下列说法不正确的是( )。

【名词&注释】

学生积极参与、因势利导、古为今用、组织能力(organizing ability)、开阔视野(open horizon)、英语演讲比赛(english speech contest)、洋为中用、历史继承性(historical inheritance)、工作单位(work unit)、开口说英语

[单选题]下列说法不正确的是( )。

A. 教育将随着国家的消亡而消亡
B. 一个国家或民族的教育常常表现出自身的历史继承性^{(historical inheritance)}
C. 教育常常超前或滞后于社会政治经济发展
D. 学校最早出现于奴隶社会

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学习资料：

[单选题]1.01,1.02,2.03,3.05,5.08,( ),13.21

A. 8.11
B. 8.12
C. 8.13
D. 8.14

[单选题]教育的文化功能，最根本的就是实现文化的( )。

A. 保存
B. 延续
C. 创新
D. 选择

[单选题]当代生物社会学家威尔逊认为决定人的一切行为的本质力量是( )。

A. 个体本能
B. 外在环境
C. 机体成熟
D. 基因复制

[单选题]以纲要的形式对某一具体学科教学内容进行编订的指导性文件是( )。

A. 教学计划
B. 课程标准
C. 教科书
D. 教学大纲

[单选题]学生心理健康教育的主要场所是( )。

A. 家庭
B. 社会
C. 学校
D. 工作单位^{(work unit)}

[多选题]简述英语校内课外活动的三个主要作用，列出四种活动形式，并写出教师组织课外活动的三点注意事项。根据题目要求完成下列任务，用中文作答。

A. (1)英语校内课外活动的三个主要作用①英语校内课外活动是学生英语学习的重要组成部分，能为学生的语言实践和自主学习提供更大的平台。②英语校内课外活动有助于激发和提升学生学习英语的兴趣，帮助学生丰富语感、开阔视野、增长知识、发展智力和塑造性格。③英语校内课外活动有助于提升学生的活动组织能力和管理能力。(2)英语校内课外活动的四种形式：①英语演讲。学校可组织开展小组、班级间的英语演讲比赛，鼓励学生积极参与，提高学生的英语口语水平。②英语角。英语角为广大爱好英语的学生提供交流的空间和展现自己的机会，能够带动更多的学生用英语交流，使人人都能开口说英语，促进学生英语学习的进步。③英语墙报。英语墙报是对学生进行教育、锻炼学生组织能力的重要渠道，学校可以定期组织学生设计英语墙报，分享英语学习经验，以提高其学习英语的积极性。④英语短剧汇演。学校可以根据具体情况，定期组织校园英语短剧汇演，丰富学生的校内课外活动。(3)教师组织课外活动的三点注意事项①要考虑学生的兴趣、特长和差异性，活动要符合学生的年龄特征。②活动内容要丰富多彩，组织形式要多样化，要富有吸引力。③要充分发挥学生的主体性和积极性，并注意因势利导。

[单选题]如果学生要学习的知识内容比较复杂、结构化程度很高，又必须在较短的时间内加以掌握，他们最宜采用的学习形式是( )。

A. 发现学习
B. 接受学习
C. 合作学习
D. 互动学习

[单选题]21.请阅读Passage 1，完成第1～5小题。 　　Passage 1 　　In recent years,however,society has come to understand the limitations of schools that merelysort and rank students.We have discovered that students in the bottom one-third to one-half of therank order-plus all who drop out before being ranked-fail to develop the foundational reading,writing,and mathematical proficiencies needed to survive in,let alone contribute to,an increasingly technically complex and ethnically diverse culture.So today,in asking schools to leave no childbehind,society is asking that educators raise up the bottom of the rank-order distribution to aspecified level of competence.We call those expectations our“academic achievement standards”.Every state has them,and,as a matter of public policy,schools are to be held accountable formaking sure that all students meet them. 　　To be clear,the mission of sorting has not been eliminated from the schooling process.Forthe foreseeable future,students will still be ranked at the end of high school.However,society nowdictates that such a celebration of differences in amount learned must start at a certain minimumlevel of achievement for all. 　　The implications of this change in mission for the role of assessment are profound.Assessmentand grading procedures designed to permit only a few students to succeed (those at the top of therank-order distribution) must now be revised to permit the possibility that all students could succeedat some appropriate level.Furthermore,procedures that pennitted (perhaps even encouraged) somestudents to give up in hopelessness and to stop trying must now be replaced by others that promotehope and continuous effort.In short,the entire emotional environment surrounding the prospect ofbeing evaluated must change,especially for perennial low achievers. 　　The students' mission is no longer merely to beat other students in the achievement race,At least part of their goal must be to become competent.teachers must believe that all studentscan achieve a certain level of academic success,must bring all of their students to believe thISOf themselves,must “accommodate” the fact that students learn at different rates by making use of differentiated instruction,and must guide all students toward 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,cooperationand collaboration must come into play.The driving forces must be confidence,optimism,andpersistence-for all,not just for some.All students must come to believe that they can succeedat learning if they try.They must have continuous access to evidence of what they believe to be credible academic success,however small.This new understanding has spawned increased interestin formative assessment in recent years.

Which of the following is closest in meaning to the underlined word “accommodate” in Paragraph 4?

A. Adapt.
B. Match.
C. Accept.
D. Understand.

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