对于生物利用度试验的受试者的要求以下哪一项是错误的A．选用健康男性，年龄18～40岁B．同一批试验者
对于生物利用度试验的受试者的要求以下哪一项是错误的A．选用健康男性，年龄18～40岁B．同一批试验者年龄不宜相差20岁，并体格检查合格C．实验期前2周停服其他任何药物D．实验期间禁烟、酒及其他饮料E．签订知情同意书
A．选用健康男性，年龄18～40岁B．同一批试验者年龄不宜相差20岁，并体格检查合格C．实验期前2周停服其他任何药物D．实验期间禁烟、酒及其他饮料E．签订知情同意书
B．同一批试验者年龄不宜相差20岁，并体格检查合格C．实验期前2周停服其他任何药物D．实验期间禁烟、酒及其他饮料E．签订知情同意书
C．实验期前2周停服其他任何药物D．实验期间禁烟、酒及其他饮料E．签订知情同意书
D．实验期间禁烟、酒及其他饮料E．签订知情同意书
E．签订知情同意书
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Testing has replaced teaching in most public schools. Pretests, drills, tests, and retest frame my own children’s school week. They know that the best way to read a textbook is to look at the questions at the end of the chapter and then skim the text for the answers. I Believe that my daughter Erica, who gets excellent marks, has never read a chapter of any of her school text books all the way through. And teachers are often heard to state proudly and openly that they teach to the mandated state test. Teaching to the test is a curious phenomenon. Instead of deciding what skills students ought to learn, helping students learn them, and then using some sensible methods of assessment to discover whether students have mastered the skills, teachers are encouraged to reverse the process. First one looks at a commercially available test. Then on distills the skills needed not to master reading, say, or math, but to do well in the test. Finally, the test skills are taught. The ability to read or write or calculate might imply the ability to do reasonably well on standardized tests. However, neither reading nor writing develops simply through being taught to take tests. We must be careful to avoid mistaking preparation for a test of a skill with the acquisition of that skill. Too many discussions of basic skills make this fundamental confusion be cause people are test obsessed rather than concerned with the nature and quality of what is taught. Recently, many schools have faced what could be called the crisis of comprehension or, in simple terms, the phenomenon of students with phonic and grammar skills still being unable to understand what they read. These students are competent at test taking and filling in workbooks and ditto masters, However, they have little or no experience reading or thinking, and talking a bout what they read. They know the details but can’t see or understand the whole. They are taught to be so concerned with grade that they have no time or ease of mind to think about meaning, and reread things if necessary.
Testing has replaced teaching in most public schools. Pretests, drills, tests, and retest frame my own children’s school week. They know that the best way to read a textbook is to look at the questions at the end of the chapter and then skim the text for the answers. I Believe that my daughter Erica, who gets excellent marks, has never read a chapter of any of her school text books all the way through. And teachers are often heard to state proudly and openly that they teach to the mandated state test.
Teaching to the test is a curious phenomenon. Instead of deciding what skills students ought to learn, helping students learn them, and then using some sensible methods of assessment to discover whether students have mastered the skills, teachers are encouraged to reverse the process. First one looks at a commercially available test. Then on distills the skills needed not to master reading, say, or math, but to do well in the test. Finally, the test skills are taught.
The ability to read or write or calculate might imply the ability to do reasonably well on standardized tests. However, neither reading nor writing develops simply through being taught to take tests. We must be careful to avoid mistaking preparation for a test of a skill with the acquisition of that skill. Too many discussions of basic skills make this fundamental confusion be cause people are test obsessed rather than concerned with the nature and quality of what is taught.
Recently, many schools have faced what could be called the crisis of comprehension or, in simple terms, the phenomenon of students with phonic and grammar skills still being unable to understand what they read. These students are competent at test taking and filling in workbooks and ditto masters, However, they have little or no experience reading or thinking, and talking a bout what they read. They know the details but can’t see or understand the whole. They are taught to be so concerned with grade that they have no time or ease of mind to think about meaning, and reread things if necessary.
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