甲.乙、丙三人中，只有一个会打篮球。甲说："我会"，乙说："我不

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师范教育(normal education)、思想品德(ideology and morality)、学业成绩(academic achievement)、言论自由(freedom of speech)、严格要求(strict demands)、发展需要、组织活动(organization activity)、辩证统一。、马克思主义理论观、《中华人民共和国教师法》

[单选题]甲.乙、丙三人中，只有一个会打篮球。甲说："我会"，乙说："我不会"，丙说："甲不会"。如果这三句话，只有一句是真的，那么会打篮球的是( )。

A. 甲
B. 乙
C. 丙
D. 无法判断

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学习资料：

[单选题]为了保护学生的隐私，某小学教师不得在课堂上点评学生的作品。该园的做法( )。

A. 正确，学校有权对教师提出工作要求
B. 正确，学校应该满足学生的自尊需求
C. 不正确，学校侵犯了教师的专业权利
D. 不正确，学校限制了教师的言论自由

[单选题]根据马克思主义理论观点，教育起源于( )。

A. 心理模仿
B. 生物本能
C. 人的理性
D. 生产劳动

[单选题]学习正方体、长方体的体积计算公式后，再学习一般立方体的体积计算公式，这属于( )。

A. 并列结合学习法
B. 下位学习
C. 上位学习
D. 相关类属学习

[单选题]Which of the following practices is most likely to encourage students' cooperation in learning?

A. Doing a project.
B. Having a dictation.
C. Taking a test.
D. Copying a text.

[单选题]22.请阅读Passage 2,完成第1～5题。 　　Passage 2 　　teacher education provided by U,S.colleges and universities has been routinely criticizedsince its inception in the early nineteenth century,sometimes deservedly.These programs,like non-university programs,are uneven in quality and can be improved.What makes today's criticisms different is an aggressive effort by advocacy groups,and self-proclaimed educational entrepreneursto deregulate the preparation of teachers,and to expand independent,alternative routes intoteaching. 　　This effort to “disrupt” the field of teacher preparation in the United States has gainedconsiderable “momentum” and legitimacy,with venture capitalists,philanthropy,and the U.S.Department of Education all providing sponsorship and substantial funding. 　　The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much ofit with independent,private programs.The resulting system of teacherpreparation may differ dramatically in its government,structure,content,and processes moving away from its current location alongside legal,medical,and other professional preparation that pairsacademic degrees with professional training. 　　Throughout the nation,states are reporting teacher shortages in particular subject areas andgeographical locations,and several states have either passed legislation to lower the standards for becoming a teacher or,like the state of Washington,have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies.The federal government has contributedto the push to lower standards for becoming a teacher with the teacher Preparation Academyprovision in the new K-12 education law,the Every Student Succeeds act,which encourages statesto expand the number ofindependent programs not associated with colleges and universities. 　　Because of the increasing tuition rates,a consequence in part,of cuts in funding to publicuniversities that continue to educate most U.S.teachers,enrollments in college and universityteacher education programs have declined in many parts of the country.Independent teacher education programs are being viewed by some as an important part of the solution in staffing thenation's classrooms and addressing our serious and enduring problems in education inequities.Additionally,advocacy groups,philanthropists,and so-called education entrepreneurs are working aggressively to expand these independent alternative routes into teaching. 　　Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solutionto teacher shortages and education inequities,policy makers should very carefully examine the evidence that exists about the nature and impact of these relatively new programs that are rapidly expanding while university teacher education enrollments decline.

What measures have been taken by some states to deal with their teacher shortages?

A. To increase the number of qualified teachers.
B. To increase funds for teacher education programs.
C. To expand non-university teacher education programs.
D. To establish the baseline of teacher education programs.

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