2013-1.导论

教师职业道德概论第一章 导论1. 道德是由一定社会的经济关系所决定的特殊意识形态，是以善恶为评价标准，依靠社会舆论、传统习惯和内心信念所维持的，调整人们之间的行为；③道德依靠社会舆论、传统习惯和内心信念来发挥自身的调节2这是对道德本质的错误判识形态；是以善恶为评价标准的行为规范；是对一定社会利益关系的调节。

它是具体的、历史的，没有超阶级、超历史的道德。

3. 道德的目的是自律与他律的统一，即个人发展完善的目的 + 社会存在发展目的的统一。

4. 道德的本质包括一般本质和特殊本质。

一般本质是指其同其他意识形态所具有的性质，包括：①社会经济结构的性质会直接决定各种道德体系的性质；②社会经济关系所表现出来的利益直接决定着道德的基本原的要求；③它是一种内化的规范，它要成为人们行动的内在要求，并要靠人们的内心力量驱使才能发挥作用；④它是一种实践精神，虽然其表现形态是一种特殊的意识形态,但它在实践中产生,引领人们的实践行动5. 道德的特点：特殊的规范性、广泛的渗透性、独特的多层次性、更高的稳定性、强大的自律性。

6. 道德的基本功能：调节、论证、教育、导向。

7. 职业是指人们在社会生活中所从事的负有特定社会责任、具有专门业人民服务体现了一种新的劳动态度，是履行职责的精神动力；③为人民熟练业务。

11. 职业道德的特征：①调节范围有限；②规范内容与具体职业相关，有职业性、稳定性和连续性；③具体要求具有层次性；④表现形式多样风尚发挥着重要作用。

13. 教师职业道德：是指教师在从事教育劳动过程中形成的，调节教师与他人、与社会、与集体、与学生等职业工作关系时所必须遵循的基本道德规范和行为准则，以及在此基础上所表现出来的道德观念、情操和品质。

14. 教师职业道德的基本内容：①热爱祖国，忠于人民的教育事业；②尊重自我，热爱学生；③团结协作，开拓创新；④严格自律，以身作则。

（还可以加教书育人，廉洁从教，为人师表，以身作则等等）。

自考《学前儿童发展》复习资料（学...《学前儿童发展》复习备考资料课程代码：12340 2013年版第一章学前儿童发展导论1、广义的“学前儿童”是指从出生到小学之前（0-6岁）或从受精卵开始到上小学之前的儿童。

狭义的“学前儿童”是指从进入幼儿园开始到上小学之前（3-6岁）的儿童。

一般将正式进入小学学习阶段之前的儿童统称为学前儿童。

2、发展指的是个体在生理和心理上所发生的系统的（整体）、有规律的（有序）、持续性（时间上的延续）的变化。

3、学前儿童发展的研究目标是描述学前儿童发展的特征和规律、解释学前儿童发展变化的机制、优化学前儿童的发展。

4、学前儿童发展的研究内容可以概括为以下三个方面：学前儿童发展的年龄特征、学前儿童发展的规律和趋势、学前儿童发展的影响因素。

5、学习学前儿童发展的意义：（1）理论价值：充实和丰富人类发展科学的理论体系；（2）实践意义：为学前儿童教育提供依据，为学前儿童的卫生保健工作提供相关的学科知识，为涉及儿童的其他工作领域提供知识指导和智力支持。

6、学前儿童发展研究的基本理论问题：生物性（先天遗传）与社会性（后天教养）；主动（积极参与者）与被动（被动接受者）；连续性和阶段性；普遍性和差异性。

7、学前儿童发展的共同规律和趋势：（简答）（1）从简单到复杂；（2）从具体到抽象；（3）从被动到主动；（4）从零乱到成体系；8、通常认为，2-3岁是儿童口语学习的关键期，4岁是儿童图形知觉发展的关键期，5岁左右是儿童掌握数概念的关键期，5-6岁是儿童掌握词汇最快的关键期。

9、研究学前儿童发展的基本原则：（重点）（选择）客观性原则（充分考虑儿童生活的客观社会生活条件和教育条件，以充足的客观事实为依据，避免主观性）；发展性原则（用发展的眼光研究学前儿童，注意那些刚刚萌芽的发展特点和趋势，避免用孤立静止的眼光看问题）；教育性原则（对儿童的身心发展负责，必须符合教育的要求）。

10、学前儿童发展的基本研究设计：横断设计（同一时间点研究不同年龄阶段的被试）、追踪设计（某一时间段内对同一群被试进行反复观察）、时间序列设计（将横断设计和追踪设计结合起来）。

2012-2013学年第2学期语言学导论期末复习提纲Part I Testing itemsThere are seven types of testing items:I. Define the following terms (10%)II. Fill in the blanks of the following sentences (20%)III. Multiple choices (15 points)IV. Decide whether the following statements are true or false (10%)V. Draw a tree diagram (10%)VI. Briefly answer the following questions in three or four sentences (20%)VII. Discuss one of the following topics in about 200-300 words (15%)Part II Reviewing outlinesStudents in this course are supposed to know the following knowledge or questions about English linguistics.1. What is language?2. What are design features of language?3. What are the theories of the origin of language?4. How many functions does language have? What are they?5. What main branches is linguistics divided into?6. What is macrolinguistics?7. What are descriptive and prescriptive studies?8. What are synchronic and diachronic descriptions?9. What are langue and parole?10. What are competence and performance?11. What many branches is phonetics divided into?12. What do speech organs consist of?13. What is IPA?14. How do we classify consonants and vowels?15. What is minimal pair?16. What is coarticulation?17. What are phonemes?18. What are allophones?19. What is complementary distribution?20. What is assimilation? What is dissimilation?21. What is phonological rule?22. How do you understand distinctive features?23. How do you understand a syllabic structure?24. What is stress/ tone/ intonation?25. What is phonetics?25. What is phonology?26. What is word order?27. What are syntagmatic and paradigmatic relations?28. What is co-occurrence?29. What is immediate constituent?30. What is a tree diagram and how do you use it to analyze sentences?31. What are endocentric and exocentric constructions?32. What are coordination and subordination?33. What is number/ gender/ case?34. What is syntax?35. How many kinds of syntactic relations? What are they?36. What is agreement?37. What is phrase?38. What is clause?39. What is sentence?40. What is recursiveness?41. What are the seven types of English sentence patterns?42. What is conjoining?43. What is embedding?44. What is cohesion?45. What are the seven types of meaning?46. What is the semantic triangle in the Meaning of Meaning?47. What is the referential theory?48. What is synonymy?49. What is antonymy? How many types of antonymy do we have?50. What is hyponymy?51. What is sense?52. What is componential analysis?53. What is an integrated theory in sentence meaning?54. What is logical semantics?55. What is predicate logic?56. How do we write the predicate logical form?57. What is the truth value table?58. What is propositional logic?59. What is universal quantifier? What is existential quantifier?60. What is homophone?61. What is pragmatics?62. What is entailment?63. What is Speech Act Theory?64. What are performatives and constatives?65. What are locutionary act, illocutionary act and perlocutionary act?66. What is the Theory of Conversational Implicature?67. What is the cooperative principle (CP)? How do you understand those maxims?68. What is Relevance Theory?69. What are the Q- and Q-principles?70. What are the Q-, I- and M-principles?语言学导论复习资料一：名词解释(4个）ngue & Parole（语言与言语）Langue is the linguistic competence of the speaker,which is relatively stable and systematic and also the rule that the speaker should follow. Parole is the actual phenomena or data of linguistics, which is subject to personal and situational constraints and always a naturally occurring event.2.Phonetics & Phonology （语音学与音位学）Phonetics is the study of speech sounds, including three main areas: articulatory phonetics (发音语音学), acoustic phonetics(声学语音学), auditory Phonetics(听觉语音学). Phonology is the study of sound systems—the invention of distinctive speech sounds that occur in a language and the patterns. 3. Open-class word & Closed-class word（开放类词与封闭类词）Open-class words: whose membership is in principle infinite or unlimited. e.g. n. v. adj. adv. E.g. regarding / with regard to throughout, in spite of Closed words : their membership is fixed or limited. E.g. pro. prep. conj. art. etc. 4. Immediate Constituent Analysis（直接成分分析法）The relation between a sentence and its component elements is a Construction（结构体）and its Constituents（成分）. To analyze their relations is IC. 5. Sense & Reference（意义与所指）Sense: The literal meaning of a word or an expression, independence of situational context. Reference: The relation between words and the things, actions, events and qualities they stand for. 6. Metaphor & Metonymy （隐喻与转喻）Metaphor involves the comparison of two concepts in that one is construed in terms of the other. E.g. All the world is a stage. Metonymy : in the cognitive literature, is defined as a cognitive process in which the vehicle provides mental access to the target within the same domain. E.g. the crown can stand for a king, and the White House for the American government. 7. Performatives & Constatives（施为句与表述句）Performatives: In speech act theory an utterance which performs an act, such as Watch out. Constatives: An utterance which asserts something that is either true or false. E.g. Chicago is in the United States.二：问答题（3个） 1. What are the designed features of Language？“Design features”here refer to the defining properties of human language that tell the difference between human language and any system of animal communication, including: 1. Arbitrariness refers to the fact that the forms of linguistic signs bear no natural relationship to their meanings. 2. duality refers to the property of having two levels of structures. 3. creativity means that language is resourceful because of its duality and recursiveness.(递归性）4. displacement means that human languages enable their users to symbolize objects, events and concepts which are not present at the moment of communication. 5. Cultural Transmission means that language is not biologically transmitted from generation to generation, but that the details of the linguistic system must be learned by each speaker. 2. What is Iconicity（句法像似性）？How to analyze some language phenomena with Iconicity? In functional-cognitive linguistics, as well as in semiotics, iconicity is the conceived similarity or analogy between the form of a sign and its meaning, as opposed to arbitrariness. We can analyze some language phenomena with the Iconic principles. Proximity principle: conceptual distance tends to match with linguistic distance, e.g. “give sb sth”and “give sth to sb” Quantity principle: conceptual complexity corresponds to formal complexity, e.g. “apple, tree”, “apple tree”and “apple trees”. Sequential order principle: the sequential order of events described is mirrored in the speech chain, e.g. “I came, I saw, Iconquered”. 3. What is prototype theory（原形范畴）? How to analyze some language phenomena with prototype theory? Prototype theory is a mode of graded categorization in cognitive science, where some members of a category are more central than others. For example, when asked to give an example of the concept furniture, chair is more frequently cited than, say, stool. We can analyze some language phenomena with its three levels in categories. basic level: This is the level where we perceive the most differences between “objects”in the word.E.g, all categories of dogs are different, but they still share enough to be distinguished from cats, birds, snakes,etc. superordinate level: Superordinate categories are the most general ones. E.g, if someone asks you to think of a plant, you might think of a tree or a flower. subordinate level: They have clearly identifiable gestalts(完形）and lots of individual specific features. At this level we perceive the differences between members od the basic level categories, like rain coat,apple juice and wheel chair.4. What is figure and ground theory? How to analyze some language phenomena with figure and ground theory? The figure within a scene is a substructure perceived as "standing out" from the remainder(the ground) and accorded special prominence as the pivotal(关键的）entity around which the scene is organized and for which it provides a setting. For example, you see words on a printed paper as the "figure" and the white sheet as the "background". It is believed that the selection and arrangement of the information in syntactic structure are decided by the degrees of salience of it. For example, “The car crashed into the tree”and “The tree was hit by the car”, in these two sentences, the meanings are the same, but by arranging the positions of the subject and object differently, the focus and prominence are different.5. How to analyze some language phenomena with Metaphor and Metonymy? We can analyze some language phenomena with metaphor through its three categories. 1. Ontological metaphor: e.g inflation is backing us to conner. In this sentence, regarding inflation as an entity allows human beings to refer to it, identify it, treat it as a case. 2. Structural metaphor imply how one concept is metaphorically structured in terms of another. For example, “Argument is war”leads to an English expression like “Your claims are indefensible”. 3. Orientional metaphor gives a concept a spatial orientation. For example, “I’m feeling up”shows erect posture is related with a positive state, and vise versa.6. What is Speech Act theory? What is Illocutionary Act? What is Cooperative Principle? The speech act theory was originated with John Austin. A speech act is an utterance that has performative function in language and communication. Speech acts are commonly taken to include such acts as promising, ordering, greeting, warning, etc. Illocutionary act means when we speak, we not only produce some units of language with certain meanings, but also make clear our purpose in producing them, the way we intend them to be understood, or they also have certain forces. Cooperative Principle refers to the “co-operation”between speakers in using the maxims during the conversation. There are four conversational maxims: the maxim of quantity, the maxim of quality, the maxim of relation, the maxim of manner. 三．语言学家及其理论、作品配对 1. Saussure: Course in General Linguistics 结构主义历时研究diachronic study 2. Boas: discovered the framework of descriptive linguistics Handbook of American Indian languages 3. Sapir: Sapir-Whorf Hypothesis Language 4. Bloomfield: stimulus-response theory Language(1993) 5. Malinowski: context of situation Coral Gardens and Their Magic 6. Trubetzkoy: Principles of Phonlogy7. Austin: speech act theory How to do things with words 8. Grice: the cooperative principle Logic and conversation 9. Halliday: systemic-functional grammar the theory of metafunctions of language(元语言功能理论）10. Chomsky: language acquisition device(LAD) generative grammar Syntactic Structures 11. Lakoff: cognitive linguistics Metaphors We Lived By 12. Leech: 7 types of meaning in his Semantics 13. Ogden & Richards: Semantic Triangle 四．选择题，判断题重点 1. Language is a system of arbitrary vocal symbols used for human communication. 2. 语言的起源：the bow-wow theory, the pooh-pooh theory, the yo-he-yo theory. 3. 语言的功能:interpersonal function(人际功能），performative function(行事），emotive，expressive，phatic communication(寒暄），recreational，metalingual.4. 语言学的主要分支：phonetics[articulatory, acoustic(physical properties), auditory], phonology, morphology, syntax, semantics, pragmatics.5. 语音属于言语，音位属于语言,音位（phoneme)是最小的语音单位，语素（morpheme)是语法意义中最小的语言单位，单词（word）是语言最小的自由单位。

2013版高中物理课程标准全文第一部分：导论1.1 物理学科的地位和作用物理学是自然科学的基础学科，它研究物质、能量和它们之间的相互关系。

物理学的发展对整个人类社会的进步和科技的发展起着不可替代的作用。

1.2 高中物理课程的基本任务和要求高中物理课程是高中阶段学校的一门主干课程，其基本任务是培养学生的科学素养，使他们了解物理学的基本概念、基本原理和基本方法，掌握基本的物理知识和基本的物理技能，形成良好的物理学习习惯和基本的科学研究素养。

1.3 高中物理课程的发展目标（1）要围绕培养学生的创新精神、实践能力和科学素养，以学生为中心，以教师为主导，以学生为主体，以教师和学生共同参与的方式推进课程的开发和实施。

（2）要倡导和贯彻“质量为本、以学生为中心、全面发展”的教育理念，追求课程的多元化和跨学科性。

（3）要努力实现课程的科学化、民主化、信息化和社会化，促进学生的全面发展和素质教育。

第二部分：课程设置2.1 课程的结构设计（1）本课程由必修和选修两个部分组成。

必修部分的内容是全国统一命题考试的范围，选修部分的内容是学生根据个人兴趣和学科特长自主选择的。

（2）课程设置分为基础知识和拓展知识两个模块。

基础知识模块包括力学、热学、光学、电磁学和现代物理等内容，拓展知识模块包括生物物理、环境物理、地球物理等内容。

2.2 课程的内容体系（1）必修部分的内容包括基础的物理理论、实验技术和科学方法，以及基础的物理技能和科学研究素养。

（2）选修部分的内容涵盖物理学中的一些新颖和前沿的内容，如近代物理的发展、物质结构和性质、物质与能量的转化等。

第三部分：学习要求3.1 学习态度和方法（1）学生要保持良好的学习态度，积极主动地参与课堂教学和实验操作。

（2）学生要有科学的学习方法，注重理论与实践的结合，培养观察、分析和解决问题的能力。

3.2 学习内容和能力要求（1）学生要掌握物理学的基本概念、基本原理和基本方法，熟练掌握基本的物理知识和基本的物理技能。

2013版环境与资源保护法课后简答题第一章导论环境、自然资源和生态系统的概念有什么异同？P49环境、自然资源与生态系统在性质上属于自然存在的、不以人类一直为转移而存在的有机和无机物质的统一体。

当人类以一种静态的眼光来看待围绕人类存在的全部自然界这个整体时，就出现了环境的概念。

当人类以是否对人类有用的角度来看待自然界这个整体时，就出现了自然资源的概念。

当人类从生物的存在条件以及相互关系的角度来看待自然界这个整体时，就出现了生态系统的概念。

环境与资资源保护立法定义“环境”的方式有哪些？P471、采用概括的方法在立上对环境的内涵进行描述。

2、采用列举的方法。

3、采用概括加列举式的方法。

什么是环境问题？环境问题的成因有哪些？P50环境问题—是指由于人类活动或自然原因使环境条件发生不利于人类的变化，以致影响人类的生产和生活，给人类带来灾害的现象。

环境问题的成因：1、市场失灵。

表现为：环境成本的外部化、对生态系统估值不当、产权界定不清2、政策失误3、科学不确定性4、国际贸易的影响。

外国环境与资源保护法的发展经历了哪几个阶段？特征？P541、城市环境污染控制立法时期（18世纪中叶至20世纪初叶）2、生活环境与自然保护立法并重时期（20世纪初叶至20世纪60年代）3、整合型环境与资源被保护立法的全方位展开我国环境与资源保护法的发展经历了哪几个阶段？特征？P571、新中国成立前的环境与资源保护法2、新中国成立后的环境与资源保护法1）环境与资源保护法的产生时期2）环境与资源保护法的发展时期3）环境与资源保护法的改革完善时期4）环境与资源保护法的强化时期第二章环境与资源保护法的基本理论什么是环境与资源保护法，它区别于其他法律部门的特征？P65 环境与资源保护法—是指以保护和改善环境、预防和治理认为环境侵害为目的，调整人类环境与资源利用关系的法律规范的总称。

特征：1、社会性（主要特征）2、政策性3、科学性4、综合性我国《环境保护法》的立法目的是什么？P671、基础的直接目的。

重点重点重点重点重点难点考试分析考生答题注意事项1001501.2.2B3.0.54.卷面的安排30130分）10220分）5630分）8分）12分）每章常考知识点1.2.1. 2.1. 2.每章常考知识点考题举例（2013，0130130分）5）ABCD【正确答案】B考题举例（2020，0110220分。

34.）A. B.C. D.E.【正确答案】ACD考题举例（2013，015630分）45.【参考答案】（1（2（3考题举例（2020，018分）46.【参考答案】（12分）（22分）（32分）考题举例（2013，0112分。

47（1（2考题举例【参考答案】47（1（2（31（2谢谢第一章绪论——新课程的价值追求和语文教学的转型本章知识框架绪论知识点归纳考点1.考点2.考点1.新课程的价值追求和目标重建21考点1.新课程的价值追求和目标重建例题（2013.01 1.）A.B.C.D.【正确答案】C考点2.语文新课程对语文教师的角色定位和教学方式的影响"转变例题（2013.011）ABCDE【正确答案】ABCE第二章语文课程基本理念本章知识框架知识点归纳考点1.考点2.考点3.考点4.考点5.考点6.考点1.语文课程基本理念例题（2020.0136）A B C D E【正确答案】ACD考点2.语文素养的整体结构例题（2020.019.）A.B.C.D.【正确答案】B考点3.语文素养的心理学解释1.：（1（2（32.3.4.5.例题（2020.01 4.）A.B.C.D.【正确答案】B考点4.加强言语实践例题（2013.0119）ABCD【正确答案】A考点5.要让学生成为学习的主人例题（2013.0129）ABCD【正确答案】A考点6.语文课程形态的多元选择考点6.语文课程形态的多元选择参与课程研制、用教材教、为了每一个学生的发展，将成为语文教师专业工作——语文教学的三大准则。

语文课程形态、语文教材形态与语文教学形态。