正确答案: A

性格特征

题目：小林诚实、内向、谦虚、勤劳，且具有亲和力。这些描述的是( )。

解析：性格是一个人在现实的稳定态度和习惯化了的行为方式中所表现出来的个性心理特征。性格的态度特征指一个人如何处理社会各方面的关系的性格特征，即他对社会、对集体、对他人以及对待自己的态度的性格特征。性格的态度特征，好的表现是忠于祖国、热爱集体、关心他人、乐于助人、大公无私、正直、诚恳、文明礼貌、勤劳节俭、认真负责、谦虚谨慎等；不好的表现是没有民族气节、对集体与他人漠不关心、自私自利、损人利己、奸诈狡猾、蛮横粗暴、懒惰挥霍、敷衍了事、不负责任、狂妄自大等。题干的描述属于对小林性格特征的描述。

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学习资料的答案和解析：

[单选题]被称为近代资产阶级科学教育学的奠基人是( )。

赫尔巴特

解析：赫尔巴特第一个进行了教育学科学化的努力，他以伦理学为基础建立了教育目的论，以心理学为根基建立教育方法论，并创建了一个比较完整的课程体系，形成了比较完整的教育学理论体系。因此，赫尔巴特被称为近代西方资产阶级传统教育学的创始者和科学教育学的奠基人。故选择D。赫尔巴特其它考点包括作品《普通教育学》，标志着教育学科学化和规范化。提出三中心论一一教师中心、教材中心、课堂中心：将伦理学和心理学作为教育学的理论基础：提出"四阶段教学"理论一一清楚、联想、系统和方法：提出教育性教学原则一一德育与教学相结合；教育目的一一社会本位论，培养良好社会公民。A项，夸美纽斯是教育学之父，作品《大教学论》。他首次提出班级授课制：提出教育要遵循人的自然发展的原则；提出"泛智教育"；规定了百科全书式的课程：首次提出并论证了直观性、系统性、量力性、巩固性和自觉性等一系列教学方法。夸美纽斯的主要考点包括首次提出班级授课制：提出教育要遵循人的自然发展的原则；提出"泛智教育"；规定了百科全书式的课程：首次提出并论证了直观性、系统性、量力性、玑固性和自觉性等一系列教学方法。B项，卢梭，法国启蒙思想家，教育家。代表作品《爱弥儿》。提倡自然主义教育思想，认为教育的任务应该使儿童"归于自然"一一自然主义教育：教育目的上强调个人本位。C项，杜威是实用主义哲学创始人、现代教育代表人物。作品有《民主主义与教育》。主要考点包括提出三中心论一一"儿童中心（学生中心）"、"经验中心"、"活动中心"：教育的本质一一教育即生活、教育即生长、教育即经验的改组或改造、学校即社会：强调做中学：强调五步教学法。

[单选题]一名就读于苏州某中学的王同学，因为在上音乐课时自言自语，被音乐老师用封箱胶带施以"封嘴"半节课的惩罚。下列关于该音乐老师课堂问题处理方式的说法，不正确的是( )。

该老师应对王同学的行为进行批评训斥。而不应该以"封嘴"惩罚

解析：新课改背景下的教师观强调，教师要尊重和赞赏学生，做学生学习和发展的促进者。教师必须尊重每

[单选题]Which of the following statements is NOT a way of consolidating vocabulary?

Defining.

解析：本题考查词汇教学。下定义是呈现新词汇的方法，不是巩固已学词汇的方法。故本题选A。

[单选题]请阅读 Passage 2,完成1~5小题。 　　Passage 2 　　Everyone knows that English departments are in trouble,but you can't appreciate just how much trouble until you read the new report from the Modern Language Association.The report is about Ph.D.programs,which have been in decline since 2008.These programs have gotten both more difficult and less rewarding: today,it can take almost a decade to get a doctorate,anD.at the end of your program,you're unlikely to find a tenure-track job. 　　The core of the problem is,of course,the job market.The M.L.A.report estimates that only sixty per cent of newly-minted Ph.D.s will find tenure-track jobs after graduation.If anything,that's wildly optimistic: the M.L.A.got to that figure by comparing the number of tenure-track jobs on its job list (around six hundred) with the number of new graduates (about a thousand).But that leaves out the thousands of unemployed graduates from past years who are still job-hunting-not to mention the older professors who didn't receive tenure,and who now find themselves competing with their former students.In all likelihooD.the number of jobs per candidate is much smaller than the report suggests.That's why the mood is so dire—why even professors are starting to ask,in the committee's words,"Why maintain doctoral study in the modern languages and literatures-or the rest ofthe humanities-at all?" 　　Those trends,in turn,are part of an even larger story having to do with the expansion and transformation of American education after the Second World War.Essentially,colleges grew less elite and more vocational.Before the war,relatively few people went to college.Then,in the nineteen-fifties,the G.I.Bill anD.later,the Baby Boom pushed colleges to grow rapidly.When the boom endeD.colleges found themselves overextended and competing for students.By the midseventies,schools were creating new programs designed to attract a broader range of students-for instance,women and minorities. 　　Those reforms worked: as Nate Silver reported in the Times last summer,about twice as many people attend college per capita now as did forty years ago.But all that expansion changed colleges.In the past,they had catered to elite students who were happy to major in the traditional liberal arts.Now,to attract middle-class students,colleges had to offer more career-focused majors,in fields like business,communications,and health care.As a result,humanities departments have found 　　themselves drifting away from the center of the university.Today,they are often regarded as a kind of institutional luxury,paid for by dynamiC.cheap,and growing programs in,say,adult-education.These large demographic facts are contributing to today's job-market crisis: they're why,while education as a whole is growing,the humanities aren't. 　　Given all this,what can an English department do? The M.L.A.report contains a number of suggestions.Pride of place is given to the idea that grad school should be shorter: "Departments should design programs that can be completed in five years." That will probably require changing the dissertation from a draft of an academic book into something shorter and simpler.At the same time,graduate students are encouraged to "broaden" themselves: to "engage more deeply with technology" ; to pursue unusual and imaginative dissertation projects; to work in more than one discipline; to acquire teaching skills aimed at online and community-college students; and to take workshops on subjects,such as project management and grant writing,which might be of value outside of academiA.Graduate programs,the committee suggests,should accept the fact that many of their students will have non-tenureD.or even non-academiC.careers.They should keep track of what happens to their graduates,so that students who decide to leave academia have a non-academic alumni network to draw upon.

What can be inferred from the last paragraph?

More time should be saved for Ph.D.students to cultivate their professional skills.

解析：推断题。根据最后一段中的“At the same time，graduate students are encouraged to‘broaden’ themselves: to engage more deeply with technology’; to pursue unusual and imaginative dissertation projects; to…”可知，在学习时间缩短后，学生可以把时间用来扩展自己：包括深入了解科技，研究与众不同的、富有想象力的论文项目等。B项表述与之符合。根据该段中的“Graduate programs，the committee suggests，should accept the fact that many of their students will have non-tenured.or even non-academic.”可排除D.A.C两项文章均未提及。故本题选B。