广义的教育是指( )。

【名词&注释】

学校教育(school education)、课堂气氛(classroom atmosphere)、言传身教(exemplary teaching)、生活实践(life practice)、社会活动(social activities)、中等教育(secondary education)、初等教育(primary education)、社会现象(social phenomenon)、家庭成员(family members)、重要组成部分(important part)

[单选题]广义的教育是指( )。

A. 学校教育
B. 社会教育
C. 家庭教育
D. 一切培养人的活动

查看答案&解析 查看所有试题

学习资料：

[单选题]教师不直接将学习内容提供给学生，而是为学生创设问题情境，引导学生去探究和发现新知识和问题的方法是( )。

A. 讲授法
B. 发现法
C. 掌握学习法
D. 讨论法

[单选题]考试时注意自己的答题速度和时间，属于( )。

A. 计划策略
B. 组织策略
C. 学习时间策略
D. 监控策略

[单选题]英国心理学家艾萨克根据内倾一外倾和稳定一不稳定两个维度对人的( )加以区分。

A. 性格
B. 品格
C. 思维
D. 智力

[单选题]课堂气氛的类型主要包括( )。①积极的课堂气氛②消极的课堂气氛⑧一般型课堂气氛④对抗的课堂气氛

A. ①②
B. ①②④
C. ③④
D. ①②③④

[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 will be triggered by the assessment results according to the passage?

A. Students' learning efforts
B. Leaving-no-child-behind policy
C. Socioeconomic and ethnic ranking
D. Social disapproval of schools' mission

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