山东师范大学教育学2016-2018年考研初试真题

2016年山东师范大学333教育综合[专业硕士]考研真题（回忆版）及详解一、名词解释题1．活动课程答：活动课程，又称经验课程、儿童中心课程，是以儿童的实际生活经验为主来组织的课程类型。

该课程从儿童的兴趣和需要出发，以儿童的活动为中心，为改造儿童的经验而设计，是由一系列的活动所组成的。

它突破了学科界限，重视儿童的直接经验，主张“做中学”。

其优点在于将科学知识与生活联系起来，有利于培养学生的动手操作能力，使学生更好地适应生活；同时，满足了儿童的需要，有利于发展儿童的主体性。

但其缺陷也不容忽视，这种课程不利于在有限的时间内高效地使儿童获得系统完整的知识。

因此，在科学知识飞速发展的时代，活动课程不能单独完成学校教育的使命，需要和学科课程结合起来使用。

2．致良知答：致良知是中国明代著名思想家、哲学家王守仁的心学主旨，属于主观唯心主义思想，语出《孟子·尽心上》：“人之所不学而能者，其良能也，所不虑而知者，其良知也。

”王守仁认为，良知即是天理，人人都有良知，且在人的整个生命过程中始终存在，不会减少，但一般人的良知常被私欲所蒙蔽；从社会政治方面来说，良知即是封建伦理纲常。

致良知的“致”是指人们克灭私欲的认识和修养功夫。

通过“致”，使“良知”得以明白或恢复，即“存天理，去人欲”，也就是使得人人都能按照封建伦理纲常去行事，他认为用功求学受教育，并不是为了增加什么新内容，而是为了日减“人欲”。

“致良知”是要实现“明人伦”的教育目的，实质就是要求教育培养具有封建道德观念的“顺民”，维护封建伦常的社会秩序，以巩固明王朝的统治。

3．大学区制答：大学区制是蔡元培于1927年6月仿照法国教育行政制度模式，在中央设中华民国大学院主管全国教育，在地方试行大学区，并取代民国以来中央政府设教育部、各省设教育厅的教育行政制度。

1927年国民政府审议通过《大学区组织条例》，并于次年公布《修正大学区组织条例》。

规定全国各地按教育、经济、交通等状况划分为若干个大学区，每区设大学1所，大学设校长1人，负责大学区内一切学术和教育行政事务。

2018年山东师范大学考研教育硕士（Ed.M）教育综合真题试卷(题后含答案及解析)题型有：1. 名词解释题 2. 简答题 3. 辨析题 4. 论述题1．教育中介系统正确答案：教育中介系统是构成教育的三个基本要素之一。

教育中介系统是为了实现教育目的所采取的办法，包括教育内容和教育活动方式。

教育内容是教育者用来作用于受教育者的影响物，它是根据教育目的，经过选择和加工的影响物。

教育活动方式是教育者和受教育者在教育活动中所采用的教和学的方式和方法。

2．认知风格正确答案：认知方式是心理层面上的学习风格成分，指学生在加工信息时所习惯采用的不同方式，即个体在认知活动中所显示出来的独特而稳定的认知风格，是个体所偏爱的信息加工方式。

每个人都有自己独特的认知方式，于是就形成了人们认知方式的差异，如有场独立型和场依存型认知风格等。

3．社会本位论正确答案：社会本位论也称国家本位论，其主要代表人物有柏拉图、凯兴斯坦纳、涂尔干等。

主要观点是教育目的应该从社会需要出发，根据社会需要来确定；教育的最高目的在于使个人成为国家的合格公民；社会价值高于个人价值，相对于个体而言，国家或社会是绝对的和优先的价值实体。

社会本位论在当代有助于动员国家和社会资源来发展教育事业，但是忽视了个体的价值，否认了个体在社会和国家生活中的积极能动作用，完全将受教育者当成是等待被加工的“原料”，违背了教育的人道主义原则。

4．正迁移正确答案：从迁移的影响效果方面看，迁移的发生并非总是积极的影响，它既可以是积极的，也可以是消极的。

积极的影响通常被称为正迁移，消极的影响被称为负迁移。

如阅读理解的学习有助于写作能力的提高，就是一种正迁移。

教学中要积极利用知识的正迁移。

5．课程内容正确答案：课程内容是根据课程目标从人类的经验体系中选择出来，并按照一定的逻辑序列组织编排而成的知识体系和经验体系。

选择课程内容时，要注重选择两方面的知识，即间接经验和直接经验。

(1)间接经验的选择：间接经验即理论化、系统化的书本知识，它是人类认识的基本成果，间接经验具体包含在各种形式的科学中。

教育硕士入学考试教育综合真题山东师范大学2016年一、名词解释1. 活动课程答案：[解答] 活动课程，又称“经验课程”或“儿童中心课程”。

它兴起于19世纪末20世纪初的欧美“进步教育运动”。

虽未全面系统地从理论上论证了它的价值，并在实践中加以推行与试验。

这种课程的最大的主旨在于，试图在儿童现有经验和学科知识所代表的人类种族经验或逻辑经验之间架起一座桥梁，以解决儿童现有经验与学科知识之间明显的脱节问题。

2. 致良知答案：[解答] 王阳明以“致良知”论证教育目的。

他的教育思想是以他的主观唯心主义的“心学”为基础的。

他认为，万事万物都是靠心的认识而存在。

万事万物都不在心外，而在心中。

而心的本体就是“良知。

良知是道德生成的根本及为人的本质所在，良知就是天理。

圣人之所以为圣人，是因为天理纯全，良知常在。

而一般人的良知常被物欲、邪念所蒙蔽，就像明镜常为尘埃蒙蔽而失去明亮一样。

除掉物欲、邪念，也就是做为善去恶的工夫，从而恢复本心，这就是“致良知”。

他指出：“圣人之学，惟是致良知而已。

”3. 大学区制答案：[解答] 大学区制是指把全国分为若干大学区，以学区为单位对教育事业进行管理的制度。

这种制度能够加强中央对地方教育事业的管理和控制。

在日本的明治维新时期，和中国国民政府时期都分别实行了这种制度。

1927年6月，国民党政府在每学区设大学一所，大学校长兼管区内教育行政及学术事业。

4. 自我效能感答案：[解答] 自我效能感理论的代表人物是班都拉。

自我效能感指人们对自己是否能够成功地从事某一成就行为的主观判断，即人们对自己在特定情境中是否有能力操作行为的预期。

自我效能感表现为对自己能力的自信程度。

影响自我效能感形成的主要因素包括：个体自身行为的成败经验、替代经验、言语劝说和情绪唤醒等。

二、辨析题1. 教育目的是人制定的，所以是主观的。

答案：[解答] 表述错误教育目的虽然是人制定的，但是它的制定有其理论基础，它要遵循人发展的客观规律，符合社会对受教育者的要求。

2016年山东师范大学908外语教学理论基础考研真题及详解I. Explain the following terms. (共7道小题，每题5分，共计35分)1. Direct method【答案】The direct method of teaching, which is sometimes called the natural method, and is often (but not exclusively) used in teaching foreign languages, refrains from using the learner’s native language and uses only the target language. It was established in Germany and France around 1900 and contrasts with the grammar—translation method and other traditional approaches, as well as with C. J. Dodson’s bilingual method. It was adopted by key international language schools such as Berlitz and Inlingua in the 1970s and many of the language departments of the Foreign Service Institute of the U.S. State Department in 2012.2. T eaching techniques【答案】Broadly speaking, teaching techniques are similar to teaching method. A teaching method comprises the principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has to be in relation with the characteristic of the learner and the type of learning it is supposed to bring about. Suggestions arethere to design and selection of teaching methods must take into account not only the nature of the subject matter but also how students learn.3. Input hypothesis【答案】Input hypothesis, advanced by Krashen, a famous American applied linguist, in the late 1970s and the early 1980s is an all-round theory concerning second language acquisition. Meanwhile, it is the most influential and controversial theory in second language acquisition research. Such influences still exist till now. Krashen states that language input plays an identical part with LAD. Together with language input, a learner can construct a series of internal expressions of a good language; in other words, construct an independent language system outside the learner’s first language. The Input Hypothesis answers the question of how a language acquirer develops competency over time. It states that a language acquirer who at “level I”must receive comprehensible input that is at “level i+1”. We acquire, in other words, only when we understand language that contains structure that is a little beyond where we are now.4. Reflective teaching【答案】A reflective approach to teaching is one in which teachers and student teachers collect data about teaching, examine their attitudes, beliefs, assumptions and teaching practices, and use the information obtained as a basis for critical reflection about teaching.5. Vocabulary control【答案】The vocabulary control movement, which focused the intellectual energies of the leading figures, played a vital part in the genesis of monolingual learner’s dictionary. The vocabulary control movement reduced the effort required to learn a foreign language by identifying those words which carried the main burden of communication in most everyday encounters.6. Cognitive-code learning【答案】Cognitive-code learning refers to a theory of second language teaching and learning rooted in cognitive psychology and structural applied linguistics developed in the 1960s. The theory emphasizes the central role of the rules of a language as a code. The cognitive-code approach to learning a second language sees it as a study of language as a complex system with the goal of going conscious control of the grammatical, lexical, and auditory patterns.7. Achievement test【答案】An achievement test is designed to measure a person’s level of skill, accomplishment, or knowledge in a specific area. The achievement tests that most people are familiar with are the standard exams taken by every student in school. Students are regularly expected to demonstrate their learning and proficiency in a variety of subjects. In most cases, certain scores on these achievement tests areneeded in order to pass a class or continue on to the next grade level.The role of achievement tests in education have become much more pronounced since the passage of the 2001 No Child Left Behind Act. This legislation focused on standard-based education which was used to measure educational goals and outcomes. While this law was later replaced by the 2015 Every Student Succeeds Act, achievement testing remains a key element in measuring educational success and plays a role in determining school funding.Achievement tests are often used in educational and training settings. In schools, for example, achievements tests are frequently used to determine the level of education for which students might be prepared. Students might take such a test to determine if they are ready to enter into a particular grade level or if they are ready to pass of a particular subject or grade level and move on to the next.Standardized achievement tests are also used extensively in educational settings to determine if students have met specific learning goals. Each grade level has certain educational expectations, and testing is used to determine if schools, teachers, and students are meeting those standards.II. Write brief answers to the questions. (共3道小题，每题15分，共计45分)1. How does the functional view look at language and language learning?【答案】The functional view not only sees language as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn alanguage in order to be able to do things with it. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are the concept of present, past & future time, the expressions of certainty and possibility, the roles of agents, instruments within a sentence, and special relationships between people and objects.The functional or communicative view of language is the view that language is a vehicle for the expression of functional meaning. British linguists developed a system of categories based on the communicative needs of the learner and proposed a syllabus based on communicative functions. The functional view not only sees language as a linguistic system but also a means for doing something.The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although there are also included.It views that the target of language learning is to learn to express communication functions and categories of meaning. Some of the language learning approaches and methods based on this view of language are: communicative approaches; functional-notional syllabuses; the Nature Approach.2. What is linguistic competence? What’s its relationship with communicative competence?【答案】Linguistic competence is concerned with knowledge of the language itself, its form and meaning’(Hedge, 2000:46). More specifically, it involves spelling,pronunciation, vocabulary, word formation, grammatical structure, sentence structure, and semantics. Hedge emphasizes that linguistic competence is an integral part of communicative competence and it is wrong to think that communicative language teaching does not aim for high standard of linguistic correctness.The term communicative competence is often used in contrast to Chomsky’s term linguistic competence, which is understood as the tacit knowledge of language structure and the ability to use this knowledge to understand and produce language. For Chomsky, competence simply means knowledge of the language system: grammatical knowledge in other words. However, the above discussion on communicative competence helps us to see that real language use involves far more than knowledge and ability for grammaticality. In Hymes’(1979:15) words, there are ‘roles of use without which the rules of grammar would be useless, which simply means, besides grammatical rules, language use is governed by rules of use, which ensures that the desired or intended functions are performed, and the language used is appropriate to the context. In other words, communicative competence entails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation. Communicative competence includes knowledge of what to say, when, how, where, and to whom.3. What is the PPP model? For what level learners is it effective?。