移动端

  • 题王微信公众号

    题王微信公众号

    微信搜“题王网”真题密题、最新资讯、考试攻略、轻松拿下考试

教师公考类 | 中学教师资格证

真题模拟

2020中学教师资格证《高中教师专业知识》真题模拟11-24

发布时间: 2020-11-24 05:46:12 发布人:
2020中学教师资格证《高中教师专业知识》真题模拟11-24

1、

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 of the 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 mid-seventies, 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.


What does "that" in the last paragraph refer to?

(单选题)

A. The idea of designing a shorter program.

B. The completion of a degree in five years.

C. The idea of drafting a shorter dissertation.

D. The suggestions given in the M.L.A. report.

试题答案:A

2、依次与下列别号正确配对的一组作家是(  )。
  青莲居士 少陵野老 墨憨斋主人 柳泉居士 湖海散人(单选题)

A. 李白 杜甫 冯梦龙 蒲松龄 罗贯中

B. 李白 白居易 张溥 辛弃疾 柳永

C. 李白 杜甫 冯梦龙 辛弃疾 罗贯中

D. 李白 白居易 张溥 蒲松龄 柳永

试题答案:A

3、

In a speaking class, the teacher asks students to work in pairs and create a new short play about asking ways. This activity belongs to _____.

(单选题)

A. warming-up

B. presentation

C. practice

D. production

试题答案:D

4、

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

(单选题)

A. minimal pair

B. complementary distribution

C. phonemic contrast

D. minimal set

试题答案:C

5、阅读苏教版高中必修三《谏太宗十思疏》教学实录的片段,按要求回答问题。
  师:请大家结合自己或社会的实际情况谈谈对其中一思的体会和看法。(学生自由交流)
  生①:当个人成绩名列班级前列时,不要感到骄傲自满,因为别人也在努力,一自满就有不进则退的可能。故魏征说“惧满溢,则思江海下百川”,有理。
  生②:我们在学习遇到了困难或挫折时,绝对不要偷懒或松懈,否则前功尽弃。魏征说得好,“忧懈怠,则思慎始而敬终”。
  生③:我们沉湎于网络,学习提不起兴趣的时候,要想一想做任何事要有个度,适可而止,“乐盘游,则思三驱以为度”。
  生④:那些当官的,自己素质不高,跟坏人在一起,要想一想:“惧谗邪,则思正身以黜恶”。
  师:看来十思到现在还未过时,甚至可以说在现在社会,也应把十思作为座右铭。
  师:《礼记》中说:“意诚而后心正,心正而后身修,身修而后家齐,家齐而后国治,国治而后天下平。”是说先提高个人的修养,可以辐射到外在的事物,从这里,我们探究十思的思路……
  对上述材料的分析,下面选项不正确的是(  )。(单选题)

A. 学生的讨论没有触及到文章的中心思想,反而影响了教学进度

B. 教师能依据教学的重点,将学生的思考引向深入

C. 教师诱导学生自由地发表观点,体现了他对学生的尊重

D. 教师有意识地引导学生回归文本,让学生的情操在无形中得到陶冶

试题答案:A

扫码关注不迷路

  • 题王微信公众号

    微信搜“题王网”真题密题、最新资讯、考试攻略、轻松拿下考试