2007年在职攻读教育硕士学位全国联考教育学考试真题

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2007年在职攻读教育硕士专心理学试题

2007年在职攻读硕士学位全国联考教育硕士心理学试卷一、单项选择题(每小题1分，共l0分，本题答案填涂在答题卡上)1．对事物的各种属性、各个部分以及它们之间关系综合的、整体的直接反映是( )。

A.观察B.感觉C.知觉 D．思维2.艾森克认为；性格差异除表现为内外倾似外，速有稳定性和( )性。

A.独立B.敏捷 C．直觉 D．求实3．英国心理学家培因把人的性分为理智型、情绪性和( )型。

A．独立 B．经济 C．理论 D．意志4．不能直接用于交际的言语是( )言语。

A．内部 B．书面 C．口头 D．独自5．思维是人脑对事物概括的( )的反映。

A．深刻 B．间接 C．抽象 D．综合6．主要分布于头、面部，并与头、面部的运动和感觉有关的神经是( )神经。

A．植物性 B．脑 C．脊 D．自主7．强调心理学应该研究无意识现象的是( )、心理学。

A．构造主义 B．行为主义 C．认知 D．精神分析8．把某些事物或现象当作知觉对象，把另一些事物或现象当作知觉背景，这是知觉的( )性。

A．恒常 B.选择 C．理解 D.整体9．其它刺激物的出现，对正在进行的条件反射发生的抑制称为( )抑制。

A．消退 B．超限 C．外 D.分化10．技能形成的基本条件是( )。

A．练习 B．正迁移 C．示范 D．反馈二、填空题(每小题1分。

共5分)1．从刺激的来源分，感觉可分为外受感觉、内受感觉和感觉。

2．巴甫洛夫学说以两种活动来解释思维的生理机制。

3．反映事物本质属性与共同特征的思维形式是。

4．现代心理学的第三种势力是心理学。

5．班都拉的人格学习理论称为论。

三、名词解释(每小题2分，共lO分)1．性格 2．想象 3．暗适应 4．实验法 5．习惯四、简答题(每小题5分，共30分)1．简述皮亚杰关于影响心理发展的因素。

2．简述运动知觉及其主要类型。

3．简述思维过程中分析与综合的三种水平。

4．简述韦纳的归因三维理论的主要观点。

5．简述影响注意分配的条件。

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【圣才出品】

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。

考研教育学专业基础综合考试教育学原理真题2007年

考研教育学专业基础综合考试教育学原理真题2007年一、单项选择题1. 赫尔巴特所代表的传统教育思想的核心一般被概括为：教材中心、课堂中心和______A.教师中心B.学校中心C.学生中心D.活动中心答案：A[解答] 赫尔巴特是传统教育的代表人物，而此题目考查的是赫尔巴特的“三中心”，即以教师为中心，以教室为中心，以教材为中心，也被称为“三中心”。

杜威通过对教育本质的论述，驳斥了传统教育中的“三中心”，以“现代教育三中心”取代传统教育的“三中心”，强调经验中心、活动中心和学生中心。

2. 强调知识的内在逻辑和系统性，主张分科教学的是______A.经验主义课程论B.学科中心课程论C.存在主义课程论D.后现代主义课程论答案：B[解答] 课程理论流派主要有经验主义课程论、学科中心主义课程论、存在主义课程论、后现代主义课程论等。

其中，学科中心课程论认为知识是课程的核心，学校课程应以学科的分类为基础，以学科教学为核心，强调学科逻辑，注重知识和学术，主要代表人物有布鲁纳、施瓦布等。

经验主义课程论主张学生是课程的核心，认为学校课程应以学生的兴趣或生活为基础，注重经验，强调心理逻辑，主要代表人物是杜威、罗杰斯等。

存在主义课程论认为课程最终要由学生的需要来决定，主要代表人物是奈勒。

后现代主义课程论的主要代表人物是美国学者多尔，在批判泰勒课程模式的基础上提出了后现代课程的四个标准：丰富性、循环性、关联性、严密性。

3. 只要提供了足够的时间和帮助，每一个学生都能达成学习目标，依据这种思想建构的教学模式是______A.程序教学模式B.发现教学模式C.掌握学习教学模式D.非指导性教学模式答案：C[解答] 掌握学习教学模式是由美国心理学家和教育学家布卢姆于20世纪70年代创立的。

“掌握学习”又称“为掌握而学习”、“完全习得的学习”，它是一种旨在使所有学生都能达到预定的教学目标的一种教学活动体系，以“人人都能学习”的信念为基础，强调教学目标的达成，并辅之以额外学习时间。

2007年在职读硕全国联考综合知识B卷真题

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。

311 07-10真题答案

2007年全国硕士研究生入学统一考试教育学专业基础综合试题参考答案和评分参考一、单项选择题：每小题2分。

共90分。

1．A 2．B 3．C 4．A 5．B 6．D 7．A 8．D 9．B 10．D11．B 12．B 13．C 14．A 15．C 16．A 17．C 18．C 19．D 20．A21．D 22．B 23．D 24．A 25．A 26．D 27．B 28．A 29．C 30．A31．D 32．C 33．C 34．C 35．B 36．B 37．A 38．B 39．A 40．C41．A 42．D 43．B 44．D 45．D二、辨析题：每小题10分。

共30分。

46．答案要点：正确。

(2分)教育目的是指一定社会对人的培养的总要求，规定培养人的质量规格。

(3分)培养目标是指各级各类学校培养人的具体要求。

(3分)两者之间是一般与特殊的关系。

(2分)47．答案要点：错误。

(2分)教学模式是指用于构成课程和课业、选择教材、提示教师在课堂或其他场合教学的一种范型。

(3分，若有其他合理的界定，亦可给分)教学方法是指为完成教学任务，教师的教和学生的学相互作用所采取的方式。

(3分)教学模式具有概括化、理论化的特点，教学方法则具有具体的、可操作的特点。

教学模式包含了一定的教学指导思想、教学策略和教学方法等，属于较高层次。

(2分)48．答案要点：错误。

(2分)当新问题与原有问题的条件和解题要求基本相同时，定势能使人应用已掌握的法迅速解决问题，减少探索过程，有利于问题解决。

(4分)当新问题与原有问题的条件和解题要求不相同时，定势使人习惯性地采取原先方法去解决新问题，而不进行别的尝试，会阻碍问题解决。

(4分)三、简答题：每小题15分。

共90分。

49．答案要点：(1)学校内部因素，如指导思想与目标、课程与教学、校园文化、管理、德育的内容、方法与途径、教师与学生、教育评价等。

(7分)(2)学校外部因素，如家庭和社会因素等。

在职教育硕士教育学真题4套(附答案)

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真题

15. 下列关于“消费者物价指数（CPI）”的说法，不正确的一项是 A. 该指标上升意味着居民生活成本下降 B. 通常作为观察通货膨胀水平的重要指标 C. 该指标较大时可能出现经济运行不稳定 D. 反映与居民生活有关的商品价格及劳务价格的统计物价变动指标二、填空题 16. 在下列各句横线处，依次填入最恰当的词语。 ①误会产生后，你们并没有给他____的机会。 ②这两个问题之间没有什么关联，需要____处理。 ③大家的力量____在一起，就没有克服不了的困难。 A．分辨各别会合 C. 分辩各别汇合 B. 分辨个别会合 D. 分辨个别汇合
2．下列各句中，没有错别字的一句是 A．不可狂妄自大，也不要枉自菲薄。 B．诗歌最忌骄揉造作，无病呻吟。 C．他自顾不遐，哪里还能顾及他人。
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天津联创太奇

B. 不适当地管教孩子，对孩子的成长十分不利。 C. 他文思敏捷．三天就写出了一篇文章。 D. 火车票没买到，老王只好急急忙忙坐出租车去了。 7. 下列关于文史知识的表述，有错误的一项是 A. 鲁迅的《狂人日记》1918 年发表于《新青年》杂志，后收人小说集《呐喊》。
地址：天津市南开区鞍山西道时代公寓 A 座 2302 咨询电话：23156300 GCT 试卷 A 卷
25. 人民法院审理_____案件，必须进行调解。 A. 离婚 B. 继承遗产
咨询电话：23156300 GCT 试卷 A 卷
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联手世界，创享未来
C. 借款合同
D. 追索劳动报酬

2007年在职攻读硕士学位全国联考(MPA)管理学真题试卷(题后含答案及解析)

2007年在职攻读硕士学位全国联考（MPA）管理学真题试卷(题后含答案及解析)题型有：1. 单选题 2. 案例题 3. 简述题 4. 分析题单选题1．西方行政学产生的标志是威尔逊发表的( )A．《公共行政原理》B．《政治与行政》C．《公共行政学研究导论》D．《行政管理学之研究》正确答案：D解析：西方行政学产生于美国，以1887年威尔逊发表的《行政管理学之研究》为标志。

1926年魏劳毕出版《公共行政原理》；1900年古德洛出版《政治与行政》。

2．把“经济人”假设引入政府行为理论的公共选择学派的创始人是( )A．布莱克维尔B．科恩C．布坎南D．威廉姆逊正确答案：C解析：以布坎南为代表的公共选择学派把”经济人”假设引入政府行为理论。

3．提出使管理职能细化并实行“职能工长制”的管理学家是( ) A．韦伯B．法约尔C．泰罗D．德鲁克正确答案：C解析：泰罗提出管理职能细化，并实行“职能工长制”；韦伯作为组织管理学派的代表人物，在其《社会和经济组织的理论》中提出了现代行政体系的基本原则；法约尔在《工业管理与一般管理》中认为管理职能可以划分为计划、组织、指挥、协调和控制五项基本职能；德鲁克是经验学派的代表人物。

4．阿吉里斯提出“不成熟——成熟理论”的著作是( )A．《个性与组织》B．《激励与个人》C．《工作与人性》D．《人类动机理论》正确答案：A解析：《个性与组织》是阿吉里斯的代表作，提出“不成熟一成熟理论；《工作与人性》是赫茨伯格的著作；《激励与个人》与《人类动机理论》是马斯洛的代表作。

5．现代管理学派中，权变理论学派的代表人物是( )A．孔茨B．西蒙C．卢丹斯D．明茨伯格正确答案：C解析：卢丹斯是权变理论学派的代表人物；孔茨是管理过程学派的代表人物；西蒙是决策理论的代表人物；明茨伯格是经理角色学派的代表人物。

6．不同时期政府设置的临时办公机构，如各种工作领导协调小组及其办公室，属于( )A．直线结构B．矩阵结构C．直线一职能结构D．职能结构正确答案：B解析：直线结构是一种最简单的组织结构形式，组织职位按照垂直系统直线排列，各级主管对自己的下级拥有一切职权，职权和命令从上到下直线纵向贯穿于组织之中。

2007年教育学试题及答案

2007年教育学试题及答案第一篇：2007年教育学试题及答案2007年教育学试题及答案(2009-05-01 17:32:01)转载标签：分类：教师杂谈2007年教育学试题及答案 2007-08-07 08:26一、单项选择题(在每小题的四个备选答案中，选出一个正确答案，并将正确答案的序号填在题干的括号内。

每小题1分，共20分)1.推动教育学发展的内在动力是()的发展。

A.教育规律B.教育价值C.教育现象D.教育问题2.提出“泛智”教育思想，探讨“把一切事物教给一切人类的全部艺术”的教育家是()A.培根B.夸美纽斯C.赫尔巴特D.赞可夫3.“我们敢说日常所见的人中，十分之九都是他们的教育所决定的”。

这一观点出自洛克的()A.《大教学论》B.《教育漫话》C.《爱弥儿》D.《普通教育学》4.学校的中心工作是()A.教学工作B.公共关系C.行政工作D.总务工作5.“活到老学到老”是现代教育()特点的要求。

A.大众性 B.公平性 C.终身性 D.未来性 6.学校管理的目标和尺度是()A.经济收入 B.良好的公共关系 C.学校绩效 D.政治影响 7.学校管理的基本途径是()A.教学活?nbsp;B.沟通 C.教劳结合 D.协调8.儿童身心发展有两个高速发展期：新生儿与青春期，这是身心发展()规律的反映。

A.顺序性B.不平衡性C.阶段性D.个别差异性9.()是全部教育活动的主题和灵魂，是教育的最高理想。

A.教育方针 B.教育政策 C.教育目的 D.教育目标10.学校德育对政治、经济、文化发生影响的功能即指()A.发展性功能 B.个体性功能 C.教育性功能 D.社会性功能11.美国各门课程中多样化的实践活动，日本的综合活动时间反映出对()在课程中地位的重视。

A.知识B.能力C.直接经验D.间接经验12.欧洲中世纪的宗教神学课程和工业革命后的以自然科学为基础的课程属于课程类别中的()A.学科课程B.活动课程C.综合课程D.融合课程 13.教学活动的本质是()A.认识活动 B.实践活动 C.交往活动 D.课堂活动14.“除数是小数的除法”，某老师把学生的回答的分12个馒头的计算板书出来：12÷３=4(人)12÷2=6(人)，12÷1=12(人)，12÷0.5=24(人)，这一做法体现了()A.巩固性原则 B.直观性原则 C.理论联系实际原则D.因材施教原则15.布鲁纳认为，无论我们选择何种学科，都务必使学生理解该学科的基本结构，依此而建立的课程理论是()A.百科全书式课程理论B.综合课程理论C.实用主义课程理论D.结构主义课程理论16.把两个及其两个年级以上的儿童编在一个班级，直接教学与布置、完成作业轮流交替进行，在一节课内由一位教师对不同年级学生进行教学的组织形式是()。

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

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。

2007年全国硕士研究生入学统一考试教育学专业基础综合(代码311)真题及详解

2007年全国硕士研究生入学统一考试教育学专业基础综合（代码311）真题及详解一、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，只有一个选项是符合题目要求的。

请在答题卡上将所选项的字母涂黑。

1．赫尔巴特所代表的传统教育思想的核心一般被概括为：教材中心、课堂中心和（）。

A．教师中心B．学校中心C．学生中心D．活动中心【考点】赫然巴特的教育思想。

【答案】A【解析】此题是考查的是以赫尔巴特为代表的传统教育思想的核心。

以赫尔巴特为代表的传统教育思想的三个中心是教材中心、课堂中心、教师中心。

而以杜威为代表的现代教育思想则强调经验中心、活动中心、学生中心。

2．强调知识的内在逻辑和系统性，主张分科教学的是（）。

A．经验主义课程论B．学科中心课程论C．存在主义课程论D．后现代主义课程论【考点】课程理论流派。

【答案】B【解析】此题考查的是课程理论的流派。

学科中心课程理论强调的是知识的内在逻辑和系统性，主张实施分科教学。

经验主义课程认为应以儿童活动为中心来组织课程，课程的组织形式应该心理学化。

存在主义课程论认为课程最终要以学生的需要来决定。

后现代主义课程论则强调课程的丰富性、循环性、关联性和严密性，借助于后现代主义理论分析看待现代课程问题。

3．只要提供了足够的时间和帮助，每一个学生都能达成学习目标。

依据这种思想建构的教学模式是（）。

A．程序教学模式B．发现教学模式C．掌握学习教学模式D．非指导性教学模式【考点】不同教学模式的思想。

【答案】C【解析】本题是对几种主要的教学模式的考查。

掌握教学模式是美国教育学家布卢姆创立的，是在“所有学生都能学好”的思想指导下，以集体教学为基础，辅之以及时的反馈，为学生提供个别化的帮助以及必要的学习时间，从而使大多数学生达到学习目标的一种教学模式。

程序教学模式是根据斯金纳“操作条件反射”和强化理论设计的教学模式，认为学习就是刺激—反应之间的联结，教学的目的就是提供特定的刺激，以便引起学生特定的反应，并且通过小步骤进行，呈现明显反应，及时反馈和自定步调学习来达到目的。

2007年在职全国联考教育硕士真题及答—教育学心理学

2007年心理学试题一选择题1 强调心理学应该研究无意识现象的是（）心理学。

2 主要分布于头、面部，并与头，面部的运动和感觉有关的神经是（）3 其他刺激物的出现，对正在进行的条件反射发生的抑制称为（ )抑制。

4 把某些事物或现象当作知觉对象，把另一些事物或现象当作知觉背景，这是知觉的（）。

5 对事物的各种属性、各个部分以及他们之间关系综合的、整体的直接反映是（）6 技能形成的基本条件是（）7 英国心理学家培因把人的性格分为理智型、情绪型和（）8 艾森克认为，性格差异除了表现为内外倾以外，还有稳定性和（）9 思维是人脑对事物的概括的（）反映10 不能直接用于交际的言语是（）言语二、填空题1 从刺激的来源分，感觉可分为外受感觉、内受感觉和（）感觉。

2 巴普洛夫学说以两种（）活动来解释思维的生理机制，3 反映事物本质属性与共同属性特征的思维形式是（）4 现代心理学的第三种势利是（）心理学5 班都拉的人格学习理论称为（）论三、名词解释1.性格2 想象3 暗适应4 实验法5 习惯四、简答题1 皮亚杰关于影响心理发展的因素？2 运动知觉及其主要类型3 简述思维过程中分析与综合的三种水平。

4 韦伯三维理论的主要观点5 影响注意分配的条件6 气质的激素理论五、论述题1 能力形成的原因和条件2 如何培养学生良好的情绪3 外显记忆与内显记忆及其在教学中的意义2007年教育学试题一选择题1 在各种社会因素中，决定受教育权利因素的是（）2 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（）3 从个体身心发展动因角度来看，树大自然直的观点反映了（）观点。

4 围绕人类的基本活动确定中心学习内容的课程类型是（）课程。

5 强调教学活动是间接经验习得，提出这一观点的是（）6 体现教学过程中科学实践观与主观能动性统一的学习方式是（）7 最早对班级授课制进行研究，确立了班级授课制基本轮廓的是（）8 区别一名普通教师与优秀教师的真正标志是（）9 杜威主张（）10 班级建设的起始阶段重点在（）二、填空题1 在近代教育史上，实质教育和形式教育在课程理论上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。

2007年在职全国联考教育硕士真题及答—教育学心理学

2007年心理学试题一选择题1 强调心理学应该研究无意识现象的是（）心理学。

2 主要分布于头、面部,并与头，面部的运动和感觉有关的神经是（）3 其他刺激物的出现，对正在进行的条件反射发生的抑制称为（ )抑制。

4 把某些事物或现象当作知觉对象，把另一些事物或现象当作知觉背景,这是知觉的( ）。

5 对事物的各种属性、各个部分以及他们之间关系综合的、整体的直接反映是( ）6 技能形成的基本条件是（ )7 英国心理学家培因把人的性格分为理智型、情绪型和（）8 艾森克认为，性格差异除了表现为内外倾以外，还有稳定性和（）9 思维是人脑对事物的概括的( )反映10 不能直接用于交际的言语是（）言语二、填空题1 从刺激的来源分，感觉可分为外受感觉、内受感觉和（）感觉。

2 巴普洛夫学说以两种（）活动来解释思维的生理机制,3 反映事物本质属性与共同属性特征的思维形式是（）4 现代心理学的第三种势利是（）心理学5 班都拉的人格学习理论称为（）论三、名词解释1。

性格2 想象3 暗适应4 实验法5 习惯1 皮亚杰关于影响心理发展的因素？2 运动知觉及其主要类型3 简述思维过程中分析与综合的三种水平。

4 韦伯三维理论的主要观点5 影响注意分配的条件6 气质的激素理论五、论述题1 能力形成的原因和条件2 如何培养学生良好的情绪3 外显记忆与内显记忆及其在教学中的意义2007年教育学试题一选择题1 在各种社会因素中，决定受教育权利因素的是（）2 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（ )3 从个体身心发展动因角度来看，树大自然直的观点反映了（）观点。

4 围绕人类的基本活动确定中心学习内容的课程类型是（）课程.5 强调教学活动是间接经验习得，提出这一观点的是（）6 体现教学过程中科学实践观与主观能动性统一的学习方式是（）7 最早对班级授课制进行研究，确立了班级授课制基本轮廓的是（）8 区别一名普通教师与优秀教师的真正标志是（ )9 杜威主张（）10 班级建设的起始阶段重点在( ）1 在近代教育史上，实质教育和形式教育在课程理论上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，综合中学的比例增加，中等教育阶段出现了（ )的趋势。