以下对于团结协作理解不正确的一项是()。

【名词&注释】

有效途径(effective way)、具体内容(concrete contents)、行政部门(administrative department)、认真负责(earnestness)、智力技能(intellectual skills)、替代性经验(vicarious experience)、谦虚谨慎(modest and prudent)、《中小学教师职业道德规范》、严重问题(serious problem)、《中华人民共和国教师法》

[单选题]以下对于团结协作理解不正确的一项是()。

A. 团结协作是实现教育目标的客观要求
B. 团结协作是教师人格的必备要素
C. 团结协作是提高教师自身能力的有效途径
D. 团结协作是为了消除教学过程中的不良情绪

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学习资料：

[单选题]张老师平日工作认真负责，但当月并没有拿到足额工资。学校给出的解释令张老师无法接受，张老师可以向( )进行申诉。

A. 当地法院
B. 当地教育行政部门
C. 当地检察院
D. 当地公安局

[单选题]下列命题，不正确的是( )。

A. 没有无行动的研究，也没有无研究的行动
B. 教学有法，教无定法
C. 教师即研究者
D. 教师只是知识的使用者而非知识的生产者

[单选题]"读文章标题去猜测文中具体内容"是属于( )。

A. 头脑风暴训练
B. 自我设计训练
C. 发散思维训练
D. 推测与假设训练

[单选题]某教师在数学课堂上，为了更好地促进学生智力技能的形成，经常在黑板上清楚而细致地演算例题，其目的是给学生提供( )。

A. 原型定向
B. 原型模型
C. 原型操作
D. 原型内化

[单选题]菲茨和波斯纳把动作技能形成分为认知阶段、联系阶段和( )三个阶段。

A. 有声的外部言语阶段
B. 无意识阶段
C. 活动的定向阶段
D. 自动化阶段

[单选题]皮亚杰的"三山实验"证实了儿童思维带有明显的特点，即( )。

A. 直观性
B. 自我中心化
C. 泛灵论
D. 形象性

[多选题]简述影响自我效能感形成的因素。

A. 影响自我效能感形成的因素主要有以下几种。(1)学习的成败经验（直接经验）。(2)替代性经验（间接经验）。(3)言语劝说（言语说服）。(4)情绪唤醒（情绪的唤起）。

[单选题]22.请阅读Passage 2,完成第1～5题。 　　Passage 2 　　teacher education provided by U,S.colleges and universities has been routinely criticizedsince its inception in the early nineteenth century,sometimes deservedly.These programs,like non-university programs,are uneven in quality and can be improved.What makes today's criticisms different is an aggressive effort by advocacy groups,and self-proclaimed educational entrepreneursto deregulate the preparation of teachers,and to expand independent,alternative routes intoteaching. 　　This effort to “disrupt” the field of teacher preparation in the United States has gainedconsiderable “momentum” and legitimacy,with venture capitalists,philanthropy,and the U.S.Department of Education all providing sponsorship and substantial funding. 　　The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much ofit with independent,private programs.The resulting system of teacherpreparation may differ dramatically in its government,structure,content,and processes moving away from its current location alongside legal,medical,and other professional preparation that pairsacademic degrees with professional training. 　　Throughout the nation,states are reporting teacher shortages in particular subject areas andgeographical locations,and several states have either passed legislation to lower the standards for becoming a teacher or,like the state of Washington,have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies.The federal government has contributedto the push to lower standards for becoming a teacher with the teacher Preparation Academyprovision in the new K-12 education law,the Every Student Succeeds act,which encourages statesto expand the number ofindependent programs not associated with colleges and universities. 　　Because of the increasing tuition rates,a consequence in part,of cuts in funding to publicuniversities that continue to educate most U.S.teachers,enrollments in college and universityteacher education programs have declined in many parts of the country.Independent teacher education programs are being viewed by some as an important part of the solution in staffing thenation's classrooms and addressing our serious and enduring problems in education inequities.Additionally,advocacy groups,philanthropists,and so-called education entrepreneurs are working aggressively to expand these independent alternative routes into teaching. 　　Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solutionto teacher shortages and education inequities,policy makers should very carefully examine the evidence that exists about the nature and impact of these relatively new programs that are rapidly expanding while university teacher education enrollments decline.

Which of the following is true ofthe independent teacher education programs?

A. They are initiated to deal with teacher shortages and education inequities.
B. They aimed to raise the standards of teacher education programs.
C. They compete with the university teacher education programs.
D. They can replace the university teacher education programs.

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