高水平教师的关专键业素质与技能赵希斌.ppt

专业教师的关键素质与技能 赵希斌 北京师范大学教育学部 18910938603189.cn Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 专业教师的核心素质与技能 个人素质 专业基础 教学组织 职业态度 Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 一、教育价值观与职业态度 1.尊重学生、悦纳学生 什么样的学生最难教、什么样的学生最难改 变、什么样的学生最让老师头疼没有自尊的 学生。 教师尊重学生是保护、唤醒学生自尊的必要 条件，也是对专业教师的必然要求。 Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 尊重学生的三个层次 层次1：不以粗鲁的方式在身体和情感上攻击学生 层次2：以公平、关心、体谅等态度对待学生 层次3：在特殊情况下以“专业”的方式调节、克制自 己的情绪与行为，照顾学生的体面和尊严。 教师可以严厉训导乃至惩罚学生吗？当然可以！但 同时请体现你的专业、维护学生的自尊。 Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 2.关怀学生的人生和命运而不只是分数 分数和升学很重要，但不能成为教育教学的唯一目标 教师职业倦怠的一个重要原因是找不到教育教学的意 义，如果教学只是为了应付考试，这本身就是对教师 的一种压抑和伤害。超越分数这一唯一目标是学生和 教师“重新出发”的新平台，是教师获得成就感和幸福 感的源泉。 能否将分数和学生均衡发展结合起来，与环境有关， 也与教师的思想和能力有关。 Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 3.珍视并保护学生的个体差异 每个学生都是不一样的，很多方面其一生都 难以改变，也不需改变。珍视个体差异是“ 因材施教”的基础。 学生与众不同的表现有时恰恰引起他人的反 感，这在相当程度上是因为“少见多怪”。此 时一定需要教师的宽容、理解乃至欣赏。 Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 二、个人素质 1. 人文精神 人性人道主义 理性科学精神 超越性追问生命的意义 Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 2.人格力量 坚强脆弱 正直虚伪 独立附庸 善良冷酷 慷慨自私 友好 敌意 礼貌粗鲁 庄重轻佻 守信无信 平和易怒 宽容刻薄 大度狭隘 不畏权贵谄媚 坚持半途而废 以诚待人前倨后恭 坦荡豁达多疑猜忌 身教重于言教。身教教的是什么？其中极为重要的 就是教师的人格及其感染力。人格是一种无言的力 量，具有高尚人格的教师自身就是一本教科书，学 生从中一定会受益无穷。 Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 3.良好的师生交往与互动 与学生建立平等与相互尊重的关系 与学生建立令彼此愉悦的关系 与学生建立相互信任和关爱的关系 与学生建立相互支持的关系 Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 三、专业基础 1.善于激发学生学习动力 好奇心与兴趣 比较与竞争 责任感 成就感 联结 Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 2.具备丰富的学科知识 学科知识的丰富程度 学科知识的联系与整合 学科独特的方法与视角 学科知识呈现的方法与技巧 Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 3.善用改变学生行为的技术 教导 强化 惩罚 Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 4.把握学生的认知与学习规律 为什么有些知识反复给学生讲学生就是不 能理解？ 为什么有些知识换个讲法效果就好很多？ 为什么有些学生已经学会的知识过一段又 不懂了？ 不同年龄的学生有不同的认知能力吗？ Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 四、高效的教学组织 调动课堂气氛，激发学生内在的好奇心与主动性 设置并追求层次清楚的学习目标 善于创设情境，让学生有机会应用知识、联系知识 提供丰富的教学资源 为学生提供反馈、支持和鼓励 多样的教学组织形式，适应学生的个体差异 高效操练 Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 学生喜欢什么样的老师 1、喜欢没有偏心的教师。上课只是提问那么几位成绩好的同学，叫到办公室给成绩有 希望的同学开小灶，对自己当班主任的班级特别关心，在学生眼里都是偏心，偏心意 味着不公。 2、喜欢能调动课堂气氛的教师。在乎学生上课的感受，言语幽默，教学内容生动有趣 。 3、喜欢知错就改的老师。教师也会犯错，“知错能改”的教师在同学心里面更有威信 。 4、喜欢不易发怒的老师。有些教师教育机智不够，一不高兴就“骂”学生，“批”学 生，更有甚者就后半节课不上了，让学生整体“晾”着或下课后整体不让下课“关” 着。学生犯错的时候用“粉笔扔向学生的头”和“书本摔向学生的身”来泄心中的不 满，用粉笔盒狠狠地敲讲台桌的厚破璃来警告学生。 5、喜欢没有不良个人习惯的老师。 “上课喜欢乱吐痰”，“上课经常接手机”，“上 课经常讽刺同学”，“上课没有一点笑容，严肃地恐怖”，“上课用书摔我们”。 6、喜欢能经常主动与他们沟通的老师。沟通让心与心彼此相近，化对抗为合作，化封 闭为开放，化回避为靠近，化冷淡为亲热。 Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 案例1：居民收入支出及经济压力调查 要求：学生对周围居民的收入、支出状况进行调查 ，在此基础上分析居民的压力状况及来源。 涉及学科：数学/信息技术 培养的能力与素养：信息收集、记录与整理/数 据分析/报告及沟通/人际交往/情感态度价值观 Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 案例2：学校走廊设计装饰 要求：在介绍几种典型装饰风格的基础上，将学生分组， 运用不同的风格利用电脑技术设计装饰学校走廊的一段。 设计要体现本校特色，要将Photoshop模拟作画与实际绘 画结合起来。 涉及学科：美术/信息技术 培养的能力与素养：规划/创作/合作/绘画与审美 Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 案例3：人们对抵制日货的态度 要求：结合网络调查及实地调查，了解不同人群对抵制日 货的态度及其表现方式，分析抵制日货的原因，以及抵制 日货的态度与实际行动的一致性。 涉及学科：公民教育/数学/信息技术 培养的能力与素养：信息收集/数据分析/思辨 Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 化简（a2+a-2/a2+4a+4）（a-4/a）; a是4-根号3的小数部分 You were in Shanghai last week,-you? A.were B.werent C.did D.didnt Shes an Australian,-? A.hasnt she B.isnt she C.doesnt D.is she 第一题正确答案是B,事实上A也是可以选择的； 第二题正确答案是B,事实上D也不错。当说话的 人用反义疑问句来核实自己是否猜对了别人的 意图，或者表示自己的兴趣、惊讶、愤怒等情 绪时，完全可以在肯定的陈述后面加上肯定的 附加句。 奥维尔莱特在空中飞行的12 秒使他成为第一个操纵由驾驶 员控制的、重于空气的、真正 的飞机的人。 “人”前面有几个定语？ A2个 B3个 C5个 D6个 水库旁山上有一棵树，树枝上 用细线挂着一个小球A，现在小 球正在摆动，请你在图16中画 出小球静止时的位置。 传统英语教学特别强调语音的准确性，如长元音与短元 音的区别。经常举的例子有ship与sheep的区别。所以 ，当学生说出Look at that sheep(ship)siling slowly out of the harbor.时，认为犯了大错误。其 实，语言学家对单纯辨别sheep和ship这样的单音的能 力究竟对于语言学习有多大的意义早就提出了质疑。如 果确实有的学生这两个单词发音混淆，在上述句子中也 不会出现听力理解的偏差，因为语境会帮助他们正确理 解。因此，学习语音知识的目的是为了能恰当使用语音 语调，有效、得体地与他人沟通，而不是单纯为了掌握 某些语音规则。 Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 小学5年级的语文考试 “文尔内（义犬）不愿服从新主人的指令，变得焦躁不 安，老是挣脱链子，跑到斯达罗被打死的地方哀鸣不止。” “文尔内为什么会这样?”孩子回答：“因为文尔内对斯达罗有 深厚的感情。”标准答案是“因为文尔内对斯达罗依恋而忠 贞”。 在下句中填写适当的关联词：“（ ）天气很冷，爷爷 （ ）要坚持锻炼。”孩子填了“尽管还”，标准答案是“ 即使也”。 读一篇描写李素丽先进事迹的短文，回答这篇短文歌 颂了什么。孩子答：“歌颂了李素丽一切为乘客着想的好品 质”，标准答案是“歌颂了李素丽全心全意为乘客服务的好 品质”。 googo gooo Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 牛顿发现“万有引力”定律据说来源于小时候在苹果树下看书，突 然一个成熟的苹果掉下来正好落在他的头上，在疼痛这中，他 想：为什么苹果往下掉，而不是“飞上天”呢？带着这样的问经过 长期不断的学习、探索，终于发现了“万有引力”等定律，成为世 界上著名的科学家这一。下面图象大致可反应苹果下落过程中 速度V随时间t之间的变化情况的是. V t O V t O V t O V t O 非典期间，广西桂林市政府每天都要给北 京的卫生机构发送电子邮件，如果桂林到 北京的距离是2500公里，那么如果桂林发 生了紧急情况，电子邮件从发出到北京要 多长时间。 Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 这这幅图显图显 示了一辆赛车辆赛车 沿着3km的路线线行驶过驶过 程中（在第二圈），变变化的速度。 这幅图显示了一辆赛车沿着3km的路线行 驶过程中（在第二圈），变化的速度。 路程最长直线 的起点大约在 哪里。 A0.5 km B1.5 km C2.5 km D2.6 km Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 这是五幅行车的路线图。沿着哪一条路线行 驶最符合速度图上标出的情况？ back Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 为了学生的身体健康，学校课桌、凳的高度都是按照一定的 关系科学设计的。小明对学校所添置的一批课桌、凳进行观 察研究，发现它们可以根据人的身长调节高度。于是，他测 量了一套课桌、凳上对应四挡的高度，得到如下数据： 1)求一次函数 2)小明回家后测量了家里的写字台高度为77，凳高为43.5， 请判断是否配套，为什么。 第一档第二档第三档第四档 凳高（x厘米） 37404245 桌高（y厘米） 7074.87882.8 Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 有一个铸铁做的实心人像，成年人的大小，请你 估计它的重量 蚂蚁朝着远处的糖奔去，它怎么到达那里的？请 设计一个实验方案证明蚂蚁是否有方位感。 检查视力时规定人与视力表的距离应为5米，现因房间两面墙的距 离为3米，因此使用平面镜来解决房间小的问题，如果视力表全长 为0.8米，若使墙面镜子能呈现完整的视力表，镜长至少为多少米。 Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. back 如图是2002年8月北京第24届国际数学家 大会会标，由4个全等的直角三角形拼 合而成，若图中大小正方形的面积分别 为52和4，则直接三角形的两条直角边 分别为多少。 一个猎人讲述了一个故事：“一次，我追捕一只带有两只小崽的母狼，它跑得 不快，因为小狼脚力不健。我和狼的距离渐渐缩短，母狼转头像一座巨大的 沙丘爬去。我很吃惊。通常狼在危急时，会在草木茂盛处兜圈子，借负责地 形伺机逃脱。如果爬上沙坡，狼虽然爬得快，但人一旦爬上坡顶，就一览无 余，狼就再也跑不掉了。我击毙了母狼，又在一堆干骆驼粪中找到两只小狼 。我才恍然大悟，那只母狼是为了保护它的幼崽，爬坡延迟我的速度，赢得 了掩藏儿女的时间，并用全力向相反方向奔跑，以一死换回孩子的生。” 结合上述小故事，谈谈你的看法 Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-2011 Aspose Pty Ltd.Copyright 2004-2011 Aspose Pty Ltd. 可持续发展的教育的期望 Evaluation only.Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile .Created with Aspose.Slides for .NET 3.5 Client Profile . Copyright 2004-