在教育活动中，学生不是被动的加工对象，而是具有主体性的人。主体性就是学生在教学中的主观能动性，其内涵不包含( )。选择性一学生在教育过程中可以在多种目标、多种活动中进行抉择调控性一学生可以对自己的学习活动进行有目的地调控和控制创造性一学生在教育活动中可以超越教师的认知，超越实践局限，科学地提出不同的观点、看法间接性一学生学习的内容以间接经验为主，是以书本知识的形式体现出来的文化遗产

某学校数学老师周老师辅导学生经验非常丰富，不少家长托人找周老师辅导孩子。周老师每周有5天晚上在家里辅导学生，而对学校安排的具体的教育教学任务经常借故推脱，且迟到缺课现象相当严重，导致教学计划不能如期完成，学生及家长的负面反响很大。学校对其进行了多次批评教育，仍然不改。根据《中华人民共和国教师法》，可给予周老师的处理是( )。经济处罚留校察看处分追究刑事责任行政处分或者解聘

根据我国《教育法》有关规定，下列做法中，侵犯了学生的受教育权的是( )。某学生的一件贵重物品丢失后，教师丁某立即对班上所有学生进行搜查学生曾某不听教师刘某的话，因此刘某经常在其他任课教师面前丑化曾某由于陈某等学生的成绩较差，班主任张某不允许陈某等学生参加期末考试教师李某在班级规章制度中做出明确规定：乱丢垃圾者，一次罚款5元

孩子讨厌做家务，母亲要求孩子在规定时间内较好地完成作业后才不用做家务。这属于( )。正强化负强化惩罚消退

埃里克森将人看成是心理的、社会的存在，并将人生历程分为八个时期，每个时期都有其特定的心理、社会的发展课题。青年期的发展课题是确立( )。自我中心自我意识的发展自我角色弥散自我同一性

以实践作业为主的兴趣小组属于( )。技术小组学科小组艺术小组体育小组

有些学校、教师以“抓中考一步到位”为经验，从七年级起就采取考什么教什么的策略，经常把九年级的习题放到七年级的教学中进行，导致许多学生“吃不消”。这种现象违背了教学中应遵循的( )。目标原则启发性原则巩固性原则循序渐进原则

新课程改革中“关注个体差异”就是根据学生实际存在的兴趣爱好和能力差异( )。培养单科独进的尖子生将学生按优中差分班教学由学生自己决定如何学习满足不同学生的需要

人力资本理论说明了( )。政治对教育的制约作用经济发展水平对教育的制约作用教育对经济发展的促进作用教育对科学技术的促进作用

When Harry first started in university, he really felt________with his major-philology. at will at worst at sea at work

This is a talk by a London taxi driver. I’ ve been a taxi driver for【C1】______ten years. 【C2】______London taxi drivers have their own taxis. It’ s a nice【C3】______most of time. You meet a lot of people. I always work at night, 【C4】______there is too much【C5】______during the day. I live twenty miles outside London and I go to work at 5: 30 in the afternoon. I usually go home between 2 and 3 in the morning. Some very【C6】______things happened late at night. 【C7】______I was taking a woman home from a party. She had her little dog with her. 【C8】______we got to her house, she found that she had lost her【C9】______.So I waited in the car with the dog while she climbed in【C10】______the window. I waited and waited. After half an hour of ringing the bell I decided to【C11】______what was going on. I tied the dog to a tree and started to climb in through the window. The next thing I knew was【C12】______the police came. They thought I was a thief. 【C13】______the woman came downstairs. She must【C14】______sleep and forgotten about me and the【C15】______!

Societies all over the world name places in similar ways. Quite often there is no official naming ceremony but places tend to be called names as points of reference by people. Then an organized body steps in and gives the place a name. Frequently it happens that a place has two names: One is named by the people and the other by the government. As in many areas, old habits died hard, and the place continues to be called by its unofficial name long after the meaning is lost. Many roads and places in Singapore are named in order that the pioneers will be remembered by future generations. Thus we have names such as Stamford Road and Raffles Place. This is in keeping with traditions in many countries—in both the West and the East. Another way of naming places is naming them after other places. Perhaps they were named to promote friendships between the two places or it could be that the people who used to live there were originally from the places that the roads were named after. The mystery is clearer when we see some of the roads named in former British bases. If you step into Selector Airbase you will see Piccadilly Circus—obviously named by some homesick Royal Air Force personnel. Some places were named after the activities that used to go on at those places. Bras Basah Road is an interesting example, “Base Basah“ means “wet rice“ in Malay. Now why would anyone want to name a road “Wet Rice Road“? The reason is simple. During the pioneering days, wet rice was laid out to dry along this road. A few roads in Singapore are named by their shapes. There is “Circular Road“ for one. Other roads may have part of their names to describe their shapes, like “Paya Lebar Crescent“. This road is called a crescent because it begins on the main road, makes a crescent and comes back to join the main road again.

阅读下面的案例，回答下面两小题。 2010年9月1日，赵某进入某镇初级中学七年级三班学习。2010年11月20日，上数学课时，赵某因不遵守课堂纪律与数学老师顶撞，数学老师将赵某交班主任处理，班主任又将赵某交学校党支部书记处理，党支部书记对赵某进行批评教育后，赵某被班主任送回家中。其后一连几天，赵某多次找学校，要求返回学校上学，而学校虽未明确表示不让赵某上学，但也未明确表示同意赵某立即返回学校上学，而是把要求赵某向数学老师认错作为其返校学习的一个前提条件。赵某认为与数学老师顶撞并非全部是自己的过错，双方因此产生分歧。此后赵某家长找到该县教委信访科反映情况。在与学校协商和县教委信访科协调一直无果的情况下，赵某及其家人将某镇初级中学告上了法庭。

Cats are often considered to be more aloof than dogs, but cats really can understand their owners’ voices, a study has claimed. Japanese researchers have found that cats can distinguish their owners’ voices from those of other people—implying that they do pay attention when spoken to. The study, from the University of Tokyo, examined felines in their home environment. It involved recordings of strangers, as well as of the cats’ owners, but that cats could not see who was speaking to them. The researchers found that cats responded to voices by moving their heads and/or ears nearer the person who was speaking to them. Or, when the cats detected a familiar voice, they also had dilated pupils, which can signal emotions such as excitement, Discovery News reported. These reactions were more likely to occur when the cats heard their owners, voices or when they became increasingly familiar with strangers’ voices. Study co-author Atsuko Saito explained that dogs have evolved, and are bred “ to follow their owners’ orders“ but cats have not been. So sometimes cats appear aloof, but they have special relationships with their owners. She added that cats have evolved not to show their emotions in order to survive. One example is illness , which they tend to hide because “ in the wild, no one can rescue them and predators pay attention to such weak individual, “ she said. The researchers added that after 10, 000 years of living with humans, domestic cats have the ability to communicate with us, and, generally speaking, we seem to understand them. The study, which will be published in the July issue of Animal Cognition, comes just weeks after an expert in animal behavior claimed we will one day be able to talk to animals using mobile phone-sized gadgets. Professor Con Slobodchikoff, of Northern Arizona University, is developing technology that interprets the calls of the prairie dog and says the technology could eventually be used to interpret other animals. He also believes the technology could one day be fine-tuned to enable humans to talk back to animals and engage in conversation.

研究者要求被试者记忆一系列单词，之后让他填写问卷，回答他是怎样记忆这些单词的。这位研究者很可能在研究( )。再认记忆短时记忆元记忆倒摄抑制

下列说法中符合奥苏贝尔观点的是( )。接受学习导致机械学习，发现学习导致意义学习接受学习导致意义学习，发现学习导致机械学习接受学习与发展学习都会导致机械学习接受学习与发现学习都可能是有意义的，也可能是机械的

下列选项中．体现了心理防御机制中替代性防御机制的是( )。已养成良好生活习惯的儿童，因家中突遭变故，表现出尿床、吸吮拇指、好哭、极端依赖等婴幼儿时期的行为某学生没有考上重点高中，就在心里说，没考上也好，那里竞争激烈，而在普通高中学习，轻轻松松地读书就可以名列前茅一个无故被责怪的学生说，“所有的老师都是不明事理的”；一个无故挨警察责打的人说，“凡是警察都是坏人” 一个被同学排斥的学生，参加不良帮派组织以取得帮派分子的接纳；一个得不到正向注意与关怀的孩子．发展负面的行为以获得他人的注意

陈老师是八年级二班的班主任，在班级管理过程中他经常倾听学生的意见，不是以直接的方式管理班级．而是以间接的方式去引导学生。这种领导方式属于( )。权威型民主型放任型专断型

高老师是一名青年教师，在实际教学过程中，为了解教学活动的效果，除学校统一举行的期中和期末考试外．她还会对学生日常学习过程中的表现、所取得的成绩以及所反映出的情感、态度、策略等方面的发展做出评价，这种评价方式属于( )。形成性评价诊断性评价研究性评价总结性评价

在教育活动中，学生不是被动的加工对象，而是具有主体性的人。主体性就是学生在教学中的主观能动性，其内涵不包含( )。选择性一学生在教育过程中可以在多种目标、多种活动中进行抉择调控性一学生可以对自己的学习活动进行有目的地调控和控制创造性一学生在教育活动中可以超越教师的认知，超越实践局限，科学地提出不同的观点、看法间接性一学生学习的内容以间接经验为主，是以书本知识的形式体现出来的文化遗产

—My family usually goes skating for vacation. I like skating, but I want to try something different this year. —______ What a pity! Like what? What for? How come?