《国家中长期教育改革和发展规划纲要（2010-2020年）》提出了教

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[单选题]《国家中长期教育改革和发展规划纲要（2010-2020年）》提出了教育战略目标。下列关于教育战略目标的说法中不正确的是( )。

A. 到2020年，进入人力资源强国行列
B. 到2020年，基本形成学习型社会
C. 到2020年，终身教育体系全面形成
D. 到2020年，基本实现教育现代化

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学习资料：

[单选题]A new park has sprung up in________was a wasteland ten years ago.

A. that
B. what
C. which
D. where

[单选题]衡量人们品德的重要标志是( )。

A. 道德意识
B. 道德意志
C. 道德情感
D. 道德行为

[单选题]中国古代"三省六部制"中"户部"的行政职能是( )。

A. 掌管吏政
B. 掌管财政
C. 掌管军政
D. 掌管学政

[单选题]不能将书本上的内容采集为数字图像存储到计算机中的设备是( )。

A. 数码相机
B. 扫描仪
C. 打印机
D. 手机

[单选题]小宇同学解题时能够做到"一题多解"，这说明他的( )能力强。

A. 形象思维
B. 求同思维
C. 发散思维
D. 逻辑思维

[单选题]地方课程是指( )。

A. 由省级教育行政部门开发的课程
B. 由地市级教育行政部门开发课程
C. 由县级教育行政部门开发的课程
D. 由学校开发的课程

[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.

What can be the best title for the article?

A. Motivation and Fame
B. Two Types ofMotives
C. The Secret of Effective Motivation
D. The Study on the Function ofMotives

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