正确答案: A

prompter

题目：When the teacher attempts to elicit more information from the students by saying "And ...?" " Good.Anything else?",etC.he/she is playing the role of a_________.

解析：本题考查课堂教师角色。题干：当教师试图从学生那里得到更多信息时，他通过一些话语来引导，他扮演的角色是什么？当学生发言或回答问题过于简略时，教师可用“And…？…”“Good.Anything else?”等提示学生继续往下说，这时教师扮演的课堂角色是提示者。A项“提示者”，B项“参与者”，C项“管理者”，D项“咨询者”。根据题干意思，可知本题选A。

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学习资料的答案和解析：

[多选题]最早在大学里讲授教育学的学者是杜威。( )

解析：作为一名哲学家，康德先后四次在哥尼斯堡大学讲授教育学，他是最早在大学开设教育学讲座的最有影响的学者之一

[多选题]基础教育课程改革提出的三级课程体系是( )。

国家课程

地方课程

校本课程

解析：基础教育课程改革提出的三级课程体系是国家课程、地方课程和校本课程。

[单选题]请阅读 Passage 1,完成1~5小题。 　　Passage 1 　　When the Viaduct de Millau opened in the south of France in 2004,this tallest bridge in the world won worldwide accolades.German newspapers described how it "fioated above the clouds" with "elegance and lightness" and "breathtaking" beauty.In France,papers praised the "immense" "concrete giant".Was it mere coincidence that the Germans saw beauty where the French saw heft and power? Lera Borodisky thinks not. 　　In a series of clever experiments guided by pointed questions,Boroditsky is amassing evidence that,yes,language shapes thought.The effect is powerful enough,she says,that "the private mental lives of speakers of different languages may differ dramatically" ,not only when they are thinking in order to speak,"but in all manner of cognitive tasks" ,including basic sensory perception."Even a small fluke of grammar" -the gender of nouns- "can have an effect on how people think about things in the world." she says. 　　As in that bridge,in German,the noun for bridge,Brucke,is feminine.In French,pont is masculine.German speakers saw prototypically female features; French speakers,masculine ones. Similarly,Germans describe keys (Schlussel) with words such as harD.heavy,jaggeD.and metal,while to Spaniards keys (llaves) are golden,intricate,little,and lovely.Guess which language construes key as masculine and which as feminine? Grammatical gender also shapes how we construe abstractions.In 85 percent of artistic depictions of death and victory,for instance,the idea is represented by a man if the noun is masculine and a woman if it is feminine,says Boroditsky. Germans tend to paint death as male,and Russians tend to paint it as female. 　　Language even shapes what we see.People have a better memory for colors if different shades have distinct names-not English's light blue and dark blue,for instance,but Russian's goluboy and sinly.Skeptics of the language-shapes-thought claim have argued that that's a trivial finding, showing only that people remember what they saw in both a visual form and a verbal one,but not proving that they actually see the hues differently.In an ingenious experiment,however,Boroditsky and colleagues showed volunteers three color swatches and asked them which of the bottom two was the same as the top one.Native Russian speakers were faster than English speakers when the colors had distinct names,suggesting that having a name for something allows you to perceive it more sharply.Similarly,Korean uses one word for "in" when one object is in another snugly,and a different one when an object is in something loosely.Sure enough,Korean adults are better than English speakers at distinguishing tight fit from loose fit. 　　Science has only scratched the surface of how language affects thought.In Russian,verb forms indicate whether the action was completed or not-as in "she ate ［and finished］the pizza" .In Turkish,verbs indicate whether the action was observed or merely rumored.Boroditsky would love to run an experiment testing whether native Russian speakers are better than others at noticing if an action is completed.and if Turks have a heightened sensitivity to fact versus hearsay.Similarly,while English says "she broke the bowl" even if it smashed accidentally,Spanish and Japanese describe the same event more like "the bowl broke itself" ."When we show people video of the same event," says Boroditsky,"English speakers remember who was to blame even in an accident,but Spanish and Japanese speakers remember it less well than they do intentional actions.It raises questions about whether language affects even something as basic as how we construct our ideas of causality."

Which of the following is closest in meaning to the underlined word "accolades" in PARAGRAPH ONE?

Praises.

解析：词汇题。从下文中德国报纸的描述“'floated above the clouds' with 'elegance and lightness，and‘breathtaking' beauty”和法国报纸的描述可知，worldwide accolades是指全世界的赞美、赞扬。praises“赞扬”，awards“奖励”，support“支持”，gratitude“感激”。故本题选A。

[单选题]我国近代教育兴起的标志是( )。

废科举、兴学校

解析：中国近代制度化教育兴起的标志是清朝末年的"废科举，兴学校"，以及颁布了全国统一的教育宗旨和近代学制。故选择C。A项，京师大学堂作为戊戌变法的"新政"之一，学校创办于1898年7月3日，是中国近代第一所国立大学，其成立标志着中国近代国立高等教育的开端。B项，学堂是古代学校的1日称，学堂在封建社会就已经出现，不能作为近代教育兴起的标志。D项，1902年，光绪二十八年，清朝政府颁布了《钦定学堂章程》，亦称"壬寅学制"，是我国教育史上正式颁布但未实行的第一个学制。

[单选题]在Word的"常用"工具栏中有一个下拉列表，其作用是( )。

显示比例

解析：Word2003版中，"常用"工具栏的下拉列表中是显示比例。故选择D。

[单选题]一个人性情沉静，情感发生缓慢而微弱、不外露，忍耐力强，则他的气质属于( )。

黏液质

解析：黏液质类型的特征是性情沉静，情感发生缓慢而微弱、不外露，动作迟缓、易抑制，沉默寡言，注意稳定，忍耐力强。

[单选题]创造性与智力的关系是( )。①低创造性的智商水平一定很低②高创造性必须有高于一般水平的智商，反之亦然③低智商不可能有高创造性④高智商可能有高创造性，也可能有低创造性

⑧④

解析：(1)低智商不可能具有高创造性；(2)高智商可能有高创造性，也可能有低创造性；(3)低创造性的智商水平可能高，也可能低；(4)高创造性者必须有高于一般水平的智商。故⑧④正确，故选B。