世界上第一个修建铁路的国家是( )。

【名词&注释】

新课程改革(new curriculum reform)、操作技能(operating skill)、个别差异(individual differences)、感觉器官(sense organ)、尊重知识(respect knowledge)、同时发生(simultaneity)、不断提高(constant improvement)、发生变化、马赫带(mach band)、同时对比(simultaneous contrast)

[单选题]世界上第一个修建铁路的国家是( )。

A. 法国
B. 英国
C. 美国
D. 德国

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学习资料：

[单选题]卢梭说过："导师应该记住，他的工作不是要把世上可以知道的东西全部教给学生，而在使得学生爱好知识，尊重知识；在使学生采用正当的方法去求知，去改进他自己。"这表明教育工作者应当( )。

A. 教学从"教育者为中心"转向"学习者为中心"
B. 教学从"教会学生知识"转向"教会学生学习"
C. 教学从"重结论轻过程"转向"重结论的同时更重过程"
D. 教学从"关注学科"转向"关注人"

[单选题]黑人的牙齿总是给人以特别洁白的感觉，"月明星稀"，都是感觉的( )。

A. 补偿
B. 适应
C. 同时对比^{(simultaneous contrast)}
D. 继时对比

[单选题]练习是操作技能形成的基本途径，下面关于技能的叙述，不正确的是( )。

A. 技能水平随练习而提高
B. 练习过程中存在"高原现象"，过了此期，技能水平还会提高
C. 技能水平随练习会不断提高^{(constant improvement)}，不会出现起伏现象
D. 技能的形成过程中存在个别差异

[单选题]Passage 1 　　Today's adults grew up in and economic system. The amount of time available to learn was fixed: one year per grad amount learned by the end of that time was free to vary: some of us learned a great deal;some, very little. As we advanced through the grades,those who had learned a great deal in previous grades continued to build on those foundations. Those who had failed to master the early prerequisites with in the allotted time failed to learn that which followed. After 12 or 13 years of cumulative treatment of this kind, we were, in effect, spread along an achievement continuum that was ultimately reflected in each students rank in class upon graduation. 　　From the very earliest grades, some students learned a great deal very quickly and consistently scored high on assessments. The emotional effect of this was to help them to see themselves as cap-able learners, and so these students became increasingly confident in school. That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach. Driven forward by this optimism, these students continued to try hard, and that effort continued to result in success for them. they became the academic and emotional winners. Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments. 　　But there were other students who didn't fare so well. They scored very low on tests, beginning in the earliest grades. The emotional effect was to cause them to question their own capabilities as learners. They began to lose confidence, which, in turn, deprived them of the emotional reserves needed to continue to take risks. As their motivation warned, of course, their performance plummeted These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope. Once again, the emotional trigger for their decision not to try was their perception of their performance on assessments. 　　Consider the reality--indeed, the paradox--of the schools in which we were reared. If some students worked hard and learned a lot, that was a positive result, and they would finish high in the rank order. But if some students gave up in hopeless failure, that was an acceptable result, too, because they would occupy places very low in the rank order. Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students, the more it rein-forced the rank order. This is why, if some students gave up and stopped trying(even dropped out of school) that was regarded as the students problem not the teachers or the school's. 　　Once again, please notice who is using test results to decide whether to strive for excellence or give up in hopelessness. The "data-based decision makers"in this process are students themselves Students are deciding whether success is within or beyond reach, whether the learning is worth the required effort, and so whether to try or not. The critical emotions underpinning the decision making process include anxiety, fear of failure, uncertainty, and unwillingness to take risks all triggered by students' perceptions of their own capabilities as reflected in assessment results. 　　Some students responded to the demands of such environments by working hard and learning a great deal. Others controlled their anxiety by giving up and not caring. The result for them is exactly the opposite of the one society wants. Instead of leaving no child behind, these practices, in effect,drove down the achievement of at least as many students as they successfully elevated. And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities. 　　Passage 1

Which of the following describes the paradox of the schools?

A. Discrepancy between what they say and what they do
B. Differences between teachers' problems and schools' problems
C. Advantages and disadvantages of students' learning opportunities
D. Students' perception and the reality of their performance on assessments

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