2021中学教师资格证《高中教师专业知识》历年真题02-25

1、 图1所示为中学物理教学常用的一个演示实验示意图。用不同数量的小球(可选用豆粒、玻璃球、钢球等)，分别从不同高度连续倒在秤盘上，观察指针的摆动情况。该实验通常用于帮助学生理解的物理知识是（  ）。
  （单选题）

A. 气体的压强

B. 机械能守恒

C. 动量守恒

D. 功能原理

试题答案：A

2、 “余音绕梁，三日不绝”是对古代哪一位音乐家技艺的描述?(  ) （单选题）

A. 韩娥唱歌

B. 伯牙操琴

C. 高渐离击筑

D. 苏祗婆弹胡琵琶

试题答案：A

3、  阅读Passage 1，完成第{TSE}小题。
Today´s adults grew up in schools designed to sort us into the various segments of our social and eco-nomic 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 fol-lowed. After 12 or 13 years of cumulative treatment of this kind ,we were ,in effect, spread along an achieve-ment 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 re-sult in success for them. They became the academic and emotional winners. Notice that the trigger for their e-motional strength and their learning success was their perception of their success on formal and informal as-sessments.
But there were other students who didn´t fare so well. They scored very low on tests, beginning in theearliest grades. The emotional effect was to cause them to question their own capabilities as learners. They be-gan 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 grea-ter 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 prob-lem, 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 deci-ding 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 capa-bilities 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 achieve-ment 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.
{TS}What has made students spread along an achievement continuum according to the passage? （单选题）

A.  The allotted time to learn.

B. Social and economic system.

C.  The early prerequisites students mastered.

D. Performance on formal and informal assessments.

试题答案：C

4、 （单选题）

A. (-∞，1]

B. {1}

C. Ф

D. (-1，1]

试题答案：B

5、 新能源汽车以其环保、低碳、使用成本低廉的优势，有着良好的发展前景，但是要真正被人们接受并广泛使用还面临很多的困难，还要经历一个漫长的过程。这体现了(  )。 （单选题）

A. 运动是物质的唯一特性

B. 新事物的发展要经历曲折的过程

C. 认识因事物变化而具有不确定性

D. 旧事物还有可能重新压倒新事物

试题答案：B