2008年9月27日，宇航员翟志刚进行了太空行走，标志着中国的航天

【名词&注释】

直观教具(visual aids)、“因材施教”、直接经验(direct experience)、历史继承性(historical inheritance)、操作性条件反射(operant)、人类社会生活(human social life)、不悱不发、“温故知新”、“有教无类”、学而不思则罔(learning without thought is labor lost)

[单选题]2008年9月27日，宇航员翟志刚进行了太空行走，标志着中国的航天事业进行了一个新的发展阶段。表明中国航天技术在21世纪已经走在欧洲和日本前面的标志性事件是( )。

A. 第一颗原子弹爆炸成功
B. "东方红一号"发射成功
C. "神舟七号"发射成功
D. "嫦娥一号"发射成功

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学习资料：

[单选题]教育是一种社会现象，它产生于社会生活的需要，而归根到底产生于( )。

A. 生产活动
B. 精神活动
C. 社会活动
D. 宗教活动

[单选题]教育具有相对独立性其表现不包括( )。

A. 教育具有自身的继承关系
B. 教育受其他社会意识形态的影响
C. 教育具有历史性，在阶级社会表现为阶级性
D. 教育与经济社会发展的不平衡性

[单选题]学生在教师指导下运用知识反复完成一定的操作，或解决某类作业与习题，以加深理解和形成技能技巧。这种教学方法是( )。

A. 指导法
B. 练习法
C. 演示法
D. 实验法

[单选题]经典条件反射的建立过程与操作条件反射的建立过程无根本差异。( )A.正确B.错误

A. B

[单选题]通过人格感化来培养学生品德的方法是( )。

A. 榜样示范法
B. 陶冶教育法
C. 参观法
D. 实际锻炼法

[单选题]Passage 1 　　In recent years, however, society has cometo understand the limitations of schoolsthat merely sort and rank students. We have discovered that students in the bottomone-third to one-half of the rank order-plus all who drop out before being ranked--fail to develop the foundational reading,writing, andmathematical proficiencies needed to survivein, let alone contribute to, an increasinglytechnically complex and ethnically diverse culture. So today, in asking schools toleave no child behind, society is askingthat educators raise up the bottom of therank-order distribution to a specified level of competence. We call those expectations our academic achievement standards Every statehas them, and, as a matter of public policy,schools are to be held accountable for lakingsure that all students meet them. 　　To be clear, the mission of sorting has not been eliminated from the schooling process.For the foreseeable future, students will still be ranked at the end of high school. However,society now dictates that such a celebrationof differences in amount learned must start at a certain minimum level of achievement for all. 　　The implications of this change in missionfor the role of assessment are profound. 　　Assessment and grading procedures designedto permit only a few students to succeed(those at the top of the rank-order distribution)must now be revised to permit the possibilitythat all students could succeed at some appropriate level. Furthermore, proceduresthat permitted(perhaps even encouraged)some students to give up in hopelessness andto stop trying must now be replaced by othersthat promote hope and continuous effort.In short, the entire emotional environmentsurrounding the prospect of being evaluatedmust change, especially for perennial low achievers. 　　The students' mission is no longer merelyto beat other students in the achievementrace. At least part of their goal must be to become competent. Teachers must believethat all students can acnieve a certain levelof academic success, must bring all of theirstudents to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiatedinstruction, and must guide all studentstoward the attainment of standards. 　　The driving dynamic force for students cannot merely be competition for an artificialscarcity of success. Because all students can and must succeed in meeting standards,cooperation and collaboration must come intoplay.The driving forces must be confidence,optimism, and persistence--for all, not justfor some. All students must come to believethat they can succeed at learning if theytry. They must have continuous access to evidence of what they believe to be credible academic success, however small. Thisnew understanding has spawned increasedinterest in formative assessment in recentyears.

Which of the following would happen dueto the change in mission for the role of assessment?

A. Most students would achieve a certainlevel of academic success
B. Educators would raise up the bottomof the rank-order distribution
C. Teachers would help low achievers to beat high achievers successfully
D. Schools would eliminate sorting andranking from the schooling process

[单选题]我国先秦时期，主张“有教无类”，倡导“因材施教”的教育家是( )。

A. 孔子
B. 孟子
C. 荀子
D. 庄子

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