在职攻读硕士学位全国联考教育硕士教育学B卷真题2007年

在职攻读硕士联考教育学真题2000年一、单项选择题1. 与义务教育最接近的概念是。

A.普及教育B.强迫教育C.基础教育D.国民教育答案：B2. 世界教育思想史上最早论述教学的专著是。

A.《大教学论》B.《普通教育学》C.《学记》D.《论语》答案：C3. 学生已有发展水平与通过教育可以达到的发展水平之间的距离有教育学家称为。

A.顺序性B.最近发展区C.阶段水平D.互补性答案：B4. 。

是一种围绕人类基本活动来确定各年级学习内容的课程。

A.学科课程B.活动课程C.潜在课程D.核心课程答案：D5. 马卡连柯的教育思想的核心是。

A.集体主义教育B.纪律教育C.劳动教育D.爱国主义教育答案：A二、填空题1. 西方著名哲学家柏拉图的教育思想集中体现在他的代表作______中。

答案：《理想国》2. 教育与文化的联系不可分，它对整个文化起着保存、承传、改造、______的作用。

答案：创新3. 课程设计所形成的文件称为______。

答案：课程标准(或教学大纲)4. 美国心理学家格塞尔强调______对人的发展起决定的作用。

答案：成熟5. 教学策略具有综合性、灵活多样性和______等基本特征。

答案：可操作性6. 课的类型一般有两种分类，即根据教学任务和根据______来分。

答案：教学方法7. 马克思认为人的全面发展的根本途径是______。

答案：生产劳动与教育相结合8. 教学既要面向全体学生，适合全班学生的发展水平和需要，又要注意个别差异，发挥每个学生的积极性和特长的原则被称为______。

答案：集体教学与因材施教原则9. 学校课外活动的基本组织形式是______。

答案：小组活动10. 选答型试题可以分为是非题、______与组配式试题三种。

答案：多项选择题三、名词解释1. 外铄论答案：认为人的发展主要依靠外在的力量，诸如环境的刺激和要求、他人的影响和学校的教育等。

2. 劳动技术教育答案：是引导学生掌握劳动技术知识和技能，形成劳动观点和习惯的教育。

2007年在职攻读教育硕士专业学位全国统一（联合）考试教育学试题一、选择题（每小题1分，共10分）1．杜威主张（）。

A．道德教育应首先将儿童作为一个有机整体来进行B．社会环境对儿童道德发展有巨大刺激作用C．没有自由教育就没有真正的教育D．学校教育的理想是培养全面和谐发展的人2．班级建设的起始阶段重点在（）。

A．建制B．培养班干部C．思想教育D．班级文化3．在各种社会因素中，决定受教育权利的因素是（）。

A．生产力水平B．政治经济制度C．科学技术D．文化传统4．《学记》中“时教必有正业，退息必有居学”一句所论述的主题相当于现代教育中（）。

A．教师的教和学生的学的关系B．接受性学习与研究性学习的关系C．科学教育与人文教育的关系D．课堂教学和课外活动的关系5．最早对班级授课制进行研究，确定了班级授课制基本轮廓的是（）。

A．赫尔巴特B．凯洛夫C．夸美纽斯D．杜威6．区别一名普通教师和优秀教师的真正标志是（）。

A．有远大的教育理想B．为学生个性的发展提供充分的机会和良好的氛围C．具有符合时代精神的教育理念D．在教学中体现教育实践智慧7．从个体身心发展动因角度来看，“树大自然直”的说法反映了（）观点。

A．多因素作用论B．白板论C．内发论D．外铄论8．围绕人类的基本活动确定中心学习内容的课程类型是（）。

A．学科课程B．综合课程C．活动课程D．核心课程9．强调教学活动是间接经验的习得，提出这一观点的是（）。

A．行为主义B．科学主义C．主知主义D．人本主义10．体现教学过程中科学实践观与主体能动性统一的学习方式是（）。

A．选择性学习B．参与性学习C．自主性学习D．合作学习二、填空题（每小题1分，共5分）1．在近代教育史上，实质教育和形式教育在课程理论上的分歧之一是经验论或（）。

2．孔子把学习过程概括为（）的统一过程。

3．第二次世界大战以后，主要发达资本主义国家逐步废除双轨制，综合中学的比例逐渐增加，中等教育阶段出现了（）的趋势。

在职攻读硕士学位全国联考教育硕士英语二试卷Contents2007 (2)Section I Use of English (20 minutes, 10%) (2)Section II Reading Comprehension (70 minutes, 50%) (3)Section III Translation (20 minutes, 20%) (11)Section IV Writing (40 minutes, 20%) (13)2007 答案 (13)英语二试卷一[供报考学科教学（英语）专业考生使用]Section ⅠUse of English (20 minutes, 10%)Section ⅡReading Comprehension (70 minutes, 50%) 考生须知1. 本考试分试卷一和试卷二两部分。

试卷一满分60分，考试时间为90分钟，14:30开始，16:00结束；试卷二满分40分，考试时间为60分钟，16:00开始，17:00结束。

2. 请考生务必将本人考号最后两位数字填写在本页右上角方框内。

3. 本试卷一为A型试卷，其答案必须用2B铅笔填涂在A型答题卡上，做在其它类型答题卡或试卷上的无效。

答题前，请核对答题卡是否A型卡，若不是，请要求监考员予以更换。

4. 在答题卡上正确的填涂方法为在答案对应的字母上划线，如[A] [B] [C] [D]。

5. 监考员宣布试卷一考试结束时，请立即停止答试卷一，将试卷一及其答题卡反扣在自己的桌面上，继续做试卷二。

监考员将到座位上收取试卷一及其答题卡。

6. 监考员收卷过程中，考生须配合监考员验收，并请监考员在准考证上签字（作为考生交卷的凭据），否则，若发生答卷遗失，责任由考生自负。

英语二试卷二[供报考学科教学（英语）专业考生使用]Section ⅢTranslation (20 minutes, 20%)Section ⅣWriting (40 minutes, 20%)考生须知1. 试卷二满分40分，考试时间为60分钟，16:00开始，17:00结束。

第⼀部分逻辑⼀、单项选择题（共30题，每⼩题1分，共30分）1．⽼张：只有四川⼈才爱吃辣椒　⼩刘：不对吧！⽼李是四川⼈，但他不爱吃辣椒。

　⼩刘的回答把⽼张的话误解为以下哪项？A．爱吃辣椒的⼈都是四川⼈ B．⽼李爱吃辣椒 C．所有四川⼈都爱吃辣椒D．没有四川⼈爱吃辣椒 E．⽼李不爱吃辣椒2．有⼀次班级活动王颖没有参加，事后班长问王颖：“这次班级活动你怎么⼜没来？”班的的提问必须预设以下哪⼀项？A．王颖这次缺席班级活动没有预先请假 B．王颖没有缺席过班级活动　C．王颖从来没有缺席过班级活动 D．王颖缺席过过去的班级活动E．没有其它同学缺席这次班级活动3．某⼯⼚实验室对3种产品A、B、C进⾏撞击和拉伸测试，能通过这两种测试的产品就是合格品。

结果有两种产品通过了撞击测试，有两种产品通过了拉伸测试。

A．有两种产品是合格品 B．还应该通过其它测试 C．⾄少有⼀种产品是合格品D．有可能3种产品都不是合格品 E．产品A是合格品4．通信部他的⼠兵学习了不少步兵战术，赵洪是通信部队的⼠兵，所以他也学习了不少步兵战术。

以下哪项与上述论最为相似？A．哲学系的学⽣都学《微积分》这门课程，张中是哲学系的⼀名学⽣，所以她学习了《微积分》这门课程。

B．⼀个⼯⼚的⼯⼈参加了不少科普讲座，⽼马是⼀个⼯⼚的⼀名⼯⼈，所以他也参加了不少科普讲座。

C．所有的旧电脑软件需要经常升级，这个电脑软件是新的，所以不需要经常升级。

D．参加这次演出的成员多数是⼥学⽣，张中参加了这次演出，所以她也是⼥学⽣。

E．哲学系的教师写了许多哲学⽅⾯的论⽂，⽼张不是哲学系的⼀名教师，所以他没有写过哲学⽅⾯的论⽂。

5．统计表明，⼤多数医疗事故出在⼤医院，因此去⼩医院看病⽐较安全。

以下哪项最能反驳上述论证？A．医疗事故的发⽣和医⽣的素质有关B．⼤多数医疗事故是⽣症病⼈，⼤多数重症病⼈去⼤医院C．不同的病应该去不同的医院D．⼤医院的数量要⽐⼩医院少E．医疗事故的鉴定，⼤医院和⼩医院是不同的。

【2002年在职攻读硕上学位全国联考教育硕士教育学试卷】样卷一选择题(每题1分，共10分)l 在个体的发展问题上，外铄论的代表人物是。

A 孟子B 格塞尔C 威尔逊D 华生2 明确提出人力资本理论的经济学家是。

A 舒尔茨B 斯特鲁米林C 布鲁纳D 亚当.斯密3 提出“建国君民，教学为先”主张的著作是。

A《大学》B《论语》C《学记》D《中庸》4 古希腊最早提出教育要遵循儿童心理发展自然特点的思想家是。

A 苏格拉底B 柏拉图C 亚里斯多德D 赫拉克里特5 皮亚杰有关发生认识论的研究，说明了个体身心发展的。

A 互补性B 个体差异性C 不平衡性D 顺序性6 用测量知识的题目去测量学生的智力．这样的测验显然缺乏。

A 难度B 信度C 效度D 区分度7 随机管理策略多用于学习和其他复杂行为的学习中。

A 知识B 技能C 概念D 态度8 联合国教科文组织在1966年提出的《关于教师地位的建议》中把教师工作视为_。

A 职业B 专业C 事业D 以上三者都是9 我国法律规定：“学校不得使未成年学生在危及人身安全、健康的校舍和其它教育教学设施中活动。

”明确作出此规定的是。

A《中华人民共和国教育法》B《中华人民共和国义务教育法》C《中华人民共和国教师法》D《中华人民共和国未成年人保护法》10 根据柯尔伯格的道德认知发展理论，第三阶段的道德思维或道德推理。

A 以惩罚和服从为定向B 以相对的快乐主义为定向C 以人际和谐或好孩子为定向D 以遵从权威与维护社会秩序为定向二填空题(每题1分，共5分)1 在个体身心发展动力的问题上，辩证唯物主义的观点是多因素相互作用论。

2《中共中央关于教育体制改革的决定》颁布于1985年。

3 美国著名教育学家杜威认为教学过程是学生“从做中学”的过程。

4 制约课程的三大因素是社会、知识和儿童。

5 涂尔干认为德性由纪律精神、牺牲精神和意志自由三要素组成。

三名词解释(每题3分，共15分)1 发展关键期：2 终身教育：3 课的结构：4 认识的间接性：5 观察学习：四判断题(先判断正误。

在职攻读教育硕士专业学位全国联考教育学试题1 一、填空题 (共10分／每空1分)1．教育的两条基本规律是( )和( )。

2．教育的目的规定了特定社会教育所培养的人的( )标准。

3．结构主义教学理论的代表人物是( )。

4．课外校外教育是指在课程计划和( )以外，利用课余时间，对学生实施的各种有目的、有计划、有组织的教育活动。

5．我国新时期的教育方针是：教育必须为( )服务，必须与生产劳动相结合，培养德智体等几方面全面发展的社会主义事业的建设者和接班人。

6．中共中央于1999年颁布了《关于深化教育体制改革( )的决定》。

7．德育过程的基本矛盾是( )之间的矛盾。

8．“头脑不是一个可以填满的容器，而是一支需要被点燃的火把”，这句话体现了( )的教学方法思想。

9．“我爱我师，我更爱真理”，这句名言可以用来说明我国社会主义条件下师生关系的( )特点。

二、概念题 (共6分／每小题3分)1．美育 2．陶冶法三、论述题 (9分)试述人的发展的基本特性及其对教育提出的要求。

教育学试题1[参考答案]一、填空题1．教育与社会发展相互制约的规律、教育与人的身心发展相互制约的规律2．质量规格 3．布鲁纳 4．教学大纲 5．社会主义建设 6．全面推进素质教育 7．社会通过教师向学生提出的道德要求与学生已有品德水平之间的矛盾 8．启发式 9．民主平等二、概念题l．美育对人的全面发展具有独特的、不可替代作用，是全面发展教育的有机组成部分。

2．陶冶法指教育者创设和利用有意义的情境以及自身教育因素，使学生从中受到熏陶感染，从而潜移默化地培养学生思想品德的方法。

三、论述题试述人的发展的基本特性及其对教育提出的要求。

答：教育要适应人的发展规律，并促进人的发展：A．根据青少年身心发展的统一性，各种教育因素必须协调一致，共同关注学生身心两方面的发展；B．根据青少年身心发展的顺序性和阶段性，教育工作必须循序渐进，针对不同年龄段的学生实施不同的教育；C．根据青少年身心发展的差异性，决定教育工作必须从学生的实际情况出发，做到因材施教；D．根据青少年身心发展的不均衡性，决定着教育工作必须注意要抓住学生发展的关键期，给予合理和良好的教育。

2007年在职攻读硕士学位全国联考教育硕士英语二试卷一2007年在职攻读硕士学位全国联考教育硕士英语二试卷一SectionⅠ Use of English (20 minutes, 10%) Read the following text. Choose the best word or phrase for each numbered blasnk form A, B, C or D.The adults the United States constitute a work force about 81 million people, of whom only 27 million possess a marketable skill as a result of conscious career development. The remaining 2/3 of the work force, not 015 million unemployed, have managed to 02a livelihood, without special skills or experience. During their employed 03 , these individuals will hold many different jobs, 04 the most part unrelated to each other.05 ab out 2.5 million young people a year06 high school or college, with little or no idea of what to do 07 their lives. I estimate that upwards of 50 percent of our young people now in school or college have no real goals toward08 to aim, and 10 them systematically.There are 11 jobs all over the country. Yet, 17 percent of our under-twenty age group are unemployed, many of them 12 welfare. More than 30 percent of our minority young people of this age group are unemployed. 13 none of these young people had the 14 of career education or the traditional technical education 15 in many schools. Is it any 16 that student’s unrest is the result of the unchanging institutional 17 that have failed to make learning useful or meaningful for those who now want more 18 teaching and learning useful or meaningful for those who now want more 18 teaching and learning than the system offers? In fact, our 19 of career development in recent years has done damage to the total educational 20 of both the individual and the nation..01. A. calculating B. counting C. amountingD. computing02. A. build B. open C. enter D. keep03. A. life B. time C. livelihood D. period04. A. in B. by C. with D. for05. A. Roughly B. Strangely C. CurrentlyD. Obviously06. A. graduate B. finish C. complete D. leave07. A. to B. with C. about D.in08. A. what B. that C. which D. those09. A. information B. knowledge C. practice D. literacy10. A. promoting B. continuing C. pursuingD. advancing11. A. potential B. unfilled C. unfitted D. redundant12. A. on B. by C. in D. to13. A. Frequently B. Virtually C. UsuallyD. Apparently14. A. benefits B. chances C. results D. records15. A. accessible B. assessable C. availableD. desirable16. A. secret B. shock C. miracle D.wonder17. A. programs B. codes C. levels D. orders18. A. exotic B. profitable C. reasonable D. realistic19. A. neglect B. defect C. fault D. defeat20. A. deeds B. needs C. causes D. quests SectionⅡ Reading (70 minutes, 50%)Part ARead the following text and answer the questions by choosing A, B, C or D.The place of public education within a democratic society has been widely discussed and debated throughout the years. Perhaps no one has written more widely on the subject in the United States than “the father of public education.” John Dewey. Dewey asserted that education contains a large social component designed to provide direction and assure children’s development through their participation in the group to which they belong. Inexplaining education as a social act, he regarded the classroom as a replica (exact copy) of society.Dewey believed that just as humans need sleep, food, water and shelter for physiological renewal, they also need education to renew their minds, assuring that their socialization keeps pace with physiological growth. He thought that education should provide children with a nurturing atmosphere to encourage the growth of their as-yet-undeveloped social customs and that the steadying and organizing influences of school should provide direction indirectly through the selection of the situations in which the youngster participated.Above all, Dewey saw public education as a catalyst (motive force) for growth. Since the young came to school capable of growth, it was the role of education to provide opportunities for that growth to occur. Thesuccessful school environment is one in which a desire for continued growth is created –- a desire that extends throughout one’s life beyond the end of formal education. In Dewey’s model, the role of education in a democratic society is not seen as a preparation for some later stage in life, such as adulthood. Rather, education is seen as a process of growth that never ends, with human beings continuously expanding their capacity for growth. Neither did Dewey’s model see education as a means by which the past was repeated. Instead, education was a continuous reconstruction of experiences, grounded very much in the present environment. Since Dewey’s model places a heavy emphasis on the social component, the nature of the larger society that supports the educational system is of vital importance. The ideal larger society, according to Dewey, is one in which the interests of a group are shared by all of its members andin which interactions with other groups are free and full. He believed that education in such a society should provide members of the group a stake or interest in social relationships and he ability to facilitate change without compromising the order and stability of the society. His teachings continue to play a significant role in the formulation of curriculum geared toward the furthering of democratic principles -------the school system and beyond. 21.Dewey pictured the classroom as a replica of society because.A.t he classroom is immune to social invasion.B.Society imposes its principles on education.C.T he school is a crucial component ofsociety.D.E ducation comprises social interactions.22.Dewey’s philosophy implies that the lack of education for a child would.A.b e mentally destroying.B.Be life intimidating.C.B lock his physical renewal.D.C ause faulty socialization.23.Dewey considered all of the following as true EXCEPT.A.h is model should affect curriculumformulation.B.Direction provided by education should besubtle.C.S chools must foster their participants inevery way.D.I ntellectual renewal must go with physicalgrowth.24.According to Dewey, the goal of education is toA.s atisfy the diverse desires of the youth.B.Impart ready experiences to the young.C.P ave the way for youngsters’ ambitions.D.M ake profound impacts on the students.25.Dewey believed that in the ideal society education shouldA.p romote democratic social principles atlarge.B.Make social groups enjoy commoninterests.C.K eep social stability from beingendangered.D.R eform the established social order mildly.26.The author suggests that Dewey’s theoryA.d ominates educational philosophy.B.Is the by-product of social idealism.C.F ar exceeds the realm of education.D.I s sure to arouse a social revolution.Part BYou are going to read an extract about curriculum. Six paragraphs have been removed from the extract. Choose from the paragraphs A-G the one which fits each gap (27-32). There is one extra paragraph which you do not need to use.CurriculumIt seems fairly obvious that if teachers are to he the ones responsible for developing the curriculum, they need the time, the skills and the support to do so. Support may include curriculum models and guidelines. It should alsoinclude counseling and bilingual support, and may include support from individuals acting in a curriculum advisory position. The provision of such support cannot be removed from, and must not be seen in isolation from, the curriculum.27____________________In many institutions, it is customary to identify teachers as ‘experienced’or ‘inexperienced’according to the number of years they have been teaching (a common cut-off figure seems to be four or five).28 ________________________In general, there is a great deal of confusion over the term ‘curriculum’, Many teachers see ‘the curriculum’as a set of prescriptive statements about what ‘should happen’. This makes any reference to curriculum matters by outsiders quite threatening.29 _____________________This, in fact, returns us to the point that the relationship between planning, teaching and learning is extremely complex. The notion thatthere is a simple equation between these three components of the curriculum (i.e. that ‘what is planned’=’what is taught = ‘what is learned’) is naïve, simplistic and misleading. It is crucial for those involved in course and program evaluation to be aware of this complexity.30 ________________________The amount that a teacher working alone can achieve is strictly limited. The best teacher- based curriculum development occurs as the result of team efforts, when groups of teachers with similar concerns or with similar students work together to develop a program or course.31 __________________In the past, within the Adult Migrant Education Program, there has been a tendency for initiatives which have curricular implications to be introduced on a grand scale in an unsystematic way with very little monitoring and evaluation. The adoption of a learner-centered approach to curriculum is a case in point.32____________________Many of the problems which are attributed to lack of curriculum continuity flow directly from the adoption of a learner-centered philosophy and the requirement, inherent in this philosophy, that the classroom practitioner be the principal agent of curriculum development, It may well be that a certain amount of discontinuity is inevitable, the price we pay for the chosen philosophy. There is certainly no single or simple solution.A Other examples include the development of self-access centers and the introduction of bilingual information officers. The same may well be said of plans to introduce counseling services, bilingual assistants and curriculum advisors. There is a great deal to be said for curriculum development to occur through small-scale case studies and action research projects which are adequately planned, closely monitored and properly evaluated, rather thanthrough large-scale national initiatives. Teachers are certainly inclined to adopt an innovation which is the result of successful practice than an untested idea which is thrust upon them.B If teachers are to be the principal agents of curriculum development, they need to develop a range of skills which go beyond classroom management and instruction. Curriculum development will therefore be largely a matter of appropriate staff development.C One of the points which emerged most strongly from the study was the fact that continuity in language programs is not just a curricular or pedagogical problem. It is an administrative, management and organizational problem as well as a counseling and curriculum-support.D Such collaboration may or may not include team teaching. While team teaching is recognized by teachers as being highly desirable desirable, many reported that they were prevented from adopting a team approach byadministrative and bureaucratic inflexibility.E There is a need for the scope of curriculum to be expanded to include not only what ‘should happen’, but also what ‘does happen’. Curriculum practice should thus be derived as much from successful practice as from statements of intent.F In terms of the provision of support, other teachers have the highest credibility in the eyes of practitioners. The practice of removing competent teachers from the classroom to be administrators or advisors results in an immediate drop in credibility. It may be more desirable to target practitioners who expertise in a limited domain, e.g.’literacy’or ‘assessment’, than as ‘experts’across the total field of curriculum activityG However, it may well be that there is no such thing as an ‘experienced’teacher, if by experienced is meant a teacher who can, at a moment’s notice and with minimal support, plan, implement and evaluate a course in anyarea of the Program. This was demonstrated by the experience of Sally. It also emerged in interviews where only one or two percent of teachers indicated indicated that they would be able to teach in an unfamiliar area without support.Part CYou are going to read a passage about the role of textbooks in language teaching. Choose from the list A-G the headings which best summarize each paragraph (33-38) of the passage. There is one extra heading that you do not need to use.33 __________________________Textbooks are key component in most language programs. In some situations they serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. They may provide the basis for the content of the lessons, the balance of skills taught and the kinds of language practice the students take part in. In other situations, the textbook may serve primarily tosupplement the teacher’s instruction. For learners. The textbook may provide the major source of contact they have with the language apart from input provided by the teacher.34 ______________________In the case of inexperienced teachers textbooks may also serve as a form of teacher training – they provide ideas on how to plan and teach lessons as well as formats that teachers can use. Much of the language teaching that occurs throughout the world today could not take place without the extensive use of cormmercial textbooks. Learning how to use and adapt textbooks is hence an important part of a teacher’s professional knowledge.35 ______________________Textbooks, however, sometimes present inauthentic language since texts, dialogs and other aspects of content tend to be specially written to incorporate teaching points and are often not representative of real language use. Textbooks often present an idealized view of theworld or fail to representative of real issues. Furthermore, if teachers use textbooks as the primary source of their teaching, leaving the textbook and teacher’s manual to make the major instructional decisions of them, the teacher’s role can become reduced to that of a technician whose primarily function is to present materials prepared by others.36________________________With such an array of commercial textbooks and other kinds of instructional materials to choose from teachers and others responsible for choosing materials need to be able to make informed judgments about textbooks and teaching materials. Evaluation, however, can only be done by considering something in relation to its purpose. A book may be ideal in one situation because it matches the needs of that situation perfectly. It has just the right amount of material for the program, it is easy to teach, it can be used with little preparation by inexperienced teachers, and it has an equalcoverage of grammar and the four skills. However the same book in a different situation may turn out to be quite unsuitable.37 ___________________________Two factors are involved in the development of commercial textbooks: those representing the interests of the author, and those representing the interests of the publisher. The author is generally concerned to produce a text that teachers will find innovative, creative, relevant to their learners’ needs, and that they will enjoy teaching from. The author is generally hopeful that the book will be successful and make a financial profit since a large investment of the author’s personal time and effort is involved. The publisher is primarily motivated by financial success.38 __________________________When developing materials, the publisher will try to satisfy teachers’ expectations as to what a textbook at a certain level should contain. For example, if an introductory ESL textbook doesnot include the present continuous in the first level of the book, teachers may feel that it is defective and not wish to use it. In an attempt to make an author’s manuscript usable in as large a market as possible, the publisher often has to change it substantially. Some of these changes are necessitated by the fact teachers with very different levels of experience, training, and teaching skill might be using the book.A Textbooks have limitations and disadvantages.B Textbooks can be adapted in classroom teaching.C Textbooks need to be evaluated before they are adopted.D Textbooks should meet teacher’needs in classroom teaching.E Textbook development often serves different purposes.F Textbooks provide the major source of learning.G Textbooks facilitate teachers’ professionaldevelopment.Part DYou are going to read a passage about using the native language in the classroom of second language teaching. Decide whether the statements in the box agree with the information given in the passage. You should choose from the following.A YES = the statement agrees with the informationB NO = the statement contradicts the informationC NOT GIVEN = there is no such information in the passageA voiding use of the 1.1 in the classroomWhile fashions in language teaching ebbed and flowed during the twentieth century, certain basic assumptions were accepted by most language teachers. Though these assumptions have affected many generations of students and teachers, they are rarely discussed or presentedto new teachers but are taken for granted as the foundation of language teaching.One of these assumptions is the discouragement of L1 use in the classroom. This convention can be phrased in stronger or weaker forms. At its strongest, it is ‘Ban the L1 from the classroom.’Only in circumstances where the teacher does not speak the students’L1 or the students have different L1 where the teacher does not speak the students’L1 or the students have different L1 could this be achieved. At weakest, the rule is ‘Minimize the L1 in the classroom,’ that is to say, use it as little it as little as possible. A usefulness of the L2 rather than the harm of the first. However the assumption is phrased, the L2 is seen as positive, the L1 as negative. The L1 is not something to be utilized in teaching but to be set aside.Most teaching methods since the 1880s have adopted this Direct Method avoidance of the L1. The monolingual principle., the unique contribution of the twentieth century toclassroom language teaching, remains the bedrock notion form which the others ultimately derive. Communicative language teaching and task-based learning methods have no necessary relationship with the L1, yet, as we shall see, the only times that the L1 is mentioned is when advice is given on how to minimize its use. The main theoretical treatments of task-based learning do not, for example, have any locatable mentions of the classroom use of the L1. Most descriptions of methods portray the ideal classroom as having as little of the L1 as possible, essentially by omitting any reference to it. Perhaps the only exception is the grammar-translation method, which has little or no public support.Avoidance of the L1 lies behind many teaching techniques, even if it is seldom spelled out. Most teaching manuals consider this avoidance as so obvious that no classroom use of the L1 is ever mentioned. Even writers who are less enthusiastic about avoiding the L1 takeissue primarily with the extent to which this is imposed. Those arguing for the L1 to be mixed with the L2 on a deliberate and consistent basis in the classroom are few and far between. Thus, this anti-L1 attitude was clearly a mainstream element in twentieth-century language teaching methodology.This is not to say that teachers do not actually use the L1 every day. Like nature, the L1 creeps back in, however many times you throw it out with a pitchfork. Even in English-only US classrooms ‘the use of the native language is so compelling that it emerges even when policies and assumptions mitigate against it’. The UK National Curriculum still needs to remind teachers 120 years after the Great Reform that ‘the target language is the normal means of communication’. Teachers resort to the L1 despite their best intentions and often feeling guilty for straying from the L2 path.。

2007年在职教育硕士全国联考英语真题及参考答案请点击下载：2007年十月在职英语真题答案如下：Part I Dialogue Communication ( 15 minutes,15 points)1-5 D A B B C 6-10 B B B C APart II V ocabulary and Structure (20 minutes, 10 points)11-15 D C B C A 16-20 B D D A A21-25 D C B D A 26-30 A D C A DPart III Reading Comprehension (40 minutes, 40 points)31-35 B A B C D 36-40 A D C B D41-45 B C C D D 46-50 B C A D CPart IV Cloze Test (15 minutes, 10 points)51-55 B B C D A 56-60 C A A D BPart V Translation (30 minutes, 10 points)适量的休息时间对人体精力恢复是绝对必要的。

如果你经常熬夜，或者睡眠不佳，很有可能会感觉身体开始衰弱。

尽管情况因人而异，但大部分人每晚至少需要7-8小时的睡眠才能拥有最佳身体状态。

如果你一直精力不足，则晚上应及早休息。

如果你早晨醒来感觉休息得不错，则说明你夜间的睡眠时间开始正常合理。

如果你每晚睡眠时间超过8小时，仍然感觉精力不济，实际上可能是睡眠过量所致。

偶尔，你会有晚上睡眠不足的时候，如果你的作息时间允许，可以考虑白天休息片刻。

小睡有时是最佳的健康充电方式。

目录2017年教育学考研真题 (2)2016年教育学考研真题 (6)2015年教育学考研真题 (13)2014年教育学考研真题 (18)2013年教育学考研真题 (24)2012年教育学考研真题 (30)2011年教育学考研真题 (36)2010年教育学考研真题 (41)2009年教育学考研真题 (47)2008年教育学考研真题 (52)2007年教育学考研真题 (57)2017年教育学考研真题一、单项选择题：1～45小题,每小题2分，共90分。

下列每题给出的四个选项中,只有一个选项符合试题要求。

1．关注知识与权力意识形态关系的教育流派是（ )A．实用主义教育学 B．批判教育学C．实验教育学D．文化教育学2．我国社会主义教育目的的理论基础是（）A．社会本位论B．个人本位论C．国家本位论D．人的全面发展理论3．以下道德教育模式中，将“学会选择”作为核心理论的是( ）A．价值澄清模式B．认识发展模式C．体谅模式D．社会学习模式4．某语文老师在古诗单元教学结束时，给学生布置了写七律诗的作业，根据布鲁姆20世纪60年代提出的教育目标分类学框架,该作业在认识目标的分类中属于（ )A．分析B．理解C．评价D．综合5．形成性评价与终结性评价的主要差异在于（ )A．评价目的不同B．评价方法不同C．评价内容不同D．评价主体不同6．我国1958年确立的教育方针强调（ )A．教育必须与生产劳动相结合 B．全面实施素质教育C．坚持立德树人 D．培养社会主义建设者和接班人7．我国中学的课程曾经分设动物学和植物学两个科目，后来合并为一个科目《生物学》从课程组织的类型来看,合并后的生物学属于（）A．融合课程B．综合课程C．分科课程D．核心课程8．学习者中心课程理论的拥护者,在教学模式上更倾向于选择( ）A．程序教学模式B．掌握教学模式C．探究教学模式D．范例教学模式9．2003年教育学颁布的《普通高中课程方案(实验）》规定，我国普通高中课程改革由学习领域、科目和模块三个层次构成,这属于（）A．课程管理的改革 B．课程结构的改革C．课程内容的改革D．课程组织的改革10．在师生关系上倾向于“学生中心说”的教育学家是( )A．帕克B．布拉梅尔德C．赫钦斯D．梅伊曼11．“形式教育论"认为,教育应发展人的能力，这个“能力”是指（）A．实战能力B．创新能力C．理性思维能力D．解决实际问题能力12．科尔伯格主张用“道德两难法”来促进学生的（）A．道德认知发展B．道德情感发展C．道德意志发展D．道德品格发展13．系统阐述了学习化社会的研究报告( ）A。