下列选项中，体现郑成功重大历史功绩的一项是( )。

【名词&注释】

校园文化(campus culture)、师生关系(teacher-student relationship)、教学内容(teaching content)、社会问题(social problems)、民族英雄(national hero)、组织形式(organization form)、消极态度(negative attitude)、课堂秩序(classroom order)、荷兰殖民者(holland colonist)、第一次鸦片战争

[单选题]下列选项中，体现郑成功重大历史功绩的一项是( )。

A. 虎门销烟
B. 收复台湾
C. 官渡之战
D. 七擒孟获

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学习资料：

[单选题]中学生王某扰乱课堂秩序^{(classroom order)}，教师刘某将其赶出教室并罚王某做俯卧撑，王某体力不支，头部磕伤，下列选项中正确的是( )。

A. 王某对自身所受伤害应负主要过错责任
B. 刘某将王某赶出教室后不应该实施体罚
C. 学校可依法给刘某相应的行政处罚
D. 刘某侵犯了王某的受教育权和人身权

[单选题]如果"有的明星不会使用计算机"是一个真判断，下面不能确定其真假的是( )。

A. 至少有一个明星不会使用计算机
B. 所有的明星都会使用计算机
C. 有的明星会使用计算机
D. 不会使用计算机的有些是明星

[单选题]暑假里，小张的父母给小张报了摄影兴趣班和美术兴趣班。小张知道后说，以后我又不想成为摄影家，何必学摄影。以下哪项是小张的回答中包含的前提？( )

A. 学摄影的不一定能成为摄影家
B. 小张更想成为一名画家，而不是摄影家
C. 只有想成为摄影家，才需要学摄影
D. 与摄影相比，小张更喜欢学画画

[单选题]"校园文化"属于( )课程。

A. 学科课程
B. 活动课程
C. 隐性课程
D. 核心课程

[单选题]请阅读Passage 1，完成1~5小题。 　　Passage 1 　　Today's adults grew up in schools designed to sort us into the various segments of our social and economic system.The amount of time available to learn was fixed: one year per grade.The amount learned by the end of that time was free to vary: some ofus leamed a great deal; some,very little.As we advanced through the grades,those who had learned a great deal in previous grades continued to build on those foundations.Those who had failed to master the early prerequisites within the allotted time failed to learn that which followed.After 12 or 13 years of cumulative treatment of this kinD.we were,in effect,spread along an achievement continuum that was ultimately reflected in each student's rank in class upon graduation. 　　From the very earliest grades,some students learned a great deal very quickly and consistently scored high on assessments.The emotional effect of this was to help them to see themselves as capable learners,and so these students became increasingly confident in school.That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach.Driven forward by this optimism,these students continued to try harD.and that effort continued to result in success for them.They became the academic and emotional winners.Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments. 　　But there were other students who didn't fare so well.They scored very low on tests,beginning in the earliest grades.The emotional effect was to cause them to question their own capabilities as learners.They began to lose confidence,which,in turn,deprived them of the emotional reserves needed to continue to take risks.As their motivation warneD.of course,their performance plummeted.These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope.Once again,the emotional trigger for their decision not to try was their perception of their performance on assessments. 　　Consider the reality-indeed.the paradox-of the schools in which we were reared.If some students worked hard and learned a lot,that was a positive result,and they would finish high in the rank order.But if some students gave up in hopeless failure,that was an acceptable result,too, because they would occupy places very low in the rank order.Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students,the more it reinforced the rank order.This is why,if some students gave up and stopped trying (even dropped out of school),that was regarded as the student's problem,not the teacher's or the school's. 　　Once again,please notice who is using test results to decide whether to strive for excellence or give up in hopelessness.The "data-based decision makers" in this process are students themselves.Students are deciding whether success is within or beyond reach,whether the learning is worth the required effort,and so whether to try or not.The critical emotions underpinning the decision making process include anxiety,fear of failure,uncertainty,and unwillingness to take risks-all triggered by students' perceptions of their own capabilities as reflected in assessment results. 　　Some students responded to the demands of such environments by working hard and learning a great deal.Others controlled their anxiety by giving up and not caring.The result for them is exactly the opposite of the one society wants.Instead of leaving no child behinD.these practices,in effect,drove down the achievement of at least as many students as they successfully elevated.And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities.

What is the author's attitude towards the old mission of assessment?

A. Supportive.
B. Indifferent.
C. Negative.
D. Neutral.

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