正确答案: C

Strongly.

题目：请阅读 Passage 2,完成 1~5小题。 　　Passage 2 　　When American-bom actor Michael Pena was a year old.his parents were deported.They had illegally walked across the U.S.border from Mexico and when they were caught by immigration authorities,they sent Pena and his brother to stay with relatives in the U.S."It was quite a bit of a gamble for my parents," says Pena."but they came back a year later." Pena's father,who had been a farmer in Mexico,got a job at a button factory in Chicago anD.eventually,a green card.Pena stayed in Chicago until,at 19,he fled to Los Angeles to pursue his acting dreams. 　　This family history makes Pena's latest role especially personal.In Cesar Chavez,Pena plays the labor leader as he struggles to organize immigrant California farm workers in the 1960s.To pressure growers to improve working conditions and wages,Chavez led a national boycott of table grapes that lasted from 1965 to 1970 and is recorded in the film.Chavez,like Pena.was the American-born son of Mexican farmers who immigrated to the U.S."<u>He</u> understands this duality,the feeling of being born in a place but having a very big idea of where your heritage comes from," says the film director,Diego Luna."This thing of having to go to school and learn in English and then go home to speak Spanish with your parents." 　　As immigration policy is hotly debated on Capitol Hill this year,Luna and others who were involved with Cesar Chavez are hoping the movie will spark new support for reform and inspire American Latinos to get involved."The message Chavez left was that change couldn't happen without the masses being a part of their own change," says Ferrera.a first generation Honduran American who plays the union leader's wife Helen.Rosario Dawson,who co-founded the advocacy group Voto Latino,plays Chavez ally and labor leader Dolores Huerta. 　　Immigrant-rights issues in the U.S.have evolved substantially in the years since Chavez founded the United Farm Workers (UFW).Undocumented workers now make up a far larger share of the agricultural workforce in Califomia than they did in the 1960s,according to Miriam Pawel,author of The Crusades of Cesar Chavez,published the next month.Chavez was <u>vehemently</u> against illegal immigration,believing it made strikes difficult to execute and weakened the union.FIe initiated a program in the mid-1970s to locate undocumented farm workers and report them to immigration officials,Pawel writes.And despite his early victories,Chavez's UFW union represents just a small part ofthose working on California farms today. 　　"Chavez's legacy is not in the field.which is sad." says Pawel.Still,she says,his organizing strategies,featured extensively in Cesar Chavez,have been adopted by other activists,including those leading the modern immigrant-rights movement.Chavez's most important contribution may have been humanizing the Latino population for the American publiC.Farm laborers,many of whom barely spoke English,traveled across the country during the grape boycott,standing outside grocery stores to persuade housewives not to buy grapes and to spread the word about their plight."They gave the boycott this very human face," says Pawel. 　　"It was families talking to other families," says Luna."It's about the power we have just by being who we are."

解析：词汇题。vehemently原意是指“激烈地，坚决地，强烈地”。A项意为“感性地”，B项意为“故意地，精心地”，C项意为“强烈地”，D项意为“积极地”。意思最为接近的为C。

查看原题 查看所有试题

学习资料的答案和解析：

[单选题]"十年离别后，长大一相逢，问姓惊初见，称名忆旧容"，这是一种( )。

间接再现

解析：根据再现有无预定目的，可以将再现分为无意再现和有意再现。没有预定目的，也不需要意志努力，自然而然发生的再现，叫无意再现，如"睹物恩人"。有一定的目的，需要一定的意志努力，自觉发生的重现，叫有意再现，如"冥思苦想"。根据再现是否需要中介性联想，又可将有意再现分为直接再现和间接再现。直接再现是由当前事物直接唤起过去的经验，如一位数间的加减乘除的结果在脑中的再现，就属于直接再现。间接再现是指通过中介性联想方能唤起过去的经验，例如"十年离别后，长大一相逢。问姓惊初见，称名忆旧容"，就是间接再现。

[单选题]现代教育与传统教育的根本区别在于( )。

重视学生创新能力的培养

解析：重视创新能力的培养，是现代教育与传统教育的根本区别。

[单选题]创造性思维就是力求获得创造性成果的思维。( )A.正确B.错误

解析：创造性思维是以新颖、独特的方式来解决问题的思维方式，并不是将重点放在获得创造性成果上。

[单选题]校外人员孔某趁学校门卫疏忽之际，骑摩托车间入校园，将学生刘某撞伤，对刘某所受伤害，应当承担主要责任的是( )。

孔某

解析：《学生伤害事故处理办法》第八条规定，学生伤害事故的责任，应当根据相关当事人的行为与损害后果之间的因果关系依法确定。当事人的行为是损害后果发生的主要原因，应当承担主要责任；当事人的行为是损害后果发生的非主要原因，承担相应的责任。题目中，孔某的行为是导致学生受到伤害的主要原因，学校门卫疏忽是导致学生受到伤害的非主要原因。因此，孔某应该承担主要责任。学校门卫代表学校履行职责，学校应当承担次要责任。故选择B。

[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.

Which of the following will be triggered by the assessment results according to the passage?

Students' learning efforts.

解析：细节题。由倒数第二段可知，根据考试结果决定继续努力还是放弃的是学生自己，在做此决定的过程中的重要情感都是由学生对自己在考试中反映出的能力的态度所决定的。故本题选A。

[单选题]"一朝被蛇咬十年怕井绳"是( )。

情绪记忆

解析：情绪记忆，指对自己体验过的情绪和情感的记忆。这个成语的含义是：被蛇咬了一次，就再不敢碰草绳：引申为就是一旦受过伤害就对类似的事物或事件十分惧怕。再次考到草绳唤醒了恐惧情绪，属于情绪记忆。故选择B。A选项，形象记忆，指对感知过的事物具体形象的记忆，。C选项，逻辑记忆，指以对概念、公式、规律等逻辑思维过程为内容的记忆。D选项，动作记忆，指对身体的运动状态和动作技能的记忆。

[单选题]有的同学判断客观事物时容易受外来因素的影响和干扰，这种认知方式是( )。

场依存

解析：场依存型的学生的特点是对事物作出判断时倾向于以外部参照作为信息加工的依据，容易受周围人们，特别是权威人士的影响和干扰，善于察言观色。故选择A。B选项，场独立，该类型的学生的特点是对客观事物做判断时，常常利用内部的参照，不易受外来的因素影响和干扰，独立对事物作出判断。C选项，冲动型，该类型学生的特点是常常以很快的速度形成自己的看法，在解决问题时往往强调速度而非精度。D选项，反思型，该类型的学生的特点是在问题解决时常常不急于说出自己的看法，而是先对各种可能的答案进行分析，解决问题时往往强调精度而非速度。

[多选题]全面认识和理解教育的本质，一方面要系统分析教育产生和发展的历史，另一方面要客观看待( )

教育与人发展的关系

教育与社会发展的关系

解析：全面认识和理解教育的本质，一方面要系统分析教育产生和发展的历史，另一方面要客观看待教育与个体发展及社会发展的关系。