested or involved in the topics being explored (Levy et al, 1996). People participating in the list based discussions for instance were free to drop in and out of the activities as they wished and members were drawn from different countries and institutions. In an extension of this idea of voluntarism in online professional development we can also see evidence of it from the providers' perspective. The TappedIN example is interesting in the way that many of the online support staff are also volunteers marks this example out as distinctive in ways that will be discussed later below.
At another level, course teams, support teams and service providers often recognise themselves as learning communities seeking to explore and understand their collaborative practices and using the network to provide for others and to support and research their own activities. Due to the number of tasks involved, online communities are nearly always managed by teams and these teams are often highly distributed. We might think of these teams as sub-communities of collaborative providers.
The providers of the TappedIN service, for instance, are highly organised and have a duty rosta to provide online help and support for all visitors to the real-time environment. Each of these providers in turn has access to a set of resources to support them in guiding others including various guides and tutorials from a virtual vending machine and further support is offered to individuals involved in providing that support through virtual meetings.
The LabNet Project offered a similar community-development idea but one focused upon those interested or involved in Maths and Science (Moscella and Di Mauro, 1995). This is an example of a highly distributed community operating at different levels. Each individual in the support team was involved in liaison with a local group of schools over the use of technology. Those involved in providing the support were themselves a learning community and very specific strategies were evolved for collaboratively sharing and reflecting on their support practice. Elsewhere, in an on-campus context, Sherry also recognises and highlights the learning opportunities for collaborative providers to work as a sub-community within an institution (Sherry, 1996).
This sampling of current practice in networked professional development communities brings a number of aspects into view. First is the practice of working within a defined boundary in a communal manner as in the cases of intra-institutional communities. As an extension of this there are similar closed communities working across different sectors of education and between different institutions. There is increasing recognition that providers constitute sub-communities of learners and methods of researching their practice are being developed. Finally, there is an emerging trend of voluntarism in networked professional development. This means voluntary participation and voluntary support/provision. The WAOE, as a voluntary virtual self-help organisation are very much aware of this and we are seeking to develop methods of providing for others as well as ourselves whilst recognising the temporary nature of some people's involvement.
From the examples above, it is reasonable to understand voluntary participation in networked professional development communities as one manifestation of self-directed learning within a community and as a response to the disruption of post-modernity. The WAOE recognises this potential for collaborative and individual self-direction in a voluntary professional development community. What follows is a review of our attempts to design a provision for others and an attempt to research our own collaborative experience in doing so. We use biographical methods as a research method for looking at our design practice to point to a sensitivity in researching a diverse group working voluntarily together. As a way of describing our design and response to cultural diversity that exists within our community each of us offers our own individual 'story' of our involvement in the collaborative development process. TOWARDS THE DEVELOPMENT OF AN ONLINE LEARNING COMMUNITY
The History / Context of the Development of the Course Design
With a developing understanding of what it means to learn online, educators can more effectively use various technologies. The Online Educators Course design is a direct result of the WAOE’s efforts to meet members’ professional development needs in this area. For educators wishing to gain professional development experience in online learning, using the technology – learning online – is the best way to learn about its potential (Baird and Monson 1992, 69). The WAOE itself is an ongoing opportunity
for professional development; its membership comprises a resource of networked educators. Learning networks are an important part of ongoing professional development, allowing educators “to stay abreast of developments in the field and to gain access to peers and resources relevant to their work. Global learning networks composed of professionals from all parts of the world enrich the world’s knowledge, enabling those in the Third World to access information, peers, and expertise and facilitating two-way flows of information and ideas, rather than the one-way flow in which a foreign expert brings or transfers knowledge” (Harasim et al 1995, 245).
The WAOE’s directive to acknowledge multiculturalism within globally distributed learning networks is an important step towards ensuring that there is a free flow and interchange of information regarding online learning, as “learning networks enable global collaborations. The opportunity for cross-cultural global contact can help to build mutual respect, trust, and the ability to work together” (Harasim et al 1995, 275). There is significant potential for online learning networks to effect broad, global changes in education. However, there are many issues related to the economics of access that can prevent citizens of developing nations from participating with parity in these kinds of learning network processes. It is true that “the nature of networking technologies tends to democratise participation and enable increased interaction among learners and their facilitators/ teachers. But the democratic potential of networks is not guaranteed” (Harasim et al 1995, 277), precisely because there are many nations, groups, and peoples who simply cannot afford the investment needed to get online and access these learning environments.
A notable feature of online learning is that it allows for place-independent learning. The intellectual apparatus of education within the online setting can be constantly updated and adapted to the needs of a particular community, regardless of its geographic location. In fact, “learners find that the flexibility of the asynchronous and place-independent CMC [computer mediated communication] access offers a bridge between learning and its application, between theory and practice, between the
‘school’ and the workplace” (Harasim et al 1995, 111). This interactive praxis of ongoing professional development creates a room for learning that is always open (provided there is access to appropriate technological resources). Sharing human resources ensures the success of collaborative learning in conjunction with physical infrastructure: “transfer, what we are trying to do with the technology of distance education, is not simply moving technology from one place to another. It is adapting the technology, the knowledge, to a different setting” (Holloway and Ohler 1991, 262). This is a key point for the Online Educators Course design. The adaptive pedagogy is the technology of learning itself – learning about learning online while cultivating the virtual community. Within online learning networks, “friendships are formed as the network becomes a ‘place’ to share insights and concerns, problems and solutions, enthusiasms and fears” (Harasim et al 1995, 32). This ‘place’ is the community of course participants, collapsing ‘place’ as a geographical location and creating an interactive pedagogy as a locus of educational identity formation. “Computer conferences should be thought of as spaces that can be shaped by topical structuring and sequencing to form an educational environment” (Harasim et al 1995, 139). It is this idea of space (worlds constructed in words within a text-based medium) that constitutes a challenge to centre-periphery models of intellectual exchange. Participant-learners construct the learning culture on an equal footing, and participate in creating the textual space where the interaction takes place in an open, active learning environment. Building a community in an open learning context fosters a self-
reflexive posture of peer evaluation and cultural exploration. (Please see
http://edtech.oulu.fi/t3/wp05/material/intro/p2.htm)
The WAOE recognises that members work across cultural and physical borders, and this is reflected in the collaborative tutoring model. Collaborative tutoring is “active rather than passive learning,” (Harasim et al 1995, 275), and “is premised upon a learner-centered model that treats the learner as an active participant, interacting with others in the group” (ibid., 276). This breaks down traditional barriers to learning and communication, instead emphasising process over product, a continuous educational (re)definition that takes place in the Online Educators Course design. Global participation is invited in the Online Educators Course with a view to collapsing any centre-periphery power structure resulting from unequal access to computer technology. The course content is not based on information imparted from an assumed centre to a periphery, but rather from globally distributed educators themselves; that is, their collaboration in mutual respect is the focus of the course. There is never a static body of knowledge that must be “possessed” in order to pass the course, as the course participants constitute the material – a virtual reality in the sense that this material is not really material at all, but rather a fluid negotiation of identity (evaluation, formation, education) within the electronic infosphere. While the WAOE does not presuppose that online education is simply a good in itself, the Online Educators Course provides a vehicle to experiment with the technologies available and to assess their appropriateness in achieving pedagogical goals across cultures.
The Course Design Details
The ability to work collaboratively is a key skill for networked teaching and learning (see for example, Sherry 1996; Tompkins 1997). In recognition of this need, the course design offers a collaborative, experiential approach to understanding and working in a dispersed teaching team. It is also an online apprenticeship, as learners experience the course to understand the content and structure before perhaps having an opportunity to apply their learning from the course in tutoring roles as they support another generation of learners.
As learners, the participants proceed through the course and discuss concerns about online team teaching as well as completing related activities in each unit. Having completed the course, participants are invited to become part of the teaching team (subject to their having satisfied the assessment conditions) in order to teach what they have experienced to the next generation.
The Course Structure
The course contains a set of 5 online units that model different online teaching and learning strategies along with a discussion space. During the 16-week course,
real-time chat sessions are also held whenever required.
Unit 1: Acclimatisation and introductions
Unit 2: Collaborative Tutoring
Unit 3: Reflecting Upon Real-Time Sessions
Unit 4: Online Guest Expert/Case Study
Unit 5: From Learning to Teaching
Assessment
Participants are required to complete a written report discussing their experiences during the course and setting this experience in the context of their own working lives. This contribution is then made publicly available for all future generations of course participants in the Library of Experience. Participants must complete the activities and the reflective report before being eligible for consideration to join the tutoring team next time round.
OURSELVES AS A LEARNING COMMUNITY
In this section, we review the process of collaborative design and pilot implementation as one record of how the product was developed amongst this highly distributed group and over a 6 month period of time. Following this is an attempt to reflect our own differences and learning goals as well as our individuality by offering a brief 'story' of the experience of working together on this voluntary project. In offering our stories we aim to exemplify the way that the course is intended to respond to cultural sensitivities in a voluntary online professional development context.
THE DESIGN AND DEVELOPMENT PROCESS
Course Development
The course design has gone through a number of cycles of development and changes of online environment/location. An invitation was extended to members of the WAOE's Ring discussion list (board and committee members' list) along with a request for volunteers to role-play a sample unit.
A core group of 5 members from California, Arizona, Canada, New Zealand and Japan role-played a chosen unit over a 4 week period. All participants successfully completed the unit activities and a resource-base was collaboratively developed as an outcome. Two real-time sessions were held one between participants in Canada, England and Japan and another between participants in California and England.
Pilot Implementation/Environment
The course was constructed on Blackboard (https://www.doczj.com/doc/1f4714872.html,), which is an integrated courseware environment for hosting online courses. Blackboard was chosen for the WAOE Online Educators Course because “https://www.doczj.com/doc/1f4714872.html, is a FREE service that enables instructors to add an online component to their classes, or even host an entire course on the Web. Without knowing any HTML, you can quickly create your own CourseSite – a Web site that brings your learning materials, class discussions, and even tests online” (https://www.doczj.com/doc/1f4714872.html,/Bb/index.html). Since the WAOE is a virtual organisation with limited resources, Blackboard was the most attractive alternative that would enable us to get the Online Educators Course up and running while at the same time eliminating the need to administer our own environment.
Listed below is an overview of the implementation for the Online Educators Course that covers some basic features of the courseware:
Figure 1: The WAOE Online Educators Course home page
Researching Our Practice
We have used biographical methods for researching our collaborative design practice. This corresponds closely to the notional design of our online course in the way it invites participants to contextualise their course experience in their own lives to give it meaning for themselves and to contribute towards a developing understanding of our membership in a continuous fashion. To this end, we each provide a personal account of our experience in working as a group of volunteers trying to understand and explore our distributed design work.
Course authors reflections
In this section each of the course constructors offers their own 'story' of their involvement in the same way that course participants would be invited to do likewise. We offer this as a record of our activity and involvement together on this voluntary project and as an illustration of how the concept of a 'Library of Experience' might evolve. To further indicate the 'Library' idea we also include the 'story' of one of those participating in the pilot implementation of the course to add an important voice to this collection. The views expressed are those of the individuals concerned and are not meant to reflect in any way the views of their institutions or local colleagues.
Being part of a virtual voluntary self-help organisation: Nick Bowskill, England To paraphrase Virginia Woolf (1929), the WAOE has provided me with a room of my own in professional development terms. This is a very special virtual room or space in which to collaboratively design an online course as part of my own and other team members' professional development.
I have worked in various teams developing open learning materials and online courses. The members of these teams were in different locations and the membership of the teams changed during the life of each project. It was this range of experience that generated my interest in professional development for tutoring teams supported by and concerned with the use of technology in teaching. I learned that each team experience is different in terms of the members of that team and their audience and context. More importantly, support for working in teams and appropriate professional development opportunities were only available from the experience of provision with little resource elsewhere. This highlighted the need to be self-motivated and self-directed in seeking to address my own professional development.
Each of my collaborative tutoring experiences has been as part of a research project that once completed saw the team broken up. They were a series of temporary experiences. This has resulted in the loss of some of the developmental knowledge accrued as part of those projects. In addition, as each of my contracts has been short-term I became interested in the possibility of developing an online space for my own professional development and for those like me in temporary employment. The WAOE offers such a space as well as the possibility of some continuity of personal development in a lifelong learning model. Participating in this voluntary community provides me with accessible support from anywhere at any time.
Co-developing a virtual course design therefore represents an opportunity to address my own professional development needs and interests as the team of volunteers discussed and constructed something meaningful to us all. At the same time, we aim to create an organisational and intercultural memory for all those involved as we address our own needs together and contribute personal reflections to an online Library of Experience that is available to others that may follow.
Applying Experience of Collaborating Inter-culturally: Steve McCarty, Japan As can be seen with my life work online at: http://www.kagawa-
jc.ac.jp/~steve_mc/epublist.html, I engage in specialised collaboration in Asian Studies and bilingualism internationally as well as nationally and locally in Japan, while my generalist aspirations to reconstitute Academia in cyberspace are reflected in the WAOE. This leaves little time for ongoing projects, but the groundwork by Nick Bowskill in the UK has made my participation in this whole project possible. As I begin to assist in the Global University System Asia-Pacific Framework (see http://www.kagawa-
jc.ac.jp/~steve_mc/asia-pacific/), the Online Educators Course provides useful experience in collaborating inter-culturally towards a global virtual university.
My experience elsewhere has shown that damage can be done on the intercultural frontier of distance education by unscrupulous e-mail marketing and persuasion techniques without reflection on the values being transmitted along with the technology. One widely touted Internet event based in California conflates knowledge with information commodified in the so-called education market. Non-native users of
English can be particularly victimised by such schemes that export the dark side of a certain culture in the name of a promising technology.
Evaluating the virtual learning environment for the WAOE Online Educators Course design piloted so far, I notice a pattern that is like adjusting to another culture. First there is bewilderment at the new environment, then overrating it when one finds some success in navigating the new territory. But then one becomes increasingly aware of its faults or limitations. Finally, there is a realistic acceptance of both sides, that it is worth the effort and that the experience is what participants make it to be. This course design is not about how to teach pre-packaged material online; it is more the collaboration itself than the imparting of information that can be quantified. Our communication subtly constructs knowledge, but then it would be another matter to collaboratively tutor the same unit without reifying the knowledge into information. For this course will always be different depending on the cultures and personalities involved. This in turn argues for the primacy of experience by informed practitioners where neither a canon of literature nor the parameters for investigating virtual learning environments are well established.
It may also prove difficult to research the subtle variegations of collaboration and to isolate all the variables. Among the factors are the media and access thereof, which form certain constraints even while online media make collaboration possible like never before. It is partly the prior strength of the relationships versus those technical and time constraints. There will always be the logistics of bringing the participants together in asynchronous and synchronous modes. Each participant needs to follow through on his or her determination, limited by other commitments and distractions, yet motivated both by the desire to succeed in the learning goals and by the sense of responsibility to be there for the others. Then there are cultural differences, along with the urge for mutual understanding and reconciliation. In any event, educators would do well to continue collaborating to build and apply shared experience, leveraging new technologies to accomplish time-honoured pedagogical goals more effectively, and contributing to turning online education into a professional discipline.
Learning from others – locally and globally: Kinshuk, New Zealand
I have been involved in the development and implementation of computer based learning modules for more than five years, and have also reviewed a number of commercial online courses. It has now become evident to me that the field of online education is full of challenges and careful steps are required to exploit the real potential of emerging technologies. Two major issues are of special interest to me: how to authenticate the applicability of courseware in a larger context (local cultural and social requirements, accommodation of typical learning and teaching styles etc.), and how to achieve economy (preventing reinventing the wheel by reusing core subject material across geographical boundaries).
The WAOE, and in particular the collaborative course development exercise appealed to me as a way to gather better insight of the above two points along with many other practical issues of online education. At the time of developing the course, I did not have any prior experience of collaborative tutoring, to say the least of collaborative tutoring in a virtual environment. With the current interest in embracing
online learning, I eagerly anticipated such an experience under the auspices of an organisation, which is virtual as well as dedicated to online education!
For me, the course was a great learning experience. It gave me the opportunity to have first-hand experience at developing a course that builds its components from the varying experiences of many individuals. I was, at the same time, confronted with the typical problems of online learning such as: how to ensure that the experiences gained by one generation of learners are successfully transferred to a subsequent generation.
Throughout the collaborative creation process, I had very interesting experiences. Besides solutions to problems, I encountered a sharing of personal experiences and a feeling of trust in the virtual environment. The benefits were multifaceted, not just in online learning, but also in collaboration theories and group dynamics. For me, the next step is obvious - participate as a learner. I can’t wait to see what surprises are in store for me then!
Online Collaboration and Global Virtual Learning Environments: Robert Luke, Canada As an instructor of online learning, I keep informed through network learning: a vast, interconnected, inchoate ‘field of awareness’ that makes me a part of the whole of online education. My involvement with the WAOE and my interest in the Online Educators Course stems from a desire to see how online education can become a tool for the integration of culturally relevant curricula irrespective of time and place, and to participate in the construction of the educational technology culture. My experience in the course was very positive, as it allowed me the opportunity to learn and put into practice the theory of online learning. Learning about the online learning environment was like learning a new culture, notwithstanding learning about other people. It was the personal side of learning that made it a fun learning experience. The course pedagogy reflects the needs of the participants to learn together in a shared space. And, while I was not always able to participate at the level I would have liked, I did get at least as much out of it as I put in, if not more. As the course evolves and we get a better feel for what we can do with this formula it will get even better. I like the idea of process versus product learning, and sharing experiences with online learning in an online learning environment is an excellent way to learn and develop a sense of community.
Working on establishing the course was a good educational experience for me, as it gave me the opportunity to use the many ideas and theories of online instructional design that I research as part of my job. I found that the collaborative process of brainstorming the course structure and content forced me to think carefully about what it means to learn online. I was also required to negotiate the collaborative process of learning and working with others around the world. The logistics of this alone was a challenge to implement at times, but I found that a shared sense of community and common goals helped to pull us all together to create the space to which we then came, together, as learners.
Participating as a learner in the course was also very beneficial. I enjoyed helping to create a shared space for the development of ideas. I found the course environment easy to use (except that the chat feature on Blackboard was down when
we tried to use it), and I was able to meet all of the learning objectives. The Library of Experience will be a touchstone and reference for me as I put into practice the lessons learned in the course.
The whole process of development and then taking the course has been a valuable professional development experience to me as an online educator. I have gained new understandings of what it means to learn online and to share a collaborative learning experience with people from around the world. The differences and similarities in our perspectives on online learning helped shape a shared enthusiasm for learning in a comfortable way. This has been carried over to the writing of this paper, itself a collaborative event. I have found that the course lessons have served me well as we have continued to work together to synthesise our thoughts and ideas, ensuring that the learning process continues: as part of the course, and beyond. Course Participant Reflections
Coordinating Ring member’s reactions to pilot course: Kate Hand, Canada
I see the Online Educators Course as an opportunity to not only discuss issues regarding online learning but also to get to know fellow WAOE members and add a personality to the names and words I read on the discussion lists. Overall, I am pleased with the initial attempts of the pilot course. The content is open and flexible so that learners can share experiences and shape the learning and direction of the course. The tools available in Blackboard are generally very good and met many of my expectations. I have used a number of different online learning packages and while I had a few reservations about the Group Discussion Area, I was still impressed by the tool.
When I evaluate online courses for clients I look at three core areas: Pedagogy, Human Computer Interface (HCI) and Functionality. In my estimation, the WAOE Online Educators Course scores well in each of these categories. The following list provides specifics for each of the three areas:
Pedagogy
?The Pedagogy allows for different learning styles, as the content is fluid and open to interpretation.
?Although content is introduced through textual references only and in a linear fashion, participants are able to jump around to different subjects, giving them the freedom to move ahead or review information.
?Objectives are clearly stated at the beginning of each unit and evaluation is also clearly defined.
?Some content screens are very long and involve a lot of scrolling, which can annoy users and distract from the message.
Recommendations
?I recommend adding visuals to concepts where possible for visual learners. ?Consider ‘chunking’ the content into separate pages to allow for increased flexibility and to provide natural breaks in the information.
Human Computer Interface (HCI)
?The HCI elements of the course are consistent and ought to meet most users’ expectations.
?The navigation within screens is satisfactory. The Back button is text only and a bit small, but it is consistent.
?The layout is clean and simple to understand.
?The colours used to differentiate read and unread messages in the Group Discussion Area are confusing.
Recommendations
?Confirm that the colours used for read and unread messages cannot be changed. (I think this is a Blackboard issue.)
Functionality
?The Functionality of the course is reliable and I did not have any trouble during the pilot course accessing the site or features within the course.
?There are no external plug-ins necessary for the course, so users are ready to start once they know their login name and password.
?I think that the Library of Experience is an excellent resource for collaboration and knowledge sharing, as is the opportunity for participants to tutor future groups. ?Since the online chat feature is not working, the DaMOO function is a good alternative, however, I think explicit instructions need to be added to the course so that first time MOO users are not confused.
?To get the most recent messages in the Group Discussion Area is a minimum of three clicks away from the home page. Some users might find this annoying and cumbersome to quickly read the latest postings.
Recommendations
?I would like to see a general improvement to the Group Discussions area, however, we may not be able to manipulate this feature in Blackboard.
?Ensure that all users know how to locate and participate in the DaMOO chat site.
DISCUSSION
We hope our experiences will help ensure the successful implementation of similar Internet based courses for large and culturally diverse audiences. As online learning environments, like any other type of learning systems, rely heavily on language specific explanations, in the foreseeable future the WAOE will need to address the necessity of offering this course in other languages, providing translation services so that the ongoing content evolution can be accessed by learners from different cultures. Since the WAOE’s goal is to address a culturally disparate group of online educational practitioners, effective translating and web source updating can ensure the future success of the Online Educators Course as a multicultural reality. Addressing educators across cultures will enrich all of us, and see that the free flow of information, techniques, and pedagogy reaches all corners of the web. Just as “learning networks provide the opportunity for a rich interchange of information and ideas in which all users can participate actively, learning from one another as well as from the teacher” (Harasim et al 1995, 173), so too might the WAOE online course’s
biggest asset be the network of educators who will make up its participant base and contribute to the subsequent database of educational experience(s).
The Library of Experience is an excellent way to ensure that each iteration of the course can improve, instilling self-reflexivity as a main component of the overall pedagogical design and learning process. Evaluation is an important part of the process of both teaching and learning online; it is the reflexive component of any learning system, encouraging both participants and teachers to communicate learning goals and outcomes more effectively. “In keeping with a learner-centred approach, evaluation and assessment should be part of the learning-teaching process, embedded in class activities and in the interactions between learners and between learners and teachers” (Harasim et al 1995, 167). Incorporating evaluation into the body of learning material ensures that the online course will grow and evolve to suit the needs of each user/group. Participant learners create the course and contribute to its development, fostering a sense of the educational process that transcends the limits of teacher-student semantic construction. The collaborative nature of online learning is reflected in the language used to describe these experiences as much as the experiences themselves. In the course we were participant-learners, not students, a linguistic turn that allows the learner equal footing in what was once an educational hierarchy. Online networked learning can reconfigure the balance of power within the educational structure, as “educational hypertext redefines the role of instructors by transferring some of their power and authority to students. This technology has the potential to make the teacher more a coach than a lecturer, and more an older, more experienced partner in a collaboration than an authenticated leader” (Landow 1992, 222).
Online learning environments comprise a radical departure from traditionally defined education (see Harasim et al 1995, 237; also Holloway and Ohler 1991, 261), and the shift from product- to process-centred education represents a dramatic turn in how we learn and how we conceive of learning. While traditional Western education systems are based on linear and static principles, the new knowledge economy is based on change as a constant process. Just as “interactivity is restructuring the very way we think and relate to the world” (Pearce 1997, 17), new avenues for learning are developing which educators must be able to assess. The Online Educators Course allows educators to share ideas and resources on online learning while acknowledging cultural exchange. The WAOE is about this research and networking, and the Online Educators Course provides a place for ‘learning by doing.’ The open, group learning facet of the course lets participants share their own individual transformative learning experiences and to be involved with those of others. The creation of a collective intelligence that draws on the latest research and practice of computer-mediated education can “bring many minds together for deeper, creative, imaginative collective thinking. It can empower thinking-in-community, collegial thought in which participants organise their energies to achieve the sum of more than their separate parts. CI [collective intelligence] can deal with complexity in ways no one mind alone, nor even one team alone can do.” (Rossman and Maxwell 4.2
https://www.doczj.com/doc/1f4714872.html,/CrisisResearch/U-4.pdf). The WAOE exemplifies this kind of collective, connected intelligence, and reinforces the ‘learning-as-community’ as an ongoing process, rather than simply (re)producing a product based on a rigid set of evaluative criteria.
The implications for the WAOE and online education of this kind of experiential learning include the potential to fashion culturally relevant curricula that transcend national boundaries. This will provide educational opportunities that can circumvent
centre-periphery colonial relationships and facilitate professional development opportunities to all who wish to learn more about knowledge networking. Adaptive approaches to curricular construction ensure a focus on relevant ideas. Subjects can be maintained for each user base; as the course is updated frequently, it avoids the lag often seen as educational institutions try to keep pace with rapid technological, pedagogic change (Romiszowski 1994, 161). Education is not the same as information; it must provide the tools to disseminate, navigate, and integrate information into the overall structure of learning in a knowledge-based society. Given access, those who have traditionally been marginalized can participate equally in a global education system that appreciates difference and diversity as integral parts of the whole learning process.
SUMMARY
The practice of networked learning and indeed the term networked learning means many things to different people. For some it is an approach that allows the packaging of learning materials for self-study while for others it is centred upon discursive approaches to learning. This aside there is probably common recognition that there is potential through technology to inter-connect people from anywhere and to be similarly flexible about times of participation. This potential of networks to involve anyone with access to the online space raises the possibility of international participants working together online. Although it may be true to say that networked learning itself offers some aspects of a common vocabulary it is important to also recognise that each participant is anchored within their own culture and context and if we are to avoid attempts to colonize the world with a single cultural perspective it is therefore important to build in respect for difference within any online community.
For many people interested or involved in networked education the idea of careers are often disrupted by changes in employment patterns in a post-modern world. Gone are some of the certainties about continuity and in come ideas about portfolios of jobs and work. This disruption may be in conflict with the idea of continuous learning and continuous professional development. With this new set of circumstances come ideas about self-directed learning and the need/opportunity to shape one's own identity and development. Where continuous learning may be realised it needs to bridge the gaps in employment that may arise between jobs and contracts.
Voluntarism may offer some solutions to collaboration and mutually supportive professional development in an online community context. These are voluntary communities comprising individuals working together across the gaps in each others lives. How are these two inter-connected ideas about developing respect and individual identity to be sustained within such disrupted lives? How are identities retained within networked learning communities that may distributed across vast areas? How do we research and begin to understand these communities?
These are some of the questions that we as a group of individuals sought to consider as a professional development exercise couched in our efforts to co-design and construct an imaginary course for others. In a collaboratively self-directed initiative we sought to explore the development of a notional online course for fellow members of our online voluntary professional development community. Over a period of about 6 months we worked together to discuss and explore the design and construction of an online course as material and as a mechanism for our own collaborative professional
development. In designing such a course as a learning exercise, we were particularly keen to give special consideration to respect for cultural difference both amongst ourselves and amongst those who might be involved in the course as participants. The mechanism for achieving this was to adopt a biographical method.
Our interpretation to biographical methods was to develop the idea of a Library of Experience as a resource for current and other generations of our voluntary community. Participants on the course would not be assessed as this would be in conflict with both voluntarism and difference. Instead they would be invited to contribute an account of their 'selves' at the intersection of the course experience. The idea of writing to relate a learning experience to their own lives represents a learning opportunity for the author and at the same time offers a window and witnesses those involved in this self-help community for different generations of members. We believe this approach respects the individual and their authority to write their own identity and response to the course. This paper is a collaborative document that makes the first contribution to our Library of Experience. It records our work together as members of a highly distributed voluntary and self directed professional development community. It attempts to understand the shared experience of collaboratively designing the course in both a collective view and from the individual perspectives of those involved in the design activity. It is also an attempt to research ourselves as a group within a voluntary self-help online community and in publishing this work to make a case for the development of a Library of Experience that may begin in this journal but be developed and continue online for those with disrupted access to such journals.
Our hope is that this might then facilitate a better mutual understanding of online communities, the potential of voluntarism within collaborative professional development and offer research methods that respect cultural difference and understanding. Authors
Nicholas Bowskill, is a Research Associate, on the Computer Based Collaborative Group Work Project at Sheffield University, England. He is also a tutor on the MEd course in Networked Collaborative Learning in the Dept. of Educational Studies. He has been involved in professional development and learning technology for 8 years. He has worked in different higher education institutions using open learning, face-to-face and networked strategies to support academic staff.
Steve McCarty is a full Professor at Kagawa Junior College in Japan and President of the World Association for Online Education (https://www.doczj.com/doc/1f4714872.html,). His online publications Website(http://www.kagawajc.ac.jp/~steve_mc/epublist.html)
is an Asian Studies WWW Virtual Library 4-star site.
Dr Kinshuk is Senior Lecturer in the Information Systems Department of Massey University. He is involved in research and development of adaptive and intelligent learning technology systems. He is Chair of IEEE Learning Technology Task Force (https://www.doczj.com/doc/1f4714872.html,/) and Founding Chair of New Zealand chapter for ACM SIG on Computer-Human Interaction (https://www.doczj.com/doc/1f4714872.html,/chapters/sigchi_nz/). He is also Coordinator of the International Forum of Educational Technology & Society
(https://www.doczj.com/doc/1f4714872.html,/), and Editor of Educational Technology & Society journal (https://www.doczj.com/doc/1f4714872.html,/periodical). He has more than 40 publications in international journals and conferences.
Robert Luke is currently completing doctoral studies at the Ontario Institute
for Studies in Education at the University of Toronto, Canada. His research
focuses on the development of community learning networks for marginalized communities. At the time this paper was written, he was a Courseware Development Specialist at the University of Lethbridge, Canada, where he was responsible for coordinating online learning environments and professional development across the university. Besides his work with the WAOE, Robert has also conducted educational web site reviews for Educational Technology &
Society, the Electronic Journal of the International Forum of Educational
Technology and Society, and has published several hypertext learning tools. He also works as an educational technology consultant.
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《过零丁洋》文天祥翻译、背景 【原诗】辛苦遭逢起一经，干戈寥落四周星。山河破碎风飘絮，身世浮沉雨打萍。惶恐滩头说惶恐，零丁洋里叹零丁。人生自古谁无死？留取丹心照汗青。 【译文】回想我早年由科举入仕历尽辛苦，如今战火消歇已熬过了四个年头。国家危在旦夕恰如狂风中的柳絮，个人又哪堪言说似骤雨里的浮萍。惶恐滩的惨败让我至今依然惶恐，零丁洋身陷元虏可叹我孤苦零丁。人生自古以来有谁能够长生不死？我要留一片爱国的丹心映照史册。 【作者】 文天祥（1236年6月6日－1283年1月9日），字履善，又字宋瑞，自号文山、浮休道人。江西吉州庐陵（今属江西吉安）人，南宋末大臣，政治家、文学家，杰出的民族英雄和爱国诗人。宝祐四年（1256年）状元，官到右丞相兼枢密使。被派往元军的军营中谈判，被扣留。后脱险经高邮嵇庄到泰县塘湾，由南通南归，坚持抗元。祥兴元年（1278年）兵败被张弘范俘虏，在狱中坚持斗争三年多。受俘期间，元世祖以高官厚禄劝降，文天祥宁死不屈，从容赴义。至元十九年（1282）十二月初九，在柴市从容就义。著有《过零丁洋》、《文山诗集》、《指南录》、《指南后录》、《正气歌》等。 【背景】 1278年五月，年仅10岁的宋端宗赵昰在溺水后因自幼的娇生惯养和体质虚弱而病死，陆秀夫等再拥立端宗的7岁的弟弟赵昺即位为皇帝，年号祥兴。朝廷迁至厓山，加封文天祥信国公。冬天，文天祥率军进驻潮州潮阳县，欲凭山海之险屯粮招兵，寻机再起。然而元军水陆猛进，发起猛攻。年底，文天祥在海丰北五坡岭遭元军突然袭击，兵败被俘，立即服冰片自杀，未果。降元的张弘范劝降，遭严辞拒绝。1279年正月，元军出珠江口，进攻南宋最后据点厓山(在今广东新会南海中)，文天祥被押解同行。船过零丁洋（零丁洋在今广东中山南的珠江口，中山市南，靠海有个零丁山，山下海面叫零丁洋），元军都元帅张弘范逼迫文天祥招降坚守厓山的宋军统帅张世杰，文天祥写下此诗以死言志，严正拒绝。
Pep小学、初中英语词汇表（共619个单词） 名词n ,noun[naun] 形容词adj ,adjective['?d?iktiv] 数词num ,numeral['nu:m?r?l, 'nju:-] 代词pron ,pronoun['pr?unaun] 动词v ,verb[v?:b] 副词adv ,adverb['?dv?:b] 冠词art ,article['ɑ:tikl] 介词prep ,preposition[,prep?'zi??n] 连词conj ,conjunction[k?n'd???k??n] 感叹词int ,interjection[,?nt?'d?ek??n] a,[?n,?n]一(在元音字母前代替不定代词a) an, [?n,?n]一(在元音字母前代替不定代词a) about[?'baut]（关于，大约）, after['ɑ:ft?]（之后）, afternoon[,ɑ:ft?'nu:n]（下午）, again[?'ɡen, ?'ɡein]再一次, ago[?'ɡ?u]以前, air[??]空气，空中, v t. & vi. 晾晒, 烘干 all[?:l]全部, along[?'l??]沿着, 向前，往前 am, [?m]是（用于第一人称） and, [?nd, ?nd, ?n]和, 与, 及，然后，接着angry['??ɡri]生气的, 恶劣的, 狂怒的 animal['?nim?l]动物, 兽, 牲畜 answer['ɑ:ns?]回答，答案, ant[?nt]蚂蚁, any['eni]任何的, 一点, 一些 apple, ['?pl]苹果; 苹果树 April['eipr?l]四月, are, [ɑ:]是（用于二三人称的复数） ask[ɑ:sk问要求, 请求,at, August['?:ɡ?st]八月, aunt[ɑ:nt]阿姨,姑母, 姨母; 伯母, 婶母, 舅母auntie aunty['?nti:, 'ɑ:n-](aunt的昵称)伯母;婶母;姑母;姨母;舅母 autumn['?:t?m]秋天，秋季，成熟期, 渐衰期 B Back[b?k]（后面）, bad[b?d]坏的, bag[b?ɡ]包，书包, ball[b?:l]球, 舞会 banana[b?'nɑ:n?]香蕉, bank[b??k]银行，河岸, basketball['bɑ:skitb?:l]篮球, bathroom['bɑ:θrum]浴室, be, [bi:, bi][be to-v]表示必要、打算、可能性、假设等或用来表示将来安排 bean[bi:n]菜豆,豆 bear[b??]n熊, vt. & vi.1 承担, 负担 beautiful['bju:t?ful]美丽的,很好的 bed[bed]床, 河床,苗圃, 花坛 bee[bi:]蜜蜂, before[bi'f?:]conj以前, prep. (表示位置)在…前面 begin[bi'ɡin]开始, best[best]最好的, between[bi'twi:n]在….之间, big[biɡ]大的, 成功的,重要的, 重大的;bigger较大的；biggest 最大的 bike[baik]自行车, bird[b?:d]鸟, birthday['b?:θdei]生日, black[bl?k]黑色的, blackboard['bl?kb?:d]黑板, blue[blu:]蓝色的, blow[bl?u]吹, boat[b?ut]小船, book[buk]书, 书籍账簿,vt. 1 登记, 记账 borrow['b?r?u]借，借入， boots[bu:ts]靴子, n擦靴人 bowl[b?ul]碗, 钵, 盘 box[b?ks]盒子，箱子, pencil['pens?l]铅笔, 彩色铅笔 pencil box文具盒, boy.[b?i]男孩, 少年 bread[bred]面包, 生计 breakfast['brekf?st]早餐, bright[brait]明亮的,聪明的, 愉快的，鲜艳的 bring[bri?]带来,造成，引起 brother['br?e?]兄弟, bus[b?s]公共汽车,巴士 but[b?t, b?t]但是, prep. 除…以外 buy[bai]买, 交易, 买卖 by[ba?]乘, 在…近旁; 在身边 bye[ba?]int.再见adj. 次要的 C Cake[keik]蛋糕, can[k?n, k?n]v能，会, n罐, 罐头 car[kɑ:]小汽车, 轿车 card[kɑ:d]卡, 纸牌, 扑克牌，办法, 手段, 妙计careful['k??ful]仔细的, 小心的 carry['k?ri]运，搬,提, 挑, 背 cartoon[kɑ:'tu:n]漫画, 动画片 cat[k?t], 猫 chair[t???]椅子, 大学教授职位 cheap[t?i:p]便宜的, 低俗的, 卑鄙的 cheese[t?i:z]奶酪, chess[t?es]国际象棋, chick[t??k]小鸡, 少妇 chicken['t?ikin]鸡肉, child[t?aild]孩子, 儿童，子女 children['t??ldr?n]孩子们, chocolate['t??k?lit]巧克力, city['siti]城市,都市，全城居民 class[klɑ:s]班级, 阶级, 社会阶级 classroom['klɑ:sru:m]教室, clean[kli:n]干净的，打扫, 正派的, 正大光明的clear[kli?]清晰的, 清白的，畅通的 clearly['kl??l?]明朗地,明确地，明亮地 clever['klev?]聪明的, 灵巧的, 精巧的 climb[klaim]爬, 上升, 增长 clock[kl?k]钟, 挂钟；watch [w?t?] 手表，看，观察close[kl?uz]关, 终结, 结束 clothes[kloz, kloez]衣服, coat[k?ut]外套, coffee['k?fi]咖啡, 咖啡豆 coin[k?in]硬币, cold[k?uld]寒冷, heat[hi:t] 高温, 炎热 have a cold感冒, colour['k?l?]颜色, 脸色, 气色，肤色 come[k?m]来, come back回来, come out出来, come to school来到学校, computer[k?m'pju:t?]电脑, 计算机
过零丁洋原文及翻译、《过零丁洋》训练试题及答案 文天祥，南宋民族英雄，著名爱国诗人。初名云孙，字天祥，后改字宋瑞，又字履善，自号文山，庐陵人。他二十岁即中进士，作品集有《指南录》、《指南后录》、《吟啸集》、《文山全集》。 [注释] ①零丁洋：在现在的广东省珠江口外。1278年底，文天祥率军在广东五坡岭与元军激战，兵败被俘，囚禁船上曾经过零丁洋。 ②遭逢：遭遇。起一经，因为精通一种经书，通过科举考试而被朝廷起用作官。文天祥二十岁考中状元。 ③干戈：指抗元战争。寥落：荒凉冷落。四周星：四周年。文天祥从1275年起兵抗元，到1278年被俘，一共四年。 ④絮：柳絮。 ⑤萍：浮萍。 ⑥惶恐滩：在今江西省万安县，是赣江中的险滩。1277年，文天祥在江西被元军打败，所率军队死伤惨重，妻子儿女也被元军俘虏。他经惶恐滩撤到福建。 ⑦丹心：红心，赤诚的心。汗青：同汗竹，史册。古代用简写字，先以火烤使出“汗”，干后易写而且不受虫蛀，也称汗青。 [译文] 回想我早年由科举入仕历尽辛苦， 如今战火消歇已熬过了四个周星。 国家危在旦夕恰如狂风中的柳絮， 个人又哪堪言说似骤雨里的浮萍。 惶恐滩的惨败让我至今依然惶恐， 零丁洋身陷元虏可叹我孤苦零丁。 人生自古以来有谁能够长生不死， 我要留一片爱国的丹心映照汗青 [赏析] 1278年底，文天祥兵败被俘。第二年押经零丁洋时，敌人一再逼他写信，招降在海上坚持抗元斗争的宋军将领。文天祥断然拒绝。他面对浩渺沧海，感慨国家命运，心潮起伏汹涌…作者首先回想了自己的一生：由刻苦读书进入仕途，到戎马干戈为国征战。第二句中的“寥落”，表明了南宋末抗元斗争的局势，渗透着作者的惋惜和痛心。投降派苟且偷安，主战派寥寥无几，文天祥孤军奋战，寡不敌众，才屡遭惨败，宋王朝危在旦夕。作者以生动形象的比喻，沉痛地抒写了“干戈寥落”中国家和个人的悲惨遭遇：国家已像风中柳絮，个人更像雨中浮萍，亡国孤臣，风雨飘摇。接着作者具体描述：“惶恐滩头说惶恐，零丁洋里叹零丁。”作者以两次激战为背景，巧妙借用地名和感情词语的同音重复，深沉地抒发了战败时和被俘时的心情。作者的所“说”所“叹”，不只是个人的不幸和愁苦，而且更饱含着剧烈的亡国之痛。最后，作者从沉郁悲痛转为昂扬壮烈，以高亢的笔调、磅礴的气势，表明了自己在生死关头的毅然抉择：“人生自古谁无死，留取丹心照汗青。”这慷慨激昂、大义凛然的诗句，表现了作者的铮铮铁骨，耿耿忠心，表现了作者的英雄气慨和高风亮节。1283年，文天祥在元大都从容就义。这两句诗成了后来无数仁人志士的座右铭。 《过零丁洋》中考试题集萃 1、诗中第二联 , 运用比喻的方法 , 将国家命运与个人命运紧密联系在一起。诗人以
Unit Unit 1 Cultural Relics Heading Topic and Content Teaching Goals and Objectives Grade Level: Senior Grade One Time: 45min Description of students: For the students in grade1 in senior high school, their basic knowledge of cultural relics is enough. So the topic of this unit is familiar and easy to them. However, the passage in this unit is about another unfamiliar cultural relic---the Amber Room, so it is a little difficult to them. In addition, this passage is logically organized through three clues. So to the students, this passage is hard to grasp. Topic: Cultural Relics Teaching Content: 1.Key vocabulary: amazing, honey, decorate, select, belong, remove 2.Subject matter: 1.) recall the famous cultural relics around the world 2.) emphasis the importance of protecting of cultural relics 3.) reading comprehension---In Search of The Amber Room 1.Teaching Goals: 1.)Talk about history and background of the cultural relics 2.)Improve the students’ reading ability through the passage 2.Teaching Objectives: 1). Ability objectives Towards the end of this unit, the students should be able to: A. Enable the students to have the ability of talking cultural relics and ways to protect them. B. Learn some detailed information about the Amber Room. C. Train the students ability’ to grasp key information and clues while listening. D. Learn to skim for the main idea of this passage E. Fully understand the passage through the clues. F. Retell the passage in their own words. Teaching Key Points and Difficult Points 2). Emotion objective Make the students realize the importance of protecting the cultural relics and take action to protect them. 1.Key Points: 1).The key words and expressions; 2). Learn some detailed information about the Amber Room; 3). Train the students’abilityspeaking. 4). Improve the students ’ reading ability, including skimming and scanning. 2.Difficult Points: Train the students’ ability to grasp key information while listening. Lesson Step1Lead-in (4 minutes)
一、循序渐进，逐步掌握自然拼读法 对于小学生而言，自然拼读法的掌握并不是一蹴而就的事情，而是一个循序渐进，逐渐积累熟练的过程，因此，作为小学英语教师，在引导学生掌握自然拼读法时，一定要由简到繁，由易到难。在自然拼读法的教学中，我一直坚持采用“五阶段分解法”，将自然拼读法的学习分成五个阶段，层层递进。第一阶段：引导学生建立字母与字母自然发音之间的直接联系，让学生掌握代表英语44个基本音的字母和字母组合，比如掌握单辅音（p,d,k…）、辅音字母组合（c h,sh,th…），元音包括短元音（a,e,i…）、长元音（ai,ee,ie…）和其他元音（er,or,oi…）的发音等等；第二阶段：引导学生能够成功拼读元音+辅音（辅音+元音）。如：m-ymy，g-ogo等等；第三阶段：引导学生能够成功拼读辅音+元音+辅音。如d-o-gdog，h-o-thot；第四阶段：引导学生成功拼读双音节或多音节单词。如sw-ea-t-ersweater；第五阶段：引导学生听音辨字，即听到单词读音就能拼出该单词。所以说在教学中，教师一定要分清层次，引导学生逐步去学习，一步步的打牢基础。 二、强化练习，熟练运用自然拼读法 学习是一个持续推进，反复强化的过程，最忌三天打鱼、两天晒网。不管哪一门学科，要想掌握相关知识，都必须不断的学习、练习、强化记忆。尤其是关于语言的学习，一定要不断回顾，不断练习。小学自然拼读法的学习，同样如此。在教学中，笔者发现许多教师在教学过程中，只传授给学生最基本的方法，然而却忽视引导学生进行认真的练习，导致学生学过之后，遗忘率很高，影响了教学效果。笔者认为，对于教师而言，一定要将强化练习融入自然拼读法的教学中，比如，在讲解字母和字母组合的基本音时，如果教师讲过之后，没有督促学生进行练习，加深记忆，学生肯定记不清、记不牢、容易混淆，只有不断加强督促，加强检查，引导学生去记忆，去练习，才能将44个字母和字母组合的基本音刻印在学生的脑子里。此外，掌握了基本的字母和字母组合的发音后，教师就应该引导学生进行单词的拼读和拼写练习。在教学过程中，在引导学生掌握字母和字母组合的发音后，我首先会组织学生进行拼读练习，每天都会在黑板上写出很多
宋史 原文： 文天祥字宋瑞，又字履善，吉之吉水人也。年二十举进士，对策集英殿。帝亲拔为第一。咸淳九年，起为湖南提刑，因见故相江万里。万里素奇天祥志节，语及国事，愀然曰：“吾老矣，观天时人事当有变，吾阅人多矣，世道之责，其在君乎？君其勉之。”十年，改知赣州。德祐初，江上报急，诏天下勤王。天祥捧诏涕泣，发郡中豪杰，有众万人。事闻，以江西提刑安抚使召入卫。其友止之，天祥曰：“第国家养育臣庶三百余年，一旦有急，征天下兵，无一人一骑入关者，吾深恨于此，故不自量力，而以身徇之，庶天下忠臣义士将有闻风而起者。”尽以家赀为军费。明年正月，除知临安府，寻除右丞相兼枢密使，如军中请和，与大元丞相伯颜抗论皋亭山。丞相怒拘之，北至镇江。天祥夜亡入真州，展转至高邮，泛海至温州。至元十五年十二月，趋南岭。天祥方饭五坡岭，张弘范兵突至，天祥仓皇出走，千户王惟义前执之。至潮阳，见弘范，左右命之拜，不拜，弘范遂以客礼见之，与俱入崖山，使为书招张世杰。天祥曰：“吾不能捍父母，乃教人叛父母，可乎？”索之固，乃以所书《过零丁洋》诗与之。崖山破，弘范遣使护送天祥至京师。天祥在燕凡三年，上知天祥终不屈也，召入谕之曰：“汝何愿？”天祥对曰：“天祥受宋恩，为宰相，安事二姓？愿赐之一死足矣。”然犹不忍，遽麾之退。言者力赞从天祥之请，从之。俄有诏使止之，天祥死矣。天祥临刑殊从容，谓吏卒曰：“吾事毕矣。”南乡拜而死。数日，其妻欧阳氏收其尸，面如生，年四十七。其衣带中有赞曰：“孔曰成仁，孟曰取义，惟其义尽，所以仁至。读圣贤书，所学何事，而今而后，庶几无愧。” （节选自《宋史文天祥传》） 译文： 文天祥字宋瑞，又字履善，吉州吉水人。二十岁中进士，在集英殿对答皇上的策问，皇上亲自选拔他为第一。咸淳九年，被起用为湖南提刑，顺便拜见了原丞相江万里。江万里一向认为文天祥有超过常人的意志节操，谈及国家大事，江万里改变容色说：“我老了，综观天时人事将有变化，我见过的人很多，改变社会状况的责任，大概就落在你的身上了吧！你可要竭尽全力。”咸淳十年，改任赣州知州。德祐初年，元军进逼愈急，皇上下诏号召天下起兵救援，文天祥捧着诏书大哭，发动郡中豪杰，有民众万人。朝廷知道后，让文天祥凭江西提刑安抚使的身份领兵入卫。他的好友劝阻他，文天祥说：“但国家抚养臣民三百多年，一旦国家有急难，向天下征集兵员，竟然没有一人一马响应入关，我对此非常遗憾，所以不自量力，而想到要以身殉国，但愿天下有一听到消息就立刻行动的忠臣义士。”于是倾尽家财为军费。第二年正月，担任临安府尹，不久又担任右丞相兼枢密使，朝廷派他到元军军营请求和好，跟元丞相伯颜在皋亭山，据理力争。元丞相伯颜大怒，扣押了他，文天祥随元军向北到了镇江。后来趁夜色逃到真州，辗转到了高邮，渡海到了温州。至元十五年十二月，逃到南岭。文天祥正在五坡岭吃饭，张弘范的军队突然到来，文天祥仓皇出逃，千户王惟义上前抓住了他。文天祥被押解到潮阳，带去见张弘范，张弘范身边的人命令文天祥下拜，文天祥不拜，张弘范于是用对待客人的礼节对待他，与他一起到崖山，让他写信去招降张世杰。文天祥说：“我不能护卫皇上，却教别人背叛皇上，能这样做吗？”张弘范坚持索要劝降信，文天祥就将他所写的《过零丁洋》的诗交给张弘范。崖山被攻破之后，张弘范派人护送文天祥去京师大都。文天祥呆在大都一共有三年，元世祖知道文天祥始终不屈服，于是召文天祥入朝，对他说：“你有什么愿望？”文天祥回答说：“我受大宋恩泽，担任宰相，怎能侍奉他姓之人呢？只愿赐我一死就满足了。”可是元世祖还是不忍心杀文天祥，就让他退下了。有人进言，竭力赞成依从文天祥的请求，元世祖同意了。不久世祖又有诏书制止赐死他，可是文天祥已经死了。文天祥临刑时非常从容镇定，对行刑的吏卒说：“我的事情完成了。”向南
小学四年级上册英语单 词发音归类 Company number：【WTUT-WT88Y-W8BBGB-BWYTT-
小学四年级上册英语单词发音归类 a-e /e/ cake make face name shake date race game gate hate plate grape wave Dave Jane Jake Kate a // cap map dad hand bag man fat fan hat cat at apple candy Jack i-e/a/ five rice nine kite nice fine like time bike bite side ice white Mike i // pig big six sit milk fish thin picture is it this miss bit rabbit English window sister fifteen o-e// nose Coke home note rose hope Jones bone old toes no o // dog box body mom orange hot not lot lost Tom John u-e /ju:/ use cute excuse UK USA pupil student tube mule u // duck up cup cut but bus us uncle under fun mum study -e /i:/ he she we be -e- /e/ red bed ten pen pencil leg let get desk seven egg elephant friend
【原诗】 过零丁洋 辛苦遭逢起一经， 干戈寥落四周星。 山河破碎风飘絮， 身世浮沉雨打萍。 惶恐滩头说惶恐， 零丁洋里叹零丁。 人生自古谁无死， 留取丹心照汗青。 【今译】 回想我早年由科举入仕历尽苦辛， 如今战火消歇已熬过了四个周星。 国家危在旦夕恰如狂风中的柳絮， 个人又哪堪言说似骤雨里的浮萍。 惶恐滩的惨败让我至今依然惶恐， 零丁洋身陷元虏可叹我孤苦零丁。 人生自古以来有谁能够长生不死， 我要留一片爱国的丹心映照汗青。 【赏析】 《过零丁洋》赏析 祥兴元年(1278)十二月，文天祥兵败被俘。第二年元月，元军出珠江口，进攻南宋最后据点山(在今广东新会南海中)，文天祥被押解同行，过零丁洋时写了这首诗，决心以死殉国。当时，元军统帅张弘范逼迫文天祥招降坚守山的南宋将领张世杰，文天祥严正拒绝，说：“我自救父母不得，乃教人背父母，可乎?”并出示此诗以明心志，张弘范见诗中辞意坚决，“但称：‘好人!好诗!’竟不能逼。”诗的开头两句回顾自己一生的主要经历。概括地说，是两件大事。一是受到皇帝的选拔，经过科举考试进入仕途。二是在元军入侵、宋室危亡之际，响应朝廷“勤王”号召，在德 元年(1275)正月，以全部家产充军费，起兵抗元，在频繁不断的战斗中度过了四年。这四年中，他出生入死，为挽救危亡，竭尽全力，苦苦支撑，但局势却越来越危殆。此时，南宋大部江山已落入敌手，自己也兵败被俘。眼看大势已去，诗人不禁悲从中来。所以接下去两句就进一步抒写国破家亡的悲哀。国土遭到元军的蹂躏，山河破碎，设在山的南宋王朝在元军的攻逼之下也岌岌可危，覆亡在即，一如风中柳絮。这是从国势一面说。至于文天祥自己，也是一生坎坷，当初做官曾因忤权贵而屡被罢斥；起兵抗元之后，多次兵败，一次被扣，两次被俘，数次欲自杀尽节而不死。如今部下将士牺牲殆尽，亲人被元军俘获，自己孤零一人，身陷敌手，一如风雨吹打的浮萍，无所依托。这两句以比喻的方式写国势和身世，生动形象，而蕴藏其中的感情尤为深挚沉痛，
小学英语单词辨音 5个元音字母的发音规则： Aa 开音节[ ei ] 闭音节[ ? ] 在[w]音后发[ ] Ee 开音节[ i: ] 闭音节[ e ] Ii 开音节[ai ] 闭音节[ i ] Oo 开音节[?u] 闭音节[ ] [u:] Uu 开音节[ju:] 闭音节[Λ]若是在j、l、r、s后读[u:] 练习 给出例词，请找出与划线部分相同的例词，并将其标号填入题前括号内。 Aa （）1、cake A:take B:cat （）2、name A:bag B:plane （）3、China A:about B:want （）4、after A:class B:wash （）5、What A:watch B:father （）6、cat A:flag B:baby （）7、late A:game B:any （）8、have A:happy B:past （）9、animal A:apple B:past （）10、make A:plane B:away Ee （）1、me A:these B:bed
（）2、he A:Chinese B:egg （）3、she A:best B:we （）4、let A:evening B:red （）5、lesson A:desk B:open （）6、mess A:me B:letter （）7、hen A:letter B:Chinese （）8、vegetable A:hen B:apple （）9、eng A:pen B:me （）10、pen A:he B:egg Ii （）1、ring A:shine B:miss （）2、mistake A:big B:find （）3、milk A:pick B:child （）4、nine A:line B:dish （）5、drive A:live B:bright （）6、pig A:finished B:pilot （）7、bike A:time B:city （）8、swim A:kite B:sit （）9、drink A:fish B:time （）10、find A:high B:chicken Oo （）1、nose A:dog B:boat （）2、those A:go B:not （）3、lose A:stop B:old
《过零丁洋》教学设计 一、教学目标： 知识与能力：借助文中注解，整体把握诗歌内容和写作手法，体会作者的情感； 过程与方法：通过反复的诵读，把握诗歌情感； 情感态度与价值观：体会作者慷慨激昂的爱国情感，激发学生的爱国热情。 二、教学重、难点 理解诗歌中的名句及内涵，准确把握诗中情感，有感情地朗诵诗歌。 三、教学方法：诵读法 四、课时安排：1课时。 五、教学工具：多媒体教学设备、手机APP教学。 预习要求： 1、朗读诗歌，借助注解和工具书，疏通诗歌大意； 2、查找文天祥相关文学常识与诗歌写作背景。 教学过程： 课前常规活动： 成语积累——“舍生取义”（学生讲解成语） ppt展示：“生，亦我所欲也，义，亦我所欲也；二者不可得兼，舍生而取义者也。” ——《孟子·告子上》 大意： 生命，是我所喜爱的，大义，也是我所喜爱的；如果这两样东西不能同时都具有的话，那么我只好牺牲生命而选取大义了。 （一）导入： 师：同学们，你们知道有哪些舍生取义的古今英雄吗？ 生：……文天祥！ 师：好，这节课我们一起来学习这位英雄写下的诗歌！请大家一起齐读诗歌。 师：请同学为大家介绍文天祥的相关文学常识： （二）作者及写作背景简介 文天祥 (1236年－1283年），原名云孙，字宋瑞，号文山，吉州庐陵人。南宋杰出的民族英雄、政治家、军事家、爱国诗人。代表作品《正气歌》《过零丁洋》。 过零丁洋》作于1279年，即文天祥被元军所俘的第二年正月过零丁洋时。当时，元军统帅张弘范逼迫文天祥写信，招降宋朝正在海上坚持抵抗的将领张世杰，文天祥坚决拒绝，并写了这首诗作为回答。这首诗为作者誓死明志而作，是一首大义凛然的正气歌，饱含着作者的爱国主义情感。 （三）多种形式朗诵，整体感受诗歌情感 ①学生齐读诗歌（教师先不点评） ②手机APP范读（正字音、把握节奏） 请学生评价示范朗读。明确朗读要注意的事项。 ③教师指导朗读： 辛苦／遭逢／起一经，干戈／寥落／四周星。↓ 山河／破碎／风飘絮，身世／浮沉／雨打萍。↓
小学英语单词记忆法 作者：u899292/用户名：u899292 一、拼音式记忆法 如：数字“十”ten，可以联想成ten的拼音发音。男人们“men”汉语拼音便是men…… 二、谐音记忆法 1.单词读音谐音法 如：apple单词的汉语谐音是“阿婆”画图“一个阿婆手里拿着一个苹果”联想，看到图画联想到apple的读音，汉意。 2.字母音与汉字音相结合谐音记忆法 如颜色单词红色red，记住一句话，阿姨地里的苹果红了……这一句话，不仅让学生加深了三个字母r，e，d的粗读，还记住了这个单词的顺序，同时又记住了这个单词的汉意“红色”，这样一句话，可谓一石三鸟，在实际的教学中收到了良好的效果…… 三、形近串连记忆法 如tea茶叶，eat吃，teacher教师，meat肉，这些单词形近，老师吃茶吃肉，这样一句话，让学生一下子便记住了四个单词。Purple people紫色的人们，monday moon 星期一，月儿升…… 四、字母谐音及外形和故事结合记忆法 单词eleven “十一”很多同学记忆吃力，即便是当时记住了，可是很短时间又忘了,一种方法想忘记都难，三个阿姨（e）走娘家，（她的娘家门牌号是11.）第一个阿姨带去了一把勾子（l这个字母形状像勾），第二个阿姨呢，竟带去了一把剪刀（v像剪刀），第三个阿姨特别有意思，把自己的大门扛了去……想必是娘家的大门坏了…… 五、循环记忆法 这种方法是一个传统的记忆方法，也是来是们使用的做多的方法，人的大脑有一个特点，对某个信息反复刺激才能记住，例如，三年级的学生每天规定记忆的词汇量是五个单词，第二天记忆十个其中包括第一天的五个，第三天背十五个其中包括前两天的，照这样累计，这种方法也许对于孩子来说是枯燥无味的，但每个单词却都对大脑刺激无数次，从而记得比较牢。
高考必背64篇汇编之《过零丁洋》 （原文+解析+译文+情景默写+作文素材运用积累） 过零丁 （宋）文天祥 《过零丁洋》是宋代大臣文天祥在1279年经过零丁洋时所作的诗作。此诗前二句，诗人回顾平生；中间四句紧承“干戈寥落”，明确表达了作者对当前局势的认识；末二句是作者对自身命运的一种毫不犹豫的选择。全诗表现了慷慨激昂的爱国热情和视死如归的高风亮节，以及舍生取义的人生观，是中华民族传统美德的崇高表现。 辛苦遭逢起一经，干戈寥落四周星。 山河破碎风飘絮，身世浮沉雨打萍。 惶恐滩头说惶恐，零丁洋里叹零丁。 人生自古谁无死？留取丹心照汗青。 【译文】 我一生的辛苦遭遇，都开始于一部儒家经书；从率领义军抗击元兵以来，经过了四年的艰苦岁月。 祖国的大好河山在敌人的侵略下支离破碎，就像狂风吹卷着柳絮零落飘散；自己的身世遭遇也动荡不安，就像暴雨打击下的浮萍颠簸浮沉。
想到前兵败江西，（自己）从惶恐滩头撤离的情景，那险恶的激流、严峻的形势，至今还让人惶恐心惊；想到去年五岭坡全军覆没，身陷敌手，如今在浩瀚的零丁洋中，只能悲叹自己的孤苦伶仃。 自古人生在世，谁没有一死呢？为国捐躯，死得其所，（让我）留下这颗赤诚之心光照青史吧！ 【整篇赏析】 首联“辛苦遭逢起一经，干戈寥落四周星。”“起一经”当指天祥二十岁中进士说的，四周星即四年。天祥于德祐元年（1275），起兵勤王，至祥兴元年（1278）被俘，恰为四个年头。此自叙生平，思今忆昔。从时间说，拈出“入世”和“勤王”，一关个人出处，一关国家危亡，两件大事，一片忠心。唐宋时期，一个人要想替国家做出一番事业，必须入仕，要入仕，作为知识分子必须通过科举考选，考选就得读经，文天祥遇难时，衣带中留有个自赞文说：“读圣贤书，所学何事，而今而后，庶几无愧”，就是把这两件事拴在一起的。圣人著作就叫经，经是治国安邦的。这两句诗，讲两件事，似可分开独立，而实质上是连结在一起的。干戈寥落一作干戈落落，意思相近。《后汉书·耿弁传》“落落难合”注云：“落落犹疏阔也。”疏阔即稀疏、疏散，与寥落义同。《宋史》说当时谢后下勤王诏，响应的人很少，这里所讲情况正合史实。 颔联接着说“山河破碎风飘絮，身世浮沉雨打萍。”还是从国家和个人两方面展开和深入加以铺叙。宋朝自临安弃守，恭帝赵昰被俘，事实上已经灭亡。剩下的只是各地方军民自动组织起来抵抗。文天祥、张世杰等人拥立的端宗赵昱逃难中惊悸而死，陆秀夫复立八岁的赵昺建行宫于崖山，各处流亡，用山河破碎形容这种局面，加上说“风飘絮”，形象生动，而心情沉郁。这时文天祥自己老母被俘，妻妾被囚，大儿丧亡，真像水上浮萍，无依无附，景象凄凉。 颈联继续追述今昔不同的处境和心情，昔日惶恐滩边，忧国忧民，诚惶诚恐；今天零丁洋上孤独一人，自叹伶仃。皇恐滩是赣江十八滩之一，水流湍急，令人惊恐，也叫惶恐滩。原名黄公滩，因读音相近，讹为皇恐滩。滩在今江西省万安县境内赣江中，文天祥起兵勤王时曾路过这里。零丁洋在今广东省珠江15里外的崖山外面，现名伶丁洋，文天祥兵败被俘，押送过此。前者为追忆，后者乃当前实况，两者均亲身经
Unit 1 Culture relics 单元语言点 目标认知 重点词汇 rare, valuable, survive, doubt, remove, amazing, select, design, remain, worth, fancy 重点短语 belong to, in return, serve as, think highly of, part of, in search of 重点句型 1. could have done 2. Nor do I think... 知识讲解 重点词汇 rare 【原句回放】Does a cultural relic always have to be rare and valuable? 文化遗产总是稀少而贵重的吗？ 【点拨】rare adj. 稀少的, 罕见的；稀薄的 It is rare to see a man over 160 years old. 很少见到一个人能活到160岁。 The air is rare at high altitudes. 高处空气稀薄。 【拓展】occasional, uncommon, scare, rare均含“稀罕的、很少发生”之意。 occasional 指偶然、间或发生的事，侧重无规律可循。 uncommon指一般不发生或很少发生的事情，故显得独特、异常与例外。 scare指暂时不易发现、不存在或数量不足，供不应求的东西。 rare指难得发生的事或难遇见的人或事，侧重特殊性。 valuable 【原句回放】Does a cultural relic always have to be rare and valuable? 文化遗产总是稀少而贵重的吗？ 【点拨】valuable adj. 很有用的，宝贵的；很值钱的，贵重的（=of great value） valuable experience 宝贵的经验 valuable jewelry 贵重的首饰 This is one of the most valuable lessons I learned. 这是我所学到的最宝贵的教训。 Is the watch valuable? 这块表很值钱吗? 【拓展】valueless 无价值的，不值钱的(=of no value) worthless 没有用的，无价值的; priceless 无价的，极重要的，珍贵的 【高清课堂B2U1重点词句】 survive
文天祥《过零丁洋》 【原诗】 过零丁洋 辛苦遭逢起一经， 干戈寥落四周星。 山河破碎风飘絮， 身世浮沉雨打萍。 惶恐滩头说惶恐， 零丁洋里叹零丁。 人生自古谁无死， 留取丹心照汗青。 【今译】 回想我早年由科举入仕历尽苦辛， 如今战火消歇已熬过了四个周星。 国家危在旦夕恰如狂风中的柳絮， 个人又哪堪言说似骤雨里的浮萍。 惶恐滩的惨败让我至今依然惶恐， 零丁洋身陷元虏可叹我孤苦零丁。 人生自古以来有谁能够长生不死， 我要留一片爱国的丹心映照汗青。 【赏析】
《过零丁洋》赏析 祥兴元年(1278)十二月，文天祥兵败被俘。第二年元月，元军出珠江口，进攻南宋最后据点山(在今广东新会南海中)，文天祥被押解同行，过零丁洋时写了这首诗，决心以死殉国。当时，元军统帅张弘范逼迫文天祥招降坚守山的南宋将领张世杰，文天祥严正拒绝，说：“我自救父母不得，乃教人背父母，可乎?”并出示此诗以明心志，张弘范见诗中辞意坚决，“但称：‘好人!好诗!’竟不能逼。” 诗的开头两句回顾自己一生的主要经历。概括地说，是两件大事。一是受到皇帝的选拔，经过科举考试进入仕途。二是在元军入侵、宋室危亡之际，响应朝廷“勤王”号召，在德元年(1275)正月，以全部家产充军费，起兵抗元，在频繁不断的战斗中度过了四年。这四年中，他出生入死，为挽救危亡，竭尽全力，苦苦支撑，但局势却越来越危殆。此时，南宋大部江山已落入敌手，自己也兵败被俘。眼看大势已去，诗人不禁悲从中来。所以接下去两句就进一步抒写国破家亡的悲哀。国土遭到元军的蹂躏，山河破碎，设在山的南宋王朝在元军的攻逼之下也岌岌可危，覆亡在即，一如风中柳絮。这是从国势一面说。至于文天祥自己，也是一生坎坷，当初做官曾因忤权贵而屡被罢斥；起兵抗元之后，多次兵败，一次被扣，两次被俘，数次欲自杀尽节而不死。如今部下将士牺牲殆尽，亲人被元军俘获，自己孤零一人，身陷敌手，一如风雨吹打的浮萍，无所依托。这两句以比喻的方式写国势和身世，生动形象，而蕴藏其中的感情尤为深挚沉痛，极有艺术感染力。接下去，“惶恐滩头说惶恐，零丁洋里叹零丁”两句，是对
自然拼读词汇 一．a e i o u 的短音 Aa: a n a m a t f a t h a s a nd b a g c a p c a t h a t f a t s a d h a d r a n p a n c a n m a n b a ck th a t th a nk h a ppy st a nd bl a ck p a nda f a mily dr a gon a pple h a ve M a ths a nimal gr a ndma gr a ndpa bl a ckboard ban a na a pple p a rrot a nimal c a rry r a ng st a nd m a tter c a tch Ee: leg g e t b e d y e s r e d t e n h e lp h e llo d e sk s e ven el e ven tw e lve p e n p e ncil e lephant t e nnis pr e sent dr e ss w e st Ii: i s i t i n h i s s i x b i t c i ty th i s b i g sh i p th i n sk i p f i sh m i lk s i n g g i ve w i ndy an i mal sw i m d i nner w i nter an i mal b i scuit c h i ldren
chopst i cks d i ff i cult dr i nk dumpl i ng f i fteen f i fty h i ll k i d l i sten l i ttle l i ve p i cture P i nk s i xteen s i xty sw i m v i sit w i n w i nner s i t g i ve w i nd w i th sk i p m i ss ch i ck f i n i sh f i nger fam i ly s i ster pol i cemen Oo: o x o n o f n o t d o g o n h o t g o t b o x d o ll d o ctor b o dy s o ng p o p pr o ject st o p o range cl o ck fr o g fr o m l o st s o rry b o x h o t l o st dr o p cr o ss b o ttle c o ffee sh o pping Uu： u p b u s m u m b u mp l u nch s u mmer s u nny u nder r u n r u nning l u ck d u mpling h u ndred h u ngry j u mp j u mping m u ch m u m j u st h u rry
高中文言文传记阅读《文天祥》答案及译文 - 文言文阅读及答案- 文天祥字宋瑞，又字履善，吉之吉水人也。年二十举进士，对策集英殿。帝亲拔为第一。咸淳九年，起为湖南提刑，因见故相江万里。万里素奇天祥志节，语及国事，愀然曰：吾老矣，观天时人事当有变，吾阅人多矣，世道之责，其在君乎？君其勉之。十年，改知赣州。德祐初，江上报急，诏天下勤王。天祥捧诏涕泣，发郡中豪杰，有众万人。事闻，以江西提刑安抚使召入卫。其友止之，天祥曰：第国家养育臣庶三百余年，一旦有急，征天下兵，无一人一骑入关者，吾深恨于此，故不自量力，而以身徇之，庶天下忠臣义士将有闻风而起者。尽以家赀为军费。明年正月，除知临安府，寻除右丞相兼枢密使，如军中请和，与大元丞相伯颜抗论皋亭山。丞相怒拘之，北至镇江。天祥夜亡入真州，展转至高邮，泛海至温州。至元十五年十二月，趋南岭。天祥方饭五坡岭，张弘范兵突至，天祥仓皇出走，千户王惟义前执之。至潮阳，见弘范，左右命之拜，不拜，弘范遂以客礼见之，与俱入崖山，使为书招张世杰。天祥曰：吾不能捍父母，乃教人叛父母，可乎？索之固，乃书所过零丁洋诗与之。崖山破，弘范遣使护送天祥至京师。天祥在燕凡三年，上知天祥终不屈也，召入谕之曰：汝何愿？天祥对曰：天祥受宋恩，为宰相，安事二姓？愿赐之一死足矣。然犹不忍，遽麾之退。言者力赞从天祥之请，从之。天祥临刑殊从容。谓吏卒曰：吾事毕矣。南乡拜而死，年四十七。（节选自《宋史文天祥传》）
1．对下列句中加点的词语的解释，不正确的一项是 A．年二十举进士，对策集英殿对策：对付的策略 B．第国家养育臣庶三百余年养育：养活、抚养 C．吾深恨于此深恨：非常遗憾 D．天祥临刑殊从容从容：沉着镇静 2．下列各组句子中，加点的词的意义和用法相同的一组是A．因见故相江万里B．君其勉之 然后践华为城，因河为池其如是，孰能御之 C．以江西提刑安抚使召入卫D．与大元丞相伯颜抗论皋亭