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17岁的高中生蒋某涉嫌犯罪被采取刑事强制措施,案件尚在审理阶段

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    必典考网发布"17岁的高中生蒋某涉嫌犯罪被采取刑事强制措施,案件尚在审理阶段"考试试题下载及答案,更多教师资格证-高中英语的考试试题下载及答案考试题库请访问必典考网高中教师资格频道。

  • [单选题]17岁的高中生蒋某涉嫌犯罪被采取刑事强制措施,案件尚在审理阶段,所在学校以此为由取消了其学籍。该校做法

  • A. 合法,学校可以取消江某学籍
    B. 合法,学校有处罚学生的权利
    C. 不合法,判决生效学校也不得取消江某学籍
    D. 不合法,判决生效前学校不得取消江某学籍

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  • [单选题]董某由于父母离异,伤心不已,放学回家途中精神恍惚,不料被摩托车撞伤。以下说法正确的是( )。
  • A. 学校没有及时疏导,应承担法律责任
    B. 学校并不知情,不应承担法律责任
    C. 放学后,学校对学生便无责任
    D. 学生只要在校,校方就应承担责任

  • [单选题]按照《中华人民共和国教育法》相关规定,对在校园结伙斗殴、寻衅滋事,扰乱学校及其他教育机构教学秩序或者破坏校舍、场地及其他财产的由( )来处置。
  • A. 学校
    B. 教育主管部门
    C. 家长
    D. 由公安机关给予治安管理处罚

  • [单选题]请阅读 Passage 1,完成 1~5小题。   Passage 1   Many objects in daily use have clearly been influenced by science,but their form and function, their dimensions and appearance,were determined by technologists,artisans,designers,inventors, and engineers-use nonscientific modes of thought.This kind of thinking way is different from science.Many features and qualities ofthe objects that a technologist thinks about cannot be reduced to unambiguous verbal descriptions; they are dealt with the mind by a visual,nonverbal process.In the development of Western technology,it has been non-verbal thinking,by and large,that has fixed the outlines and filled in the details of our material surroundings.Pyramids,cathedrals,and rockets exist not because of geometry or thermodynamics,but because they were first a picture in the minds of those who built them.   The creative shaping process of a technologist's mind can be seen in nearly every artifact that exists.For example,in designing a diesel engine,a technologist might impress individual ways of nonverbal thinking on the machine by continually using an intuitive sense of rightness and fitness. What would be the shape of the combustion chamber? Where should valves be placed? Should it have a long or short piston? Such questions have a range of answers that are supplied by experience,by physical requirements,by limitations of available space,and not least by a sense of form.Some decisions such as wall thickness and pin diameter,may depend on scientific calculations,but the nonscientific component of design remains primary.   Design courses,then,should be an essential element in engineering curriculum.Nonverbal thinking of a central mechanism in engineering design,involves perceptions,the stock-in-trade of the artist,not the scientist.Because perceptive processes are not assumed to entail "hard thinking" , nonverbal thought is sometimes seen as a primitive stage in the development of cognitive Process and inferior to verbal or mathematical thought.But it is paradoxical that when the staff of the Historic American Engineering Record wished to have drawings made of machines and isometric views of industrial processes for its historical record of American engineering,the only college students with the requisite abilities were not engineering students,but rather students attending architectural schools.   If courses in design,which in a strongly analytical engineering curriculum provide the background required for practical problem-solving,are not provided.we can expect to encounter silly but costly errors occurring in advanced engineering systems.For example,early models of high-speed railroad cars loaded with sophisticated controls were unable to operate in a snowstorm because a fan sucked snow into the electrical system.absurd random failures that plague automatic control systems are not merely trivial aberrations: they are a reflection of the chaos that results when design is assumed to be primarily a problem in mathematics.
  • What is the main idea ofthe first paragraph?

  • A. Many objects in daily use have clearly been influenced by science.
    B. Nonscientific modes ofthought are very important for material surroundings.
    C. Science is not significant for our daily supplies.
    D. Build a picture in your mind.then design.

  • [单选题]What is the main rhetoric device used in " The Pentagon was divided on the air strike." ?
  • A. Synecdoche.
    B. Metonymy.
    C. Metaphor.
    D. Oxymoron.

  • [单选题]教育的社会属性不包括( )。
  • A. 教育的阶级性
    B. 教育的永恒性
    C. 教育的历史性
    D. 教育的主导性

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