在下列中国戏曲种类中，最早被列入联合国非物质文化遗产名录的是

【名词&注释】

个人隐私(personal privacy)、联合国教科文组织(unesco)、物质奖励(material reward)、专心致志、每一个学生、实用主义哲学(pragmatic philosophy)、文件传输。、奥苏泊尔、少年时期、《中华人民共和国教师法》

[单选题]在下列中国戏曲种类中，最早被列入联合国非物质文化遗产名录的是( )

A. 京剧
B. 粤剧
C. 昆曲
D. 黄梅戏

查看答案&解析 查看所有试题

学习资料：

[单选题]老师在专心致志地讲课时，发现有学生开小差。老师应采取的措施是( )。

A. 立即制止，让学生站着听课
B. 大发雷霆，要求学生公开检讨
C. 停止上课，对学生反复劝说
D. 轻拍学生，提醒学生集中精力

[单选题]妈妈怀疑女儿莹莹早恋，进入了莹莹的房间，将莹莹的日记、信件和所有E-maiI都翻看了一遍并销毁。其做法( )。

A. 正确，有效阻止了女儿早恋行为的发生
B. 不正确，侵犯了女儿的财产权
C. 正确，负责任地行使监护人的职责
D. 不正确，违反了《中华人民共和国未成年人保护法》，侵犯了学生的隐私。

[单选题]下列选项中，不属于Internet基本功能的一项是( )。

A. 实时监控
B. 远程登录
C. 电子邮件
D. 文件传输

[单选题]最早提出活动课程思想的是( )。

A. 杜威
B. 培根
C. 赫尔巴特
D. 卢梭

[单选题]下列选项中，属于内部动机的是( )。

A. 认知内驱力
B. 自我提高内驱力
C. 附属内驱力
D. 亲和内驱力

[单选题]小学后期、初中时期学生的学习动机是( )。

A. 学习兴趣
B. 获得赞赏
C. 得到物质奖励
D. 赢得地位

[单选题]某班班规中对"差等生"约法N章，但对"优等生"没有什么要求，忘记戴红领巾的"优等生"可以直接被原谅，而"差等生"则需去墙角接受十分钟的"思想教育"。老师的这种做法( )。

A. 符合实施德育的要求
B. 符合因材施教的要求
C. 违背了平等对待每个学生的理念
D. 违背了实施德育的理念

[单选题]依据《中华人民共和国教师法》，下列情形中，学校不能给予老师行政处分或者解聘的是( )。

A. 故意旷课，损害教学的
B. 体罚学生，屡犯不改的
C. 穿戴不整，影响仪表的
D. 侮辱学生，影响恶劣的

[单选题]21.请阅读Passage 1，完成第1～5小题。 　　Passage 1 　　In recent years,however,society has come to understand the limitations of schools that merelysort and rank students.We have discovered that students in the bottom one-third to one-half of therank order-plus all who drop out before being ranked-fail to develop the foundational reading,writing,and mathematical proficiencies needed to survive in,let alone contribute to,an increasingly technically complex and ethnically diverse culture.So today,in asking schools to leave no childbehind,society is asking that educators raise up the bottom of the rank-order distribution to aspecified level of competence.We call those expectations our“academic achievement standards”.Every state has them,and,as a matter of public policy,schools are to be held accountable formaking sure that all students meet them. 　　To be clear,the mission of sorting has not been eliminated from the schooling process.Forthe foreseeable future,students will still be ranked at the end of high school.However,society nowdictates that such a celebration of differences in amount learned must start at a certain minimumlevel of achievement for all. 　　The implications of this change in mission for the role of assessment are profound.Assessmentand grading procedures designed to permit only a few students to succeed (those at the top of therank-order distribution) must now be revised to permit the possibility that all students could succeedat some appropriate level.Furthermore,procedures that pennitted (perhaps even encouraged) somestudents to give up in hopelessness and to stop trying must now be replaced by others that promotehope and continuous effort.In short,the entire emotional environment surrounding the prospect ofbeing evaluated must change,especially for perennial low achievers. 　　The students' mission is no longer merely to beat other students in the achievement race,At least part of their goal must be to become competent.teachers must believe that all studentscan achieve a certain level of academic success,must bring all of their students to believe thISOf themselves,must “accommodate” the fact that students learn at different rates by making use of differentiated instruction,and must guide all students toward 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,cooperationand collaboration must come into play.The driving forces must be confidence,optimism,andpersistence-for all,not just for some.All students must come to believe that they can succeedat learning if they try.They must have continuous access to evidence of what they believe to be credible academic success,however small.This new understanding has spawned increased interestin formative assessment in recent years.

What do the “academic achievement standards”in Paragraph l refer to?

A. The driving dynamic forces for all students who need to survive in society.
B. Confidence,optimism,and persistence that students need in order to succeed.
C. Differentiated levels of competence specified for students with different abilities.
D. The missions of students who want to beat others in their achievement race in school.

本文链接：https://www.51bdks.net/show/68ej36.html