一小孩儿半夜给女孩吃坤巴| “101计划”是“好大学”新标签？

Title: A Midnight Treat of Kunafa for a Little Girl

Introduction:
In the stillness of a moonlit night, a heartwarming incident unfolded, showcasing the innocence and kindness of a small child. This story revolves around a little boy who, in the wee hours of the night, decided to surprise a young girl with a delicious treat of kunafa. As the story progresses, it reveals the beauty of selflessness, friendship, and the ability to bring joy to others.

Paragraph 1: The Encounter
As the clock struck midnight, seven-year-old Ahmed found himself unable to sleep. Restless, he slipped out of his bed, tiptoeing quietly towards his parents' room. Upon entering, he discovered that his mother, Fatima, had left her phone behind. Intrigued, Ahmed scrolled through the pictures when he stumbled upon a picture of a happy little girl named Sarah. His curiosity piqued, he inquired about her and learned that she was their new neighbor's daughter, who had recently moved in with her single father.
Initially, Ahmed's encounter with Sarah had been brief, but the image of her radiant smile stuck with him. A feeling of compassion washed over him, and he decided he must do something special to brighten her day.

Paragraph 2: The Preparations
Ahmed knew that Sarah had recently moved and might be feeling homesick. He wanted to share a piece of his culture, so he resolved to prepare a traditional Egyptian dessert, kunafa, known for its rich flavors and sweet aromas. Awakened by determination, Ahmed silently crept into the kitchen. With a stool pushed next to the kitchen counter, he gathered the ingredients he needed: shredded phyllo pastry, akawi cheese, clarified butter, sugar syrup, and ground pistachios.

With the grace of a budding chef, Ahmed meticulously followed his mother's kunafa recipe. He hummed to himself, his excitement growing with every step. As the oven wafted warm scents throughout the house, he imagined Sarah's face lighting up when she received this unexpected gesture of friendship.

Paragraph 3: The Surprise
With the kunafa baking in the oven, Ahmed decided to create a beautifully adorned plate for presentation. He arranged a colorful selection of fruits and sprinkled a generous amount of powdered sugar on top of the golden-brown kunafa. His masterpiece now complete, Ahmed quietly slipped out of his house clutching the plate and walked towards Sarah's building.

Upon reaching her front door, Ahmed hesitated. What if she was asleep? Should he knock or just leave the plate near the door? Braving his nerves, he gently tapped on Sarah's door, hoping not to wake anyone else in the household. To his delight, Sarah's father answered, accompanied by a mix of confusion and gratitude on his face. In Ahmed's small voice, he was able to explain his noble intentions, and the gesture left Sarah's father speechless. He thanked Ahmed and promised to pass on the delightful treat to his daughter.

Conclusion:
In that profound moment of selflessness, Ahmed had unknowingly touched the lives of his neighbors. This simple act of kindness not only brought joy to Sarah but also reminded her father that true friendship and compassion exist in the world.
The story of Ahmed's midnight kunafa adventure reinforces the power of empathy and the joy that can be derived from small acts of kindness. It teaches us that no matter how young or old we may be, we all have the capability to make a positive impact on the lives of others.

　　“101计划”是“好大学”新标签？

　　专家解析：改革目的并不是重点建设一所大学和一个学科，而是提升整体教学质量

　　本报记者 李蕾

　　最近，教育部部署基础学科系列“101计划”推进工作。这一计划迅速被家长们广泛关注，有人说“101计划”是继985、211以及“双一流”之后又一项建设高水平大学的项目，是以后判断“好大学”的新标签，其实这样的理解并不是很准确。

　　那么，什么是“101计划”？这项高等教育改革究竟要改什么？和高考有什么关系？记者采访了相关教育专家。

　　基础学科系列“101计划”是拔尖创新人才培养的一项筑基性工程，最初由计算机领域最高奖图灵奖得主约翰·霍普克罗夫特提出。“101”的含义是什么？在计算机语言中，二进制数由“0”和“1”组成，是计算机语言的基础；在数学语言中，十进制的“101”是由“0”和“1”组成的最小的素数；同时，在英语中，“101”用来指代“一个学科中最为基础的知识”。同济大学教育现代化研究中心研究员、教育评估中心主任樊秀娣解释，这其中还有一层注重从0到1“原始创新”的内涵。

　　“101计划”和“985、211、双一流”高校有何区别？和高考有什么关系？首先，“通俗地说，985、211以及双一流，主要目标都是要建设一流的大学和学科，在名单内的大学能够获得资源倾斜，从各方面进行重点建设，‘101计划’并不是笼统地去重点建设一所大学和一个学科，而是明确针对大学的课程、教材、教师团队和实践项目等方面进行提升的一个项目。”樊秀娣分析。其次，“101计划”和高考没有直接关系，目前对九大基础学科的改革，目的是提升整体教学质量，无论是对已经在读的学生，还是对即将进入这个领域学习的学生都有益处。

　　那么，“101计划”重点要改什么？它的重点任务是建设一批有高阶性、创新性和挑战度的一流核心课程，一批反映国际学术前沿、具有中国特色的一流核心教材，一支一流教师团队和一批科教融汇、产教融合的一流实践项目，以课程、教材、教师、实践项目等基础要素“小切口”，牵引教育教学模式“大改革”。

　　“101计划”的改革重点是课程、教材、师资团队和实践项目。“教育改革的深处是课程，课程的深处是教师，教师的深处是教材。”樊秀娣认为，其实，学生能学到什么，看课程；如何将好的课程有效地传授给学生，关键在老师，不能“挂羊头卖狗肉”；老师怎么教，教材又很能说明问题。同时，值得注意的是，这里的教材，不是简单指文字教材，而是各种相关的教学“材料”，包括各种实验器材、实物模型、实践项目等。

　　“101计划”分为两个阶段，第一阶段以33所计算机类基础学科拔尖学生培养基地建设高校为主进行实验，2021年12月，试点工作率先在计算机领域启动；第二阶段在全国高校中分步进行推广，并期望对其他学科专业起到“标杆”作用。“这相当于教育部选出一些优秀的大学牵头和参与，开发出一系列的核心课程、配套教材，形成样本经验，并且实现资源共享，广泛辐射其他学校，从整体上提升全国所有大学的教学水平，几乎所有的大学生都会受益。”

　　据了解，基础学科系列“101计划”已经有80多名国内外顶尖专家、50多名院士深度参与，将通过样板示范辐射带动更多基础学科领域整体教学水平的提升。

　　来源：解放日报

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