content.html
来自「ccna」· HTML 代码 · 共 241 行
HTML
241 行
<html> <head> <meta content="en-us" http-equiv="Content-Language"> <meta content="text/html; charset=UTF-8" http-equiv="Content-Type"> <link type="text/css" rel="stylesheet" href="../../../../../css/ccna.css"> <script src="../../../../../js/framesetHelper.js" language="JavaScript"></script><script language="JavaScript"> window.scrollTo(0,0); function newPage(pageID) { alert("COMMING SOON!!\nThis feature is currently in development."); } function launchMoreInfo(oid) { dash = oid.indexOf('-'); sub1 = oid.substring(0,dash); sub2 = oid.substring(dash+1); // this is an URL base on the // system that generated the static // download of the curriculum. httpref = "http://nomar.sdf.cisco.com/servlet/org.cli.delivery.rendering.servlet.MIServlet/Static=true,LMSID=DTUI,Engine=dynamic,Theme=cnamstheme,Style=ccna,Language=en,Version=2,RootID=knet-v214aCV47051/CHAPID=null/RLOID=null/RIOID=null/"; newref = httpref + sub1 +"/"+ sub2 +"/moreinfoframeset.html"; //alert("new newref :\n" + newref); window.open(newref,'MoreInfo','toolbar=no,status=yes,menubar=no,location=no,scrollbars=yes,height=442,width=756,left=20,top=20,resizable=yes') } function launchContentResource(contentID) { top.currentSupport = 0; dash = contentID.indexOf('-'); sub1 = contentID.substring(0,dash); sub2 = contentID.substring(dash+1); numbackParams = "CHAPID=" + "knet-v214aCH48751" + "/RLOID=" + "knet-v214aRLO48757" + "/RIOID=" + "knet-v214aRIO127722"; ContentRef = "../../../../../"+ numbackParams + "/"+ sub1 +"/"+ sub2 +"/"; eval('parent.frames.content_frame.location.href="'+ContentRef+'content.html"'); eval('parent.frames.media_frame.location.href="'+ContentRef+'media.html"'); eval('parent.frames.navigation_frame.location.href="'+ContentRef+'contentresourcenav.html"'); top.currentSupport++; top.firstSupportPage = contentID; top.prevPage = contentID; top.contentResourceID = contentID; } function launchReference(rioID, rloID, chapterID) { contentID = "knet-v214aCV47051"; dash = contentID.indexOf('-'); sub1 = contentID.substring(0,dash); sub2 = contentID.substring(dash+1); numbackParams = "CHAPID=" + chapterID + "/RLOID=" + rloID + "/RIOID=" + rioID; ContentRef = "../../../../../"+ numbackParams + "/"+ sub1 +"/"+ sub2 +"/"; eval('top.frames.main_frame.location.href="'+ContentRef+'referencecontroller_crf.html"'); chapter = "knet-v214aCH48751"; ch_dash = chapter.indexOf('-'); ch_sub1 = chapter.substring(0,ch_dash); ch_sub2 = chapter.substring(ch_dash+1); params = "CHAPID=" + chapter + "/RLOID=" + "knet-v214aRLO48757" + "/RIOID=" + "knet-v214aRIO127722"; returnRef = "../../../../../"+ params + "/"+ ch_sub1 +"/"+ ch_sub2 +"/pageframeset.html"; top.prevPage = returnRef; } function launchFile(filepath) { newWindow = window.open(filepath,"","top=70,left=120,width="+(screen.width*.50)+",height="+(screen.height*.50)+",resizable=yes,scrollbars=yes,toolbar=yes,menubar=yes,status=yes"); /* if (is.ie && filepath.lastIndexOf(".pdf") != -1) { pageTimer = setInterval("winLoadCheck()", 1000); } */ } function winLoadCheck() { if (newWindow.document.readyState == 'complete') { clearInterval(pageTimer); newWindow.location.reload(); } } // BrowserCheck Object // provides most commonly needed browser checking variables // 19990326 // Copyright (C) 1999 Dan Steinman // Distributed under the terms of the GNU Library General Public License // Available at http://www.dansteinman.com/dynapi/ function BrowserCheck() { var b = navigator.appName if (b=="Netscape") this.b = "ns" else if (b=="Microsoft Internet Explorer") this.b = "ie" else this.b = b this.v = parseInt(navigator.appVersion) this.ns = (this.b=="ns" && this.v>=4) this.ns4 = (this.b=="ns" && this.v==4) this.ns5 = (this.b=="ns" && this.v==5) this.ie = (this.b=="ie" && this.v>=4) this.ie4 = (navigator.userAgent.indexOf('MSIE 4')>0) this.ie5 = (navigator.appVersion.indexOf('MSIE 5.0')>0) this.ie55 = (navigator.appVersion.indexOf('MSIE 5.5')>0) if (this.ie5) this.v = 5 this.min = (this.ns||this.ie) } // automatically create the "is" object is = new BrowserCheck()</script> </head> <body onLoad="window.focus();" alink="#000000" vlink="#000000" link="#000000" bgcolor="#E7E7E7" background="../../../../../images/ccna/common/bg.gif"> <table width="100%" cellspacing="0" cellpadding="2" border="0"><tr> <td bgcolor="#000000"><img height="1" width="2" border="0" src="../../../../../images/ccna/common/transdot.gif"></td><td class="rlohdr"><img height="1" width="2" border="0" src="../../../../../images/ccna/common/transdot.gif"></td><td valign="top" class="rlohdr">0.4</td><td width="100%" class="rlohdr"> <table width="90%" cellpadding="0" cellspacing="0" border="0"> <tr> <td class="rlohdr">Instructor Resource Guide</td> </tr> </table> </td> </tr> <tr> <td bgcolor="#000000"><img height="1" width="2" border="0" src="../../../../../images/ccna/common/transdot.gif"></td><td class="riohdr"><img height="1" width="2" border="0" src="../../../../../images/ccna/common/transdot.gif"></td><td valign="top" class="riohdr">0.4.2</td><td width="100%" class="riohdr"> <table width="90%" cellpadding="0" cellspacing="0" border="0"> <tr> <td class="riohdr">Lesson plan design</td> </tr> </table> </td> </tr> <tr> <td colspan="4"> <table width="90%" cellspacing="0" cellpadding="0" border="0"> <tr> <td class="smtext"> <p> </p><p>You may develop your own lesson plans using elements that are listed below. These elements (objects) will strengthen the comprehension of the content, and can be planned using a variety of strategies It is important to note that the objectives of the lessons are <i>not</i> optional, other than the order or emphasis that you might place on them and the strategies that you use to teach them.</p><p>You may submit lessons using these elements, or should you choose to design your own lessons, the <i>Teaching Strategies</i> section of the guide provides many resources for your use.</p><p> <b>Lesson Title and Objectives</b> <br>Clear objectives enable instructors and students to focus on the important content of the lesson and the skills that are to be learned.</p><p> <b>Preparation for Learning</b> <br>Research shows that more learning takes place when students have had an opportunity to contemplate the topic and relate it to prior knowledge. This enables them to begin making connections with what they already know, and to place new questions and learning in the appropriate context. The activity may take 5-20 minutes depending on the teaching strategy selected. Vocabulary terms for most lessons are listed and are recorded in the "Learning" section of the <i>Engineering Journal.</i> </p><p> <b>Delivery of Instruction</b> <br>Using a variety of strategies helps students understand the content and acquire skills. Online learning enables them to read about the content, although other strategies such as class or group discussion may be needed to assist them in developing understanding. Your focus is to help students gain the necessary understanding and knowledge that will enable them to utilize what they have already learned to help them with future performance labs or tasks. Some specific strategies that you could use include:</p><ul type="disc"><li>direct instruction</li><li>Socratic questioning</li><li>online learning</li><li>demonstrations</li><li>student presentations</li><li>field trips</li></ul><p>Specific activities for Semester 1 are provided for each lesson in the "Applying" section of the <i>Engineering Journal</i>.</p><p> <b>Performance Labs/Activities</b> <br>This specialized form of instructional delivery allows students to use hands-on strategies for learning content, and includes both labs and other performance tasks. Applying knowledge through any of the following activities/tasks enables students and teachers to see the demonstration of their learning:</p><ul type="disc"><li>organizing</li><li>planning</li><li>recording</li><li>drafting</li><li>analyzing</li><li>designing</li><li>writing</li></ul><p>This element is very powerful when combined with other strategies such as team planning, group discussion, student reflection and analysis. Labs are often the heart of performance tasks, and when rubrics are applied, can serve as an assessment tool. Students record in their <i>Study Guide</i> - in the "Applying" section - any work related to planning, organizing, designing, and writing of performance labs.</p><p> <b>Assessment</b> <br>Assessment is for the purpose of determining what and how well a student has learned. Its purpose is to inform teachers and students to what to do next. Assessment may take many forms. It may be an informal discussion in which teachers and students clarify the learning of individuals or groups in order to help diagnose the status of learning. A more formal assessment that may help diagnose increases in knowledge may include (1) multiple choice responses; (2) true or false statements; (3) short-answer questions; or (4) narratives. The most powerful type of assessment is a performance lab or task that requires the students to apply and use their knowledge and skills in a more authentic situation.</p><p> <b>Student Reflection</b> <br>Research has shown that reflection or structured analysis increases learning. When students reflect upon their (1) learning of content; (2) strategies or processes that enhance their learning; (3) achievement of goals; and (4) the products they produce, their knowledge and skills are increased and retained long past the initial assessment period. This strategy is essential as a component for all lessons, and may take as few as 2-3 minutes or as long as the teacher deems appropriate. All student reflection is recorded in the "Reflecting" section of the <i>Study Guide</i>.</p><p> <b>Multimedia Objects</b> <br>This element of lesson planning may be optional depending on your available resources. The use of multimedia can provide excellent opportunities to clarify understanding and to promote thinking. The objects in most of the lessons are integral to helping students build concepts based on the content.</p><p> <b>Homework</b> <br>This optional element is greatly affected and influence by the nature of the tasks and the ability of the students to perform the tasks independent of the teacher. Under the best of circumstances, it can add depth to learning and assist students in practicing the skills they will need in future lessons. In some cases, homework may inhibit learning if the students reinforce errors in understanding or become frustrated when they are unable to complete the tasks.</p></td> </tr> </table> </td> </tr></table> <p> </p> <table width="100%" cellspacing="0" cellpadding="2" border="0" valign="bottom"> <tr> <td></td> </tr> </table> </body></html>⌨️ 快捷键说明
复制代码Ctrl + C
搜索代码Ctrl + F
全屏模式F11
增大字号Ctrl + =
减小字号Ctrl + -
显示快捷键?