我国奴隶社会的教育内容是( )。

【名词&注释】

优秀班干部、奴隶社会(slave society)、中心环节(central link)、示范动作(demonstration movement)、拔苗助长、阶段性与连续性(phase and continuity as well)、建设者和接班人(builders and successors)、社会主义事业建设者(builders of socialist cause)、德智体全面发展(moral education intellectual and physic ...)、社会主义物质文明和精神文明(socialist material and spiritual civili ...)

[单选题]我国奴隶社会的教育内容是( )。

A. 四书五经
B. 六艺
C. 自然科学
D. 生产技能

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学习资料：

[单选题]《中华人民共和国教育法》最重要立法目的是( )。

A. 为了发展教育事业，提高全民族的素质
B. 发展社会主义的教育事业
C. 普及全社会尊重教师的意识
D. 规范我国教育事业建设，为我国培养社会主义事业建设者^{(builders of socialist cause)}和接班人^{(builders and successors)}

[单选题]"关键期"的存在表明了个体身心发展具有( )的特征。

A. 差异性
B. 连续性
C. 不平衡性
D. 顺序性

[单选题]教学的中心环节是( )。

A. 备课
B. 上课
C. 作业的布置和批改
D. 考试

[单选题]学习芭蕾舞时，小丽把连续动作分成小节拍，跟着舞蹈老师一步步做，这是操作技能形成的( )阶段。

A. 整合
B. 定向
C. 模仿
D. 熟练

[单选题]学校教育中通常采用评三好生、优秀学生干部的方式或用学习反馈，以物质或精神奖励的方式引起学生的学习动机，这主要是激发学生的( )。

A. 成就动机
B. 认知内驱力
C. 自我提高的内驱力
D. 附属内驱力

[单选题]What role does the teacher play at the feedback stage?

A. Assessor.
B. Promoter.
C. Controller.
D. Resource-provider.

[单选题]为了大面积提高教学质量，苏联教育家巴班斯基将系统论的方法引入教学改革，提出的教育理论是( )。

A. 教学过程最优化理论
B. 最近发展区理论
C. 建构主义教学理论
D. 范例教学理论

[多选题]简述美育对促进学生德智体全面发展^{(moral education intellectual and physic)}的意义。

A. (1)美育能够促进学生的智力发展，扩大和加深他们对客观世界的认识。(2)美育能够促进学生科学世界观和良好道德品质的形成。(3)美育能够促进学生体育的发展，具有健身怡情的作用。

[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 is meant by the author about the emotional promise of assessment for students?

A. To reach a minimum level of achievement.
B. To build up their co血dence in success.
C. To enable them to compete with others.
D. To help them realize their goals.

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