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22.请阅读Passage 2,完成1~5小题。   Passage 2   The subj

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  • [单选题]22.请阅读Passage 2,完成1~5小题。   Passage 2   The subject of ballads,books and films,Robin Hood has proven to be one of popular culture'smost enduring folk heroes.Over the course of 700 years,the outlaw from Nottinghamshire who robsthe rich to give to the poor has emerged as one of the most enduring folk heroes in popular culture-and one of the most versatile.But how has the legend of Sherwood Forest's merry outlaws evolvedover time? Did a real Robin Hood inspire these classic tales?   Beginning in the 15th century and perhaps even earlier,Christian revelers in certain partsof England celebrated May Day with plays and games involving a Robin Hood fgure with near-religious significance.In the 19th century,writer-illustrators like Howard Pyle adapted thetraditional tales for children,popularizing them in the United States and around the worlD.Morerecently,bringing Robin to the silver screen has become “a rite of passage” for directors ranging fromMichael Curtiz and Ridley Scott to Terry Gilliam and Mel Brooks.   Throughout Robin's existence,writers,performers and filmmakers have probed theirimaginations for new incarnations that resonate with their respective audiences.In 14th-century England,where agrarian discontent had begun to chip away at the feudal system,he appears as an anti-establishment rebel who murders government agents and wealthy landowners.later variationsfrom times ofless social upheaval dispense with the gore and cast Robin as a dispossessed aristocratwith a heart of gold and a love interest,Maid Marian.   Academics,meanwhile,have combed the historical record for evidence of a real Robin Hood.English legal records suggest that,as early as the 13th century,“Robehod,” “Rabunhod” and othervariations had become common epithets for criminals.But what had inspired these nicknames:afictional tale,an infamous bandit or an amalgam ofboth? The first literary references to Robin Hoodappear in a series of 14th- and 15th-century ballads about a violent yeoman who lived in SherwoodForest with his men and frequently clashed with the Sheriff of Nottingham.Rather than a peasant,knight or fallen noble,as in later versions,the protagonist of these medieval stories is a commoner.little John and Will Scarlet are part of this Robin's “merry” crew—eaning,at the time,anoutlaw's gang—but Maid Marian,Friar Tuck and Alan-a-Dale would not enter the legend until later,possibly as part of the May Day rituals.   While most contemporary scholars have failed to turn up solid clues,medieval chroniclers tookfor granted that a historical Robin Hood lived and breathed during the 12th or 13th century.Thedetails of their accounts vary widely,however,placing him in conflicting regions and eras.Not untilJohn Major's History of Greater Britain (1521),for example,is he depicted as a follower of KingRichard,one of his defining characteristics in modern times.   We may never know for sure whether Robin Hood ever existed outside the verses of balladsand pages of books.And even if we did,fans,young and old,would still surely fiock to England'sNottinghamshire region for a tour of the legend's alleged former hangouts,from centuries-old pubsto the Major oak in Sherwood Forest.What we do know is that the notion of a brave rebel wholives on the outskirts of society,fighting injustice and oppression with his band of companions,has universal appeal-whether he's played by Erroll Flynn,Russell Crowe or even,as on a 1979 episode of The Muppet Show,Kermit the Frog.

  • Which of the following is a proper title for the passage?

  • A. The Real Robin Hood
    B. The Fictional Robin Hood
    C. The Figurative Robin Hood
    D. The Imaginary Robin Hood

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  • [单选题]现代教育制度改革的趋势不包括( )。
  • A. 重视学前教育,注意学前教育与小学教育的衔接
    B. 推迟人学年龄.缩短义务教育年限
    C. 普通教育与职业教育相互渗透
    D. 发展继续教育与终身教育

  • [多选题]课后作业布置要体现“差异性原则”。简述你对“差异性原则”的理解(8分),并从作业类型、作业难度和作业量三个方面举例说明如何布置作业(12分)。
  • A. (1)课后作业的差异性原则是指作业要分层次。课堂教学要遵循因材施教的原则,作业布置也一样,需要考虑学生的个体差异,重视学生的个性发展。作业内容要适应不同层次学生的不同的心理特征,要利用每个学生在兴趣、动机、意志、能力、思维品质等方面的优势,促进其知识的巩固与增长。对学习程度不同的学生要有不同的要求,不能搞“一刀切”。要让优等生吃得饱,也要让学困生不感到太难。要让每个学生都有成就感,都感到自己在进步。使他们都能有收获,都能享受到成功的快乐。比如当完成一个单元的教学内容后,给优等生布置综合性的作业,包括写作、翻译、复述课文等;给学困生布置容易一点的作业,如单词记忆、补充句子、背诵课文等。(2)布置作业时应注意以下三个方面:①类型多样。作业按其形式可分为听力作业、口语作业与书面作业;按其内容可分为课时作业、课本剧表演作业、问卷调查作业、采访型作业、辩论型作业、实践操作型作业等。按照英语学习规律,学生必须吸收相当数量的语言材料,并经过一定的语言实践,才能获得运用英语交际的能力,因此听力、口语作业是英语学科必要的练习形式。设计多元化的口头作业,如朗读、阅读、背诵、复述、答问等,有助于打好语音基础,提高学习兴趣,调动学生积极性。在英语教学中听说读写是相辅相成、互相促进的。因此,设计作业要全面,既有笔头作业,也要有口头和听力作业,这样学生才能在作业中提高综合语言运用能力。②难易适中。作业过难,基础差的学生干脆不写,或者抄袭别人的作业;作业过于简单,基础好的同学会感觉毫无挑战。因此,教师设计作业要充分考虑到学生的个体差异,把握好作业的难度设置。作业布置可分为三个档次:基础作业、提高作业和拔尖作业。后进生做基础作业,可选做提高作业;中等生做基础作业和提高作业,可选做拔尖作业;优等生三类作业都要做。这样,优等生不会因为“吃不饱”而轻视作业,他们会在原有的基础上更进一步;中等生会有“跳一跳,够得着”的进取精神;后进生通过做一些相对较容易的作业,获取成功的喜悦和自信,并产生“有投入就有收获”的感觉,从而重视课堂听讲和作业完成,真正地投入学习,形成良性循环,逐步提高成绩。③作业量适中。作业太少,达不到目的;作业太多,会使学生望而生畏,甚至会损害学习英语的积极性。教师应指导学生在有限的时间内,主要进行学习方法的探索和知识的系统归类。因此,教师应把握好作业的量。

  • [多选题]试述影响问题解决的因素。
  • A. (1)问题情境。问题情境是指呈现问题的客观情境(刺激模式)。问题情境中的刺激模式与个人的知识结构越接近,问题就越容易解决。反之,若与人们已有的知识结构相差很远,那么问题解决起来就会很困难。(2)定势与功能固着。定势在问题解决中有积极作用,也有消极影响。当问题情境不变时,定势对问题的解决有积极的作用,有利于问题的解决;当问题情境发生了变化,定势对问题的解决有消极影响,不利于问题的解决。功能固着是指个体在解决问题时往往只看到某种事物的通常功能,而看不到它在其他方面可能有的功能。功能固着对问题解决有消极影响。(3)已有的知识经验。任何问题的解决都离不开一定的知识作为基础,有关的知识经验能促进问题的表征和解答。知识经验的不足常常是不能有效解决问题的重要原因,必要的知识经验、完善的知识结构有利于问题的顺利解决。(4)原型启发。原型启发是指在其他事物或现象中获得的信息对解决当前问题的启发。其中具有启发作用的事物或现象叫作原型。问题解决者的思维处于积极又不过于紧张的状态时,才容易产生原型启发。(5)情绪与动机。动机是促使人问题解决的动力因素,适中的动机强度最有利于问题的解决。个体在问题解决活动中的情绪状态对活动的效果有直接的影响。一般来说,高度紧张和焦虑的情绪状态会抑制思维活动,阻碍问题的解决;愉快、兴奋的情绪状态则会使思维活跃,思路开阔,有利于问题的解决。除此之外,个体的认知结构、个性特征以及问题本身的特点也会影响问题解决。

  • [单选题]以下不属于明清两代建筑的是( )。
  • A. 莫高窟
    B. 天坛
    C. 太庙
    D. 紫禁城

  • [单选题]《中华人民共和国未成年人保护法》要求从家庭、学校、( )、司法等四个方面对未成年实施保护。
  • A. 国家
    B. 社会
    C. 社区
    D. 地方

  • [单选题]下列不属于我国学校德育的主要内容有( )。
  • A. 通识教育
    B. 心理健康教育
    C. 道德教育
    D. 思想教育

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