正确答案: A

高堂

题目：以下哪项是我国古代对父母的别称( )。

解析：高堂是对父母的尊称，选择A。泰山是对妻子父亲的尊称，源于"唐明皇泰山封禅，郑镒仗岳父升官"的典故，也因此妻子的父亲也成为"岳父"或"老丈人"。先生是对教师的别称，最早源于论语，指的是年长而有学问的人，汉代后主要指老师。东床是对女婿的雅称，源于王羲之"东床坦腹"的典故。

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学习资料的答案和解析：

[单选题]下列选项汇总，不属于素质教育任务的是( )。

促进学生能力的平均发展

解析：素质教育是依据人的发展和社会发展的需要，以全面提高全体学生的基本素质为根本目的，以尊重学生主体性和主动精神，注重开发人的智慧潜能，形成人的健全个性为根本特征的教育。A、B、C项都是提高学生基本素质的体现：素质教育是促进学生个性发展的教育，而不是促进能力的平均发展，故选择D。

[多选题]新课程背景下教师角色应发生哪些转变？（4分）

[多选题]我国古代西周以后，学校教育形成了以礼乐为中心的文武兼备的六艺教育，下列选项中，属于六艺的是( )。

射

御

数

解析：六艺包括礼、乐、射、御、书、数。

[多选题]学校教育对个体发展的功能主要有( )。

引导和培养、塑造个体发展

加速个体发展

具有延时价值

开发个体特殊才能

解析：学校教育对个体发展的功能主要有：(1)学校教育按社会对个体的基本要求，对个体发展的方向与方面作出社会规范，即个体社会化；(2)学校教育具有加速个体发展的特殊功能，即个体个性化；(3)学校教育，尤其是中小学的基础教育对个体发展的影响不仅具有即时的价值，而且也具有延时的价值；(4)学校教育具有开发个体特殊才能和发展个性的功能。

[单选题]科尔伯格道德判断发展阶段论的观点，只根据行为后果来判断对错的儿童，其道德判断发展水平处于( )。

服从与惩罚取向阶段

解析：科尔伯格将儿童道德发展分为三水平六阶段，其中处在惩罚与报从道德定向阶段的儿童只依据行为结果来判断对错，这一阶段的儿童服从权威或规则只是为了避免惩罚，认为受赞扬的行为就是好的，受惩罚的行为就是坏的，他们还没有真正的道德概念。

[单选题]Naturally,she______ that once there was a new film everybody would be eager to go and see it.

assumed

解析：本题考查动词的时态。句意为"她自然而然地认为一旦有新电影上映，每个人都会渴望去观看"。assume的内容用的是一般过去时，由此可知assume是发生在过去的动作，所以本题用assumed。故本题选B。

[单选题]请阅读 Passage 2,完成1~5小题。 　　Passage 2 　　Everyone knows that English departments are in trouble,but you can't appreciate just how much trouble until you read the new report from the Modern Language Association.The report is about Ph.D.programs,which have been in decline since 2008.These programs have gotten both more difficult and less rewarding: today,it can take almost a decade to get a doctorate,anD.at the end of your program,you're unlikely to find a tenure-track job. 　　The core of the problem is,of course,the job market.The M.L.A.report estimates that only sixty per cent of newly-minted Ph.D.s will find tenure-track jobs after graduation.If anything,that's wildly optimistic: the M.L.A.got to that figure by comparing the number of tenure-track jobs on its job list (around six hundred) with the number of new graduates (about a thousand).But that leaves out the thousands of unemployed graduates from past years who are still job-hunting-not to mention the older professors who didn't receive tenure,and who now find themselves competing with their former students.In all likelihooD.the number of jobs per candidate is much smaller than the report suggests.That's why the mood is so dire—why even professors are starting to ask,in the committee's words,"Why maintain doctoral study in the modern languages and literatures-or the rest ofthe humanities-at all?" 　　Those trends,in turn,are part of an even larger story having to do with the expansion and transformation of American education after the Second World War.Essentially,colleges grew less elite and more vocational.Before the war,relatively few people went to college.Then,in the nineteen-fifties,the G.I.Bill anD.later,the Baby Boom pushed colleges to grow rapidly.When the boom endeD.colleges found themselves overextended and competing for students.By the midseventies,schools were creating new programs designed to attract a broader range of students-for instance,women and minorities. 　　Those reforms worked: as Nate Silver reported in the Times last summer,about twice as many people attend college per capita now as did forty years ago.But all that expansion changed colleges.In the past,they had catered to elite students who were happy to major in the traditional liberal arts.Now,to attract middle-class students,colleges had to offer more career-focused majors,in fields like business,communications,and health care.As a result,humanities departments have found 　　themselves drifting away from the center of the university.Today,they are often regarded as a kind of institutional luxury,paid for by dynamiC.cheap,and growing programs in,say,adult-education.These large demographic facts are contributing to today's job-market crisis: they're why,while education as a whole is growing,the humanities aren't. 　　Given all this,what can an English department do? The M.L.A.report contains a number of suggestions.Pride of place is given to the idea that grad school should be shorter: "Departments should design programs that can be completed in five years." That will probably require changing the dissertation from a draft of an academic book into something shorter and simpler.At the same time,graduate students are encouraged to "broaden" themselves: to "engage more deeply with technology" ; to pursue unusual and imaginative dissertation projects; to work in more than one discipline; to acquire teaching skills aimed at online and community-college students; and to take workshops on subjects,such as project management and grant writing,which might be of value outside of academiA.Graduate programs,the committee suggests,should accept the fact that many of their students will have non-tenureD.or even non-academiC.careers.They should keep track of what happens to their graduates,so that students who decide to leave academia have a non-academic alumni network to draw upon.

According to the author,which of the following is the key reason that leads to today's jobmarket crisis for Ph.D.students?

The shift of popularity from humanities majors to career-focused ones.

解析：推断题。根据题干中的“today's job-market crisis"定位到文章第四段。第四段首先提到大学扩招，接着分析其影响——大学提供更多以职业为导向的专业，人文学科不再是学校的中心。最后一句“这就是为什么整个教育行业在扩张，而人文学科却面临窘境”是结论句。A项…二战’后大学扩招”并非导致当今就业市场危机的关键因素，只是问题的导火索，真正原因是由此带来的大学重心的转移。B项“人文学科不再盛行，而以职业为导向的学科日渐受人欢迎”，符合文意。C项“研究生中妇女以及少数民族人数的增加”，文中并未体现这与就业市场危机之间存在关联。D项“对于正在找工作的大学毕业生，学校没有给予就业相关的指导”，曲解文意。故本题选B。