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案例：阅读下列教学片段，回答问题。在课堂上，教师让学生“列举信息对我们自身的用处”时，学生小明的回答是：“增长知识，得到消息，交流、沟通。”学生小丽的回答是：“创造财富、增长智力、改变未来，信息的及时获取还可以改变历史。”问题： （1）小明和小丽的回答如何？ （2）你更欣赏哪一种回答？为什么？请根据思维的原理进行分析。
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更多 “问答题案例：阅读下列教学片段，回答问题。在课堂上，教师让学生“列举信息对我们自身的用处”时，学生小明的回答是：“增长知识，得到消息，交流、沟通。”学生小丽的回答是：“创造财富、增长智力、改变未来，信息的及时获取还可以改变历史。”问题： （1）小明和小丽的回答如何？ （2）你更欣赏哪一种回答？为什么？请根据思维的原理进行分析。” 相关考题
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单选题I would have told him the answer, but I _________ so busy then.A
had beenB
wereC
wasD
would be
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单选题在语文综合性学习的实施过程中，在确定综合性学习的主题之后，教师指导学生"绘制"整个活动的计划蓝图，包括做什么、怎么做以及将形成什么样的研究结果。此阶段是语文综合性学习实施的哪个阶段？（）A
实践探索阶段B
制定方案阶段C
评价反思阶段D
确立主题阶段
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单选题在1933-1943年国会通过的重大立法中，几乎都不是国会创制的。罗斯福及联邦政府积极干预甚至控制立法，频繁使用否决权，几乎“扮演着议长的角色”。这表明罗斯福新政（）。 ①加强了美国总统的权力 ②打破了三权分立的传统 ③削弱了美国国会的独立性 ④使美国集权趋势有所加强A
①③B
①③④C
②③④D
①②④
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问答题金老师在一节唱歌课中，正在讲解遇到的高音该如何演唱时，窗外车站的大钟突然“当、当、当”地响了起来，这个意外的因素很自然地吸引了学生的注意力，顿时，课堂秩序一片混乱，老师则大声呵斥同学们，让同学们保持安静，认真听讲，这时同学们极不情愿地继续上课，这堂课也在比较尴尬的气氛中结束。
简述自己的看法。
考题
单选题当前，有不少专家认为：“华南虎在自然界已不存在可自我延续与恢复能力，人工繁育华南虎进行野化训练和放归自然，促进其种群复壮，是拯救华南虎的必然途径。”为此，韶关市于2008年在韶关市国家森林公园里建立了华南虎繁育研究中心，用以保护华南虎。请你判断该措施属于（）。A
就地保护B
易地保护C
就地保护和易地保护D
法制教育和管理
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问答题在《辛亥革命》一课的教学设计中，有以下两段材料：材料1辛亥革命后，某人翻译一本书名叫《平民政治》，但现在却准备易名为《共和政治》后再出版。《国粹学报》过去一段时间销路不畅，但最近改名《共和杂志》，重新变得抢手。当时人不禁感叹：“今日惟‘共和’二字稍可卖几个钱耳！”（摘编自徐兆玮：《棣秋馆日记》）材料2革命后地方不同了一点，绿营制度没有改变多少……守兵当值的，到时照常上衙门听候差遣。马兵仍照旧把马养在家中。衙门前钟鼓楼每到晚上仍有三五个鼓手奏乐……--沈从文《辛亥革命的一课》请利用上述材料，设计出一个教学活动。要求：（1）设计意图要明确；（2）教学活动要完整
考题
单选题Passage1There are two kinds of motive for engaging in any activity: internal and instrumental. If a scientist conducts research because she wants to discover important facts about the world, that's an internal motive, since discovering facts is inherently related to the activity of research. If she conducts research because she wants to achieve scholarly renown, that's an instrumental motive, since the relation between fame and research is not so inherent. Often, people have both for doing things.What mix of motives-internal or instrumental or both-is most conducive to success? You might suppose that a scientist motivated by a desire to discover facts and by a desire to achieve renown will do better work than a scientist motivated by just one of those desires. Surely two motives are better than one. But as we and our colleagues argue in a paper newly published in the Proceedings of the National Academy of Sciences, instrumental motives are not always an asset and can actually be counterproductive to success.We analyzed data drawn from 11,320 cadets in nine entering classes at the United StatesMilitary Academy at West Point, all of whom rated how much each of a set of motives influenced their decision to attend the academy. The motives included things like a desire to get a good job later in life and a desire to be trained as a leader in the United States Army.How did the cadets fare, years later? How did their progress relate to their original motives for attending West Point?We found, unsurprisingly, that the stronger their internal reasons were to attend West Point, the more likely cadets were to graduate and become commissioned officers. Also unsurprisingly, cadets with internal motives did better in the military(as evidenced by early promotion recommendations)than did those without internal motives and were also more likely to stay in the military after their five years of mandatory service.Remarkably, cadets with strong internal and strong instrumental motives for attending West Point performed worse on every measure than did those with strong internal motives but weak instrumental ones. They were less likely to graduate, less outstanding as military officers and less committed to staying in the military.Our study suggests that efforts should be made to structure activities so that instrumental consequences do not become motives. Helping people focus on the meaning and impact of their work, rather than on, say, the financial returns it will bring, may be the best way to improve not only the quality of their work but also their financial success.There is a temptation among educators and instructors to use whatever motivational tools are available to recruit participants or improve performance. If the desire for military excellence and service to country fails to attract all the recruits that the Army needs, then perhaps appeals to money for college, career training or seeing the world will do the job. While this strategy may lure more recruits, it may also yield worse soldiers. Similarly, for students uninterested in learning, financial incentives for good attendance or pizza parties for high performance may prompt them to participate, but it may result in less well-educated students.What can be the best title for the article?A
Motivation and FameB
Two Types of MotivesC
The Secret of Effective MotivationD
The Study on the Function of Motives
考题
问答题设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语写作教学方案。教案没有固定格式，但须包含下列要点：●teaching objectives●teaching contents●key and difficult points●major steps and time allocation●activities and justifications教学时间：20分钟学生概况：某城镇普通中学初中一年级学生，班级人数40人。多数学生已经达到《义务教育英语课程标准（2011年版）》二级水平。学生课堂参与积极性一般。语言素材： Write your own note to a friend. Invite him/her to an activity in your school. Use the questions to help you. 1.What's your friend's name？ 2.What does your friend like to do？ 3.What activity do you have in your school？ 4.When is the activity？
考题
问答题案例： 初中物理“探究通过导体的电流与电压和电阻的关系”的一段课堂教学实录如下: 师：同学们，在之前我们学习过电流、电压、电阻，还记得他们对于一个电路都有什么作用么? 生：电压是产生电流的原因，电压越大，电流越大；电阻表示导体对电流的阻碍作用，电阻越大，电流越小。 师：很好，看来大家对之前的知识掌握的非常到位了，那么，流过导体的电流与导体的电阻及加在它两端的电压存在怎样的定量关系呢？我们采用实验验证一下.要想探究电流与电压之间的关系应采用什么方法和原理7 生：控制变量法，电阻不变，藏变电压的值。 师：对，研究两个物理量的关系；我们要控制第三个物理量 不发生改变。那我们做这个实验都需要哪些器材呢？ 生：电流表、电压表、滑动变阻器、电阻、电源、导线、开关。 师：滑动变阻器的作用是什么呢 ? 生：保护电路， 师：还有补充的么？ 生：通过调节滑动变阻器采改变电路中电阻两端的电压。 师：好的，那现在同学们就来自己动手连接电路进行实验，并记录数据到表格中。 师：实验结束了，大家观察自己测量的数据，有什么发现么？ 生：对于一个电阻，当电压一定时，通过导体的电流与它的电阻成反比。 师：这位同学观察的非常细致，反应也很快，其他人的数据也具有这个规律么？ 生：是。 师：这就是我们今天要探究的流经导体的电流与导体的电阻之间的关系：在导体两端电压一定时，通过导体两端的电流与其电阻成反比。 问题： (1)请对上述课堂实录中教师教学存在的问题进行评述。（15分）(2)请设计一段教学片段，以改进上述问题。（15分）
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单选题Which of the following language is not spoken in Scotland? _____A
EnglishB
ScottishC
GaelicD
Danish
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单选题VB中，Int（2.4）的返回值是（）。A
2.4B
3C
0D
2
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