学校德育工作中经常采用的表扬与批评、奖励与处分的德育方法属于

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[单选题]学校德育工作中经常采用的表扬与批评、奖励与处分的德育方法属于

A. 说服教育法
B. 品德评价法
C. 榜样示范法
D. 品德陶冶法

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[单选题]请阅读 Passage 2,完成1~5小题。 　　Passage 2 　　IF YOU want something done,the saying goes,give it to a busy person.It is an odd way to guarantee hitting deadlines.But a paper recently published in the Journal of Consumer Research suggests it may,in fact,be true-as long as the busy person conceptualises the deadline in the right way. 　　Yanping Tu of the University of Chicago and Dilip Soman of the University of Toronto 　　examined how individuals go about both thinking about and completing tasks.Previous studies have shown that such activity progresses through four distinct phases: pre-decision,post-decision (but pre-action),action and review.It is thought that what motivates the shift from the decision-making stages to the doing-something stage is a change in mindset. 　　Human beings are a deliberative sort,weighing the pros and cons of future actions and remaining open to other ideas and influences.However,once a decision is taken,the mind becomes more "implemental" and focuses on the task at hand."The mindset towards 'where can I get a sandwich'," explains Ms Tu,"is more implemental than the mindset towards 'should I get a sandwich or not?'" 　　Ms Tu and Dr Soman advise in their paper that "the key step in getting things done is to get started." But what drives that? They believe the key that unlocks the implemental mode lies in how people categorise time.They suggest that tasks are more likely to be viewed with an implemental mindset if an imposed deadline is cognitively linked to "now" -a so-called like-the-present scenario.That might be a future date within the same month or calendar year,or pegged to an event with a familiar spot in the mind's timeline (being given a task at Christmas,say,with a deadline of Easter).Conversely,they suggest,a deadline placed outside such mental constructs (being "unlike-the-present" ) exists merely as a circle on a calendar,and as such is more likely to be considered deliberatively and then ignored until the last minute. 　　To flesh out this ideA.the pair carried out five sets of tests,with volunteers ranging from farmers in India to undergraduate students in Toronto.In one test,the farmers were offered a financial incentive to open a bank account and make a deposit within six months.The researchers predicted those approached in June would consider a deadline before December 31st as like-the-present.Those approached in July,by contrast,received a deadline into the next year,and were expected to think of their deadline as unlike-the-present.The distinction worked.Those with a deadline in the same year were nearly four times more likely to open the account immediately as those for whom the deadline lay in the following year.Arbitrary though calendars may be in parsing up the continuous fiow of time,humans parse their concept of time in line with them. 　　The effect can manifest itselfin even subtler ways.In another set of experiments,undergraduate students were given a calendar on a Wednesday and were asked to suggest an appropriate day to carry out certain tasks before the following Sunday.The trick was that some were given a calendar with all of the weekdays coloured purple,with weekends in beige (making a visual distinction between a Wednesday and the following Sunday).Others were given a calendar in which every other week,Monday to Sunday,was a solid colour (meaning that a Wednesday and the following Sunday were thus in the same week,and in the same colour).Even this minor visual cue affected how like-or unlike-the-present the respondents tended to view task priorities. 　　These and other bits of framing and trickery in the research support the same thesis: that making people link a future event to today triggers an implemental response,regardless of how far in the future the deadline actually lies.If the journey of l,000 miles starts with a single step,the authors might suggest that you take that step before this time next week.

What is the author's primary purpose in writing this passage?

A. Illustrating the key point in meeting a deadline.
B. Contrasting Yanping Tu's experiment with Dilip Somans.
C. Manifesting how visual cues affect people's perception of deadline.
D. Comparing a like-the-present deadline with an unlike-the-present one.

[单选题]学生文化是介于儿童世界和成人世界的一种文化现象，这说明了学生文化的( )特征。

A. 过渡性
B. 非正式性
C. 多样性
D. 互补性

[单选题]变换同类事物的非本质特征，以便突出事物的本质特征的是( )。

A. 比较
B. 抽象
C. 概括
D. 变式

[单选题]Which of the following groups are complementary antonyms?

A. good-bad
B. buy-sell
C. above-below
D. boy-girl

[单选题]Passage 1 In the field of psychology, there's long been a certain haziness surrounding the definition of creativity, an I-know-it-when-I-see it attitude that has eluded a precise formulation. During our conversation, Beeman told me that he used to be reluctant to tell people what his area of study was, for fear of being dismissed or misunderstood. What, for instance, crosses your mind when you think of creativity?Well, we know that someone is creative if he produces new things or has new ideas. A choreographer, an artist, a writer, a scientist, or a mathematician with a novel discovery -these are the creatives, the people who bring something new into the world. And yet, as John Kounios, a psychologist at Drexel University who collaborates frequently with Beeman, points out, that view is wrong, or at least not entirely right. "Creativity is the process, not the product:' he says. To illustrate, Beeman offers an example. Imagine someone who has never used or seen a paperclip and is struggling to keep a bunch of papers together. Then the person comes up with a new way of bending a stiff wire to hold the papers in place. "That was very creative:' Beeman says. On the flip side, if someone works in a new field-Beeman gives the example of nanotechnology-anything that he produces may be considered inherently "creative." But was the act of producing it actually creative? As Beeman puts it, "Not all artists are creative. And some accountants are very creative." Insight, however, has proved less difficult to define and to study. Because it arrives at a specific moment in time, you can isolate it,examine it, and analyze its characteristics."Insight is only one part of creativity:'Beeman says. "But we can measure it. We have a temporal marker that something just happened in the brain. l'd never say that's all of creativity, but it's a central, identifiable component." When scientists examine insight in the lab, they are looking at what types of attention and thought processes lead to that moment of synthesis. If you are trying to facilitate a breakthrough, are there methods you can use that help? If you feel stuck on a problem, are there tricks to get you through? In a recent study, Beeman and Kounios followed people's gazes as they attempted to solve what's called the remote-associates test, in which the subject is given a series of words, like "pine:' "crab:' and "sauce:' and has to think of a single word that can logically be paired with all of them. They wanted to see if the direction of a person's eyes and her rate of blinking could shed light on her approach and on her likelihood of success. It turned out that if the subject looked directly at a word and focussed on it-that is, blinked less frequently, signalling a higher degree of close attention-she was more likely to be thinking in an analytical, convergent fashion, going through possibilities that made sense and systematically discarding those that didn't. If she looked at "pine:' say, she might be thinking of words like "tree:' "cone:' and "needle:' then testing each option to see if it fit with the other words. When the subject stopped looking at any specific word, either by moving her eyes or by blinking, she was more likely to think of broader, more abstract associations. That is a more insight-oriented approach. "You need to learn not just to stare but to look outside your focus:' Beeman says.(The solution to this remote-associates test."apple.") As it turns out, by simply following someone's eyes and measuring her blinks and fixation times (how long she looks at something before either looking away or closing her eyes), Beeman's group can predict how someone will likely solve a problem and when she is nearing that solution. That's an important consideration for would-be creative minds. it helps us understand how distinct patterns of attention may contribute to certain kinds of insights.

According to John Kounios, what does the underlined word"that"in PARAGRAPH TWO refer to?

A. Bending the stiffwire
B. Holding papers in place
C. The idea of making a paperclip
D. The process of making a paperclip

[单选题] There are three kinds of goals: short-term, medium-range and long-term goals. Short-range goals are those that usually deal with current activities, which we can apply on a daily basis. Such goals can be achieved in a week or less, or two weeks, or possible months. It should be remembered that just as a building is no stronger than its foundation, our long-term goals cannot amount to very much without the achievement of solid short-term goals. Upon completing our short-term goals, we should date the occasion and then add new short-term goals that will build on those that have been completed. The intermediate goals bulk on the foundation of the short-range goals. They might deal with just one term of school or the entire school year, or they could even extend for several years. Any time you move a step at a time, you should never allow yourself to become discouraged or overwhelmed. As you complete each step, you will enforce the belief in your ability to grow and succeed. And as your list of completion dates grow, your motivation and desire will increase. Long-range goals may be related to our dreams of the future. They might cover five years or more. Life is not a static thing. We should never allow a long-term goal to limit us or our course of action.

It is implied but not stated in the Passage that ________.

A. those who have long-term goals will succeed
B. writing down the dates may discourage you
C. the goal is only a guide for us to reach our destination
D. everyone should have a goal

[多选题]在众多教育研究方法中，调查法的突出优点是能有效验证教育现象之间的因果关系。( )

A. 错

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