正确答案: C

昆曲

题目：在下列中国戏曲种类中，最早被列入联合国非物质文化遗产名录的是( )

解析：昆曲在2001年被联合国教科文组织列为"人类口述和非物质遗产代表作"，为我国戏曲类别中最早被联合国列入非物质文化遗产名录。A选项，京剧，背景地方剧种，中古五大戏剧之一，（黄梅戏、京剧、越剧、评剧、豫剧），被称为"国粹"。B选项，粤剧，广东地区著名地方戏。D选项，黄梅戏，旧称黄梅调或采茶戏，中国五大戏曲剧种之一（黄梅戏、京剧、越剧、评剧、豫剧），起源于湖北黄梅，发展壮大于安徽安庆。

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学习资料的答案和解析：

[单选题]老师在专心致志地讲课时，发现有学生开小差。老师应采取的措施是( )。

轻拍学生，提醒学生集中精力

解析：教师劳动具有创造性，在工作中因材施教，教学方法上的不断更新，拥有"教育机智"。要求教师在无准备的情况下能迅速做出判断，随机应变、因势利导。面对学生开小差的情况，教师既要能善意的提醒学生参与的教学过程中来，又不能影响整体的课堂秩序。提现了教育机智。故选择D。

[单选题]妈妈怀疑女儿莹莹早恋，进入了莹莹的房间，将莹莹的日记、信件和所有E-maiI都翻看了一遍并销毁。其做法( )。

不正确，违反了《中华人民共和国未成年人保护法》，侵犯了学生的隐私。

解析：《中华人民共和国未成年人保护法》第三十九条规定：任何组织或者个人不得披露未成年人的个人隐私。对未成年人的信件、日记、电子邮件，任何组织或者个人不得隐匿、毁弃。故选择D。

[单选题]下列选项中，不属于Internet基本功能的一项是( )。

实时监控

解析：Internet三大基本功能是远程登录、电子邮件、文件传输。没有实时监控，故选择A。

[单选题]最早提出活动课程思想的是( )。

卢梭

解析：最早提出活动课程思想的是法国教育家卢梭。他主张让儿童在大自然中通过身体锻炼、劳动和观察事物来学习。20世纪初，美国实用主义哲学家、教育家杜威，以实用主义哲学和进步主义教育思想为基础，建立了完整的活动课程理论，并付诸实践。

[单选题]下列选项中，属于内部动机的是( )。

认知内驱力

解析：认知内驱力是一种要求了解和理解周围事物的需要，要求掌握知识的需要，以及系统的阐述问题和解决问题的需要。在学习活动中，认知内驱力指向学习任务本身（为了获得知识），是一种重要的和稳定的动机。由于需要的满足（知识的获得）是由学习本身提供的，因而也称为内部动机。

[单选题]小学后期、初中时期学生的学习动机是( )。

获得赞赏

解析：奥苏泊尔提出内驱动力，并将其分为认知内驱力、附属内驱力、自我提高内驱力。附属内驱力指个人为了保持长者们或权威们的赞许或认可.而表现出来的一种把学习或工作做好的需要。对于学生来说，附属的内驱力表现为，学生为了赢得家长或教师的认可或赞许而努力学习，取得好成绩的需要，附属的内驱力有比较明显的年龄特征。在年龄较小的儿童身上，附属的内驱力是成就动机的主要成分。随着儿童年龄的增长和独立性的增强，附属的内驱力不仅在强度上有所减弱，而且在附属对象上也从家长和教师转移到同伴身上。在青少年时期，来自同伴的赞许或认可将成为一个强有力的动机因素。小学初期的附属内驱力主要表现为为了获得家长或老师的表扬或奖励，小学后期及初中期，主要来自同伴的赞许或认可。

[单选题]某班班规中对"差等生"约法N章，但对"优等生"没有什么要求，忘记戴红领巾的"优等生"可以直接被原谅，而"差等生"则需去墙角接受十分钟的"思想教育"。老师的这种做法( )。

违背了平等对待每个学生的理念

解析：在同样的情况下，对成绩不同的学生差别对待，实行"不同"班规可能会让学习好的学生越来越"无法无天"，而让学习较落后的学生逐渐失去学习兴趣和对老师的信任。该老师的做法违背了平等对待每一个学生的理念。

[单选题]依据《中华人民共和国教师法》，下列情形中，学校不能给予老师行政处分或者解聘的是( )。

穿戴不整，影响仪表的

解析：《中华人民共和国教师法》第三十七条规定，"教师有下列情形之一的，由所在学校、其他教育机构或者教育行政部门给予行政处分或者解聘：（一）故意不完成教育教学任务给教育教学工作造成损失的；（二）体罚学生，经教育不改的；（三）品行不良、侮辱学生，影响恶劣的"。A、B、D三项分别属于上述描述的三种情况，C项属于教师个人仪表作风问题，学校不能给予教师行政处分或者解聘。

[单选题]21.请阅读Passage 1，完成第1～5小题。 　　Passage 1 　　In recent years,however,society has come to understand the limitations of schools that merelysort and rank students.We have discovered that students in the bottom one-third to one-half of therank order-plus all who drop out before being ranked-fail to develop the foundational reading,writing,and mathematical proficiencies needed to survive in,let alone contribute to,an increasingly technically complex and ethnically diverse culture.So today,in asking schools to leave no childbehind,society is asking that educators raise up the bottom of the rank-order distribution to aspecified level of competence.We call those expectations our“academic achievement standards”.Every state has them,and,as a matter of public policy,schools are to be held accountable formaking sure that all students meet them. 　　To be clear,the mission of sorting has not been eliminated from the schooling process.Forthe foreseeable future,students will still be ranked at the end of high school.However,society nowdictates that such a celebration of differences in amount learned must start at a certain minimumlevel of achievement for all. 　　The implications of this change in mission for the role of assessment are profound.Assessmentand grading procedures designed to permit only a few students to succeed (those at the top of therank-order distribution) must now be revised to permit the possibility that all students could succeedat some appropriate level.Furthermore,procedures that pennitted (perhaps even encouraged) somestudents to give up in hopelessness and to stop trying must now be replaced by others that promotehope and continuous effort.In short,the entire emotional environment surrounding the prospect ofbeing evaluated must change,especially for perennial low achievers. 　　The students' mission is no longer merely to beat other students in the achievement race,At least part of their goal must be to become competent.teachers must believe that all studentscan achieve a certain level of academic success,must bring all of their students to believe thISOf themselves,must “accommodate” the fact that students learn at different rates by making use of differentiated instruction,and must guide all students toward the attainment of standards. 　　The driving dynamic force for students cannot merely be competition for an artificialscarcity of success.Because all students can and must succeed in meeting standards,cooperationand collaboration must come into play.The driving forces must be confidence,optimism,andpersistence-for all,not just for some.All students must come to believe that they can succeedat learning if they try.They must have continuous access to evidence of what they believe to be credible academic success,however small.This new understanding has spawned increased interestin formative assessment in recent years.

What do the “academic achievement standards”in Paragraph l refer to?

Differentiated levels of competence specified for students with different abilities.

解析：细节题。根据关键词所在句子“We call those expectations our‘academic achievementstandards’.”可知其对应的就是“those expectations”所指的内容。根据前面一句话“...societyis asking that educators raise up the bottom ofthe rank-order distribution to a specified level of competence.”可确定答案为C。