材料： 　　刚参加工作的夏老师，承担高中一年级的英语教学工作

【名词&注释】

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[多选题]材料： 　　刚参加工作的夏老师，承担高中一年级的英语教学工作。第一次上课时，夏老师正用英语做自我介绍，其他同学都在认真听，唯独坐在第一排的一个男生没有抬头。夏老师注意到他正在看一本英文小说，她虽有些不快，但也未多想，就开始教学。夏老师朗读课文的时候，发现那个男生根本就没有把课本拿出来。"要不要提醒他呢？"夏老师一分神，结果读错了一个单词。"切！"那个男生发出不屑的声音。夏老师感觉特别尴尬，上课也没了状态。课后，夏老师从别的老师那里了解到，这个男生叫李奇，曾经因父母工作的关系在国外上了几年学，英语水平已经很高了。 　　夏老师向有经验的老教师请教，并主动找李奇交流。夏老师了解到李奇非常喜欢外国文学。于是，夏老师找来许多最新原版英文书籍，认真阅读、思考，并利用课外时间与李奇交流心得。渐渐地，李奇也喜欢主动找夏老师交流。夏老师让李奇担任班级英语课代表，还鼓励他在班上积极分享阅读体会和学习经验。一段时间后，夏老师发现，李奇不仅在课堂上积极发言，还主动带领其他同学一起学习，整个班级学习英语的氛围越来越浓厚了。 　　问题： 　　请结合材料，从教师职业道德的角度，评析夏老师的教育行为。（14分）

A. 【参考答案】 夏老师的教育行为严格遵循了中小学教师职业道德规范的要求，是值得学习的。 (1)夏老师的行为体现了教书育人。教书育人的师德规范要求教师应该遵循教育规律，在教育工作中循循善诱、因势利导。夏老师针对李奇表现出的行为，先是积极和其交流，然后针对李奇英语水平较高的实际情况，安排其担任英语课代表，鼓励其和同学积极分享，是从教育规律出发，对李奇因势利导。 (2)夏老师的行为体现了终身学习。终身学习的师德规范要求教师应当不断更新知识结构、拓宽知识视野。夏老师面对李奇英语水平较高的情况，积极阅读最新原版英文书籍并认真思考，有助于夏老师实现自身专业知识的优化更新，有助于和李奇的有效互动，有助于对李奇的教育工作。 (3)夏老师的行为体现了为人师表。为人师表的师德规范要求教师与同事团结协作。夏老师在面对李奇表现出的问题行为时，在尊重李奇的个人爱好的同时，积极从其他老师那里了解并向有经验的老师请教，是尊重学生、团结同事的典型表现，有助于做好学生的教育工作。 （考生若从关爱学生方面回答，也酌情给分）

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学习资料：

[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.

Which of the following is likely to be the title of this passage?

A. Formative Assessment
B. Success in Meeting Standards
C. A New Mission of assessment
D. Limitations of Current School Ranking

[单选题]教育心理起源论认为教育起源于( )。

A. 生产劳动
B. 模仿
C. 语言
D. 动物本能

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