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下列选项中,对作品与作家的表述不正确的一项是( )。

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  • 【名词&注释】

    《老人与海》(the old man and the sea)、教育者(educator)、自我教育(self-education)、美国作家(american writer)、《牡丹亭》(the peony pavilion)、《堂吉诃德》(don quixote)、客观事物(objective things)、《鲁宾逊漂流记》、施加影响、著名诗人(famous poet)

  • [单选题]下列选项中,对作品与作家的表述不正确的一项是( )。

  • A. 汤显祖,明代杂剧家,代表作为《牡丹亭》
    B. 曹禺、夏衍是我国现代著名的剧作家
    C. 塞万提斯,西班牙作家,著有《鲁宾逊漂流记》
    D. 《老人与海》的作者是美国作家海明威

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  • [单选题]下列人物中,既是诗人也是画家的是( )。
  • A. 李白
    B. 王维
    C. 白居易
    D. 李商隐

  • [单选题]改变客观事物(objective things)形象中的某一部分,突出其特点,从而产生新形象。这种想象的认知加工方式是( )。
  • A. 黏合
    B. 夸张
    C. 人格化
    D. 典型化

  • [单选题]在思想,情感,态度和行为上主动接受他人的影响,使自己的态度和行为与他人接近,这被称为( )。
  • A. 模仿
    B. 认同
    C. 服从
    D. 从众

  • [单选题]德育过程的基础是( )。
  • A. 活动和交往
    B. 自我教育
    C. 学校教育
    D. 道德内化

  • [单选题]Passage 1   In recent years, however, society has cometo understand the limitations of schoolsthat merely sort and rank students. We have discovered that students in the bottomone-third to one-half of the rank order-plus all who drop out before being ranked--fail to develop the foundational reading,writing, andmathematical proficiencies needed to survivein, let alone contribute to, an increasinglytechnically complex and ethnically diverse culture. So today, in asking schools toleave no child behind, society is askingthat educators raise up the bottom of therank-order distribution to a specified level of competence. We call those expectations our academic achievement standards Every statehas them, and, as a matter of public policy,schools are to be held accountable for lakingsure that all students meet them.   To be clear, the mission of sorting has not been eliminated from the schooling process.For the foreseeable future, students will still be ranked at the end of high school. However,society now dictates that such a celebrationof differences in amount learned must start at a certain minimum level of achievement for all.   The implications of this change in missionfor the role of assessment are profound.   Assessment and grading procedures designedto permit only a few students to succeed(those at the top of the rank-order distribution)must now be revised to permit the possibilitythat all students could succeed at some appropriate level. Furthermore, proceduresthat permitted(perhaps even encouraged)some students to give up in hopelessness andto stop trying must now be replaced by othersthat promote hope and continuous effort.In short, the entire emotional environmentsurrounding the prospect of being evaluatedmust change, especially for perennial low achievers.   The students' mission is no longer merelyto beat other students in the achievementrace. At least part of their goal must be to become competent. Teachers must believethat all students can acnieve a certain levelof academic success, must bring all of theirstudents to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiatedinstruction, and must guide all studentstoward the attainment of standards.   The driving dynamic force for students cannot merely be competition for an artificialscarcity of success. Because all students can and must succeed in meeting standards,cooperation and collaboration must come intoplay.The driving forces must be confidence,optimism, and persistence--for all, not justfor some. All students must come to believethat they can succeed at learning if theytry. They must have continuous access to evidence of what they believe to be credible academic success, however small. Thisnew understanding has spawned increasedinterest in formative assessment in recentyears.
  • Which of the following would happen dueto the change in mission for the role of assessment?

  • A. Most students would achieve a certainlevel of academic success
    B. Educators would raise up the bottomof the rank-order distribution
    C. Teachers would help low achievers to beat high achievers successfully
    D. Schools would eliminate sorting andranking from the schooling process

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