教师职业道德区别于其他职业道德的显著标志是()。

【名词&注释】

规章制度、教师职业道德(professional ethics of teachers)、学生伤害事故(student injury accident)、巴甫洛夫(pavlov)、事故责任(accident liability)、下反对关系(lower opposition relation)、心理战术(psychological tactics)、伤害事故处理(injury treatment)、听力基本技能、一段时间(a period)

[单选题]教师职业道德区别于其他职业道德的显著标志是()。

A. 敬业爱业
B. 为人师表
C. 团结协作
D. 人格素养

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学习资料：

[单选题]小童和小刚都是年满15周岁的中学生，上课期间老师出门接电话，二人争吵扭打起来，小童被击中眼部，导致失明，在此事件中应当承担事故责任的是( )。

A. 小童及其监护人
B. 学校及小刚
C. 小童和小刚
D. 小刚及其监护人

[单选题]下列选项中，年龄与称谓对应不正确的是( )。

A. 女子13岁一一豆蔻年华
B. 男子20岁一一弱冠
C. 女子15岁一一及笄之年
D. 男子50岁一一不惑之年

[单选题]已知法学10级3班有36人，假定下列四种说法有两个为真，其余为假( )。(1)并非法学10级3班所有同学都去过庐山。(2)法学10级3班王芳和李娜都去过庐山。(3)只有法学10级3班有人去过庐山，才能说该班张斐既去过庐山，也去过三清山。(4)并非法学10级3班没有同学去过庐山。依据上述假定及其给定条件，下列判断为真的选项是：

A. 该班至少有三个同学去过庐山
B. 王芳没有去过庐山，但是李娜去过
C. 张斐和李娜去过庐山
D. 王芳、李娜、张斐都没有去过庐山

[单选题]提出心智动作按阶段形成的理论的是( )。

A. 加里培林
B. 桑代克
C. 加涅
D. 巴甫洛夫

[单选题]小秋是小学二年级的学生，在学校里十分调皮，上课常常发出一些奇怪的声响引起其他同学的注意，每次老师都要对其严厉制止，为此打断课程，许多老师十分头疼。为了改变小秋这一行为，班主任和其他几位任课老师商量，决定以后小秋每次发出奇怪声响时，老师都继续上课不予理睬，慢慢地，小秋也就不再发出声响了。这一案例中班主任采用的方法属于( )。

A. 正强化
B. 负强化
C. 消退
D. 惩罚

[单选题]科尔伯格有关儿童道德判断发展的研究中，寻求认可取向阶段属于( )。

A. 前习俗水平
B. 习俗水平
C. 后习俗水平
D. 权威水平

[单选题] Like most people, I've long understood that I will be judged by my occupation, that my profession is a gauge people use to see how smart or talented I am. Recently, however, I was disappointed to see that it also decides how I'm treated as a person. Last year I left a professional position as a small-town reporter and took a job waiting tables. As someone paid to serve food to people, I had customers say and do things to me I suspect they'd never say or do to their most casual acquaintances. One night a man talking on his cell phone waved me away, then beckoned me back with his finger a minute later, complaining he was ready to order and asking where I'd been. I had waited tables during summers in college and was treated like a peon by plenty of people. But at 19 years old, I believed I deserved inferior treatment from professional adults. Besides, people responded to me differently after I told them I was in college. Customers would joke that one day I'd be sitting at their table, waiting to be served. Once I graduated I took a job at a community newspaper. From my first day, I heard a respectful tone from everyone who called me. I assumed this was the way the professional world worked-cordially. I soon found out differently, I sat several feet away from an advertising sales representative with a similar name. Our calls would often get mixed up and someone asking for Kristen would be transferred to Christie. The mistake was immediately evident. Perhaps it was because money was involved, but people used a tone with Kristen that they never used with me. My job title made people treat me with courtesy. So it was a shock to return to the restaurant industry. It's no secret that there's a lot to put up with when waiting tables, and fortunately, much of it can be easily forgotten when you pocket the tips. The service industry, by definition, exists to cater to others' needs. Still, it seemed that many of my customers didn't get the difference between server and servant. I'm now applying to graduate school, which means someday I'll. return to a profession where people need to be nice to me in order to get what they want. I think I'll take them to dinner first, and see how they treat someone whose only job is to serve them.

How did the author feel when waiting tables at the age of 19?

A. She felt badly hurt when her customers regarded her as a peon.
B. She felt it unfair to be treated as a mere servant by professionals.
C. She was embarrassed each time her customers joked with her.
D. She found it natural for professionals to treat her as an inferior.

[多选题]听力技能是语言技能的重要内容之一。请简述听力基本技能包括哪些内容(10分)，并选择其中的三项技能，列举出合理的训练方式(10分)。

A. 听力基本技能包括： 　　(1)辨音能力：包括语音辨别、重弱读辨别、意群辨别等。 　　(2)交际信息辨别能力：指谈话中新信息指示语、例证指示语、话题中止语、话题转换指示语等。 　　(3)大意理解能力：包括理解谈话或独白的主题或意图等。 　　(4)细节理解能力：获取听力中具体信息的能力。 　　(5)词义猜测能力：借助各种技巧猜测谈话所使用的未知表达方式的能力。 　　(6)推理判断和预测能力：对说话人的意图、谈话人之间的关系、说话者的情绪态度等的推理判断以及对谈话下文的预测能力。 　　训练方式： 　　(1)培养学生的辨音能力，可以让学生"听并辨别不同的音位""听后标示重弱读、节奏、意群""模仿"等。 　　(2)培养学生的大意理解能力，可以让学生"听后选择适当的标题""为听力材料写概要""进行话题匹配"等。 　　(3)培养学生的细节理解能力，可以让学生"进行正误判断""根据听力内容进行句子排序""回答细节问题"等。

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