2021中学教师资格证《高中教师专业知识》真题模拟02-12

1、

秦腔的主要演奏乐器是()。

（单选题）

A. 京胡

B. 高胡

C. 板胡

D. 坠胡

试题答案：C

2、

1916年，列宁在《无产阶级革命的军事纲领》中指出，社会主义不能在所有国家内同时获得胜利。它将首先在一个或者几个国家获得胜利，而其余的国家在一段时期内将仍然可能是资产阶级的国家。列宁得出以上结论的基本依据是(   )。

（单选题）

A. 马克思主义对阶级斗争的论述

B. 二月革命推翻了沙皇专制统治

C. 资本主义国家发展的不平衡性

D. 社会主义运动自身的发展规律

试题答案：C

3、

请阅读Passage 2,完成第 26~30小题。

Passage 2

For centuries in Spain and Latin America, heading home for lunch and a snooze with the family was some thing like a national right, but with global capitalism standardizing work hours, this idyllic habit is fast becoming an endangered pleasure. Ironically, all this is happening just as researchers are beginning to note the health benefits of the afternoon nap.

According to a nationwide survey, less than 25 percent of Spaniards still enjoy siestas. And like Spain, much of Latin America has adopted Americanized work schedules, too, with shortened lunch times and more rigid work hours. Last year the Mexican government passed a law limiting lunch breaks to one hour and requiring its employees to work their eight-hour shift between 7 a.m. and 6 p.m. Before the mandate, workers would break up the shift-going home midday for a long break with the family and returning to work until about 9 or 10 p.m. The idea of siesta is changing in Greece, Italy and Portugal, too, as they rush to join their more "industrious" counterparts in the global market.

Most Americans I know covet sleep, but the idea of taking a nap mid-afternoon equates with laziness, un employment and general sneakiness. Yet according to a National Sleep Survey poll, 65 percent of adults do not get enough sleep. Numerous scientific studies document the benefits of nap taking, including one1997 study on the deleterious effects of sleep deprivation in the journal Internal Medicine. The researchers found that fatigue harms not only marital and social relations but worker productivity.

According to Mark Rosekind, a former NASA scientist and founder of Solutions in Cupertino, Calif., which educates businesses about the advantages of sanctioning naps, we're biologically programmed to get sleepy between 3 and 5 p.m. and 3 and 5 a.m. Our internal timekeeper-called the circadian clock-operates on a 24-hour rotation and every 12 hours there's a dip. In accordance with these natural sleep rhythms, Rosekind recommends that naps be either for 40 minutes or for two hours. Latin American countries, asserts Rosekind, have had it right all along. They've been in sync with their clocks; we haven't.

Since most of the world is sleep-deprived, getting well under the recommended eight hours a night (adults get an average of 6.5 hours nightly), we usually operate on a kind ofidle midday. Naps are even more useful now that most of us forfeit sleep because of insane work schedules, longer commute times and stress, In a study published last April, Brazilian medical researchers noted that blood pressure and arterial blood pressure dropped during a siesta.

We can infer from the second paragraph that Mexican workers now ____.

（单选题）

A. work fewer hours than in the past

B. get home from work much later than in the past

C. work more reasonable hours than in the past

D. finish the workday earlier than in the past

试题答案：D

4、

Passage1

Today's adults grew up in schools designed to sort us into the various segments of our social and economic system. The amount of time available to learn was fixed: one year per grade. The amount learned by the end of that time was free to vary: some of us learned a great deal；some，very little. As we advanced through the grades，those who had learned a great deal in previous grades continued to build on those foundations. Those who had failed to master the early prerequisites within the allotted time failed to learn that which followed. After 12 or 13 years of cumulative treatment of this kind，we were，in effect，spread along an achievement continuum that was ultimately reflected in each student's rank in class upon graduation.

From the very earliest grades, some students learned a great deal very quickly and consistently scored high on assessments. The emotional effect of this was to help them to see themselves as capable learners, and so these students became increasingly confident in school. That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach. Driven forward by this optimism, these students continued to try hard, and that effort continued to result in success for them. They became the academic and emotional winners. Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments.

But there were other students who didn't fare so well. They scored very low on tests, beginning in the earliest grades. The emotional effect was to cause them to question their own capabilities as learners. They began to lose confidence, which, in turn, deprived them of the emotional reserves needed to continue to take risks. As their motivation warned, of course, their performance plummeted. These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope. Once again, the emotional trigger for their decision not to try was their perception of their performance on assessments.

Consider the reality-indeed, the paradox-of the schools in which we were reared. If some students worked hard and learned a lot, that was a positive result, and they would finish high in the rank order. But if some students gave up in hopeless failure, that was an acceptable result, too, because they would occupy places very low in the rank order. Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students, the more it reinforced the rank order. This is why, if some students gave up and stopped trying (even dropped out of school), that was regarded as the student's problem, not the teacher's or the school's.

Once again, please notice who is using test results to decide whether to strive for excellence or give up in hopelessness. The"data-based decision makers" in this process are students themselves.

Students are deciding whether success is within or beyond reach, whether the learning is worth the required effort, and so whether to try or not. The critical emotions underpinning the decision making process include anxiety, fear of failure, uncertainty, and unwillingness to take risks-all triggered by students' perceptions of their own capabilities as reflected in assessment results.

Some students responded to the demands of such environments by working hard and learning a great deal. Others controlled their anxiety by giving up and not caring. The result for them is exactly the opposite of the one society wants. Instead of leaving no child behind, these practices, in effect, drove down the achievement of at least as many students as they successfully elevated. And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities.

Which of the following will be triggered by the assessment results according to the passage？

（单选题）

A. Students'learning efforts.

B. Leaving-no-child-behind policy.

C. Socioeconomic and ethnic ranking.

D. Social disapproval of schools'mission.

试题答案：A

5、

If you want to go to the movie tonight, so ______ I .

（单选题）

A. do

B. am

C. will

D. should

试题答案：C