正确答案: B

It helps the Chinese children have fun with their American parents.

题目：21.请阅读Passage 1,完成第 1～5小题。 　　Passage 1 　　Hidden Valley looks a lot like the dozens of other camps that dot the woods of central Maine.There's a lake,some soccer fields and horses.But the campers make the difference.They're all American parents who have adopted kids fiom China.They're at Hidden Valley to find bridges fromtheir children's old worlds to the new.Diana Becker watches her 3-year-old daughter Mika danceto a Chinese version of“Twinkle,Twinkle,little Star.”“Her soul is Chinese,”she says,“but reallyshe's growing up American.” 　　Hidden Valley and a handful of other“culture camps”serving families with children fromoverseas refiect the huge rise in the number of foreign adoptions,from 7, 093 in 1990 to 15, 774last year.Most children come from Russia (4, 491 last year) and China (4, 206) but there are alsothousands of others adopted annually from South AmericA.Asia and Eastern Europe.After cuttingthrough what can be miles of red tape,parents often come home to find a new“predicament”.“At firstyou think, 61 need a child',”says Sandy lachter of Washington,D.C.,who- with her husband,Steve,adopted Amelia.5,from China in 1995.“Then you think,‘What does the child need?’” 　　The culture camps give families a place to find answers to those kinds of questions.Most grewout of local support groups;Hidden Valley was started last year by the Boston chapter of Familieswith Children from China.which includes 650 families.While parents address weighty issueslike how to raise kids in a mixed-race family,their children just have fun riding horses,singing Chinese songs or making scallion pancakes.“My philosophy of camping is that they could be doing anything,as long as they see other Chinese kids with white parents,”says the director,Peter Kassen,whose adopted daughters Hope and lily are 6 and 4. 　　The camp is a continuation oflanguage and dance classes many of the kids attend during theyear.“When we rented out a theater for 'Mulan,' it was packed,”says Stephen Chen of Boston,whose adopted daughter lindsay is 4.Classes in Chinese language,art and calligraphy are taught by experts,like Renne lu of the Greater Boston Chinese Cultural Center.“Our mission is to preservethe heritage,”Lu says. 　　Kids who are veteran campers say the experience helps them understand their complexheritage.Sixteen-year-old Alex was born in India and adopted by Kathy and David Brinton of Boulder,Colo.,when he was 7.“I went through a stage where I hated India.hated everything about it,” he says.“You just couldn't mention India to me.”But after six sessions at the East India Colorado Heritage Camp,held at Snow Mountain Ranch in Estes Park,Colo.,he hopes to travel toIndia after he graduates from high school next year.

解析：细节题。根据Peter Kassen定位到第三段中的“‘My philosophy of camping is thatthey could be doing anything,as long as they see other Chinese kids with white parents,’says the director,PeterKassen.”由此可见他的观点是“只要孩子们看到其他中国孩子能和他们的白人父母在一起做的，他们都可以做”，因此本题选B。A项“文化野营活动可以帮助被收养的儿童理解他们复杂的传统文化”，不是Peter Kassen的观点。C项“文化野营活动可以帮助美国人从俄罗斯和中国收养更多孩子”，D项“文化野营活动可以帮助美国人从其他国家收养孩子”，这都与原文不符，也不是Peter Kassen的观点。

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[单选题]22.请阅读Passage 2,完成第1～5小题。 　　Passage 2 　　Shay asked,“Do you think they'll let me play?”Shay's father knew that most of the boyswould not want someone like Shay on their team,but the father also understood that if his son,mentally and physically disabled,were allowed to play,it would give him a much-needed sense of belonging and some confidence. 　　Shay's father approached one of the boys on the field and asked if Shay could play,not expecting much.The boy looked around and said,We're losing by six runs and the game is in the eighth inning.I guess he can be on our team and we'll try to put him in to bat in the final inning. 　　Shay struggled over to the team's bench and put on a team shirt with a broad smile and hisfather had a small tear in his eye and warmth in heart.The boys saw the father's joy at his son being accepted. 　　In the bottom of the eighth inning,Shay's team scored a few runs but was still behind by three.In the top of the final inning,Shay put on a glove and played in the field.Even though no hits camehis way,he was obviously joyful just to be in the game and on the field.In the bottom of the finalinning,Shay's team scored again.Now,Shay was scheduled to be next at bat.Would they let Shay bat and give away their chance to win the game? 　　Surprisingly,Shay was given the bat.Everyone knew that a hit was alruost impossible.Thefirst pitch came and Shay missed.The pitcher again took a few steps forward to throw the ball softlytowards Shay.As the pitch came in,Shay swung at the ball and hit a slow ground ball right back tothe pitcher. 　　The pitcher could have easily thrown the ball to the first baseman and Shay would have beenout and that would have been the end of the game.Instead,the pitcher threw the ball right over thehead of the first baseman,beyond the reach of all teammates.The audience and the players from both teams started screaming,“Shay,run to first!”Never in his life had Shay ever run that far butmade it to first base,wide-eyed and shocked. 　　Everyone shouted,“Run to second!”Catching his breath,Shay awkwardly ran towards second.By the time Shay rounded towards second base,the smallest guy on their team,who had a chance to be the hero for his team for the first time,could have thrown the ball to the second baseman,but heunderstood the pitcher's intentions and he too intentionally threw the ball high and far over the third baseman's head. 　　All were screaming,“Shay,Shay,Shay,all the way Shay.”Shay reached third base whenone opposing player ran to help him and shouted,“Shay,run to third.”as Shay rounded third,allwere on their feet,crying,“Shay,run home!”Shay ran to home,stepped on the home base and was cheered as the hero who won the game for his team. 　　That day,the boys from both teams helped bring a piece of true love and humanity into this world.Shay didn't make it to another summer and died that winter,having never forgotten being thehero and making his father so happy and coming home and seeing his mother tearfully hug her littlehero ofthe day!

Not expecting much,Shay's father still asked the boy if Shay could play,mainly becausethe father__________.

understood Shay did need a feeling ofbeing accepted

解析：推断题。根据文章第一段中的“...but the father also understood that if his son，mentally and physically disabled,were allowed to play,it would give him a much-needed sense of belonging and some confidence”可知，父亲理解Shay的心情，虽然身患残疾，但是Shay仍然希望得到别人的认可和接受，这种归属感会让他自信和乐观。A、C两项文章没有提到；根据第二段中的“Shay's father...not expecting much”可知B项错误。故本题选D。

[单选题]在对学生李刚网络成瘾的干预中，老师要求其在手腕上套一根橡皮筋，一旦感觉自己想上网就用力拉橡皮筋弹自己。这位老师所要求的方法称为( )。

厌恶干预法

解析：网络成瘾的治疗方法主要包括心理治疗和药物治疗。常用的几种心理治疗方法：①强化干预法；②厌恶干预法；③转移注意法；④替代、延迟满足法；⑤团体辅导法。其中，厌恶干预法是指采用惩罚性的厌恶刺激来减少或消除一些不良行为的方法，常用做法有橡皮圈拉弹法、社会不赞成厌恶干预、内隐致敏干预等。老师要求李刚用拉橡皮筋弹自己的方法属于厌恶干预法。

[多选题]下列选项中属于教育目的的个人本位论的观点的是( )。

教育目的的制定要从受教育者本身出发，而不是从社会需要出发

教育就是个人的教育，个人价值高于社会价值

评价教育作用时要用其对个人的作用来衡量

解析：个人本位教育目的论的观点是：从个体本能需要出发，强调教育要服从人的成长规律和满足人的需要；注重教育对个人的价值；主张教育的目的是培养"自然人"，发展人的个性，增进人的价值，促使个人自我实现。

[单选题]根据学习动机的动力来源，学习动机可分为( )。

内部动机和外部动机

解析：根据学习动机的动力来源，可以把学习动机分为内部学习动机和外部学习动机。

[单选题]当李华改正了写字不认真的态度后，教师就撤销了不让其参加课外活动的惩罚。这种教育措施属于( )。

负强化

解析：负强化是指个体在做出某种反应之后，令其摆脱厌恶刺激（撤销惩罚），从而提高其类似行为出现的概率。题干中的教师的教育措施属于负强化。正强化是指个体在做出某种反应之后，给予一个愉快刺激（给予奖励），从而提高其类似行为出现的概率。班杜拉认为强化有直接强化、替代强化和自我强化1种形式。其中，替代强化是指个体因看到榜样的行为被强化而受到的强化。自我强化是指个体能观察自己的行为，并根据自己的标准进行判断，由此强化或处罚自己。

[单选题]下列表述与现代意义的"课程"涵义最不接近的是( )。

维护课程，必君子监之，乃得依法制也

解析："课程"一词在我国始见于唐宋期间。唐朝孔颖达为《诗经·小雅·小弁》中"奕奕寝庙，君子作之"句作疏："维护课程，必君子监之，乃得依法制也。"但这里课程的含义与我们今天所用之意相去甚远。宋代朱煮在<朱子全书·论学》中多次提及课程，如"宽着期限，紧着课程""小立课程，大作工夫"等。虽然他对这里的"课程"没有明确界定，但含义是很请楚的，即指功课及其进程。