题干

如图,在四边形ABCD中,要得到AB∥CD,只需要添加一个条件,这个条件可以是(  )

A:∠1=∠3

B:∠2=∠4

C:∠B=∠D

D:∠1+∠2+∠B=180°

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B

同类题2

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    I call my story the story of a bad boy, partly to distinguish myself from those faultless young gentlemen, and partly because I really was not an angle. I may truthfully say I was a friendly, impulsive(易冲动的)teenager. I didn't want to be an angel. In short, I was a real human boy, such as you may meet anywhere in New England.

    Whenever a new scholar came to our school, I used to ask him “ My name's Tom Bailey; what's your name?” If the name struck me favorably, I shook hands with the new pupil cordially, but if it didn't, I would turn and walk away, for I was particular on this point.

    I was born in Rivermouth almost fifty years ago, but, before I became very well acquainted with that pretty New England town, my parents moved to New Orleans. I was only eighteen months old at the time of the move, and it didn't make much difference to me where I was, because several years later, when my father proposed to take me North to be educated, I had my own view on the subject. I instantly kicked over the little boy, Sam, who happened to be standing by me at the moment, and declared that I would not be taken away to live among a lot of Yankees! You see I was what is called “ a Northern man with Southern principles,” I had no recollection of New England: my earliest memories were connected with the South. I knew I was born in the North, but hoped nobody would find it out. I never told my schoolmates I was a Yankee, because they talked about Yankees in a scornful way which made me feel that it was quite a shame not to be born in the South.

    And this impression was strengthened by Aunt Chloe, who said, “There wasn't no gentlemen in the North no way.”

    With this picture of Northern civilization in my eye, the readers will easily understand my terror at the bare thought of being transported to Rivermouth to school, and possibly will forgive me for kicking over little Sam, when my father announced this to me. As for kicking little Sam, I always did that, more or less gently, when anything went wrong with me.

    My father was greatly troubled by this violent behavior. As little Sam picked himself up, my father took my hand in his and led me thoughtfully to the library. He appeared strangely puzzled on learning the nature of my objections to going North.

    “Who on earth, Tom, has filled your brain with those silly stories?” asked my father calmly.

    “Aunt Chloe, sir, she told me.”

    My father devoted that evening and several evenings to giving me a clear account of New England: its early struggles, its progress, and its present condition. I was no longer unwilling to go North; on the contrary, the proposed journey to a new world full of wonders kept me awake nights. Long before the moving day arrived I was eager to be off. My impatience was increased by the fact that my father had purchased for me a fine little Mustang pony, and shipped it to Rivermouth two weeks before the date set for our own journey. The pony completely resigned me to the situation. The pony's name was Gitana, which is the Spanish for “gypsy”, so I always called her Gypsy.

    Finally the time came to leave the vine-covered mansion among the orange-trees, to say goodbye to little Sam(I am convince he was heartily glad to get rid of me), and to part with Aunt Chloe. I imagine them standing by the open garden gate; the tears are rolling down Aunt Chloe's cheeks; they and the old home fade away. I am never to see them again!

同类题4

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    中国古代书院作为一种教学载体及教育制度,与官学最重要的区别在于,其办学目的是“为教育的而非为科举的”。

    书院的教育模式大多因师因学而确立各自的办学方针、课程设置、教学方式及授课形式,最主要的教学环节便是老师升堂讲说、学生分斋授课。升堂讲说类似现代学校的课堂讨论,有主讲,有提问,还有辩难。分斋授课则指学生的大量时间是在斋舍或书楼自学,同时有师生间、同学间的相互切磋、质疑问难。南宋建康的明道书院规定,每旬“三八讲经,一六讲史”,“每月三课,上旬经疑,中旬史疑,下旬举业”,讲经与讲史即为书院山长的升堂讲说,经疑与史疑实则为分斋授课。

    教学活动并非局限于讲堂与斋舍,祭祀、展礼、游览等都是其重要的组成部分。书院以多种方式发挥老师启发、辅导学生读书自学的优良学风,注重培养学生独立思考的能力。各书院在课程设置上也多因时、因地而制宜,但一般都包含经学、史学、文学、诗学、小学、算学、制艺帖括等内容。宋代各书院主要设置“五经”课程,南宋朱熹集注“四书”后,“四书”课程的设置更为普遍,元代书院大多以《四书集注》为必读教材。同时,书院也设置其他课程,例如,濮州历山书院特设医学,内乡博山书院特设数学、书法等。除四书五经外,学生也选修前四史、文选、杜诗等课程,有的书院还辟有“射圃”以传授武学。

    大多数书院都重视作为传统教学内容的“展礼”教育。祭拜先师、朔望祭祀等教育,成为书院不可或缺的常规课程,体现尊师重道、崇贤尚圣的精神。在“仰而瞻其容,俯而读其书”的氛围中,学生养成了对先贤的景仰与礼敬之情,由此形成了书院崇圣尚礼、人格养成的尚德精神。

    书院教育中独具特色的会讲制与讲会制对书院体制产生了重要影响。书院会讲制实为各书院举行的学术性聚会或研讨会,含有对时人所关心的重大政治学术问题的讨论、讲辩之意。讲会制则是诸教育大师凭借书院以传播其学术思想的重要方式,同时也成为书院教学的重要组织形式。与会讲制作为学术交流活动的形式有别,讲会制实质上是一种学术团体组织。黄宗羲《宋元学案·东莱学案》载,南宋淳熙年间,在明州诸书院讲学的学者杨简、沈涣、吕祖俭、袁燮等人,组织举办了学术交流组织“四明讲会”,这不仅活跃了书院的教学活动,更促进了学术文化的发展。

    在“如何培养人”和“培养什么样的人”等方面,书院教育强调弘扬“义理之学、修养之道”,以人格教育、繁荣学术、人才养成、传授知识为培养模式。

    历代教育大师在大力倡办书院教育的实践中,都明确反对把书院办成攫取功名利禄的名利场,反对把专攻科举考试所需的文辞之学作为教学重点,而主张效仿古代圣贤“教学为先”的办学理念,把造就“得时行道、事业满天下”的经世济国之才作为培养目标。如南宋学者张械明确反对把科举利禄之学作为书院办学育人的指导思想。朱熹也说“建书院本以待四方士友,相与讲学非只为科举计”,他为白鹿洞书院制定的学规,虽然要求书院必须为皇朝政治服务,把维护统治秩序的纲常伦理作为书院教育的方针,但同时更明确反对把“务记览、为词章、钓名声、取利禄”作为人才培养的标准,提出了“修身、处事、接物之要”的育人准则。针对官学和科举诱导士子“忘本逐末、怀利去义”的积弊,他强调书院教育应注重人格教育,提倡言行一致、克己为人、道德自律、修身养性等。

    中国书院教育注重弘扬中华民族正心诚意、修身为本,讲求经世致用、学术创新等的优良品德和传统精神,为中华文化的发展做出了积极贡献。书院文化不仅成为中华传统文化的重要组成部分,而且在弘扬中华民族优秀文化方面发挥了不可泯灭的作用。

(选自张熙惟《古代书院中的传统文化精神》,有删改)

同类题5

阅读下文,回答相关问题

成功就是成为最好的你自己 
李开复
①成功可能是你创造了新的财富或技术,可能是你在工作岗位上得到了别人的认可,可能是你找到了回归自我、与世无争的生活方式……成功是多元化的,每个人都在追求属于自己的成功。但成功不是要和别人相比,而是要让自己的每一天都比昨天更好。从这个意义上说,成功就是成为最好的你自己。
②怎样才能成为最好的自己呢?
③要确立自己的人生目标。人生只有一次,只有一个人能告诉你人生的目标是什么,那个人就是你自己;只有一个地方能找到你的目标,那就是你心里。例如《西游记》中唐僧的人生目标就是自度度人,自觉觉他;《钢铁是怎样炼成的》中保尔的人生目标就是“把自己的生命和全部精力献给世界上最壮丽的事业——为人类的解放而斗争”。最终他们都成了最好的自己。每个人的人生目标都是独特的,最重要的是,要有自己的人生目标并为之而努力。
④要做感兴趣和有激情的事。【甲】当你对某个领域感兴趣、有激情时,你就可能为它废寝忘食,发挥出所有的潜力。这时候,你已经不再是为了成功而工作,而是为了“享受”而工作了。毫无疑问,你将会得到成功。
⑤2002年,比尔·盖茨在领导微软25年后,毅然把首席执行官的工作交给了鲍尔默,因为只有这样他才能投身于他最喜爱的软件技术的创新。此后,他对公司的技术方向做出了重大贡献,更重要的是,他更有激情、更快乐了,这也鼓舞了所有员工的士气。
                                                                 。   
⑦要不断调整自己的目标。制定目标的目的是为了进步,必须把抽象的、无法实施的、不可衡量的大目标简化成为实际的、可衡量的小目标。制定目标时必须了解自己的能力,不能过高或太低。对目标还要做及时的调整:如果超过自己的期望,可把其提高;如果未达到自己的期望,可把其调低。达成了一个目标后,可以再制定更有挑战性的目标。
⑧美国作家威廉·福克纳说过:“你应该在乎的是,你要比现在的你强。”了解自己,努力不懈地追求进步,让自己的今天胜于昨天。这样才能获得成功,才能成为更好的你自己。(选文有改动)