排序方式： 共有5条查询结果，搜索用时 0 毫秒
1
1.
李萌霞 《中学英语之友(高一版)》2011,(3)
现代教学理论认为,教师的真正本领,主要不在于讲授知识,而在于激发学生的学习动机,唤起学生的求知欲望,让他们兴趣盎然地参与到教学全过程中来,经过自己的思维活动和动手操作获得知识因此,在教学时,笔者针对学生的年龄特点、心理特征,密切联系学生的生活实际,精心创设情境,让学生在实际生活中运用数学知识, 相似文献
2.
Objective: To determine the range of body temperature in a group of healthy Chinese term neonates over the first 72 hours of life and to assess the influence of body weight, gestational age and route of delivery. Method: All 200 consecutive cases of neonates delivered at our hospital from March to August 2001 were included in this retrospective study. Temperatures were measured immediately after delivery, after 30 minutes, 1 hour, 2 hours, 8 hours and 15 hours and on the 2nd and 3rd day. Axillary temperatures ranging from 36.5 oC to 37 oC were regarded as normal. No cases of maternal fever or systemic infection of the newborns were discovered. All infants were discharged in good general condition. Results: The mean rectal temperature at birth was 37.19 ℃. The lowest average temperature was reached at 1 hour after delivery (36.54 ℃) with a significant difference between natural delivery (36.48 ℃) and section (36.59 ℃) (P<0.05). Temperature subsequently rose to 36.70 ℃ at 8 hours and 36.78 ℃ at 15 hours (P<0.05). Hypothermia was seen in 51.8% and hypothermia in 42.5% of the patients. On the 3rd day after delivery, 96% of all temperatures were in the normal range. A significant relation was found between hypothermia and both low birth weight (P<0.001) and low gestational age (P<0.05). Conclusion: The reference range presently used did not include all physiological temperatures in the first 72 hours of life. Considering other factors, such as birth weight, route of delivery, gestational age and body temperature on the 2nd and 3rd day of life, may help to correctly assess the significance of temperatures beyond the reference range. 相似文献
3.
INTRODUCTIONMeasuringbodytemperaturehaslongbecomeanindispensablemeansfortheevaluationofapa-tient抯generalhealthstatus.Temperatureasoneofthekeyfactorsinphysiologicalhomeostasisissubjecttominuteregulation,whilebeingareadilyaccessiblediagnosticindicatoraswell.Circadianrhythmswerereportedinnewbornsasearlyasonthe2nddayoflife(Sitkaetal.,1994).Likewise,avarietyofotherbenignfactors,suchasenviron-mentaltemperature,seasonalvariations,stateofarousal,metabolicstate,ethnicityandothers,arealsoknowntoaf… 相似文献
4.
正要想提高数学成绩,一定要做到:数学运算过关,数学基础知识基本技能真正扎实,还要合理利用练习材料.如果想成绩拔尖,就要提高解难题的能力.八年级是分水岭,如果能巩固提高八年级成绩,对于平稳过渡到九年级十分重要.提高成绩,必须具备两个条件:一是学习态度要积极主动;二是学习方法要扎实灵活.由此可见,正确的学习态度和科学的学习方法是学好数学的两大基石.可对于数学这个学科,真正落实起来不好 相似文献
5.
李萌霞 《语数外学习(初中版)》2014,(12):15-15
正2011版《初中数学课程标准》对教学建议中提出本学段的教学应采用"问题情境——建立模型——解释、应用与拓展"的模式展开。如何运用这一模式来推进新课程的顺利实施呢?我在过去对创设情境尝试的基础上,不断进行研究、探索,逐渐形成了"情境——探究——互动"教学法,以下是在初中数学教学中采用"情境——探究——互动"教学法的基本步骤:一、创设情境根据不同的教学内容创设情境。选取与本课内容有关的能 相似文献
1