正确答案: B

Intolerance of Ambiguity.

题目：What leanung style does Xiao Li exhibit if she tries to understand every single word when listening to a passage?

解析：本题考查学习风格。题干：如果小李在听一篇文章的时候试图听懂每一个单词，她表现出的是什么样的学习风格？Intolerance ofAmbiguity"模糊容忍度"是指学生面对一系列不熟悉的、复杂的线索时，对模棱两可的信息进行知觉加工的方式。模糊容忍度低的学生倾向于将模糊的、不完整的、不确定的、不连贯的信息看作是潜在的心理威胁的起因。题干中的小李在听文章时，试图理解每一个单词，体现了较低的模糊容忍度。故本题选B。Field-dependence"场依存"是指学生对事物做判断时倾向于以外部参照作为信息加工的依据，容易受周围的人，特别是权威人士的影响和干扰，善于察言观色；Risk-taking"冒险"；Field- independence"场独立"是指学生对客观事物做判断时，常常利用内部的参照，不易受外来的因素影响和干扰，能够独立对事物做判断。

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学习资料的答案和解析：

[单选题]关于教育起源学说最科学的是( )。

劳动起源说

解析：本题考查了教育起源说。关于不同的教育起源说，真正揭示了教育起源的正确观点是劳动起源说。故选择C。

[单选题]下列选项中既属于教师的权利又属于义务的是( )。

参加教育培训，不断提高自身素质和教育教学水平

解析：A选项只是针对教师"参与管理权"而言，B选项是针对"遵纪守法"的义务而言，D选项是针对"保护学生合法权益"的义务而言，只有C选项既是教师的"进修培训权"权利又是"提高业务水平"义务的体现。故选择C。

[单选题]请阅读 Passage 2,完成1~5小题。 　　Passage 2 　　IF YOU want something done,the saying goes,give it to a busy person.It is an odd way to guarantee hitting deadlines.But a paper recently published in the Journal of Consumer Research suggests it may,in fact,be true-as long as the busy person conceptualises the deadline in the right way. 　　Yanping Tu of the University of Chicago and Dilip Soman of the University of Toronto 　　examined how individuals go about both thinking about and completing tasks.Previous studies have shown that such activity progresses through four distinct phases: pre-decision,post-decision (but pre-action),action and review.It is thought that what motivates the shift from the decision-making stages to the doing-something stage is a change in mindset. 　　Human beings are a deliberative sort,weighing the pros and cons of future actions and remaining open to other ideas and influences.However,once a decision is taken,the mind becomes more "implemental" and focuses on the task at hand."The mindset towards 'where can I get a sandwich'," explains Ms Tu,"is more implemental than the mindset towards 'should I get a sandwich or not?'" 　　Ms Tu and Dr Soman advise in their paper that "the key step in getting things done is to get started." But what drives that? They believe the key that unlocks the implemental mode lies in how people categorise time.They suggest that tasks are more likely to be viewed with an implemental mindset if an imposed deadline is cognitively linked to "now" -a so-called like-the-present scenario.That might be a future date within the same month or calendar year,or pegged to an event with a familiar spot in the mind's timeline (being given a task at Christmas,say,with a deadline of Easter).Conversely,they suggest,a deadline placed outside such mental constructs (being "unlike-the-present" ) exists merely as a circle on a calendar,and as such is more likely to be considered deliberatively and then ignored until the last minute. 　　To flesh out this ideA.the pair carried out five sets of tests,with volunteers ranging from farmers in India to undergraduate students in Toronto.In one test,the farmers were offered a financial incentive to open a bank account and make a deposit within six months.The researchers predicted those approached in June would consider a deadline before December 31st as like-the-present.Those approached in July,by contrast,received a deadline into the next year,and were expected to think of their deadline as unlike-the-present.The distinction worked.Those with a deadline in the same year were nearly four times more likely to open the account immediately as those for whom the deadline lay in the following year.Arbitrary though calendars may be in parsing up the continuous fiow of time,humans parse their concept of time in line with them. 　　The effect can manifest itselfin even subtler ways.In another set of experiments,undergraduate students were given a calendar on a Wednesday and were asked to suggest an appropriate day to carry out certain tasks before the following Sunday.The trick was that some were given a calendar with all of the weekdays coloured purple,with weekends in beige (making a visual distinction between a Wednesday and the following Sunday).Others were given a calendar in which every other week,Monday to Sunday,was a solid colour (meaning that a Wednesday and the following Sunday were thus in the same week,and in the same colour).Even this minor visual cue affected how like-or unlike-the-present the respondents tended to view task priorities. 　　These and other bits of framing and trickery in the research support the same thesis: that making people link a future event to today triggers an implemental response,regardless of how far in the future the deadline actually lies.If the journey of l,000 miles starts with a single step,the authors might suggest that you take that step before this time next week.

What is the author's primary purpose in writing this passage?

Illustrating the key point in meeting a deadline.

解析：主旨题。本文主要阐述了按时完成事情的关键，B项不符合文意；C、D两项均是文章的某个信息，并不能全面地描述作者的意图。故本题选A。

[单选题]心算、打腹稿、默读等技能属于( )。

心智技能

解析：心智技能也称智力技能、认知技能，它是一种借助内部力量调节、控制心智活动的经验，是通过学习而形成的合乎法则的心智话动方式。阅读技能、写作技能、运算技能、解题技能、记忆技能等都属于心智技能。

[单选题]"字字看来皆是血，十年辛苦不寻常"是对( )的评价。

《红楼梦》

解析：曹雪芹自己对《红楼梦》的评说：浮生着甚苦奔忙，盛席华筵终散场。悲喜千般同幻渺，古今一梦尽荒唐。漫言红袖啼痕重，更有情痴抱恨长。字字看来皆是血，十年辛苦不寻常。

[单选题]"橘生淮南为橘，生于淮北为枳"，这句话反映了什么因素对个人发展的影响( )。

环境

解析：环境泛指个体生活中影响个体身心发展的一切外部因素，包括自然环境和社会环境。自然环境是人与动物共同赖以存在和发展的客观条件，它是由天然存在的自然界构成。社会环境包括人类在自然环境基础上创造和积累的物质文明、精神文明和社会关系的总和。题干古语意思是，橘子生长在淮河以南的地方就成为橘子，它生长在淮河以北的地方就成为枳。体现了环境因素对个体发展的影响。故选择D。A项，成熟，指机体的成长，特别是神经系统和内分泌系统的成熟。B项，遗传是指从上代继承下来的生理解剖上的特点。如机体的结构、形态、感官和神经系统等的特点，这些生理特点也叫遗传素质。主要指人的感觉知觉的灵敏度、注意的持久性、记忆的强度、思维的敏捷性等。C项，学校教育是有目的、有计划、有组织的培养人的活动；是通过专门训练的教师来进行的，相对而言效果较好：能有效地控制、影响学生发展的各种因素：给人的影响比较全面、系统和深刻。

[单选题]下列古典小说中人物与故事，对应不正确的是( )。

鲁智深----醉打蒋门神

解析：武松醉打蒋门神，鲁达醉打镇关西。故选择C项。这两个典故均出自施耐庵的《水浒传》（元末明初）。A选项，贾宝玉----怒摔通灵宝，出自曹雪芹的《红楼梦》（元末明初）。B选项，诸葛亮----巧设空城计，出自罗贯中的《三国演义》（元末明初）。C选项，孙悟空----三借芭蕉扇，出自吴承恩的《西游记》（明）

[单选题]考试作为一种评价方式能够评价学生的学习效果，强化学生学习的欲望。但仅凭考试成绩来评价学生，可能会使学生变成"书呆子"。上述事实表明( )。

教育既有正向显性功能，又有负向隐性功能

解析：教育的显性功能是指教育活动依照教育目的，在实际运行中所出现的与之相吻合的效果。考试能够评价学生的学习效果，强化学生学习的欲望是教育的正向显性功能。教育的隐性功能是指伴随显性功能所出现的非预期性的功能。仅凭考试成绩来评价学生，又会使学生变成"书呆子"，是伴随考试所出现的非预期性的功能，是教育的负向隐性功能。