正确答案: D

张骞

题目：公元前138年，( )出使西域，开拓了汉朝通往西域的南北道路，被称为"凿空之旅"。

解析：公元前138年，张骞出使西域，打通了汉朝通往西域的南北道路，即赫赫有名的丝绸之路，汉武帝以军功封其为博望侯。被称为"第一个睁开眼睛看世界的中国人"。故选择D。A选项，班超，史学家班彪的幼子，其长兄班固、妹妹班昭也是著名史学家。投笔从戎，奉命出使西域，在三十一年的时间里，平定了西域五十多个国家，建立西域都护，为西域回归、促进民族融合，做出了巨大贡献。B选项，班固，班彪长子，班超之兄，著名历史学家，著有《汉书》。C选项，张謇（jiǎn）清末状元，中国近代实业家、政治家、教育家，主张"实业救国"。中国棉纺织领域早期的开拓者，上海海洋大学创始人。

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学习资料的答案和解析：

[多选题]教育上的外铄论认为，人的身心发展取决于外在环境的影响。持这种观点的教育思想家是( )。

荀子

洛克

华生

解析：外铄论的典型代表人物即荀子、洛克以及华生。

[多选题]根据艾宾浩斯遗忘曲线，下列选项正确的有( )。

遗忘是不均衡的

遗忘速度是先快后慢的

解析：艾宾浩斯的"遗忘曲线"表明：遗忘的进程是不均匀的，先快后慢，呈负加速型。识记后最初一段时间遗忘较快，以后遗忘逐渐减慢，遗忘到一定程度后不再产生遗忘。

[单选题]品德的核心是( )。

道德认知

解析：道德认识是对道德行为准则及其执行意义的认识，是个体品德中的核心部分。

[单选题]班级管理的主要功能是( )。

实现教学目标，提高学习效率

解析：维持班级秩序，形成良好班风是班级管理的基本功能；锻炼学生能力，学会自治自理是班级管理的重要功能；实现教学目标，提高学习效率是班级管理的主要功能。

[单选题]请阅读 Passage 2,完成 1~5小题。 　　Passage 2 　　Old stereotypes die hard.Picture a video-game player and you will likely imagine a teenage boy,by himself,compulsively hammering away at a game involving rayguns and aliens that splatter when blasted.Ten years ago that might have bome some relation to reality.But today a gamer is as likely to be a middle-aged commuter playing "Angry Birds" on her smartphone.In AmericA.the biggest market,the average game-player is 37 years old.Two-fifths are female. 　　Over the past ten years the video-game industry has grown from a small business to a huge, mainstream one.With global sales of $56 billion in 2010,it is more than twice the size of the recorded-music industry.Despite the downturn,it is growing by almost 9% a year. 　　Is this success due to luck or skill? The answer matters,because the rest of the entertainment industry has tended to treat gaming as being a lucky beneficiary of broader technological changes. Video gaming,unlike musiC.film or television,had the luck to be born digital.In fact,there is plenty for old media to learn. 　　Video games have certainly been swept along by two forces: demography and technology.The first gaming generation-the children of the 1970s and early 1980s-is now over 30.Many still love gaming,and can afford to spend far more on it now.Meanwhile rapid improvements in computing power have allowed game designers to offer experiences that are now often more cinematic than the cinema. 　　But even granted this good fortune,the game-makers have been clever.They have reached out to new customers with new methods.They have branched out into education,corporate training and even warfare,and have embraced digital downloads and mobile devices with enthusiasm.Though big-budget games are still popular,much of the growth now comes from "casual" games that are simple,cheap and playable in short bursts on mobile phones or in web browsers. 　　The industry has excelled in a particular area-pricing.In an era when people are disinclined to pay for content on the weB.games publishers were quick to develop "freemium" models,where you rely on non-paying customers to build an audience and then extract cash only from a fanatical few. 　　As gaming comes to be seen as just another medium,its tech-savvy approach could provide a welcome shot in the arm for existing media groups.

The two examples in Paragraph l are used to illustrate that_______.

the video-game industry has grown rapidly

解析：推断题。第一段第一句说“老成见总是难以改变”。接下来做了解释：谈到电子游戏玩家，你可能会想到一个小男孩独自入迷地玩游戏，在十年前这可能是现实；但十年后的今天可能是个中年的上班族在玩游戏。最后一句提到美国是最大的电子游戏市场，并交代了玩家的平均年龄和女性的人数。第二段开头紧接着讲“过去十年中，电子游戏行业已经从一个微不足道的小行业发展为一个庞大的主流产业”。可见第一段的两个例子作对比是用来说明十年中电子游戏行业由弱到强的变化。因此D项正确。A、B两项属于表面信息。C项是作者阐述观点前的反面沦证，不是用例子作对比的目的。

[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.

What has made students spread along an achievement continuum according to the passage?

The early prerequisites students mastered.

解析：细节题。根据文章第一段中的“…those who had learned a great deal in previous grades continued to build on those foundations.….spread along an achievement continuum that was ultimately reflected in each student's rank in class upon graduation.”可知，在之前的学习中掌握较多内容的学生继续在已有基础上学习，没有在规定时间内掌握先决条件的人则无法继续学习，经过长期累积，学生的成就最终反映在他们各自的排名上。所以决定学生成就的是他们早期掌握的内容。故本题选C。