逻辑狗教学总结【优推4篇】

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逻辑狗家长展示活动的策划方案【第一篇】

小班“逻辑狗”思维训练教案:和小动物捉迷藏

教学目标:

1、学习以客体为中心,认识和区分前后、里外。

2、学习正确使用方位词:前后、里外,能用方位词正确完整的表述。

3、通过教学活动发展幼儿的观察力。

教学重点:以客体为中心认识和区分前后、里外。

教学难点:能用方位词前后、里外正确完整的表述。

教学准备:

知识准备:

1、认识上下。

2、已认识鱼、兔子、猫、狗、鹦鹉、乌龟等小动物。

物质准备:毛绒玩具、图片一张、动物卡片(小鱼、乌龟、小白兔、猫、狗、鹦鹉)各一张、操作材料人手一份(教师示范用的操作材料大些)轻音乐一首

教学过程:

一、开始部分

(一)游戏导入

导语:今天有许多小动物来到我们班,小朋友想看看它们是谁吗?可是小动物很调皮,跟我们玩起了捉迷藏,我们一起找找它们吧!

提出要求:找到动物的小朋友要记住你是从哪里找到它的`,一会告诉老师和小朋友。

(二)请幼儿说一说从哪里找到小动物的

请找到xx的小朋友说一说,你是从哪里找到xx的,然后放回原处,让其他小朋友看。

二、基本部分

(一)出示图片,引出主题

导语:安娜也和她的宠物在玩捉迷藏,老师把她们的照片带来了,小朋友想不想看?(出示图片)

安娜一共有6只小动物,她只找到了小乌龟。(引出方位词前后、里外)乌龟在萝卜的后面,在菜地里边。

(二)教师引导幼儿观察,并说出方位词

导语:我们帮安娜找找其他5只小动物藏在哪了吧!

(三)教师总结

1、一共有6只小动物,和小朋友一起数数是不是全部都找出来了。

2、它们分别藏在什么地方。

三、结束部分

(一)教师示范操作

导语:安娜想考一考我们小(4)班的小朋友,给我们准备了一份小作业,看看小朋友们自己能不能找到小动物。

教师:这是小白兔,小白兔藏在哪了呢?在笼子里面大树下面,它旁边圆片的颜色是绿色的,就从小篮子里拿一个绿色的圆片贴在小兔的旁边。(可再示范一遍)

(二)幼儿操作,教师个别指导

(三)教师总结幼儿操作结果

四、活动延伸

让幼儿思考自己现在坐在哪里呢?怎样用前后、里外表述呢?

逻辑狗儿童思维训练与基本解释【第二篇】

“逻辑狗”的由来——原名LOGICO,是一种智能开发升级的系统训练学具。战后德国一些思想活跃的早期教育专家和教师,尝试以一种新的学习手段和方式来改变传统的学习体制,以启发孩子的智力,培养孩子的能力以及个体思维水平的发展,并为此组成了一个专门的工作小组。这个工作小组最初成果是图文并茂的学习卡片,于1949年开始印刷、出版。1993年,这家专业机构及由此成立的出版社——FINKEN出版社,开发出更新的互动学习产品——“逻辑狗”,即通过智力魔板与学习卡片相结合的方式,来整合以前所有的出版物,适用对象为3~12岁的儿童。

“逻辑狗”品牌的国际影响——“逻辑狗”在德国学前教育和小学教育中占有非常重要的位置,80%到90%的幼儿家庭和近20,000所学校普遍使用这种内容丰富、精彩有趣的学习辅助系统。“逻辑狗”在1994年、两次荣获欧洲教育基金大奖,荣获荷兰游戏学具大奖,20荣获德国优质教材金奖。目前全世界已有58个国家和地区正在广泛推广和使用,并被众多国家评为最成功的学习辅助工具。

这套产品引进中国后,经我国多位著名的学前教育专家(如梁志燊、韩慧茹、史凤省、刘爱华等)的鉴定与推荐,并由专门从事早期教育的老师,根据不同年龄段儿童的生理、心理发展的特点,对这套产品中生活习惯、行为方式等内容进行了本土化整理。如:把德语中押韵的童谣改用我国幼儿非常喜欢的儿歌、故事、谜语,并增加了认汉字等学习内容,使其更为丰富、多样化,更适合中国孩子发展的需求。

“逻辑狗”的特点:

1.图文并茂的学习卡片:全套学具有500张学习卡片,卡片上有图有文,小年龄的以图为主文字为辅,大年龄的增加文字分量,内容非常丰富、全面,既涉及到知识领域的方方面面(学前的和小学的),又指向智力的各种要素。画面形象生动,富于情景性,既写实又适度夸张,具有良好的视觉效果,与儿童喜欢卡通的心理吻合,让儿童一看就喜爱。

2.好玩的智力游戏:全套学具共有1024个游戏,每个游戏都是对智慧的挑战:观察、分析、综合、连接、判断、推理------既紧张又刺激,让儿童乐此不疲。

3.有趣的操作方式:全套卡片使用“智力魔板”操作(彩色塑胶框式板),这是一种非常新颖、有趣的操作。卡片上的游戏题用不同颜色圆点标示(每题标一个圆点),魔板上设有相同颜色的圆钮(可以在槽中移动),操作时将卡片插入魔板,做游戏题并确定答案,然后移动圆钮到合适的答案处,既动目、动脑又动手操作,将静态的智力活动与动态的操作有机结合,非常符合儿童的学习特点,孩子自然是爱不释手。

4.系统呈现:学具的内容既全面又系统,根据不同年龄段儿童的认知特点与需求,提供不同主题的智能训练系列(共32个主题系列),每个系列都有16张学习卡片(按序号排列),是循序推进的,卡片的题量由少到多增加(6个-10个),内容的难度由浅入深渐进,操作者要按卡片的序号使用,实现程序式的学习。

5.自我检测:学具的特点是个性化操作,自定进度,自我检测。每张卡片的背后都有答案(相应的彩色圆点标记),是与魔板的彩色圆钮对应的。卡片正面的游戏题操作完了,就翻转卡片与圆钮对应,若圆点与对应的圆钮颜色相同,就做对了,好不得意呀。

6.图画精美:“逻辑狗”的32个产品,共有上千幅图画,内容有幼儿常见的生活用品和生活场景、交通工具、杂技表演、童话故事、蔬菜瓜果、植物动物。可以说32个“逻辑狗”产品就是32本精品画册,它让孩子在开发智能的同时,还接受艺术熏陶,增进艺术修养。

7.方便安全:“逻辑狗”将所有的游戏卡做成活页,翻动非常方便,而且绝对不会丢失,纸张坚韧,不易撕破折坏。智力魔板由德国监制,以优质的塑胶制作,耐用、安全、可清洗。

正是因为“逻辑狗”具备以上的诸多特点,使它不同于我国目前市场上推广的儿童教育类图书或玩具,它是一套真正国际品牌的逻辑思维训练学具,通过“逻辑狗”的系统训练,从小抓起,就能使我国儿童与世界儿童同步成长。

GMAT逻辑题型标志词总结【第三篇】

0×00 背景介绍

在线支付逻辑漏洞总结漏洞预警【第四篇】

托福阅读当中,逻辑信号词好比旅途中的路标与灯塔,让你不致迷路,可以朝着发现解题题眼的正确方向迈进,所以,熟练掌握各类托福阅读信号词是托福高分的基本条件之一。

托福阅读逻辑信号词总结

1.显示相同信息的信号词

There has been an upsurge of interest in chamber music. Likewise opera is receiving a boost from increased record sales.

“likewise”这一信号词显示了前面所提到的idea后面还要再一次出现。因此,阅读时见到这样的信号词无须放慢阅读速度。这样的信号词还包括:

and, furthermore, more, than, that, also, likewise, moreover, in addition, what is more, for instance, for example

2.显示思路转折的信号词

I'd like to go but I'm too busy.

“but”前后是完全不同的信息描述,它向读者显示了作者的思路在这里有了转折。阅读时,碰到这样的信号词我们需放慢阅读速度,以准确获取作者真正想要说明的意思。这类信号词还有:

although, however, on the contrary, but, in spite of, otherwise, despite, nevertheless, yet

3.显示因果关系的信号词

As a result of the pilots'strike, all flights have had to be cancelled.

All flights have had to be cancelled as a result of the pilots'strike.

所有航班被取消的原因是因为飞行员们的罢工;飞行员们的罢工导致了所有的航班不得不被取消。显示因果关系的信号词还有:

for, thus, because, for this reason, so, therefore, as, since, consequently

4.显示顺序的信号词

Internet speeds communication between companies, among co-workers through video-conferences, and among other individuals. First, media companies use the Internet for online news, or to broadcast audio and video, including live radio and television programs, while individuals use the Internet for communication, entertainment, finding information, buying and selling goods and services. Second,the notion of distance disappears thanks to the Internet. People also enjoy instant messaging to exchange text messages or pictures in real time, with real-time video and sound. Finally, scientists and scholars use the Internet to perform research, distribute lecture notes or course materials to students, they communicate with colleagues, and can also publish papers and articles.

抓住了这样的信号词就把握住了作者叙述的顺序,也就分清了相对独立的论据。这样的信号词包括:

first, second, third, and so on, then, after, before, next, last, afterward, finally

5.表示结论/总结的信号词

In conclusion, I would like to say how much I have enjoyed myself today.

词组“in conclusion”前面所提到的一些信息将在这里被归纳总结。读到带有这样的信号词或短语的句子时,应格外留心注意,它们往往会向我们提示相关段落的核心信息。表示结论或总结的信号词和短语还有:

as a result, finally, therefore, accordingly, in short, thus, consequently, in conclusion, so, in brief, in a word

全面详细归纳托福阅读中的信号词

1.主题

主题类信号词一般出现在讲座开头,例如

●let's...

●Today, I will be talking about ...

●Today,we’ll focus on/ discuss...

但有些讲座的教授在点明主题之前会提及其它信息,例如:

●Last time, we talked about ... today, we will be discussing ...

●We’ve been talking about ... Today, let’s discuss ...

●Continuing ... Today, we will ...

此时,today后面的内容才是关键,不能被today前面的内容误导了。

2.定义

下定义也是讲座中常见的内容,被定义的概念是讲座的关键内容,需要做笔记。

此类信号词有:

●what I mean is

●All that means is

●which is / that is

●in other words,...

●... is referred to as...

●... is named/known/called

3.举例

比起例子中的种。种细节,教授借例子说明的道理更为关键。

听到for instance,such as,namely,as an example,take example for,say,consider,take之类的字眼后,考生需要回忆起举例之前讲解的内容。

TIP:有些教授讲完例子后会进行总结,如果考生记不起例子之前的内容,此时记下总结性话语也能保证答题哟。

4.对比

讲座中,教授常常对比两个容易混淆的概念。我们需分别记录两者异同。此处一定会出现出题点。

常见的对比类信号词有:

●We should not confuse A and B

●A is different from B

●First, let’s make a clear distinction between A and B

●compare to

●contrast

●Unlike

●similar to

●in contrast to

●...differently

●...differ

●alike

●resemble

●on the other hand,

●instead,

●likewise,

●in the same way等。

5.分类

阐述关键概念时,教授常讲解此概念的相关分类。

例如,阐述海豚发声方式时,会具体阐述是哪几种发声方式,即whistles,cliques和burst pulses。

通常教授会点明分类的数量,但也可能不给出具体数据,而是笼统地说有“很多种”。

例如,there are many types of ...,we gather data in a variety of ways ...。

6.因果

学术讲座中,因果是常见的逻辑关系之一。细节题多出现于此处。

表示原因的信号词有:because,because of,due to,since,as,for,the reason is,that’s why,by reason of,owing to。

表示结果的信号词有:so, so that, therefore, thereby, hereby, thus, as a result, consequently, hence, accordingly。

7.转折

转折是对前文的否定,转折后面出现的信息往往需要强调,此处多为出题点。

常见的表示转折的信号词有:but,however,nevertheless,while, yet, unless, except for, actually,in fact, to tell you the truth,practically,virtually,as a matter of fact。

8.结论

讲座的最后也可能是出题点,而且该点比较容易得分。结论是最新获得的信息,遗忘率最低。咱们千万不能放弃这类题。

常见的结论性信号词有:conclusion,summarize,make a summary,in brief,in short,in a word,in a conclusion,finally,all in all,to sum up。

托福阅读题型讲义分类资料

托福阅读分类题型讲义内容节选:

By far the most important United States export product in the eighteenth and nineteenth centuries was cotton, favored by the European textile industry over flax or wool because it was easy to process and soft to tile touch. Mechanization of spinning and Line weaving allowed significant centralization and expansion in the textile industry during

(5) this period, and at the same time the demand for cotton increased dramatically. American producers were able to meet this demand largely because of tile invention of the cotton gin by Eli Whitney in 1793. Cotton could be grown throughout the South, but separating the fiber—or lint—from the seed was a laborious process. Sea island cotton was relatively easy to process by hand, because its fibers were long and seeds were

(10) concentrated at the base of the flower, but it demanded a long growing season, available only along the nation's eastern seacoast. Short-staple cotton required a much shorter growing season, but the shortness of the fibers and their mixture with seeds meant that a worker could hand-process only about one pound per day. Whitney's gin was a handpowered machine with revolving drums and metal teeth to pull cotton fibers away from

(15) seeds. Using the gin, a worker could produce up to 50 pounds of lint a day. The later development of larger gins, powered by horses, water, or steam, multiplied productivity further.

The interaction of improved processing and high demand led to the rapid spread of the cultivation of cotton and to a surge in production. It became the main American

(20) export, dwarfing all others. In 1802, cotton composed 14 percent of total American exports by value. Cotton had a 36 percent share by 1810 and over a 50 percent share in 1830. In 1860, 61 percent of the value of American exports was represented by cotton. In contrast, wheat and wheat flour composed only 6 percent of the value of American exports in that year. Clearly, cotton was king in the trade of the young republic.

The(25) growing market for cotton and other American agricultural products led to an unprecedented expansion of agricultural settlement, mostly in the eastern half of the United States—west of the Appalachian Mountains and east of the Mississippi River.

3. All of the following are mentioned in the passage as reasons for the increased demand for cotton EXCEPT

(A) cotton's softness

(B) cotton's ease of processing

(C) a shortage of flax and wool

(D) the growth that occurred in the textile industry.

答案:C

托福阅读分数对照表(2020年)

托福阅读评分标准是这样的:托福阅读3篇文章,每篇12-14道题,如果有加试的话,从所有考题中选3篇阅读题目计分。回答正确的总题目数量加起来就是你的总分。除托福阅读观点题和归类题以外,每道题分值1分。重要观点题的分值可能是2分。归类题为3或4分。托福阅读分数范围为0-30分。在托福官方指南中,关于托福阅读评分标准的描述是这样的:The Reading Section score is based on your performance on multiple-choice items. Except for the last question of each set, you received one point for each of the questions you answered correctly. The total points that you received were than converted to a score on a scale from 0-30. The reported score for the Reading Section will always be on this scale of 0-30.

The last question in each set is worth 2 points. These questions were scored as follows:

If you had: You received

1 correct answers 0 points

2 correct answers 1 point

3 correct answers 2 points

小编提醒考生注意:托福阅读应该计算实际拿到多少原始分“Raw Point Total(0-45)”,再参照评分表,计算最后的分数(0-30)。不同版本的试卷因难度不同有不同的转换标准,所以托福阅读是没有固定的评分表的。

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