关于我国《国家中长期教育改革和发展规划纲要（2010-2020年）》

【名词&注释】

科学安排(scientific arrangement)、国家中长期教育改革和发展规划纲要、组织起来(systemize)、中间环节(intermediate link)、先决条件(precondition)、特殊迁移(specific transfer)、焚书坑儒、年龄阶段(age stage)、大力开展(energetically unfold)、发展的不平衡性

[单选题]关于我国《国家中长期教育改革和发展规划纲要（2010-2020年）》针对义务教育提出开展"阳光体育"运动，保证每天锻炼( )。

A. 45分钟
B. 30分钟
C. 40分钟
D. 60分钟

查看答案&解析 查看所有试题

学习资料：

[单选题]作为依法治国的重要组成部分，()是我国教育事业改革和发展的客观要求。

A. 以德治国
B. 科教兴国
C. 以德治教
D. 依法执教

[单选题]下列朝代中，发生了"焚书坑儒"事件的是( )。

A. 周
B. 秦
C. 汉
D. 商

[单选题]教育者要在儿童发展的关键期施以相应的教育，这是因为人的教育具有( )。

A. 顺序性和阶段性
B. 不均衡性
C. 稳定性和可变性
D. 个别差异性

[单选题]一种学习对另一种学习起到了积极的作用，说明发生了( )。

A. 水平迁移
B. 正迁移
C. 垂直迁移
D. 一般迁移

[单选题]集体是群体发展的( )。

A. 最终结果
B. 中间环节
C. 目标
D. 最高阶段

[单选题]请阅读Passage 1，完成1~5小题。 　　Passage 1 　　Today's adults grew up in schools designed to sort us into the various segments of our social and economic system.The amount of time available to learn was fixed: one year per grade.The amount learned by the end of that time was free to vary: some ofus leamed 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 within 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 student's 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 capable 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 reinforced the rank order.This is why,if some students gave up and stopped trying (even dropped out of school),that was regarded as the student's problem,not the teacher's 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.

What has made students spread along an achievement continuum according to the passage?

A. The allotted time to learn.
B. Social and economic system.
C. The early prerequisites students mastered.
D. Performance on formal and informal assessments.

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