初中数学教学中生命化教育 中英文对照
生命教育(Life Education)
生命教育的产生
• “生命教育”(Life Education)起源于美国上 个世纪60年代,当时是作为吸毒、自杀、他 杀、性危机等危害生命的现象的对策而出 现的。可以说,生命教育起初是以死亡教育 的形式出现的,希望通过生命教育唤起人们 对生命的热爱,消解对生命的威胁。1968年, 美国学者杰·唐纳·华特士开始倡导和实践生 命教育。
生命教育的基本理念
• • • • 一、生命哲学的生命教育观 二、存在主义哲学的生命教育观 三、人本主义心理学的生命教育观 四、生命伦理学
生命伦理学中关于生命价值的观点
• 1、生命神圣论
• 2、生命质量论
• 3、生命价值论
生命教育在各国的实施
• • • • • 一、美国的生命教育 二、英国的生命教育 三、德国的生命教育 四、日本的生命教育 五、中国的生命教育
命
• 使也。从口从令。眉病切。——《说文解 字》 • 令者、發號也。君事也。非君而口使之。 是亦令也。故曰命者、天之令也。眉病切。 清代段玉裁《说文解字注》
生命教育
关 注 人 生 命 的 价 值 和 意 义
生命的价值和意义
• 解 放 最 而 斗 争 的 。 业 全 够 部 精 力 人 类 都 的 献 已 把 他 不 我 在 也 往 事 一 生 命 ： 样 ， 说 。 这 恨 回 首 的 。 生 人 —— 为 事 和 命 就 能 耻 而 悔 他 。 命 而 羞 华 ： 当 一 次 生 是 丽 生 侯 壮 的 时 无 为 年 度 过 有 的 个 的 碌 虚 度 只 贵 给 我 整 死 碌 因 样 们 宝 临 因 不 这 我 最 时 当 于 人 应 对
珍爱生命———
• • • • • • 加安全教育 生、死体验 抗挫折教育 给予生的希望 培养生活的情趣 博爱（爱自己、爱他人、爱一切有生命的 事物）
初中数学的英文
初中数学的英文Mathematics, a universal language spoken by numbers and symbols, reveals a world of beauty and logic. In the realm of junior high mathematics, this beauty is particularly evident, as students embark on a journey to understand the fundamental principles of algebra, geometry, and probability. This article delves into the elegance ofjunior high mathematics through an English lens, highlighting the importance of this subject in a global context.Algebra, the backbone of junior high mathematics, introduces students to the concept of variables and equations. Through the use of letters and symbols, algebra allows us to represent unknown quantities and establish relationships between them. The beauty of algebra lies in its simplicity and versatility. It is simple enough for students to understand yet powerful enough to solve complex problems. The ability to express mathematical relationships in words, using English vocabulary, further enhances the understanding and appreciation of this subject.Geometry, on the other hand, reveals the beauty of shapes and spaces. It explores the properties of points, lines, and angles, and how they relate to each other. The geometry of junior high mathematics introduces students to the fundamental concepts of congruence and similarity, teaching them to appreciate the harmony and symmetry in the world. The terminology of geometry, such as "parallel," "perpendicular," and "bisector," adds a layer of precision and clarity to the discussion, making the subject more accessible and enjoyable.Probability, the third pillar of junior high mathematics, deals with the likelihood of events happening. It teaches students to make informed decisions based on statistical data and probabilities. The beauty of probability lies in its application to real-world situations. From predicting the weather to calculating the odds of winning a lottery, probability is an essential tool in our daily lives. The terminology of probability, such as "event," "outcome," and "probability," helps students to understand and analyze data, further enhancing their understanding of this subject.The integration of English in junior high mathematics education is crucial. It not only improves students' language skills but also enhances their understanding of mathematical concepts. By using English to explain mathematical principles, teachers can reach a wider audience and make the subject more accessible to students from different cultures and backgrounds.In conclusion, junior high mathematics, viewed through an English lens, reveals a world of beauty, logic, and application. The simplicity of algebra, the harmony of geometry, and the practicality of probability, all contribute to the allure of this subject. By embracing the beauty of junior high mathematics, students can develop a deeper understanding and appreciation for this fundamental science, preparing them for the challenges and opportunities of the future.**探索初中数学之美：英文视角下的奥秘**数学，这门以数字和符号为语言的通用学科，揭示了一个充满美丽与逻辑的世界。
人教新目标九年级全册unit 8 课文中英文对照Stonehenge-
人教新目标unit 8 课文中英文对照Stonehenge-Can Anyone Explain Why It Is There?巨石阵有谁能解释它为什么在那里吗？Stonehenge, a rock circle, is not only one of Britain's most famous historical places but also one of its greatest mysteries. Every year it receives more than 750,000 visitors. People like to go to this place especially in June as they want to see the sun rising on the longest day of the year. For many years, historians believed Stonehenge was a temple where ancient leaders tried to communicate with the gods. However, historian Paul Stoker thinks this can't be true because Stonehenge was built so many centuries ago. "The leaders arrived in England much later," he points out.巨石阵，一个岩石圈，不仅是英国最著名的历史地点之一，也是其最大的谜团之一。
每年接待超过75万游客。
人们喜欢去这个地方，尤其是在六月，因为他们想看到太阳在一年中最长的一天升起。
许多年来，历史学家认为巨石阵是古代领导人试图与神沟通的寺庙。
然而，历史学家保罗·斯托克认为这不可能是真的，因为巨石阵是在几百年前建造的。
人教新课标九年级下册初中化学《附录2 部分名词中英文对照表》_22
在新课程各种版本的教材中，都将一些常用化学专用词语的英文表示法列在正文中，如：化学方程式（chemical equation）、元素（element）等，人教版教材中，还专门将部分名词中英文对照表列于上册附录Ⅲ和下册附录Ⅱ中。
但教材中的这个部分教学资源没有引起绝大部分教师的充足重视，能够说绝大部分教师没有涉足这个内容，这与有些展开双语教学的学校相比，就显得很不符合时代发展的节奏，浪费了教学资源。
那么它有哪些用途？教师应如何处理这些宝贵资源？学生应怎样去学习？今天就说说教材中部分名词中英文对照表的意义与用法。
1.部分化学名词中英文对照的意义新课程改革的基本理念中有一条：立足于学生适合现代生活和未来发展的需要，着眼于提升21世纪公民的科学素养，培养学生可持续发展和终生学习的水平。
其中，可持续发展和终生学习有三个层次的意义。
第一层：广义理解，使学生形成良好的学习习惯、学习态度、学习方法和终生学习、时刻学习的意识，使学生在日后的任何工作岗位上和任何时刻保持持续学习的态度，持续创新的观点，持续开拓的精神。
防止用陈旧的知识、方法、观点去面对持续发展的社会。
第二层：纵向理解，使学生在化学学科领域内持续深造，持续探索，永不停歇，为类人类社会的物质文明添砖加瓦。
第三层：横向理解，使学生能走出国门，走向世界，逐步与国际文化接轨，吸取世界先进文化的精华，为祖国、为世界文化、经济的发展作贡献。
在这三层意义中，特别是后二意义层对英语水平的要求较高。
所以教材中把部分化学名词用中英文对照表示是有着重要的意义，是时代发展的需要，是世界一体化的需要。
在不增加学生学习负担的前提下（每单元只有几个名词中英文对照），让学生在潜移默化中掌握一些名词中英文对照，体现了教育的先行功能，体现了教育部门高瞻远瞩的战略思想。
所以广大教师要充分重视教材中的这个资源。
另外，在用汉语教学的同时，读几遍英语，有助于调节课堂气氛，松驰学生绷紧的神经，提升课堂效率。
twelve lessons for a successful life李阳老师人生成功十二课中英文翻译倒背如流
第一课Be a life long learner做一个终身学习的人Learning doesn’t finish when you leave school.Learning can become a way of life which helps you to achieve your greatest potential.We never stop learning; there is always something new and interesting to discover.Learning new skills can be a bit scary but we all need to do this each time we reach a personal Learning plateau.Cross the plateau by actively seeking support and advice..Take up some training, further education, night classes-any new interest which will help (you) to develop your strengths.Keep looking and listening and keep your brain active.You are never too old to learn.离开学校并不意味着学习就结束了。
学习可以成为一种生活方式，帮助你发挥最大的潜能。
我们从来未停止学习，总会有新的，有趣的东西等待我们去发现。
.学习新的技能可能让人感到有一点恐惧，但每当我们在个人学习上停滞不前时，我们都需要去学习新的东西。
.积极地寻求支援和建议，突破停滞期。
参加一些培训，进修，夜校——任何新的兴趣都将会有助于发展你的优势。
多看，多听，让你的头脑保持活跃。
学习永远也不嫌年龄大。
生命教育(Life Education)
生命教育的基本理念
• • • • 一、生命哲学的生命教育观 二、存在主义哲学的生命教育观 三、人本主义心理学的生命教育观 四、生命伦理学
生命伦理学中关于生命价值的观点
• 1、生命神圣论
• 2、生命质量论
• 3、生命价值论
生命教育在各国的实施
• • • • • 一、美国的生命教育 二、英国的生命教育 三、德国的生命教育 四、日本的生命教育 五、中国的生命教育
• 狭义的生命教育是指对生命本身的关注， 包括个人和他人的生命，进而扩展到一切 自然生命。
日本余裕教育
• 在日本，“余裕教育”是生命教育的重要内 容之一。“余裕教育”倡导“热爱生命、选 择坚强”，是针对日本青少年的脆弱心理和 青少年自杀事件而提出的，目的是让青少年 通过“余裕教育”认识到生命的美好和重要， 使他们能面对并很好地承受挫折，更加热爱 生命、珍惜生命。“余裕教育”者认为，热 爱生命的主要内容之一，是要求人与自然和 谐相处，并热爱其他生命。为此，日本的学 生经常被鼓励到牧场体验生活。
生命神圣论
• 生命神圣不可侵犯 ，生命具有至高 无上的价值， 人有维护生命 的神圣义务。 医生在任何情况 下都要以保存和延长患者的生命为天职
英国的生命教育
• 课程方面：主辅搭配。 • 以公民教育课程为主，以个人社会和健康 教育课程为辅。 • 内容方面：关注生活 • 方式上 ：渗透为主，潜移默化中使学生 领会生命教育的精髓。
德国的生命教育
来 开 展 生 命 教 育 。
通 过 宗 教 课 程 的 教 学 活 动 将 其 融 入 宗 教 课 程 之 中 ， 实 行 渗 透 为 主 的 方 式 ，
生命教育的定义
• 生命教育有广义和狭义之分： • 广义的生命教育是一种全人的教育，他不 仅包括对生命的关注，而且包括对生存能 力的培养，和对生命价值的提升。
初中数学【人教版】中英文词汇索引
【七年级·上】有理数rational number数轴number axis原点origin相反数opposite number绝对值absolute value乘方、幂power底数base number指数exponent近似数approximate number单项式monomial系数coefficient单项式的系数degree of a monomial多项式polynomial项term常数项constant term多项式的次数degree of a polynomial整式integral expression方程equation一元一次方程linear equation in one unknown 解solution几何图形geometric figure立体图形solid figure平面图形plane figure展开图developing drawing体solid面surface线line点point相交intersection交点point of intersection中点midpoint距离distance定义definition角angle度degree角的平分线angular bisector余角complementary angle补角supplementary angle【七年级·下】邻补角adjacent angles on a straight line对顶角opposite angles垂直perpendicular垂线perpendicular line垂足foot of a perpendicular同位角corresponding angles内错角alternate interior angles同旁内角interior angles on the same side平行parallel命题proposition定理theorem证明proof平移translation算术平方根arithmetic square root被开方数radicand平方根square root开平方extraction of square root根指数radical exponent无理数irrational number实数real number有序数对ordered pair平面直角坐标系rectangular coordinate system x轴x-axisy轴y-axis坐标coordinate象限quadrant二元一次方程linear equation in two unknowns二元一次方程组system of linear equation in two unknowns代入法substitution method加减法addition-subtraction method不等式inequality解集solution set一元一次不等式linear inequality in two unknowns一元一次不等式组system of linear inequality in two unknowns统计学statistics抽样调查sampling survey频数frequency直方图histogram【八年级·上】三角形triangle高altitude中线median角平分线angular bisector多边形polygon对角线diagonal正多边形regular polygon全等形congruent figures全等三角形congruent triangles轴对称图形axisymmetric figure对称轴axis of symmetric对称点symmetric points垂直平分线perpendicular bisector等腰三角形isosceles triangle等边三角形equilateraltriangle平方差公式formula for the difference of squares完全平方公式formula for the square of the sum因式分解factorization公因式common factor 分式fraction约分reduction of a fraction最简分式fraction in lowest terms通分reduction of fractions to a common denominator分式方程fractional equation【八年级·下】二次根式quadratic radical代数式algebraic expression最简二次根式simplest quadratic radical勾股定理Pythagoras theorem平行四边形parallelogram矩形rectangle菱形rhombus正方形square变量variable常量constant自变量independentvariable函数function解析式analytic expression图象graph正比例函数proportional function一次函数linear function权weight加权平均数weighted average中位数median众数mode方差variance【九年级·上】一元二次方程quadratic equation in one unknowns根root二次函数quadratic function旋转rotation中心对称central symmetry中心对称图形central symmetry figure圆circle圆心center of a circle半径radius弦chord直径diameter弧arc半圆semi-circle 圆心角central angle圆周角angle in a circular segment外接圆circumcircle外心circumcenter切线tangent line内切圆inscribed circle随机事件random event概率probability【九年级·下】反比例函数inverse proportional function相似图形similar figures相似多边形similar polygon相似比similarity ratio相似三角形similar triangle位似图形homothetic figures正弦sine余弦cosine正切tangent锐角三角函数trigonometric function of acute angle投影projection平行投影parallel projection中心投影center projection 视图view。
2024年初中数学新课程标准英文版
2024年初中数学新课程标准英文版2024 Middle School Mathematics New Curriculum StandardsIn 2024, a new set of mathematics curriculum standards will be implemented for middle schools across the country. These standards aim to enhance the quality of math education and better prepare students for future academic and professional pursuits.The updated curriculum will focus on fostering critical thinking skills, problem-solving abilities, and a deeper understanding of mathematical concepts. Students will be encouraged to actively engage with the material through hands-on activities, real-world applications, and collaborative learning experiences.One of the key changes in the new curriculum is the integration of technology into math instruction. Students will have access to digital tools and resources that can support their learning and help them visualize complex mathematical ideas. This shift towards a more tech-savvy approach is meant to reflect the increasing importance of technology in the modern world.Another important aspect of the new curriculum is the emphasis on personalized learning. Teachers will be encouraged to tailor their instruction to meet the diverse needs and learning styles of individual students. This personalized approach is designed to ensure that all students have the opportunity to succeed and reach their full potential in mathematics.Overall, the 2024 middle school mathematics curriculum standards represent a forward-thinking approach to math education that prioritizes critical thinking, problem-solving, and personalized learning. By implementing these standards, educators hope to inspire a new generation of mathematically literate and confident individuals who are well-equipped to tackle the challenges of the 21st century.。
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初中数学教学中生命化教育中英文对照On life education in junior high school mathematics teaching in Chinese and English.【论文摘要】新课程背景下的初中数学课堂教学，必须依据学生心理发展的特点，为学生创设实践活动和探索的情景。
让学生在积极活动中探索学习，了解世界和人生的本质，在积极活动中促进心理的全面健康发展。
本文主要论述了新课程背景下如何在初中数学课堂中渗透生命教育，促进学生健康人格的发展。
[ Abstract ] the junior middle school mathematics classroom teaching under the new curriculum background, must according to the characteristics of the psychological development of students, the creation of practice and exploration for the students. Let students explore learning in action, to understand the nature of the world and life, and promote comprehensive development of psychological health in positive activities. This paper mainly discusses how the new curriculum in the context of Infiltrating Life Education in junior high school mathematics classroom, promote the development of students' healthy personality.【论文关键词】新课程；初中数学；生命化教育[ key ] new curriculum; junior high school mathematics; Life Education新课程理念下的课堂教学要以学生的发展为本，要树立“生命化课堂”的观念。
生命课堂是基于教育的生命意识，从学生的生活经验出发，通过师生互动共同创设出新的生活经验，使生命融入新质，从而促进学生的生命发展。
因此，我们要提高生命化教学意识，创设良好的和谐氛围，改进教学方法及评价机制，使生命化教育寓初中数学课堂教学之中。
The new curriculum classroom teaching to student-centered development, to establish a " life classroom " concept. Life class is based on the life consciousness education, starting from the life experience of students, through the interaction between teachers and students together to create a new life experience, make life into the new matter, so as to promote the development of students' lives. Therefore, we should improve the life teaching consciousness, create the harmoniousatmosphere, improving teaching methods and evaluation mechanism, make the life education in junior high school mathematics classroom teaching.1.创设和谐学习氛围1 create a harmonious learning atmosphere在数学课堂教学之中，要让每一个“生命”都得到发展，就必须创设和谐的学习氛围，建立师生间的平等关系。
生命只有在宽松和谐的课堂气氛中才能成长。
在和谐的课堂里，学生是学习的主题，是知识的积极建构者，教师承担的是“人格引领”和“学业指导”。
教师用自身的生命体验去接受、同化教材，获得属于自己的灵魂认识，即有自己的教学思想，自己的生命真切体会，用自己的生命表达方式，去与学生交流、碰撞，使双方都得到感悟，从而提高生命的质量。
教师还要用“师之爱”激发“生之情”，用真挚的感情去滋润学生的心田，帮助学生克服心理阻碍，增强学生学习自信心，使学生在一种轻松、愉快的气氛中学习。
In mathematics classroom teaching, to make each a " life " are developed, it is necessary to create a harmonious learning atmosphere, establish an equal relationship between teachers and students. Life can only grow in a relaxed and harmonious classroom atmosphere. In the harmonious classroom, students are learning the subject, is actively construct knowledge, teachers " personality is leading " and " academic guidance ". The teacher with their own life experiences to accept, assimilative material, get their own soul, that is their teaching ideas, their life experience, expression way with his own life, to exchange, collision and students, so that the two sides are feeling, so as to improve the quality of life. Teachers should use " the love " excited " love ", with sincere feelings to nourish the hearts of students, to help students overcome the psychological barriers, enhance students' self-confidence in learning, so that students learn in a relaxed, pleasant atmosphere.2.教学评价生命化2 teaching evaluation of life2.1对学习态度的评价评价学生是否遵守上下课的时间，是否尊重教师的劳动，做到认真听讲，不做与学习无关的事。
学生能否积极参与教学的全过程，认真做学习笔记，勤于思考，积极举手发言；学生是否具有探索数学问题的灵活性，愿意尝试各种解决问题方法；对从事数学活动具有好奇心、探索欲，并富有一定创造性，有强烈成功欲望等等。
Evaluation of 2.1 on learning attitude evaluation whether students abide by school time, respect teachers work, do not listen to the teacher carefully, doing nothing to do with learning. The wholeprocess of the students can actively participate in teaching, to make study notes, diligent in thinking, active to speak; whether students have the flexibility of exploring mathematical problems, willing to try a variety of methods to solve the problem; in mathematics activities with curiosity, desire to explore, and full of creative, have a strong desire to succeed.2.2对任务完成的评价The 2.2 task of evaluation分为课前预习和完成课业两个方面。
课前预习评价学生能否认真完成预习笔记，带全学习用具，包括书、本等；课前要把当堂教学用具齐放在桌面上；完成课业评价学生是否按时、准确完成课后大练习考试及是否认真完成作业，按时上交作业，等等。
Completed two lessons for previewing and. Pre-class assessment whether students finish preparing notes, with the whole learning tools, including books, book; the classroom teaching aid lit on the desktop to complete homework before class; evaluate whether students on time, accurate finish after class practice exams and homework carefully, according to the time on homework, etc..2.3对数学思考的评价Evaluation of 2.3 of mathematical thinking对数学思考的评价要关注学生在面临各种问题情境时，能否从数学的角度去思考问题，能否发现其中所存在的数学现象并运用数学方法解决问题，要关注学生在数感与符号感、空间观念、统计意识、推理能力、应用数学的意识等方面的发展情况，面对现实问题时，能主动尝试从数学角度、用数学思维方法去解决问题的策略，具有统计的观念。