正确答案: C

不合法，教师没有罚款的权利

题目：中学生程某经常违反班规，班主任张某让其缴纳"违纪金"充作班费。班主任张某的做法( )。

解析：《中华人民共和国教师法》第七条规定，"教师享有下列权利：（一）进行教育教学活动，开展教育教学改革和实验；（二）从事科学研究、学术交流，参加专业的学术团体，在学术活动中充分发表意见；（三）指导学生的学习和发展，评定学生的品行和学业成绩；（四）按时获取工资报酬，享受国家规定的福利待遇以及寒暑假期的带薪休假；（五）对学校教育教学、管工作和教育行政部门的工作提出意见和建议，通过教职工代表大会或者其他形式，参与学校的民主管理；（六）参加进修或者其他方式的培训"。罚款属于行政处罚，由具有行政处罚权的行政机关在法定职权范围内实施，教师和学校都没有罚款的权利。

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学习资料的答案和解析：

[单选题]李老师多次得过全省教学比赛一等奖，35岁就评上了高级职称，在学校里还是其他年轻老师的"师傅"。但他仍坚持学习，积极参加教学研讨。有些同事不理解，认为李老师是"劳碌命"。对于李老师的行为，下列说法正确的是( )。

教师需要不断提高教育教学水平

解析：《中小学教师职业道德规范》（2008年修订）中"终身学习"要求教师崇尚科学精神，树立终身学习理念，拓宽知识视野，更新知识结构。潜心钻研业务，勇于探索创新，不断提高专业素养和教育教学水平。题干中李老师虽然多次获得教学比赛第一名，已经评上了高级职称，但是他仍然坚持学习，积极参加教学研讨，体现了李老师坚守终身学习的职业道德。"终身学习"是教师专业发展不竭的动力，教师需要不断提高教育教学水平。

[单选题]我国古代思想家王充所说的"施用累能"是指( )。

社会实践对智力的影响

解析：王充所说的"施用累能"是指社会实践对智力的影响，即能力是在使用中积累的。故选择B。A项，学校教育在人的发展中起主导作用；个体的主观能动性是人的身心发展的动力，是促进个体发展的决定性因素。C项，在影响学生身心发展的因素中，遗传素质是人的身心发展的前提，为个体的身心发展提供了可能性。D项，家庭环境对人身心发展的影响即家庭是最基本的社会组织，父母是孩子的第一任教师。家庭成员的素质、家庭结构、父母的教养方式、家庭的经济状况等都影响人的发展。

[单选题]( )是学校进行素质教育的基本途径，是学校工作的中心环节，这是我国建国以来教育工作经验的总结。

教学

解析：教学是学校教育工作的中心工作，学校教育工作必须坚持教学为主。故选择C。A项，广义的德育泛指所有有目的、有计划地对社会成员在政治、思想与道德等方面施加影响的活动，包括社会德育、社区德育、学校德育和家庭德育等方面。B项，上课是教学工作的中心环节。D项，课外活动是培养全面发展人才的不可缺少的途径，是课堂教学的必要补充，是丰富学生精神生活的重要组成部分。

[单选题]"罢黜百家，独尊儒术"是由谁提出来的？( )

董仲舒

解析："罢黜百家，独尊儒术"是董仲舒提出来的，意思是废除其他各家的思想，只尊重推崇儒家的学说。

[单选题]在心智技能的形成过程中，原型定向之前已发生原型内化。( )A.正确B.错误

解析：心智技能形成的三阶段说将形成过程分为原型定向、原型操作和原型内化，先后顺序不能改变。

[单选题]Hidden Valley looks a lot like the dozens ofother camps that dot the woods of centralMaine. There's a lake, some soccer fields andhorses. But the campers make the difference.They're all American parents who have adopted kids from ChinA.They're at HiddenValley to find bridges from their children's oldworlds to the new. Diana Becker watches her 3-year-old daughter Mika dance to a Chineseversion of “Twinkle, Twinkle Little Star.” “Hersoul is Chinese,” she says, “but really she'sgrowing up American.” 　　Hidden Valley and a handful of other “culturecamps” serving families with children fromoverseas reflect the huge rise in the numberof foreign adoptions, from 7,093 in 1990 to 15,774 last year. Most children come fromRussia (4,491 last year) and China (4,206) butthere are also thousands of others adopted annually from South America, Asia and Eastern Europe. After cutting through what can be miles of red tape, parents often comehome to find a new predicament. “At first youthink, 'I need a child',” says Sandy Lachterof 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 tofind answers to those kinds of questions.Most grew out of local support groups; HiddenValley was started last year by the Boston chapter of Families with Children from China,which includes 650 families. While parents address weighty issues like how to raise kidsin a mixed-race family, their children just havefun riding horses, singing Chinese songs ormaking scallion pancakes. “My philosophy of camping is that they could be doing anything,as long as they see other Chinese kids withwhite parents” says the director, Peter Kassen,whose adopted daughters Hope and Lily are 6and 4. 　　The camp is a continuation of language and dance classes many of the kids attend duringthe year. “When we rented out a theater for'Mulan: it was packed” says Stephen Chenof Boston, whose adopted daughter Lindsayis 4. Classes in Chinese language, art and calligraphy are taught by experts, like RenneLu of the Greater Boston Chinese Cultural Center.“Our mission is to preserve theheritage” Lu says. 　　Kids who are veteran campers say the experience helps them understand their complex heritage. Sixteen-year-old Alex was born in India and adopted by Kathy and David 　　Brinton of Boulder, Colo, when he was 7, “Iwent through a stage where I hated India,hated everything about it” he says. “You just couldn't mention India to me.”But after sixsessions at the East India Colorado Heritage Camp, held at Snow Mountain Ranch in EstesPark, Colo., he hopes to travel to India after hegraduates from high school next year.

What is the author's primary purpose inwriting the passage?

Demonstrating how culture campshelp foreign adoption families.

解析：句意为“作者写这篇文章的主要目的是什么？”。

[单选题]奥苏伯尔提出的有意义学习是相对于( )而言的。

机械学习

解析：有意义学习是奥苏伯尔提出的与机械学习相对的概念。他认为，有意义学习过程的实质，就是符号所代表的新知识与学习者认知结构中已有的适当观念建立非人为的和实质性的联系。这一论断既给有意义学习下了明确的定义，也指出了划分机械学习与有意义学习的标准。