14岁的小强去某网吧，网吧下列行为符合《未成年人保护法》规定的

【名词&注释】

劳动教养(reeducation through labor)、学生伤害事故(student injury accident)、学生主动性(students ' initiative)、书本知识(book knowledge)、因材施教原则、不断前进(advance constantly)、人格尊严权(right of personal dignity)、歌舞娱乐场所、伤害事故处理(injury treatment)、连贯性原则(coherence rule)

[单选题]14岁的小强去某网吧，网吧下列行为符合《未成年人保护法》规定的有( )。

A. 允许小强进入但不超过两小时
B. 未阻止小强进入
C. 不允许小强进入
D. 要求小强由成年人带领进入

查看答案&解析 查看所有试题

学习资料：

[单选题]放学以后，教师王某让小梅独自留下打扫班级卫生，不小心将校门反锁，致使小梅独自留在学校一夜。王某的行为( )。

A. 不合法，王某主要侵犯了小梅的人身自由权
B. 不合法，王某主要侵犯了小梅的人格尊严权^{(right of personal dignity)}
C. 合法，教师有权指导教育学生
D. 合法，学生具有共同维护班级管理的义务

[单选题]某实验中学因校舍改造施工，操场暂停使用。该校体育老师马老师安排七年一班学生到校门口旁的马路上跑步，该班学生卢雯雯在此过程中不慎摔倒，导致小腿骨折，该应当对卢雯雯的骨折承担责任( )。

A. 学校
B. 马老师
C. 卢雯雯
D. 卢雯雯父母

[单选题]教师对解除收容教育，劳动教养后回校复学的未成年学生，应当( )。

A. 限制其与其他同学接触
B. 限制其使用学校的设施
C. 按其以往表现评价品行
D. 允许参加学校各项活动

[单选题]根据教学大纲的要求，在校内外组织学生进行实际操作，将书本知识运用于实践的教学方法叫( )。

A. 实习法
B. 参观法
C. 演示法
D. 读书指导法

[单选题]关于德育规律的描述，以下说法错误的是( )。

A. 德育过程是对学生知、情、意、行的培养提高过程
B. 德育过程是通过活动与交往促进学生发展的过程
C. 德育过程是一个长期直线提高的过程
D. 德育过程是促使学生思想内部矛盾运动的过程

[单选题]循循善诱、以理服人，从提高学生认识人手以调动学生主动性的德育原则是( )。

A. 疏导原则
B. 因材施教原则
C. 导向性原则
D. 教育一致性与连贯性原则^{(coherence rule)}

[单选题]Passage 1 　　In recent years, however, society has cometo understand the limitations of schoolsthat merely sort and rank students. We have discovered that students in the bottomone-third to one-half of the rank order-plus all who drop out before being ranked--fail to develop the foundational reading,writing, and mathematical proficiencies needed to survivein, let alone contribute to, an increasingly technically complex and ethnically diverse culture. So today, in asking schools toleave no child behind, society is asking that educators raise up the bottom of therank-order distribution to a specified level of competence. We call those expectations our academic achievement standards Every statehas them, and, as a matter of public policy,schools are to be held accountable for lakingsure that all students meet them. 　　To be clear, the mission of sorting has not been eliminated from the schooling process.For the foreseeable future, students will still be ranked at the end of high school. However,society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all. 　　The implications of this change in missionfor the role of assessment are profound. 　　Assessment and grading procedures designecto permit only a few students to succeed(those at the top of the rank-order distribution)must now be revised to permit the possibilitythat all students could succeed at some appropriate level. Furthermore, proceduresthat permitted(perhaps even encouraged)some students to give up in hopelessness andto stop trying must now be replaced by othersthat promote hope and continuous effort.In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers. 　　The students' mission is no longer merelyto beat other students in the achievementrace. At least part of their goal must be to become competent. Teachers must believethat all students can achieve a certain levelof academic success, must bring all of theirstudents to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiat edinstruction, and must guide all studentstoward 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,cooperation and collaboration must come intoplay. 　　The driving forces must be confidence,optimism, and persistence--for all, not justfor some. All students must come to believethat they can succeed at learning if theytry. They must have continuous access to evidence of what they believe to be credible academic success, however small. This new understanding has spawned increased interest in formative assessment in recent years.

Which of the following would happen dueto the change in mission for the role of assessment?

A. Most students would achieve a certainlevel of academic success
B. Educators would raise up the bottomof the rank-order distribution
C. Teachers would help low achievers to beat high achievers successfully
D. Schools would eliminate sorting andranking from the schooling process

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