How to write a good introductory sentence? Introductory language comes in several forms

1. Lengthy and procrastinating, extraneous branches.

The introduction is just an introduction, and it is better to be fine.

Imagination and inconsistency, not only will not play the role of leading students into the text, but will become a distracting information for teaching.

2. Blind and casual, lack of purpose.

I can't understand the textbook, I can't understand the intention of the editor, I don't know much about the teaching value of teaching, and I can't fully understand the learning situation, so the design is random and rough.

3. Old and rigid, bland and boring.

It should be as interesting as possible, and it should be reasonable and unexpected.

Blindly and simply instruct students to "turn the book to such and such a page" and "we learn *** lessons", and over time students will get bored.

4. Big and inappropriate, lead but not enter.

The general and sloppy nature makes students confused and confused.

5. Teachers sing solo, and the noise dominates.

Referenced. The opening remarks of a speech can also directly quote the words of others to provide necessary foreshadowing and foil for the topic of your speech.

There are generally two basic conditions for the cited material to be used as an opening statement:

First, the cited material has considerable generalization, persuasiveness, and appeal.

Second, the cited material is from an authority, a celebrity, or a person who is very familiar to the audience, and the speaker uses the authority effect or the family and friend effect to arouse the audience's attention.

In some cases, the speaker does not even have to give credit for the material being cited.

It is enough to have a good connection and logical association.

1. Direct import.

Direct introduction means that the teacher directly clarifies the learning objectives and requirements, as well as the teaching content and arrangement of the lesson, and arouses students' attention through very short language descriptions, questions and other methods, so that students can quickly enter the learning situation.

2. Experience introduction.

The so-called experience introduction is based on the students' existing life experience and self-knowledge materials, and the teacher introduces the new lesson through vivid and convincing explanations and questions.

3. Import of old knowledge.

The introduction of old knowledge is based on the logical connection between knowledge, identifying the connection point of new knowledge, and developing and deepening on the basis of old knowledge, so as to lead to new teaching content and achieve the purpose of reviewing the old and learning the new.

4. Experimental introduction.

Experimental introduction is an introduction method in which teachers conduct experimental demonstrations through physical models, charts, slide shows, projections, televisions and other teaching aids, or students experiment to set up problem scenarios, guide students to observe, and generate problem scenarios by comparing known experimental phenomena or knowledge and experience with the discovery of new phenomena, raise new questions, and naturally transition to new lesson learning.

5. Intuitive import.

Intuitive introduction is an introduction method that instructs students to observe objects, samples, specimens, models, charts, slides, TV films, etc., before teaching a new topic, so as to arouse students' interest, ask questions from observation, and create a scenario for research problems.

6. Import of story examples.

The introduction of stories and examples is a method of introducing problems and situations based on familiar examples in daily life, relevant news in newspapers, and stories from historical understanding of nature and society.

7. Set up suspense and suspense introduction.

The introduction of suspense is that teachers constantly set up enlightening suspense questions and problems from the side, create students' cognitive conflicts, arouse students' curiosity and desire for knowledge, and arouse students' desire to solve problems.

8. Scenario import.

The scenario introduction method is to use language, equipment, environment, activities, paintings, and other means to create a scene that meets the needs of teaching, so as to stimulate students' interest, induce thinking, and make students in an active learning state.

In programming, import language is used to bring in functions, variables, and so on defined in external modules, libraries, or other Python files. The main functions of the import language include:

1.Extensions: By importing modules, the program can access externally provided functions and variables, and the use of these functions in the program can make the program more modular, easy to read, understand, and maintain.

2.Reuse: The same python file or module can be reused in different sequences without having to write the same repeatedly, improving reusability.

3.Avoid naming conflicts: When importing modules or libraries with the same name, you can avoid them by using different aliases.

Common python imports include:

import: Imports the entire module or library, and can use the module name or library name to call the functions and variables in it.

from ..import ..Importing a specific function or variable from a module or library, you can use the name of the import to invoke the functionality in it.

from ..import *: Import all functions and variables from the module or library, but this method is easy to cause naming conflicts and is not recommended.

In short, import language is a very important part of the preparation of Python programs, which can help us to effectively organize, reuse, and improve the maintainability of the program.

The introductory language is the opening sentence, which is used to guide and enlighten the language. A good introduction is like a magnet, which can gather scattered thoughts at once; A good introduction is also an electric light of thought, which can enlighten people and increase the enthusiasm of the whole intellectual activity.