情境：刚刚范读完课文，我却发现坐在后排的一个女同学在偷偷地写

【名词&注释】

兴趣爱好(interests and hobbies)、课堂纪律(classroom discipline)、勇于探索创新(be brave in exploring and innovating)、教育教学设施(educational or teaching facilities)、民事法律责任(civil legal liability)、不公开审理(heard in private session)、法律特别规定、不采取措施(don ' t take some measures)、经济法律法规、《中小学教师职业道德规范》

[单选题]情境：刚刚范读完课文，我却发现坐在后排的一个女同学在偷偷地写什么东西。我不动声色走过去，原来是一张小纸条！我把它没收了。展开一看，只见上面赫然写着班上一个男生的名字，还有几句稚气的话……班里几个调皮的男生，大声地喊："老师念出来！"为了保护女同学的自尊心，我洋装念道："上面写着：听毛主席的话，做一个好学生！"瞬间，班里一片笑语。对于该老师的做法，下面选项中认识不正确的一项是()。

A. 该老师的做法有利于形成和谐的师生关系
B. 该老师的做法尊重了学生的人格和自尊心
C. 该老师应该无视调皮男生的要求，维护课堂纪律
D. 该老师能够做到因利势导，体现了较高的教育机智

查看答案&解析 查看所有试题

学习资料：

[单选题]某中学老师在谈起"终身学习"时这样说道：我之前参加过很多次学校组织的培训活动，所学的内容完全够用了，所以不必再投资时间和精力去学其他知识了。该教师的说法()。

A. 正确，学校教育是终身教育的重要组成部分
B. 不正确，终身学习不应只局限在学校内
C. 正确，教师在在职培训中学到的东西完全够用
D. 不正确，教师终身学习完全是为了今后能更好地教授学生

[单选题]《教育法》规定，明知校舍或者教育教学设施有危险，而不采取措施^{(don t take some measures)}，造成人员伤亡或者重大财产损失的，对直接负责的主管人员和其他直接责任人员，依法追究( )。

A. 民事责任
B. 刑事责任
C. 一般责任
D. 行政责任

[单选题]中国古代学校教育的主要内容是六艺，它包括( )。

A. 礼、乐、射、辞、书、数
B. 文法修辞、辩证法、书、数、射、御
C. 算术、几何、文法、辩证法、天文、书数
D. 礼、乐、射、御、书、数

[单选题]儿童的思维已经超越了对具体的可感知的事物的依赖，能以命题的形式进行，并能发现命题之间的关系，能理解符号的意义，能做一定的概括，思维已经接近成人的水平。这在皮亚杰儿童智力发展阶段中属于( )。

A. 感知运动阶段
B. 前运算阶段
C. 具体运算阶段
D. 形式运算阶段

[单选题]根据外部表情来识别和判断他人的情绪情感时，首先依赖于认知者的年龄。( )A.正确B.错误

A. A

[单选题]( )是课外活动的基本组织形式。

A. 小组活动
B. 体育活动
C. 课余活动
D. 个人活动

[单选题]人民法院依法对14岁的赵某涉嫌违法犯罪案件进行审理。依据《中华人民共和国预防未成年人犯罪法》，对于这一类型的案件( )。

A. 一律不公开审理
B. 一般不公开审理
C. 经人民政府批准可公开审理
D. 经检察机关批准可公开审理

[单选题]21.请阅读Passage 1,完成第1~5小题。 　　Passage 1 　　There are two kinds of motive for engaging in any activity:internal and instrumental.If ascientist conducts research because she wants to discover important facts about the world,that'san internal motive,since discovering facts is inherently related to the activity of research.If sheconducts research because she wants to achieve scholarly renown,that's an instrumental motive,since the relation between fame and research is not so inherent.Often,people have both for doingthings. 　　What mix of motives-internal or instrumental or both-is most conducive to success? Youmight suppose that a scientist motivated by a desire to discover facts and by a desire to achieverenown will do better work than a scientist motivated by just one of those desires.Surely twomotives are better than one.But as we and our colleagues argue in a paper newly published in theProceedings of the National Academy of Sciences,instrumental motives are not always an asset andcan actually be counterproductive to success. 　　We analyzed data drawn from 11,320 cadetsin nine entering classes at the United StatesMilitary Academy at West Point,all of whom rated how much each of a set of motives influencedtheir decision to attend the academy.The motives included things like a desire to get a good job laterin life and a desire to be trained as a leader in the United States Army. 　　How did the cadets fare,years later? How did their progress relate to their original motives forattending West Point? 　　We found,unsurprisingly,that the stronger their internal reasons were to attend West Point,themore likely cadets were to graduate and become commissioned officers.Also unsurprisingly,cadetswith internal motives did better in the military (as evidenced by early promotion recommendations)than did those without internal motives and were also more likely to stay in the military after theirfive years ofmandatory service. 　　Remarkably,cadets with strong internal and strong instrumental motives for attending WestPoint performed worse on every measure than did those with strong internal motives but weakinstrumental ones.They were less likely to graduate,less outstanding as military officers and lesscommitted to staying in the military. 　　Our study suggests that efforts should be made to structure activities so that instrumental consequences do not become motives.Helping people focus on the meaning and impact of theirwork,rather than on,say,the financial returns it will bring,may be the best way to improve not onlythe quality oftheir work but also their financial success. 　　There is a temptation among educators and instructors to use whatever motivational tools areavailable to recruit participants or improve performance.If the desire for military excellence andservice to country fails to attract all the recruits that the Army needs,then perhaps appeals to “moneyfor college,”“career training”or“seeing the world”will do the job.While this strategy may luremore recruits,it may also yield worse soldiers.Similarly,for students uninterested in learning,financial incentives for good attendance or pizza parties for high performance may prompt them toparticipate,but it may result in less well-educated students.

According to the passage,which ofthe following is an internal motive for a newly recruitedsoldier?

A. To serve the country.
B. To receive career training.
C. To earn money for college.
D. To broaden their scope of vision.

[单选题]Due to the________influence,some Chinese learners of English wrongly passivizeintransitive verbs like“die”,as in“John was died last year”.

A. interlingual
B. intercultural
C. intralingual
D. intracultural

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