2024高中教师专业知识历年真题04-14

1、 如图1，与该作品的作者同属于一个流派的艺术家是( )。

图1 （单选题）

A. 波洛克

B. 安迪·沃霍尔

C. 杜尚

D. 米罗

试题答案：B

2、 Portfolios, daily reports and speech delivering are typical means of__________. （单选题）

A. norm-referenced test

B. criterion-referenced test

C. summative assessment

D. formative assessment

试题答案：D

3、 如图3所示为某高中物理教科书中的演示实验(小球能摆多高)。根据教科书的描述，可以判断该实验在教学中用来说明()。
（单选题）

A. 受迫振动

B. 周期与摆长的关系

C. 机械能守恒

D. 向心力与速度大小的关系

试题答案：C

4、 缺
（单选题）

试题答案：A

5、  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