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请阅读 Passage 2,完成 1~5小题。   Passage 2   Scientists

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  • [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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  • [单选题]"循序渐进"教学原则是根据人的身心发展( )特点提出来。
  • A. 阶段性
    B. 个别差异性
    C. 不平衡性
    D. 顺序性

  • [单选题]意大利著名教育家蒙台梭利有一句教育名言:"没有哪一个人是由别人教育出来的,他必须自己教育自己。"这句话直接与下列哪一思想、学说相支持( )。
  • A. 实用主义教育
    B. 人本主义教育
    C. 建构主义教育
    D. 自然主义教育

  • [多选题]《论语》中记述孔子于教育思想观点的有( )。
  • A. 教学相长
    B. 不愤不启,不悱不发
    C. 学而不思则罔,思而不学则殆
    D. 其身正,不令而行;其身不正,虽令不从

  • [单选题]下列作品中,不属于鲁迅创作的是( )。
  • A. 《子夜》
    B. 《伤逝》
    C. 《药》
    D. 《祝福》

  • [单选题]"学生如同泥坯,他能否成型,依赖于教师的雕塑",这种说法忽视了学生的( )。
  • A. 可塑性
    B. 发展性
    C. 能动性
    D. 向师性

  • [单选题]If a teacher shows students how to do an activity before they start doing it,he/she is using the technique of________.
  • A. presentation
    B. demonstration
    C. elicitation
    D. evaluation

  • [多选题]简述教材设计的一般原则。
  • A. (1)按照不同学科的特点,在内容上体现科学性与思想性。(2)强调内容的基础性。(3)在保证科学性的前提下,教材还要考虑到我国社会发展现实水平和教育现状,必须注意到基本教材对大多数学生和大多数学校的适用性。(4)在教材的编排上,要做到知识的内在逻辑与教学法要求的统一。(5)教科书的编排形式要有利于学生的学习。(6)教科书的编排要兼顾同一年级各门学科内容之间的关系和同一学科各年级教材之间的衔接。

  • [单选题]课堂教学是师生以知识为中心、以发展学生学习能力为目标展开的教与学的互动过程,而高效的课堂教学建立于教师主导的师生间的良好互动。在师生互动中教师了解和研究学生的基本方法是( )。
  • A. 谈话法
    B. 调查法
    C. 观察法
    D. 问卷法

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