1、文檔編碼 : CW3U2O9H1X4 HY5H4D6G5B6 ZQ5Q10I6U4H10英語(yǔ)考試作文GRE寫(xiě)作 Issue 部分精品素材共享之運(yùn)算機(jī)訓(xùn)練想要在 GRE作文部分的考試中寫(xiě)出優(yōu)秀的文章,論據(jù)素材是重要的一環(huán)；好的論據(jù)不僅能幫忙你支撐觀點(diǎn),加強(qiáng)說(shuō)服力,仍能表達(dá)出考生在閱讀量上的積存和深厚扎實(shí)的語(yǔ)言功底基礎(chǔ)；特別是 ISSUE作文,更是需要大量好素材作為儲(chǔ)備,才能保證考生無(wú)論遭受那種題目, 都能游刃有余地完成一篇高分作文的寫(xiě)作；為大家整理了 GRE ISSUE作文各類(lèi)題目的精品優(yōu)質(zhì)素材, 一起來(lái)看吧；運(yùn)算機(jī)互動(dòng)課程的應(yīng)用The new highly interactive course

2、s allow many new possibilities. They could be used in the conventional institutions of today, or in new forms of institutions derived from ones that already exist, or they could imply new institutions, particularly based on distance learning. The highly interactive courses could be used in conventio

3、nal institutions such as schools and universities, in whole or in part. Then they simply replace the course already available. But since these courses stress mastery learning, they should be much more effective than the 運(yùn)算機(jī)學(xué)習(xí)材料的評(píng)估replaced courses. If the script is on paper, coders are required to tr

4、anslate the design into code, or to transfer the script to the computer. With the on-line script editor, however, it partially writes the program itself. Eventually we expect most of coding to be done automatically by the script editor. Visual material must be created by professionals in such materi

5、al, following the directions in the script. Note that teachers are not asked to function as professional designers. Many years ago, in considering the problems of evaluating learning material, Michael Scriven made the important distinction between formative evaluation and summative evaluation. Both

6、are important in examining learning material. Seldom is either done, to the scale that is necessary to assure excellent learning materials. With both types of evaluation, the computer can play a major role in gathering the data. Student responses, particularly when not analyzed by the learning progr

7、am, can be stored and sorted for later analysis. Human evaluators may also be involved. For material available in several languages, which aims at a worldwide market, it is important to evaluate it in each of the countries involved. 高度互動(dòng)軟件The notion of highly interactive software has already been me

8、ntioned. Although the term interaction is widely used, most existing software, of all types, can at best be described as only very slightly interactive. The widespread use of the word interaction predates the existence of computers. A good model of interaction is a conversation between two people, w

9、here each is paying close attention to what the other person is saying. Such an interactive conversation need not be concerned with learning, but it may be. Thus Socrates working with a small group of students, or three or four students working cooperatively, or a student working with an individual

10、tutor, give us non-computer examples of interactive learning situations. Since there is so little experience in creating and using highly interactive software, much further experimentation is needed. 如何有效利用運(yùn)算機(jī)Computers of all varieties can improve education, but not without careful planning from sch

11、ools and teachers. First of all, teachers must know how to use the computers, so they can make up lesson plans and guide their students. Schools must know how to integrate them into the curriculum. Second, computer labs were available for initial introduction to computers, but the focus today is on using them in day-to-day study. Children do better when each of them has a computer. Adults dont share computers in offices if they want maximum productivity and neither should children in classrooms. Finally, computers are a tool, not a subject. Most students develop computer skills if