下列选项中，不属于鲁迅作品人物形象的是( )。

【名词&注释】

平均年龄(average age)、客观条件(objective condition)、结合实际(combined with practical)、爱岗敬业(cherishing the job devotionally)、认真负责(earnestness)、书本知识(book knowledge)、《孔乙己》、人格尊严权(right of personal dignity)、《中小学教师职业道德规范》、连贯性原则(coherence rule)

[单选题]下列选项中，不属于鲁迅作品人物形象的是( )。

A. 呜凤
B. 涓生
C. 祥林嫂
D. 孔乙己

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学习资料：

[单选题]一些老师为了争取更多的学生加入他们的校外补习班中，故意不重视正常的课堂教育，布置的作业不检查、不批改，致使学生认为老师既然不批改作业，干脆就不做作业认真。这样的做法违背了()职业道德规范。

A. 爱国守法
B. 爱岗敬业
C. 关爱学生
D. 终身学习

[单选题]随意对学生进行搜查，关禁闭的行为主要侵犯了学生的( )。

A. 人格尊严权^{(right of personal dignity)}
B. 隐私权
C. 生命健康权
D. 人身自由权

[单选题]在编制教案过程中，教学方法的选择要做到( )。

A. 以教师为主导、以学生为主体、以书本知识为重点
B. 以教师为主导、以学生为主体、以能力和方法为重点
C. 以学生为主导、以教师为主体、以书本知识为重点
D. 以学生为主导、以教师为主体、以能力和方法为重点

[单选题]知觉是把对象从背景中分离出来，这是知觉的

A. 整体性
B. 选择性
C. 理解性
D. 恒常性

[单选题]进行德育时要有一定的理想性和方向性，以指导学生向正确的方向发展，此德育原则是( )。

A. 导向性原则
B. 疏导原则
C. 知行统一原则
D. 教育影响的一致性和连贯性原则^{(coherence rule)}

[单选题]Teachers should actively use a variety of teaching resources,________, and design teaching process which is suitable for the development of students.

A. teach with textbooks routinely
B. use textbooks flexibly and creatively
C. use textbooks as required
D. use textbooks step by step

[单选题]请阅读 Passage 2,完成 1~5小题。 　　Passage 2 　　Old stereotypes die hard.Picture a video-game player and you will likely imagine a teenage boy,by himself,compulsively hammering away at a game involving rayguns and aliens that splatter when blasted.Ten years ago that might have bome some relation to reality.But today a gamer is as likely to be a middle-aged commuter playing "Angry Birds" on her smartphone.In AmericA.the biggest market,the average game-player is 37 years old.Two-fifths are female. 　　Over the past ten years the video-game industry has grown from a small business to a huge, mainstream one.With global sales of $56 billion in 2010,it is more than twice the size of the recorded-music industry.Despite the downturn,it is growing by almost 9% a year. 　　Is this success due to luck or skill? The answer matters,because the rest of the entertainment industry has tended to treat gaming as being a lucky beneficiary of broader technological changes. Video gaming,unlike musiC.film or television,had the luck to be born digital.In fact,there is plenty for old media to learn. 　　Video games have certainly been swept along by two forces: demography and technology.The first gaming generation-the children of the 1970s and early 1980s-is now over 30.Many still love gaming,and can afford to spend far more on it now.Meanwhile rapid improvements in computing power have allowed game designers to offer experiences that are now often more cinematic than the cinema. 　　But even granted this good fortune,the game-makers have been clever.They have reached out to new customers with new methods.They have branched out into education,corporate training and even warfare,and have embraced digital downloads and mobile devices with enthusiasm.Though big-budget games are still popular,much of the growth now comes from "casual" games that are simple,cheap and playable in short bursts on mobile phones or in web browsers. 　　The industry has excelled in a particular area-pricing.In an era when people are disinclined to pay for content on the weB.games publishers were quick to develop "freemium" models,where you rely on non-paying customers to build an audience and then extract cash only from a fanatical few. 　　As gaming comes to be seen as just another medium,its tech-savvy approach could provide a welcome shot in the arm for existing media groups.

The two examples in Paragraph l are used to illustrate that_______.

A. video-game players tend to be older
B. females in America tend to enjoy playing video games
C. it is hard to change old stereotypes
D. the video-game industry has grown rapidly

[单选题]请阅读 Passage 2,完成 1~5小题。 　　Passage 2 　　Scientists have been surprised at how deeply culture-the language we speak,the values we absorb-shapes the brain,and are rethinking findings derived from studies of Westerners.To take one recent example,a region behind the forehead called the medial prefrontal cortex supposedly represents the self: it is active when we ( "we" being the Americans in the study) think of our own identity and traits.But with Chinese volunteers,the results were strikingly different.The "me" circuit hummed not only when they thought whether a particular adjective described themselves,but also when they considered whether it described their mother.The Westerners showed no such overlap between self and mom.Depending whether one lives in a culture that views the self as autonomous and unique or as connected to and part of a larger whole,this neural circuit takes on quite different functions. 　　"Cultural neuroscience" ,as this new field is calleD.is about discovering such differences.Some of the findings,as with the "me/mom" circuit,buttress longstanding notions of cultural differences.For instance,it is a cultural cliche that Westerners focus on individual objects while East Asians pay attention to context and background (another manifestation of the individualism-collectivism split).Sure enough,when shown complex,busy scenes,Asian-Americans and non-Asian-Americans recruited different brain regions.The Asians showed more activity in areas that process figure-ground relations-holistic context-while the Americans showed more activity in regions that recognize objects. 　　Psychologist Nalini Ambady of Tufts found something similar when she and colleagues showed drawings of people in a submissive pose (head down,shoulders hunched) or a dominant one (arms crosseD.face forward) to Japanese and Americans.The brain's dopamine-fueled reward circuit became most active at the sight of the stance-dominant for Americans,submissive for Japanese-that each volunteer's culture most values,they reported in 2009.This raises an obvious chicken-and-egg question,but the smart money is on culture shaping the brain,not vice versa.Cultural neuroscience wouldn't be making waves if it found neurobiological bases only for well-known cultural differences.It is also uncovering the unexpected.For instance,a 2006 study found that native Chinese speakers use a different region of the brain to do simple arithmetic (3 + 4) or decide which number is larger than native English speakers do,even though both use Arabic numerals.The Chinese use the circuits that process visual and spatial information and plan movements (the latter may be related to the use of the abacus).But English speakers use language circuits.It is as if the West conceives numbers as just words,but the East imbues them with symboliC.spatial freight.(Insert cliche about Asian math geniuses.) "One would think that neural processes involvng basic mathematical computations are universal," says Ambady,but they "seem to be culture-specific". 　　Not to be the skunk at this party,but I thunk it's important to ask whether neuroscience reveals anything more than we already know from,say,anthropology.For instance,it's well known that East Asian cultures prize the collective over the individual,and that Americans do the opposite.Does identifying brain correlates of those values offer any extra insight? After all,it's not as if anyone thought those values are the result of something in the liver. 　　Ambady thinks cultural neuro-science does advance understanding.Take the me/mom finding,which,she argues,"attests to the strength of the overlap between self and people close to you in collectivistic cultures and the separation in individualistic cultures.It is important to push the analysis to the level of the brain." Especially when it shows how fundamental cultural differences are-so fundamental,perhaps,that "universal" notions such as human rights,democracy,and the like may be no such thing.

Which of the following can be inferred from the passage?

A. Neural processes are likely to be culturally neutral.
B. The brain is believed to be influenced by different cultures.
C. Westerners focus on individualism while East Asians on collectivism.
D. Neuroscience reveals nothing more than we know from anthropology.

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