2021中学教师资格证《高中教师专业知识》真题模拟03-03

1、

Passage1

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 of us learned 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 is the author's attitude towards the old mission of assessment?

A. Supportive.

B. Indifferent.

C. Negative.

D. Neutral.

试题答案：C

2、

If two phonetically similar sounds are two distinctive phonemes，they are said to form a_______.

A. minimal pair

B. complementary distribution

C. phonemic contrast

D. minimal set

试题答案：C

3、

教师组织学生开展“中华传统文化经典研习”主题活动，鼓励学生梳理所学作品中常见的虚词。以下学生所梳理的虚词“而”的用法不同于其他三项的是()。

A. 浩浩乎如冯虚御风，而不知其所止

B. 吾尝终日而思矣

C. 青，取之于蓝，而青于蓝

D. 盈虚者如彼，而卒莫消长也

试题答案：B

4、

Which of the following words has the proper word stress?

A. e'lconomic

B. 'machinery

C. chimpan'zee

D. 'precarious

试题答案：C

5、阅读《林教头风雪山神庙》课堂实录（节选），按要求答题。
　　师：我们来看几个细节，琢磨琢磨林冲的性格。（投影课文内容）有人关注过这个片段吧？你怎么想的？
　　生：一系列的动作描写，取、挑、盖、戴、拿、拽、锁等，体现了林冲严守职责，对本职工作做得很仔细。
　　师：不错。关门，又锁上，林冲很多细小的动作，设身处地地想一下很有意味。即使现实十分残酷，他仍小心翼翼地呵护，宁愿抱残守缺。
　　师：还有什么值得关注的么？
　　生：“信步”，随意步行，表明林冲还很满意眼前的状况。
　　师：好。还有，两次提到了一个什么物件？
　　生（齐）：钥匙。
　　师：为何两次提到？拿钥匙干嘛呢？钥匙除了关锁之外还有象征意义：有钥匙就可以开门，可以回来，表明这个世界上无论如何都有一条路为你开通。有扇门为他打开，表明林冲对世界还有期待，与前面找“泥水匠”一样，他对现状还感觉不错。如果出门不带钥匙，则是出门就不需要回了，或者说回不了了，此处回不了，只好他处再找路。林冲此时没有关注回不了，他满脑子都是回来好好过。
　　所以，此片段可归结林冲为——（投影）安乐，安于现实、乐于现状。
　　对该教师课堂教学的评价，不恰当的是（　　）。（单选题）

A. 教师引导学生品味文章的描写细节，有助于学生分析人物性格

B. 教师的优美语言说明教师准备充分，但需要注意补充的知识与课文中心间的关系

C. 关于最后的总结，可以让学生回答，让学生对本小节的教学有个总体的印象

D. 教师对课文的分析过于细致，与高考联系不密切，不应如此设计

试题答案：D