四川特岗教师考试试题.doc

四川特岗教师考试试题

资料仅供参考
四川 特岗教师考试试题
教育学部分（50分）
　　一、单项选择题（在每小题的四个备选答案中，选出一个正确的答案，并
　　将其代码填入答题纸的相应位置。每小题1分，共10分）
　　1．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
　　2．前苏联教育家苏霍姆林斯基教育思想的核心内容是
　　A．全面和谐发展的教育理论     B．认知结构理论
　　C．教学与发展理论             D．教学过程最优化理论
　　3．就儿童发展整体而言，生理的成熟先于心理的成熟，这体现了儿童身心发展的
　　A．顺序性                    B．阶段性     
　　C．个别差异性           D．不平衡性
　　4．中国教育目的制定的指导思想和理论基础是
　　A．社会本位价值取向     B．人本位价值取向    
　　C．马克思主义关于人的全面发展学说 D．政治本位价值取向
　　5．在教学中，经过学生观察所学事物或教师语言的形象描述，引导学生形
　　成所学事物、过程的清晰表象，丰富她们的感性认识，从而使她们能够
　　正确理解书本知识和发展认知能力的教学原则是
　　A．直观性原则                 B．启发性原则   
　　C．循序渐进原则          D．巩固性原则
　　6．把课程分为必修课程和选修课程的依据是
　　A．课程内容的组织方式        B．课程制定者或管理层次  
　　C．课程设置的要求            D．课程内容所固有的属性
　　7．马克思主义认为培养全面发展的人的唯一方法是
　　A．理论联系实际             B．做到因材施教
　　C．实现教育机会均等     D．教育与生产劳动相结合
　　8．把两个及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
　　A．分层教学                  B．合作教学  
　　C．小班教学                  D．复式教学
　　9．以她人的高尚思想、模范行为和卓越成就来影响学生品德的方式称为
　　A．说服法                    B．榜样法     
　　C．表扬奖励与批评处分  D．锻炼法
　　10．当前世界范围内，最普遍和最基本的教学组织形式是
　　A．个别教学                  B．小组教学   
　　C．班级授课制                D．复式教学
　　二、多项选择题（在每小题的五个备选答案中选出二至五个正确答案，并
　　将正确答案的代码填入答题纸的相应位置。错选、多选、漏选均不得分。
　　每小题2分，共12分）
　　1．古代学校教育的特征主要表现为
　　A．阶级性           B．道统性     C．功用性  
　　D．专制性          E．刻板性
　　2．下列教育家中，属于人本位教育目的价值取向的代表人物有
　　A．凯兴斯坦纳      B．卢梭       C．康德 
　　D．小原国芳        E．裴斯泰洛齐
　　3．学校潜在课程主要是指
　　A．教学过程中的思想品德教育内容 
　　B．学生在人际交往中受到的影响
　　C．校风、班风等制度化与非制度化的影响
　　D．未来社会要求的新科技
　　E．学校物质文化对学生所构成的各种影响
　　4．中小学体育的主要任务有
　　A．增强学生体质，促进其身体正常发育
　　B．提高运动素养，传授必要的知识技能
　　C．参加各种体育竞赛，选拔运动人才
　　D．增强体育兴趣，形成良好的精神品质
　　E．养成运动习惯，培养竞技体育观念和竞争意识
　　5．建立良好班集体的策略主要有
　　A．对学生实行专制管理              B．树立明确的共同目标
　　C．建设一支好的学生干部队伍        D．培养健康的集体舆论
　　E．开展各种形式的活动
　　6．发展性评价应遵循的基本原则有
　　A．发展性原则       B．激励性原则     C．合作性原则
　　D．整体性原则       E．多元化原则
　　三、简答题（每小题6分，共18分）
　　1．现代教育制度发展的趋势表现在哪几个方面？
　　2．简述中国新一轮基础教育课程评价改革的特点。
　　3．什么是启发性原则？贯彻该原则的基本要求是什么？
　　四、论述题（10分）
　　个体身心发展的规律有哪些？学校教育如何适应这些规律，促进个体身心全面和谐地发展
教育心理学部分（50分）
　　一、单项选择题（在每小题的四个备选答案中，选出一个正确的答案，并将其代码填入答题纸的相应位置。每小题1分，共10分）
　　1．奥苏伯尔认为，学生学习的实质是
　　A．有意义接受学习    B. 有意义发现学习C. 发现学习      D. 探究学习
　　2．根据认知心理学的研究，程序性知识的表征形式主要是
　　A. 命题             B. 命题网络      C. 图式       D. 产生式
　　3．一般而言，把学习成败归因于以下哪一因素对学习动机的激励作用最大
　　A. 努力程度        B. 能力高低      C. 任务难度         D. 运气好坏
　　4．学习者用来调节自己的注意、记忆、思维等过程的技能就是
　　A．学习策略      B．认知策略     C．学习方法      D．元认知
　　5．品德形成的标志是
　　A．道德信念 B．道德评价能力的形成     C．价值内化 D．道德行为习惯的养成
　　6．关注学习者如何应用原有的认知结构与信念来建构新知识，强调学习的主动性、社会性与情境性的学习理论是 
　　A. 认知发现理论 B. 认知同化理论    C. 认知建构理论  D. 顿悟学习理论
　　7．在教学中不断变换同类事物的非本质属性，以便突出本质属性的方法称为
　　A．变化  B．改变            　C．变式   D．突出
　　8．品德心理结构中最具有动力色彩的成份是  
　　A. 道德认识 B. 道德情感       　C. 道德意志  D. 道德行为
　　9．美国心理学家桑代克反对形式训练说，提出了迁移的
　　A. 相同要素说  B.概括化理论   　C.关系转换说   D.学习定势说
　　10．加工信息时主要依赖来自客观环境的线索，对社会科学、儿童教育、社会工作、文秘公关等与人交往的职业感兴趣的个体的认知风格属于
　　A．场独立    B．场依存      　C．冲动型    D．沉思型
　　二、多项选择题(在每小题的五个备选答案中选出二至五个正确答案，并将正确答案的代码填入答题纸相应的位置。错选、多选、漏选均不得分。每小题2分，共12分)
　　1．教育心理学的研究对象是
　　A．教的心理活动   B．学的心理活动    C．教与学的互动机制  D．学生的心理发展特点
　　E. 学校情景
　　2．构成动机的主要成分是
　　A．归因  B．成就动机   C．诱因      　D．需要   E.评价              
　　3．学习的本质属性是
　　A．变化是持久的 B．变化既是外显的行为也是内部的心理结构C．变化是经验引起的而非生理成熟、药物或疲劳 D．学习是经验的获得过程       E. 具有先天遗传性
　　4．在操作技能形成的局部动作阶段，所需要的内外部条件是
　　A．示范 B．讲解  C．反馈 D．练习  E．动觉
　　5．教师的威信表现为
　　A. 工作水B.知识水平  C.工作态度   　D.工作作风    E.教学能力
　　6．学习策略包括
　　A．认知策略  B．资源管理策略   C．计划策略     D．元认知策略 E. 内化策略
　　三、简答题（每小题6分，共18分）
　　1．简述影响学习动机形成的主要因素。
　　2．学校心理辅导的原则有哪些？
　　3．结合实例说明教育心理学的实践作用。
　　四、论述题（10分）
　　结合实例说明学习迁移的种类
　　英语一部分（50分）
　　Part I: Vocabulary and structure (10%)
　　1. One day I a newspaper article about the retirement of an English professor at a nearby state college.
　　A. came across      B. came about      C. came after D. came at
　　2. She was complaining that the doctor was  __ too much for the treatment he was giving her.
　　A. expending   B. offering         C. costing  D. charging
　　3. The manager spoke highly of such    as loyalty, courage and truthfulness shown by his employees.
　　A. virtues     B. features         C. properties   D. characteristics
　　4. Since the matter was extremely     , we dealt with it immediately.
　　A. tough B. tense             C. urgent     D. instant
　　5. You don't have to be in such a hurry. I would rather you     on business first.
　　A. would go  B. will go           C. went       D. have gone
　　6. When I try to understand          that prevents so many Americans from being as happy as one might expect, it seems to me that there are two causes.
　　A. why it does     B. what it does     　C. what it is      D. why it is
　　7. As early as 1647 Ohio made a decision that free, tax-supported schools must be established in every town  50 households or more.
　　A. having        B. to have        C. to have had     D. having had
　　8. The newcomers found it impossible to       themselves to the climate sufficiently to make permanent homes in the new country.
　　A. suit          B. adapt         　C. regulate      D. coordinate
　　9. Living in the central Australian desert has its problems,____      obtaining water is not the least.
　　A. for which       B. to which       　C. of  which   D. in which
　　10. I'm sure he is up to the job     he would give his mind to it.
　　A. if only    B. in case     C. until      D. unless
　　Part II: Cloze   (10%)
　　In the waiting room, the patients, men and women, old and young, were sitting   11___ on the chairs,   12__ for their turns. Billy, a school boy, was sitting there, too. They all looked very sad  13___ Billy. He   14___ an interesting story, and there was a smile on his face. Just then, the doctor came in to say he was ready for the next patient. Billy jumped up and ran into the   15__ room. “Good  morning, Doctor!” “Good morning! What's your  16__, young man?” asked the doctor. Before Billy could say a word, the doctor made him   17__down on a bed. “Now, let me listen to your heart.” Billy tried to speak, but the doctor told him  18   anything. “ I’ll take your temperature.” Billy tried to sit up, but the doctor stopped　him. “Now open your mouth. Mm, good.” After a moment, the doctor said, “Well, my boy, you haven't got a bad cold. It's nothing. Mm, in fact, there is   19_  with you.” “I know there  20_  ,”said the boy. “ I just came to get some medicine for my father.”
　　11.A. quickly      B. quietly         C. luckily         D. noisily
　　12.A. waiting      B. waited     C. to wait         D. wait
　　13.A. with       B. and          C. except     D. without
　　14.A. saw        B. was seeing C. read    D. was reading
　　15.A. patients     B. waiting         C. sitting      D. doctor's
　　16.A. story       B. trouble         C. matter     D. wrong
　　17.A. to lie      B. lay             C. lying      D. lie
　　18.A. say       B. not to say C. not say         D. to say
19.A. wrong nothing   B. something wrong  　C. nothing wrong  D. wrong something
　　20.A. aren't       B. are             C. isn't      D. is
Part III: Reading Comprehension   (10%)
　　Passage One
　　In one way of thinking, failure is a part of life. In another way, failure may be a way towards success. The “spider story ”often told, Robert Bruce, leader of the Scots in the 13th century, was hiding in a cave from the English. He watched a spider spinning a web. The spider tried to reach across a rough place in the rock. He tried six times without success. On the seventh time he made it and went on to spin his web. Bruce is said to have taken heart and to have gone on to defeat the English. --- Edison, the inventor of the light bulb, made hundreds of models that failed before he found the right way to make one.
　　So what? First, always think about your failure. What caused it? Were conditions right? Were you in top form yourself? What can you change so things will go right next time?
　　Second , is the goal (目标) you’re trying to reach the right one ? Try to do some thinking about what your real goals may be. Think about this question, “If I do succeed in this, where will it get me ?”This may help you prevent failure in things you shouldn’t be doing anyway.
　　The third thing to bear in mind about failure is that it’s a part of life. Learn to “live with yourself ”even though you may have failed. Remember, “You can’t win at all.”
　　21. This passage deals with two sides of failure. In paragraph 1, the author talks mainly about ___________.
　　A. the value of failure           B. how people would fail
　　C. famous failures             D. the cause of failure
　　22. The underlined phrase “made it ”means ________ .
　　A. succeeded   B. failed        　C. gave     D. got
　　23. The lesson the spider taught Robert Bruce seems _________ .
　　A. product  B. straight forward   C. sorrowful   D. deep
　　24. The author tells you to do all things except ________ .
　　A. to think about the cause of your failure
　　B. to check out whether your goals are right for you
　　C. to consider failure as a part of life
　　D. to bear in mind that you will never fail in your life
　　25. Which of the following is NOT true?
　　A. Bruce and Edison were successful examples.
　　B. Failure may be regarded as a way toward success.
　　C. Edison learned a lot from the lesson the spider taught Robert Bruce.
　　D. One may often raise a question whether his goals are worth attempting
　　Passage Two
　　While the private schools may be charging too much, some of the publics are risking their futures by charging too little. Low tuition is fine, as the state assigns enough money to education, as has generally been the case in Texas and California. But for years, New Jersey’s legendary resistance to taxes condemned Rutgers University to second-class status. “Of what real worth is a low-tuition policy,” wrote Rutgers’ former president, the late Edward Bloustein, “If it dooms students to an education below the quality they want and require?”
　　New York State’s students might ask themselves the same. A series of protests pressured Governor Maria Cuomo into canceling a $200 rise in tuition last year (prices haven’t gone up since 1983). And what’s the result? Greatly-reduced budgets, shabby campuses, course restrictions, limited library hors and various new student fees.
　　The irony of New York and other state systems is that the percentage of higher-income students they serve is increasing at a phenomenal rate, says Arthur Hauptman of the American Council on Education. Given this changing population, more states should start playing the Robin Hood game increasing their sticker price, discounting rates to low-income students and using the rest of the money to raise the quality of their schools.
　　The middle-class melt and the betterment of public universities are still in their very earliest stages. But these trends will intensify as the children of the burdened boomers reach college age. For the academics, it’s a wake-up call. In the next century, they’ll have to be affordable and good.
　　26. According to some critics, the low-tuition policy of public universities might lead to____.
　　A. the middle-class melt      B. a credit crisisC. a decline in the quality of education  D. the enrollment of second-class students
　　27. Public universities reduce the tuition because____.
　　A. they yield to the pressure of protesters B. they get contributions from the rich
　　C. they get enough money from the stateD. they try to give lower-income students an opportunity
　　28. It can be inferred from the passage that____.
　　A. private universities will join in the thrice competition
　　B. public universities have to withdraw from the price competition
　　C. rich students find ways of paying less by taking the advantage of the policy
　　D. rich students should be entitled to equal opportunities as poor students
　　29. In order to maintain their high quality at the stone time of opening the floor to low-income students, public universities have to ______.
　　A. enlist their students for some voluntary jobs
　　B. exert long-term effort to improve themselves
　　C. count upon the financial support from the government
　　D. increase the proportion of rich students and charge more from them
　　30. This passage is mainly about _____.
　　A. the Robin Hood game
　　B. ways of paying less for college education
　　C. difficult situation of public universities
　　D. financial aid to lower—income students
　　Part IV : Translation   (20%)
　　Section A: Translate the following Chinese into English  (15%)
　　31．我们得赶快，要不就会赶不上车了。32．这支钢笔花了我不到两美元。
　33．我每天需要20分钟读英语。34．她已经够上学的年龄了35．中国决不会第一个使用核武器。
　　Section B: Translate the following English into Chinese  (5%)
　　We have only to look behind us to get some sense of what may lie ahead. No one looking behind ahead 20 years possibly could have foreseen the ways in which a single invention, the chips would transform our world thanks to its applications in personal computers, digital communications and factory robots. Tomorrow’s achievements in biotechnology, artificial intelligence or even some still unimagined technology could produce a similar wave of dramatic changes. But one thing is certain: information and knowledge will become even more vital, and the people who possess it, whether they work in manufacturing or services, will have the advantage and produce the wealth. If you cast your mind ahead 10 years, information services will be predominant. It will be the way you do your job.
　一、单项选择题（每小题1分，共10分）
　　1．B    2．A   3．D   4．C   5．A   6．C   7．D   8．D   9．B   10．C
　　二、多项选择题（错选、多选、漏选均不得分。每小题2分，共12分）
　　1．ABDE     2．BCE    3．BCE    4．ABD    5．BCDE     6．ABCDE
　　三、简答题（每小题6分，共18分）
　　1．现代教育制度发展的趋势表现在哪几个方面？
　　（1）加强学前教育并重视与小学教育的衔接。
　　（2）强化普及义务教育，延长义务教育年限。
　　（3）普通教育与职业教育逐步相互渗透。
　　（4）高等教育的类型日益多样化。
　　（5）学历教育与非学历教育的界限逐渐淡化。
　　（6）教育制度有利于国际交流。
　　2．简述中国新一轮基础教育课程评价改革的特点。
　　（1）淡化甄别与选拔功能，注重学生的全面发展，实现课程功能的转化。
　　（2）突出学生的主体地位，倡导多主体参与评价。
　　（3）强调评价标准与内容的多元化，关注情感、态度、价值观的评价。
　　（4）强调质性评价，采用多样化的评价方法。
　　（5）强调终结性评价与形成性评价相结合，实现评价重心的转移。
　　3．什么是启发性原则？贯彻该原则的基本要求是什么？
　　启发性原则，是指在教学中教师要承认学生是学习的主体，注意调动她们的学习主动性，引导她们独立思考，积极探索，生动活泼地学习，自觉地掌握科学知识和提高分析问题、解决问题的能力。
　　贯彻该原则的基本要求有：（1）教师要掌握和运用好“启发”的条件和关键。（2）启发学生独立思考，发展学生的逻辑思维能力。（3）让学生动手，培养独立解决问题的能力。（4）建立新型的尊师爱生的关系，发扬教学民主。
　　四、论述题（10分）
　　个体身心发展的规律有哪些？学校教育如何适应这些规律，促进个体身心全面和谐地发展？
　　（1）个体身心发展的顺序性。个体的身心发展是一个由低级到高级、由简单到复杂、由量变到质变的连续不断的发展过程。在这一发展过程中，其整个身心发展具有一定的顺序性。这就要求教育工作要循序渐进，一切知识技能的传授、智力的发展、体质的增强、思想品德的培养，都要遵循由具体到抽象、由浅入深、由简到繁、由低到高的顺序，既不能拔苗助长，也不要压抑学生的发展。
　　（2）个体身心发展的阶段性。个体在不同的阶段表现出身心发展的总体特征及主要矛盾，面临着不同的发展任务，这就是身心发展的阶段性。前后相邻的阶段进行着有规律的更替，在前一个阶段内准备了向后一个阶段的过渡。每一发展阶段，经历着一定的时间，在这一阶段内，其身心发展主要表现为数量的变化，经过一个时期，这种发展就由量变到质变，从而使其身心发展推进到一个崭新的阶段。这就要求教育工作必须根据不同年龄阶段的特点分阶段地进行，在教育教学的要求、内容和方法上不能搞“一刀切”，也不能人为地将各个阶段截然分开，要注意各阶段的衔接和引渡工作。
　　（3）个体身心发展的不平衡性。个体身心发展的进程不总是以相等的速度直线发展的，而是时而猛长、时而缓慢，在发展过程中表现出一种不平衡性。因此，教育教学工作要抓住关键期，以求在最短的时间内取得最好的效果。
　　（4）个体身心发展的互补性。互补性反映个体身心发展各组成部分的相互关系。从生理方面来看，如果机体某一方面的机能受损甚至缺失以后，能够经过其它方面的超常发展得到部分补偿。因此，教育者要能够面向全体学生，特别是生理或心理机能发生障碍、