题干

100个一是____。
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一百

同类题2

阅读下面短文,从短文后各题所给四个选项(A、B、C和D)中,选出可以填入空白处的最佳选项,并在答题卡上将该项涂黑

    Teachers selected from each district school for the Teacher of the Year competition were recognized.The competition's winner will be1in the spring.All those model teachers got me to think about some of my teachers through the years, and how they2me.

    My college adviser, J.C.Casey, had a big3on my life.She was a teacher and friend.She4me to consider journalism as a career.My high school math teacher,Kathy Cloud,took the time to5math to me in a way I could    6understand.I'd struggled with math until I got in Cloud's classes.She gave me the7to realize I could do it.

    My first-grade teacher, Darlene Dryden, held me back. Now, most people wouldn't8the teacher that kept them back a grade fondly, but Dryden has always been my9teacher.I was the youngest person in my class and very shy. She thought I10another year to mature before moving on to second11.She didn't make me feel12for having to repeat the grade.Instead,he made me feel13.I think I was her favorite, too.

    My senior year of high school, right before14,I wrote Dryden a note letting her know that I'd become a good student and was going to15and that she'd had a16in that.

    The Norman teachers17Wednesday are just a few of the many who are in the classrooms every day making 18in their students' lives.They may not even know the19impact(影响)they're having.I know it's not an20 job, but teachers, just remember that you're a Mrs.Dryden to somebody.

同类题3

阅读下列材料,回答问题。

材料一:公元前8世纪到公元前3世纪在中国曾有过思想文化的飞跃,是人类精神的大觉醒时期。诸子百家基于对人性、自然、社会及历史所作的不同的理论反省与思考,才提出各种不同的治国平天下的政治方案和纲领的。而且诸子百家思想学说的鲜明的多元特征与强烈的原创精神,对后来大一统王朝政治产生了深远的影响。

材料二:秦汉以后,儒家思想获得了统治地位,成为中国传统思想文化的主流,直到明清之际,中国传统思想文化的发展与儒家思想发展是密切相关的,每一个历史时期都有一些比较重要的代表人物,如汉代的董仲舒,宋代的二程和朱熹,明代的王守仁等等,贯穿这些思想家的一条主线,就是儒家思想学说日益走向哲理化的过程,宋明理学的出现标志着这一过程的完结。

——《葛兆光谈“中国传统文化主流思想的演变”》

材料三:16世纪前后欧洲人向中国文明的学习,先从科学技术开始,这不仅包括造纸、印刷、火药、指南针“四大发明”,还包括陶瓷、冶金、纺织等技术,以及军事技术和兵法等。之后又逐步深入到文化,即价值观、思想和道德。“东学西渐”对于欧洲而言,并不是被迫的,而是主动的。此时的欧洲,封建领主制的统治本身,已出现了矛盾,为了争霸,欧洲诸国就必须加强实力;另一方面,则是针对天主教罗马教廷的“宗教改革”,强调教徒的个性和自由,反对教廷及其分支机构的统治。在这种情况下开始的“东学西渐”,就有了内在的驱动力,即设法学习中国的先进文明,以增强国力,并突破天主教的专制。但是,并不是所有的欧洲人都愿意接受中国文明。封建统治者(包括教会)对中国是采取排斥、抵制的态度;主张引进并改造、吸收中国文明的,主要是代表新兴资本势力的变革者

——摘编自刘永拮《“东学西渐”与“西学东渐”》