现代学生观坚持( )。

【名词&注释】

战国时期(warring states period)、管鲍之交、在校学生(school students)、中心环节(central link)、锻炼身体(body exercises)、战国时代(the warring states period)、后进生转化工作(the work to change the backward student ...)、都江堰水利工程、进行教育(make education)、作茧自缚

[单选题]现代学生观坚持( )。

A. 以人为本
B. 以教材为本
C. 以课堂教学为本
D. 以教师为本

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学习资料：

[单选题]战国时期，主持修筑都江堰的历史人物是( )。

A. 李冰
B. 管仲
C. 吴起
D. 商鞅

[单选题]"因材施教"要求教育必须符合人类发展的( )。

A. 顺序性
B. 不平衡性
C. 互补性
D. 个别差异性

[单选题]在斯金纳的操作条件反射理论中，最重要的一个概念是( )。

A. 奖励
B. 批评
C. 强化
D. 反馈

[单选题]"一个小丑进城，胜过一打医生"，这说明情绪具有( )。

A. 信号功能
B. 健康功能
C. 激励功能
D. 调控功能

[单选题]个体具有不需要外界奖励和惩罚作为激励手段，能为设定的目标自我努力工作的一种心理特征称为( )。

A. 我评价
B. 我激励
C. 我定向
D. 我反思

[单选题]做好班主任工作的前提和基础是( )。

A. 组织和培养班集体
B. 全面了解学生
C. 培养优良的班风
D. 做好后进生转化工作^{(the work to change the backward student)}

[单选题]与群众体育、竞技体育相比，学校体育的突出特点是( )。

A. 娱乐性与竞技性
B. 普及性与文化性
C. 教育性与基础性
D. 全体性与全面性

[单选题]22.请阅读Passage 2,完成第1～5题。 　　Passage 2 　　teacher education provided by U,S.colleges and universities has been routinely criticizedsince its inception in the early nineteenth century,sometimes deservedly.These programs,like non-university programs,are uneven in quality and can be improved.What makes today's criticisms different is an aggressive effort by advocacy groups,and self-proclaimed educational entrepreneursto deregulate the preparation of teachers,and to expand independent,alternative routes intoteaching. 　　This effort to “disrupt” the field of teacher preparation in the United States has gainedconsiderable “momentum” and legitimacy,with venture capitalists,philanthropy,and the U.S.Department of Education all providing sponsorship and substantial funding. 　　The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much ofit with independent,private programs.The resulting system of teacherpreparation may differ dramatically in its government,structure,content,and processes moving away from its current location alongside legal,medical,and other professional preparation that pairsacademic degrees with professional training. 　　Throughout the nation,states are reporting teacher shortages in particular subject areas andgeographical locations,and several states have either passed legislation to lower the standards for becoming a teacher or,like the state of Washington,have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies.The federal government has contributedto the push to lower standards for becoming a teacher with the teacher Preparation Academyprovision in the new K-12 education law,the Every Student Succeeds act,which encourages statesto expand the number ofindependent programs not associated with colleges and universities. 　　Because of the increasing tuition rates,a consequence in part,of cuts in funding to publicuniversities that continue to educate most U.S.teachers,enrollments in college and universityteacher education programs have declined in many parts of the country.Independent teacher education programs are being viewed by some as an important part of the solution in staffing thenation's classrooms and addressing our serious and enduring problems in education inequities.Additionally,advocacy groups,philanthropists,and so-called education entrepreneurs are working aggressively to expand these independent alternative routes into teaching. 　　Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solutionto teacher shortages and education inequities,policy makers should very carefully examine the evidence that exists about the nature and impact of these relatively new programs that are rapidly expanding while university teacher education enrollments decline.

What measures have been taken by some states to deal with their teacher shortages?

A. To increase the number of qualified teachers.
B. To increase funds for teacher education programs.
C. To expand non-university teacher education programs.
D. To establish the baseline of teacher education programs.

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