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在空间直角坐标系下。试判定直线与平面π：3x—y+2z+1=0的位置关系，并求出
在空间直角坐标系下。试判定直线与平面π：3x—y+2z+1=0的位置关系，并求出直线Z与平面π的夹角的正弦值。
Longago,inasmallvillageofWakefieldlivedt
Long ago, in a small village of Wakefield lived two farmers, Harry and Peter. Harry was very hard-working while Peter was (16) Every day Harry got up early and came home late, but Peter walked around for fun.
One summer there was no (17) and the crops were dying. Harry thought, "I must do something to save these crops, or they shall die." With this (18) in mind, he went out to find a river so that he could dig a canal to his fielD、He walked on and on, feeling tired and thirsty.After a (19) search, he found a river full of blue water. He was very happy. He started digging a canal to his fielD、 (20) it was noon his wife sent their daughter to bring Harry home (21) lunch.But Harry did not go. He did not want to leave his work unfinisheD、He completed his work (22) at night. He was very satisfieD、He went home, had a good meal and (23) into a sound sleep.
Peter did the same.But he was not at all determineD、He also (24) digging a canal to his field but he didn’t have his work completeD、His field did not get (25) water and all his crops dieD、
Harry’s field would be watered when needeD、He had a good harvest because of his hard work.
A．fell
B．looked
C．turned
D．walked
简述中学生（包括初中和高中）的情感发展特点。
简述中学生(包括初中和高中)的情感发展特点。
基础教育的核心问题是【】A．审美教育B．文化教育C．道德教育D．素质教育
基础教育的核心问题是【】 A．审美教育 B．文化教育 C．道德教育 D．素质教育
基础型课程是一种注重学生__________能力培养的课程。
基础型课程是一种注重学生__________能力培养的课程。
强调启发式教学，并提出“不愤不启，不悱不发。举一隅不以三隅反，则不复也”的中国古
强调启发式教学，并提出“不愤不启，不悱不发。举一隅不以三隅反，则不复也”的中国古代教育思想家是______。
A．孟子
B、孔子
C、荀子
D、墨子
1961年3月以后，中国很多地方的人民公社恢复了社员的自留地、农村集市贸易，鼓励
1961年3月以后，中国很多地方的人民公社恢复了社员的自留地、农村集市贸易，鼓励养猪和进行其他家庭副业，停办了公共食堂等。采取这些措施的主要目的是______
A．彻底解决人民公社问题
B、调动农民的生产积极性
C．为实现经济体制改革做铺垫
D、准备实行市场经济
观察法要有效，就要特别注意()A、每次尽可能长B、有明确观察目的C、随时记录D、
观察法要有效，就要特别注意() A、每次尽可能长 B、有明确观察目的 C、随时记录 D、可利用现代手段 E、每次时间不宜过长
单项选择
单项选择
规定“国家培养青年、少年、儿童在品德、智力、体质等方面全面发展”的法规是()。A
规定“国家培养青年、少年、儿童在品德、智力、体质等方面全面发展”的法规是( )。 A．《中华人民共和国义务教育法》
B．《中华人民共和国宪法》
C．《中共中央关于教育体制改革的决定》
D．《中国教育改革和发展纲要》