2022高中教师资格教师资格证-高中英语模拟考试题107

1. [单选题]放学后，几名学生到教师王某私自开设的学校附近的商店里，购买了过期食品，导致食物中毒。对这起事故应承担的主要责任的是( )。

A. 王某
B. 学校
C. 政府
D. 家长

2. [单选题]中国研制成功^{(successfully developed)}的第一台亿次巨型计算机是( )。

A. 银河-I
B. 银河-II
C. 巨浪-I
D. 巨浪-II

3. [单选题]美国生理和心理学家格赛尔首次将成熟概念移用到教育研究之中。他认为，人的机体的成熟程度制约着身心发展的程度。成熟与教学的效果是契合的，一种技能的发展由成熟支配时，没必要超前加以训练。这一结论来自他曾做过著名的( )。

A. 黑猩猩实验
B. 黑箱装置实验
C. 爬楼梯实验
D. 刺激反应实验

4. [单选题]终身教育理论体系最终形成是以联合国教科文组织的( )为标志的。

A. 《终身教育导论》
B. 《终身教育--21世纪的教育改革》
C. 《教育一一财富蕴藏其中》
D. 《学会生存一一教育世界的今天和明天》

5. [多选题]布鲁姆把教学目标分为"认知领域""情感领域"和"道德领域"三个方面。( )

A. 错

6. [单选题]痛觉的生物学意义在于( )。

A. 它可以增强一个人的意志力
B. 它使我们感到生活的真实
C. 它对身体具有保护性作用
D. 它能使我们更快地适应环境^{(acclimatization)}

7. [单选题]了解智力活动^{(intellectual activity)}的动作结构，明确活动的方向的阶段是( )。

A. 原型定向
B. 原型操作
C. 原型内化
D. 操作定向

8. [单选题].经验类化理论强调概括化的经验或原理在迁移中的作用，是由贾德提出的。( )A.正确B.错误

A. A

9. [单选题]教育者施教传道和受教育者受教修养的相互作用的活动方式称为( )。

A. 德育内容
B. 德育活动
C. 德育方法
D. 德育过程

10. [单选题]Passage 1 　　Today's adults grew up in and economic system. The amount of time available to learn was fixed: one year per grad amount learned by the end of that time was free to vary: some of us learned a great deal;some, very little. As we advanced through the grades,those who had learned a great deal in previous grades continued to build on those foundations. Those who had failed to master the early prerequisites with in the allotted time failed to learn that which followed. After 12 or 13 years of cumulative treatment of this kind, we were, in effect, spread along an achievement continuum that was ultimately reflected in each students rank in class upon graduation. 　　From the very earliest grades, some students learned a great deal very quickly and consistently scored high on assessments. The emotional effect of this was to help them to see themselves as cap-able learners, and so these students became increasingly confident in school. That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach. Driven forward by this optimism, these students continued to try hard, and that effort continued to result in success for them. they became the academic and emotional winners. Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments. 　　But there were other students who didn't fare so well. They scored very low on tests, beginning in the earliest grades. The emotional effect was to cause them to question their own capabilities as learners. They began to lose confidence, which, in turn, deprived them of the emotional reserves needed to continue to take risks. As their motivation warned, of course, their performance plummeted These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope. Once again, the emotional trigger for their decision not to try was their perception of their performance on assessments. 　　Consider the reality--indeed, the paradox--of the schools in which we were reared. If some students worked hard and learned a lot, that was a positive result, and they would finish high in the rank order. But if some students gave up in hopeless failure, that was an acceptable result, too, because they would occupy places very low in the rank order. Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students, the more it rein-forced the rank order. This is why, if some students gave up and stopped trying(even dropped out of school) that was regarded as the students problem not the teachers or the school's. 　　Once again, please notice who is using test results to decide whether to strive for excellence or give up in hopelessness. The "data-based decision makers"in this process are students themselves Students are deciding whether success is within or beyond reach, whether the learning is worth the required effort, and so whether to try or not. The critical emotions underpinning the decision making process include anxiety, fear of failure, uncertainty, and unwillingness to take risks all triggered by students' perceptions of their own capabilities as reflected in assessment results. 　　Some students responded to the demands of such environments by working hard and learning a great deal. Others controlled their anxiety by giving up and not caring. The result for them is exactly the opposite of the one society wants. Instead of leaving no child behind, these practices, in effect,drove down the achievement of at least as many students as they successfully elevated. And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities. 　　Passage 1

Which of the following describes the paradox of the schools?

A. Discrepancy between what they say and what they do
B. Differences between teachers' problems and schools' problems
C. Advantages and disadvantages of students' learning opportunities
D. Students' perception and the reality of their performance on assessments

查看答案&解析 查看所有试题

本文链接：https://www.51bdks.net/show/wk5v00.html