正确答案: A

教师节接受学生自绘贺卡

题目：下列选项中，不违背教师职业道德规范的做法是()。

解析：《中小学教师职业道德规范》（1997年修订）规定"廉洁从教"规定，教师要为人师表，作风正派，廉洁奉公。自觉抵制有偿家教，不利用职务之便谋取私利。对于学生送的礼物，如果是自制的表达对老师的喜爱的小礼物，可以适当接受；如果是比较贵重的的礼物，则应该婉拒。故选择A。

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学习资料的答案和解析：

[单选题]王先生在初中附近开设了一家练歌厅，遭到了相关部门的处罚通知。处罚的法律依据是( )。

《中华人民共和国未成年人保护法》

解析：《中华人民共和国未成年人保护法》第三十六条规定：中小学校园周边不得设置营业性歌舞娱乐场所、互联网上网服务营业场所等不适宜未成年人活动的场所。故选择A。

[单选题]Excel中，利用条件"数学>70"与"总分>350"对考生成绩数据表进行筛选后，显示的结果是( )。

所有数学>70并且总分>350的

解析：利用条件函数"if"进行筛选，两个数据是"且"的关系。故选择C。

[单选题]我国学校最早产生于( )。

夏

解析：我国学校最早产生于4000多年前的夏朝，西周以后学校教育制度已经发展到比较完备的形式。

[单选题]抑郁症的特征是持久性的情绪低落。( )A.正确B.错误

解析：抑郁症是指以持久性的心境低落为特征的神经症。过度的抑郁反应，通常伴随着严重的焦虑症。焦虑是个人对紧张情景的最先反应，如果一个人确信这种情景不能改变或控制时，抑郁就取代焦虑成为主要症状。抑郁症的表现，一是情绪消极、悲伤、颓废、淡漠，失去满足感和生活乐趣；二是消极的认识倾向，低自尊、无能感，从消极方面看事物，好责难自己，对未来不抱多大希望；三是动机缺失、被动，缺少热情；四是躯体上疲劳、失眠、食欲不振等。

[单选题]Passage 1 　　Today's adults grew up in and economic system. The amount of time available to learn was fixed: one year per grad amount learned by the end of that time was free to vary: some of us learned 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 with in 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 students 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 cap-able 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 rein-forced the rank order. This is why, if some students gave up and stopped trying(even dropped out of school) that was regarded as the students problem not the teachers 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. 　　Passage 1

What is the author 's attitude towards the old mission of assessment?

Negative

解析：作者在第二、三段分别阐述了学校的评估对于学习好的学生和学习不好的学生的情感效应，即学习好的学生越来越积极，学习不好的学生越来越消极。第四段提到即使学生成绩不好甚至辍学，这也被认为是学生自己的问题，而不是学校或教师的责任。作者的观点是学校不该让学生越来越消极。通过整篇的用词诸如最后一段“the downside victims”等可知，作者对于学校1日的评估工作是持消极态度的。故选择C。

[单选题] Exceptional children are different in some significant ways from others of the same age, for the same age, for these children to develop to their full adult potential, their education must be adapted to those differences. Although we focus on the needs of exceptional children, we find ourselves describing their environment as well.While the leading actor on the stage captures our attention, we are aware of the importance of the supporting players and the scenery of the play itself.Both the family and the society in which exceptional children live are often the key to their growth and development.And it is in the public schools that we find the full expression of society′s understanding the knowledge, hopes, and fears that are passed on to the next generation. Education in any society is a mirror of that society.In that mirror we can see the strengths, the weaknesses, the hopes, the prejudices, and the central values of the culture itself.The great interest in exceptional children shown in public education over the past three decades indicates the strong feeling in our society that all citizens, whatever their special conditions, deserve the opportunity to fully develop their capabilities. "All men are created equal." We've heard it many times, but it still has important meaning for education in a democratic society.Although the phrase was used by this country′s founders to denote equality before the law, it has also been interpreted to mean equality of opportunity.That concept implies educational opportunity for all children-the right of each child to receive help in learning to the limits of his or her capacity, whether that capacity be small or great.Recent court decisions have confirmed the right of all children-disabled or not-to an appropriate education, and have ordered that public schools take the necessary steps to provide that education.In response, schools are modifying their programs, adapting instruction to children who are exceptional, to those who cannot profit substantially from regular programs.

Which of the following is TRUE according to the passage?

Regular school programs fail to meet the requirements to develop the potential of exceptional children.

解析：1.在第二段，作者举例说，舞台上的主角吸引了我们的注意力，但我们没有忽视配角的支持与舞台布景的衬托。下文的exceptional children与例子中的leading actor相对应；下文的family和society与例子中的supporting players和scenery相对应，从而说明了超常孩子的成长与家庭和社会有很大关系，故选A。 2.根据文章第三段最后一句"The great interest in exceptional children…indicates the strong feeling in our society that all citizens,.deserve the opponunity to fully develop their capabilities."可知，C项正确。 3.本文开头第一段概括了全文的主题思想。下文详细地阐述了家庭和社会对超常孩子的重要性，教育对所有孩子的重要性和所有孩子平等地受教育的法律保证。这些细节都说明了教育适应超常孩子的必要性。B项本文未涉及，A、C虽有涉及，但不是全文的主题思想。故选D。 4.根据第四段中间的"Recent court decisions have confirmed the right of all children-disable or not-to an appropriate education"可知，A项正确。 5.做这类题可以从文中找各选项的依据来逐项排除。文章首段中的"…to develop to their full adult potential"和文章最后一句中的"…to those who cannot proft substantially from regular programs."清楚地表明了"exceptional children"指的是智力超常的儿童，因此A项不正确。文章的第四段对"All men are created equal"在教育中的含义给予了具体的解释，即"每个孩子具有得到帮助、学到能力极限的权利"，因此B项错误。本文的宗旨是赞同学校对超常儿童与普通儿童采用不同的教学计划；法律确认的是所有孩子享有适当的教育的权利，这包括超常儿童的潜能得以最大发挥的权利，因此C项不对。D项意为"学校通常的教学计划不能满足超常儿童充分发挥潜能的需要"。"调整教学计划适应超常儿童的必要性"是本文的中心，这与D项内容一致，故选D。

[单选题] Faces, like fingerprints, are unique. Did you ever wonder how it is possible for us to recognize people? Even a skilled writer probably could not describe all the features that make one face different from another. Yet a very young child-or even an animal, such as a pigeon-can learn to recognize faces, we all take this ability for granted. We also tell people apart by how they behave. When we talk about someone's personality, we mean the ways in which he or she acts, speaks, thinks and feels that make that individual different from others. Like the human face, human personality is very complex. But describing someone's personality in words is somewhat easier than describing his face. If you were asked to describe what a "nice face" looked like, you probably would have a difficult time doing so. But if you were asked to describe a "nice person", you might begin to think about someone who was kind, considerate, friendly, warm, and so forth. There are many words to describe how a person thinks, feels and acts. Gordon Allport, an American psychologist, found nearly 18,000 English words characterizing differences in people's behavior. And many of us use this information as a basis for describing or typing his personality. Bookworms, conservatives, military types-people are described with such terms. People have always tried to "type" each other. Actors in early Greek drama wore masks to show the audience whether they played the villain's or the hero's role. In fact, the words "person" and "personality" come from the Latin persona, meaning "mask". Today, most television and movie actors do not wear masks. But we can easily tell the "good guys" from the "bad guys" because the two types differ in appearance as well as in actions.

According to the Passage, it is possible for us to tell one type of person from another because ________.

people differ in their behavioral and physical characteristics

解析：1.细节题。根据短文第一段第一句“Faces，like fingerprints，are unique.”可知人的面部特征和指纹一样，都是独特的，都是不同的。故选D。 2.细节题。短文第一段最后一句指出“Yet a very young child-or even an animal， such as a pigeon-can learn to recognize faces.”即有些动物，例如鸽子就有辨认面部特征的天赋。故选项 D正确。 3.推理题。根据短文最后一段最后两句可知，现在的演员不再戴能区分他们是好人还是坏人的面具，但是观众还是能够判断出剧中的好人和坏人，这是因为演员在外貌和行为动作上将两种人进行了区分，所以可推断出演员最懂得人的性格特征。故选项B正确。 4.细节题。纵观全文可知，区分不同类型的人事因为人的外表face，appearance(即 physical characteristics)和行为特征actionf即behavioral characteristics)不同。故选项A正确。 5.主旨题。短文中没有谈及为什么必须要确定人的个性特征．故A不对。选项C、D 与文章内容无关，也可排除。选项B最能概括文章的主要内容，故B正确。