【名词&注释】
解决问题(solving problems)、形象思维(thinking in images)、教育方针(educational policy)、抽象思维(abstract thinking)、思维过程(thinking process)、合理安排(reasonable arrangement)、《中华人民共和国义务教育法》、功利性动机(utilitarian motivation)、适龄儿童少年(children of the right age)、全面发展。
[单选题]义务教育必须贯彻国家的教育方针,实施( ),提高教育质量,使适龄儿童少年(children of the right age)在品德、智力、体制方面全面发展。
A. 素质教育
B. 法制教育
C. 科学教育
D. 创新教育
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学习资料:
[单选题]"一题多解"和"一事多写"旨在培养学生的( )。
A. 形象思维
B. 抽象思维
C. 聚合思维
D. 发散思维
[多选题]教学中如何促进学生的学习迁移?(10分)
A. (1)精选教材。(2分)(2)合理编排教学内容。(2分)(3)合理安排教学程序。(2分)(4)教授学习策略,提高迁移意识性。(2分)(答满4个要点即可得满分)
[单选题]21.请阅读Passage 1,完成第1~5小题。
Passage 1
There are two kinds of motive for engaging in any activity:internal and instrumental.If ascientist conducts research because she wants to discover important facts about the world,that'san internal motive,since discovering facts is inherently related to the activity of research.If sheconducts research because she wants to achieve scholarly renown,that's an instrumental motive,since the relation between fame and research is not so inherent.Often,people have both for doingthings.
What mix of motives-internal or instrumental or both-is most conducive to success? Youmight suppose that a scientist motivated by a desire to discover facts and by a desire to achieverenown will do better work than a scientist motivated by just one of those desires.Surely twomotives are better than one.But as we and our colleagues argue in a paper newly published in theProceedings of the National Academy of Sciences,instrumental motives are not always an asset andcan actually be counterproductive to success.
We analyzed data drawn from 11,320 cadetsin nine entering classes at the United StatesMilitary Academy at West Point,all of whom rated how much each of a set of motives influencedtheir decision to attend the academy.The motives included things like a desire to get a good job laterin life and a desire to be trained as a leader in the United States Army.
How did the cadets fare,years later? How did their progress relate to their original motives forattending West Point?
We found,unsurprisingly,that the stronger their internal reasons were to attend West Point,themore likely cadets were to graduate and become commissioned officers.Also unsurprisingly,cadetswith internal motives did better in the military (as evidenced by early promotion recommendations)than did those without internal motives and were also more likely to stay in the military after theirfive years ofmandatory service.
Remarkably,cadets with strong internal and strong instrumental motives for attending WestPoint performed worse on every measure than did those with strong internal motives but weakinstrumental ones.They were less likely to graduate,less outstanding as military officers and lesscommitted to staying in the military.
Our study suggests that efforts should be made to structure activities so that instrumental consequences do not become motives.Helping people focus on the meaning and impact of theirwork,rather than on,say,the financial returns it will bring,may be the best way to improve not onlythe quality oftheir work but also their financial success.
There is a temptation among educators and instructors to use whatever motivational tools areavailable to recruit participants or improve performance.If the desire for military excellence andservice to country fails to attract all the recruits that the Army needs,then perhaps appeals to “moneyfor college,”“career training”or“seeing the world”will do the job.While this strategy may luremore recruits,it may also yield worse soldiers.Similarly,for students uninterested in learning,financial incentives for good attendance or pizza parties for high performance may prompt them toparticipate,but it may result in less well-educated students.
According to the passage,which ofthe following is an internal motive for a newly recruitedsoldier?
A. To serve the country.
B. To receive career training.
C. To earn money for college.
D. To broaden their scope of vision.
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