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提问人：网友comebaker 发布时间：2022-01-07
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Ideally, the teacher-student relationship at universities is characterized【51】trust. The "

honor system," imposed by the teacher and the university, demands that the student【52】honest in all areas of school work. Thus,【53】on tests, plagiarizing in written work, presenting others' ideas as original, and【54】in homework completed by someone are all prohibited.

Violation of the honor system can result in a student's failing a course, having a permanent record of the violation placed in the student's school files, or even being【55】from the university. Many students are also aware that they can jeopardize their rapport with fellow students if they are【56】. Students who【57】may lose the respect of other students, particularly those who study for exams and work independently. When leaving the classroom while students are【58】an exam, an instructor may or may not say, "I expect you all to abide【59】the honor system." Even if the words are not stated, the student is expected to work【60】and not to share answers.

Relationships between students in the classroom can be cooperative or competitive. International students should not hesitate to ask for help if it is【61】. There are courses,【62】, where grades are【63】in relation to other students' scores. Therefore, in classes where such a grading "curve" is used, students may be【64】to share lecture notes or information for fear【65】their own grades will suffer.

There are other reasons for the presence of【66】among students. A high grade point average is needed for【67】to superior graduate schools. Students feel pressure to achieve high grades when there are relatively few openings in graduate programs.【68】addition, when facing a competitive job market, graduates may be judged on the【69】of their grade point average and faculty recommendations. Ultimately, it is the student who is responsible for succeeding in this【70】system.

(51)

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更多“Ideally, the teacher-student relationship at universities is characterized【51】trust. The "”相关的问题
第1题
The first and most important agents of socialization are the people who care for infants.
In the earliest months, messages from nurturers constitute the child's basic understanding of the world around it. This is the infant's first introduction to the language that shapes perception and elicits emotion.

Another powerful source of information and socialization is the friendship of peers. Peers are equals that one can deal with on the same level as oneself, whereas parents are superiors. The heavy emotional overlay of family relationships makes some kinds, of learning difficult.

Much formal socialization is placed in the hands of professionals. Teachers from kindergarten on are specifically designated agents of socialization. Ideally, a teacher is one who has both knowledge and the skills to present it. During the course of teaching their subjects, classroom instructors provide role models and attempt to convey the excitement of learning itself.

In earlier times, parents, friends and teachers would comprise the list of primary childhood socializers. Children's books, comics and magazines might also have been mentioned as sources of information on norms and role models. Today one must add three powerful indirect or non-personal socialization agents: radio, movies and television. Many people learn about politics, form. a vision of well-being, and develop attitudes towards others from what they see on the screen and hear through the speakers.

In this passage, agents of socialization refer to ______.

A．the media

B．individuals

C．all channels

D．organizations

点击查看答案
第2题
The first and most important agents of socialization are the people who care for infants.
In the earliest months, messages from nurturers constitute the child's basic understanding of the world around it. This is the infant's first introduction to the language that shapes perception and elicits emotion.

Another powerful source of information and socialization is the friendship of peers. Peers are equals that one can deal with on the same level as oneself, whereas parents are superiors. The heavy emotional overlay of family relationships makes some kinds of learning difficult.

Much formal socialization is placed in the hands of professionals. Teachers from kindergarten on are specifically designated agents of socialization. Ideally, a teacher is one who has both knowledge and the skills to present it. During the course of teaching their subjects, classroom instructors provide role models and attempt to convey the excitement of learning itself.

In earlier times, parents, friends and teachers would comprise the list of primary childhood socializers. Children's books, comics and magazines might also have been mentioned as sources of information on norms and role models. Today one must add three powerful indirect or nonpersonal socialization agents: radio, movies and television. Many people learn about politics, form. a vision of well-being, and develop attitudes towards others from what they see on the screen and hear through the speakers.

In this passage, agents of socialization refer to ______.

A．the media

B．individuals

C．all channels

D．organizations

点击查看答案
第3题
听力原文：The traditional procedure of taking attendance at the start of the lesson may hel

听力原文： The traditional procedure of taking attendance at the start of the lesson may help a new teacher create a sense of routine and structure, but it isn't the best way to start the class. New teachers need to develop classroom procedures for how and when to take attendance, as this is an important part of classroom organization.

Taking attendance after the teacher has provided some input and the students are ready to start the activity can be much more effective. Since students have already connected With the academic focus of your lesson plan, they won't be distracted when you do take attendance. Teachers do not necessarily need to call out their names. Just a simple head check should take you only a few minutes.

Teachers should ideally get to know the students' names quickly in order to build a positive and direct relationship.' Ice breaker activities during the first few days of school help to get to know the students' names. This can be very helpful to a new teacher, especially when there are more than two identical names or similarly sounding names.

Teachers can use name cards as a means for taking attendance in addition to also getting to know the names of students. As they walk around the classroom, teachers can simply spot check the students' names as they appear in the boxes or on the seats. An organizational tip for taking attendance using name cards includes arranging the names in your students' name list as they appear in rows. This makes it easier when it comes to checking off the names in your classroom attendance book.

29. Who are the target audience of this passage？

30.Why is it suggested that a teacher know the students' names quickly？

31.What's the purpose of arranging students' names in the name list as they appear in rows？

(30)

A．Teachers who needs tips for taking class attendance.

B．Teachers who can't remember students' information.

C．Students who want to improve their attendance records.

D．Students who want a positive peer relationship.

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第4题
The teacher of reading is involved, whether this is consciously realized or not, in the de
velopment of a literate society. And every teacher, therefore, needs to determine what level of literacy is demanded by society, what role he or she should take in achieving the desired standard of literacy, and what the implications of literacy are in world context.

The UNESCO report presents a world view of literacy. Too often we limit our thoughts to the relatively small proportion of illiterates in our country and fail to see it in its international context.

The problems facing developing nations are also facing industrialized national development and national development as a whole is bound up with the world context. Literacy is not a by-product of social and economical development--it is a component of that development. Literacy can help people to function more effectively in a changing environment and ideally will enable the individual to change the environment so that it functions more effectively.

Literacy programs instituted in different countries have taken and are taking different approaches to the problem; for example, the involvement of voluntary non-governmental organizations, which underlines the importance of seeing literacy not as a condition imposed on people but as a consequence of active participation within society. People can learn from the attempts of other countries to provide an adequate "literacy environment".

Who are the "illiterates" and how do we define them？ At what point do we decide that illiteracy ends and literacy begin？ Robert Hillerich addresses these questions. An illiterate, he finds, "may mean anything from one who has no formal schooling to one who has attended four years or less, to one who is unable to read or write at the level necessary to perform. successfully in his social position," Literacy, he points out, is not something one either has or has not got: "Any definition of literacy must recognize this quality as a continuum, representing all degrees of development."

An educational definition--in terms of grades completed or skilled mastered is shown to be in adequate in that educationally defined mastery may bear only minimal relation to the language proficiency needed in coping with environmental demands. From a sociological/economic viewpoint the literacy needs of individual vary greatly, and any definition must recognize the needs of tile individual to engage effectively and to act with responsible participation.

Such a broadened definition excludes assessment based on a "reading-level type", and assessment must, rather, be flexible to fit both purpose and population.

Part of the teacher of reading' s involvement in the development of a literate society is through ______.

A．ascertaining their society' s literacy standard

B．determining a level of literacy for their society

C．deciding on a world standard of literacy

D．achieving a desired role for teaching literacy

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第5题
Preparing for TestsIdeally it should be love of learning, achievement, and self-improvemen

Preparing for Tests

Ideally it should be love of learning, achievement, and self-improvement that prompts all learning. But the average student is probably motivated by a more tangible, immediate, and pressuring reason—the reqirement to take and pass tests. Few high school students are not concerned with the aptitude and achievement tests that they must take to get into college. Even students not planning to attend college will take placement, adaptability, and promotion tests if they are to succeed in their field. Promotion in the armed services does not depend on physical prowess (本领) and length of service. It depends, instead, on the ability to study and pass promotional tests. You need to understand the importance of tests, the best methods of preparation, the common sense required for both a physical and mental approach to them, how to read instructions and questions correctly, and how to answer the way the test or teacher expect you to answer. This is one of the most valuable psychological benefits that can come from your education.

Attitude towards Tests

Dr. Francis P. Robinson in his book, Effective Study, poses a question: "Did you ever thank a teacher for giving a test？" At first glance you are not likely to find much in your thinking that would help inspire a "Yes". The teacher spends a lot of time preparing the test questions. After you have taken the test, the teacher spends many hours carefully evaluating your paper. Mistakes are marked so that when your paper is retruned you can go over them and perhaps write in corrections. Then you will not make the same mistakes again.

Test as a Personal Battle

Do you, like many of your fellow students, consier the test or examinations as a personal battle which the teacher wages in an attempt to defeat you, or do you see it as a contest in which one tries to outwit the other？ If this is your attitude towards tests, you probably do one of two things when the teacher returns your paper to you. One, you throw it away without bothering to do more than glance through it to see where points were taken off. Or two, without checking an imcomplete answer against the facts as studied, you approach the teacher and demand to know why points were taken off. This is the most negative of approaches. The difference in attitude can be seen in the difference between two questions: "Why did you take off points on this question？" and "What should I have included that I did not？"

Fear of Taking Tests

Another attitude that you should avoid is that of fear. Fear of taking test results in tension and disturbed thinking. These, in turn, produce blind spots (not being able to remember answers that you knew ten minutes before the test) and careless mistakes. This fear also keeps people from venturing into new areas in life. They may visualize the new method, the better tool, or the strong bridge, but they hesitate until someone else realizes their dreams,

Fear prevents success on tests and examinations because fear conditions the mind for failure. Students who are afraid start in a State of confusion and disorder. Thus they throw away the advantages they have gotten by preparation. Students who approach tests with fear are almost sways characterized by the following: (1) Their grade is considerably lower than their daily recitation grades, sometimes as much as twenty points lower. (2) They complain about the teacher—insufficient explanation, lack of detailed review, etc. (3) They find fault with the test materials—too long, not the type of questi

A．Y

B．N

C．NG

点击查看答案
第6题
Preparing for TestsIdeally it should be love of learning, achievement, and self-improvemen

Preparing for Tests

Ideally it should be love of learning, achievement, and self-improvement that prompts all learning. But the average student is probably motivated by a more tangible, immediate, and pressuring reason—the requirement to take and pass tests.Few high school students are not concerned with the aptitude and achievement tests that they must take to get into college.Even students not planning to attend college will take placement, adaptability, and promotion tests if they are to succeed in their field. Promotion in the armed services does not depend on physical prowess (本领) and length of service. It depends, instead, on the ability to study and pass promotional tests. You need to understand the importance of tests, the best methods of preparation, the common sense required for both a physical and mental approach to them, how to read instructions and questions correctly, and how to answer the way the test or teacher expects you to answer. This is one of the most valuable psychological benefits that can come from your education.

Attitude Toward Tests

Dr. Francis P. Robinson in his book, Effective Study, poses a question: "Did you ever thank a teacher for giving a test？"At first glance you are not likely to find much in your thinking that would help inspire a "yes". The teacher spends a lot of time preparing the test questions. After you have taken the test, the teacher spends many hours carefully evaluating your paper. Mistakes are marked so that when your paper is returned you can go over them and perhaps write in corrections. Then you will not make the same mistakes again.

Test as a Personal Battle

Do you, like many of your fellow students, consider the test or examination as a personal battle which the teacher wages in an attempt to defeat you, or do you see it as a contest in which one tries to outwit the other？ If this is your attitude towards tests, you probably do one of two things when the teacher returns your paper to you. One, you throw it away without bothering to do more than glance through it to see where points were taken off. Or two, without checking an incomplete answer against the facts as studied, you approach the teacher and demand to know why points were taken off. This is the most negative of approaches. The difference in attitude can be seen in the difference between two questions: "Why did you take off points on this question？" and"What should I have included that I did not？"

Fear of Taking Tests

Another attitude that you should avoid is that of fear. Fear of taking tests results in tension and disturbed thinking.These, in turn, produce blind spots (not being able to remember answers that your knew ten minutes before the test) and careless mistakes. This fear also keeps people from venturing into new areas in life. They may visualize the new method, the better tool, or the strong bridge, but they hesitate until someone else realizes their dreams.

Fear prevents success on tests and examinations because fear conditions the mind for failure. Students who are afraid start in a state of confusion and disorder. Thus they throw away the advantages they have gotten by preparation. Students who approach tests with fear are almost always characterized by the following: (1) Their grade is considerably lower than their daily recitation grades, sometimes as much as twenty points lower. (2) They complain about the teacher—insufficient explanation, lack of detailed review, etc. (3) They find fault with the test materials—too long, not the type of questions expected and studied for, didn't understand the wording of questions. (4) Their preparation consists of a frantic last-ditch effort. They suffer from loss of sleep almost to the point of total exhaustion, and often loss of important notes or review material just when they are needed most. (5) Fear drives these students to study for the tes

A．Y

B．N

C．NG

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第7题
A．partlyB．ideallyC．particularlyD．especially

A.partly

B.ideally

C.particularly

D.especially

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第8题
A．ideallyB．repeatedlyC．graduallyD．exclusively

A.ideally

B.repeatedly

C.gradually

D.exclusively

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第9题
In a job advertisement,"preferably", "preferred", "ideally" or "desired" suggest some flexibility.
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第10题
A．unexpectedlyB．namelyC．ideallyD．swiftly

A.unexpectedly

B.namely

C.ideally

D.swiftly

点击查看答案
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