教師招聘

教育學(xué)部分（50分）
一、單項(xiàng)選擇題（在每小題的四個(gè)備選答案中，選出一個(gè)正確的答案，并
將其代碼填入答題紙的相應(yīng)位置。每小題1分，共10分）
1．提出“泛智”教育思想，探討“把一切事物教給一切人類的全部藝術(shù)”的教育家是
A．培根                      
B．夸美紐斯     
C．赫爾巴特            
D．贊可夫
2．前蘇聯(lián)教育家蘇霍姆林斯基教育思想的核心內(nèi)容是
A．全面和諧發(fā)展的教育理論     
B．認(rèn)知結(jié)構(gòu)理論
C．教學(xué)與發(fā)展理論             
D．教學(xué)過程最優(yōu)化理論
3．就兒童發(fā)展整體而言，生理的成熟先于心理的成熟，這體現(xiàn)了兒童身心發(fā)展的
A．順序性                    
B．階段性     
C．個(gè)別差異性           
D．不平衡性
4．我國教育目的制定的指導(dǎo)思想和理論基礎(chǔ)是
A．社會(huì)本位價(jià)值取向     
B．人本位價(jià)值取向    
C．馬克思主義關(guān)于人的全面發(fā)展學(xué)說 
D．政治本位價(jià)值取向
5．在教學(xué)中，通過學(xué)生觀察所學(xué)事物或教師語言的形象描述，引導(dǎo)學(xué)生形成所學(xué)事物、過程的清晰表象，豐富他們的感性認(rèn)識(shí)，從而使他們能夠正確理解書本知識(shí)和發(fā)展認(rèn)知能力的教學(xué)原則是
A．直觀性原則                 
B．啟發(fā)性原則   
C．循序漸進(jìn)原則          
D．鞏固性原則
6．把課程分為必修課程和選修課程的依據(jù)是
A．課程內(nèi)容的組織方式        
B．課程制定者或管理層次  
C．課程設(shè)置的要求            
D．課程內(nèi)容所固有的屬性
7．馬克思主義認(rèn)為培養(yǎng)全面發(fā)展的人的唯一方法是
A．理論聯(lián)系實(shí)際            
B．做到因材施教
C．實(shí)現(xiàn)教育機(jī)會(huì)均等     
D．教育與生產(chǎn)勞動(dòng)相結(jié)合
8．把兩個(gè)及兩個(gè)年級(jí)以上的兒童編在一個(gè)班級(jí)，直接教學(xué)與布置、完成作業(yè)輪流交替進(jìn)行，在一節(jié)課內(nèi)由一位教師對(duì)不同年級(jí)學(xué)生進(jìn)行教學(xué)的組織形式是
A．分層教學(xué)                 
B．合作教學(xué)  
C．小班教學(xué)                  
D．復(fù)式教學(xué)
9．以他人的高尚思想、模范行為和卓越成就來影響學(xué)生品德的方式稱為
A．說服法                    
B．榜樣法     
C．表揚(yáng)獎(jiǎng)勵(lì)與批評(píng)處分  
D．鍛煉法
10．目前世界范圍內(nèi)，最普遍和最基本的教學(xué)組織形式是
A．個(gè)別教學(xué)                  
B．小組教學(xué)   
C．班級(jí)授課制                
D．復(fù)式教學(xué)
二、多項(xiàng)選擇題（在每小題的五個(gè)備選答案中選出二至五個(gè)正確答案，并將正確答案的代碼填入答題紙的相應(yīng)位置。錯(cuò)選、多選、漏選均不得分。每小題2分，共12分）
1．古代學(xué)校教育的特征主要表現(xiàn)為
A．階級(jí)性           
B．道統(tǒng)性     
C．功用性  
D．專制性          
E．刻板性
2．下列教育家中，屬于人本位教育目的價(jià)值取向的代表人物有
A．凱興斯坦納      
B．盧梭       
C．康德 
D．小原國芳        
E．裴斯泰洛齊
3．學(xué)校潛在課程主要是指
A．教學(xué)過程中的思想品德教育內(nèi)容 
B．學(xué)生在人際交往中受到的影響
C．校風(fēng)、班風(fēng)等制度化與非制度化的影響
D．未來社會(huì)要求的新科技 
E．學(xué)校物質(zhì)文化對(duì)學(xué)生所構(gòu)成的各種影響
4．中小學(xué)體育的主要任務(wù)有
A．增強(qiáng)學(xué)生體質(zhì)，促進(jìn)其身體正常發(fā)育
B．提高運(yùn)動(dòng)素養(yǎng)，傳授必要的知識(shí)技能
C．參加各種體育競賽，選拔運(yùn)動(dòng)人才
D．增強(qiáng)體育興趣，形成良好的精神品質(zhì)
E．養(yǎng)成運(yùn)動(dòng)習(xí)慣，培養(yǎng)競技體育觀念和競爭意識(shí)
5．建立良好班集體的策略主要有
A．對(duì)學(xué)生實(shí)行專制管理              
B．樹立明確的共同目標(biāo)
C．建設(shè)一支好的學(xué)生干部隊(duì)伍        
D．培養(yǎng)健康的集體輿論
E．開展各種形式的活動(dòng)
6．發(fā)展性評(píng)價(jià)應(yīng)遵循的基本原則有 
A．發(fā)展性原則       
B．激勵(lì)性原則     
C．合作性原則
D．整體性原則       
E．多元化原則
三、簡答題（每小題6分，共18分）
1．現(xiàn)代教育制度發(fā)展的趨勢(shì)表現(xiàn)在哪幾個(gè)方面？
2．簡述我國新一輪基礎(chǔ)教育課程評(píng)價(jià)改革的特點(diǎn)。
3．什么是啟發(fā)性原則？貫徹該原則的基本要求是什么？
四、論述題（10分）
個(gè)體身心發(fā)展的規(guī)律有哪些？學(xué)校教育如何適應(yīng)這些規(guī)律，促進(jìn)個(gè)體身心全面和諧地發(fā)展？教育心理學(xué)部分（50分）
一、單項(xiàng)選擇題（在每小題的四個(gè)備選答案中，選出一個(gè)正確的答案，并將其代碼填入答題紙的相應(yīng)位置。每小題1分，共10分）
1．奧蘇伯爾認(rèn)為，學(xué)生學(xué)習(xí)的實(shí)質(zhì)是
A．有意義接受學(xué)習(xí)            
B. 有意義發(fā)現(xiàn)學(xué)習(xí)
C. 發(fā)現(xiàn)學(xué)習(xí)                  
D. 探究學(xué)習(xí)
2．根據(jù)認(rèn)知心理學(xué)的研究，程序性知識(shí)的表征形式主要是
A. 命題                           
B. 命題網(wǎng)絡(luò)     
C. 圖式                          
D. 產(chǎn)生式
3．一般而言，把學(xué)習(xí)成敗歸因于以下哪一因素對(duì)學(xué)習(xí)動(dòng)機(jī)的激勵(lì)作用最大
A. 努力程度                  
B. 能力高低      
C. 任務(wù)難度             
D. 運(yùn)氣好壞
4．學(xué)習(xí)者用來調(diào)節(jié)自己的注意、記憶、思維等過程的技能就是
A．學(xué)習(xí)策略                  
B．認(rèn)知策略      
C．學(xué)習(xí)方法             
D．元認(rèn)知
5．品德形成的標(biāo)志是 
A．道德信念                  
B．道德評(píng)價(jià)能力的形成     
C．價(jià)值內(nèi)化                  
D．道德行為習(xí)慣的養(yǎng)成
6．關(guān)注學(xué)習(xí)者如何應(yīng)用原有的認(rèn)知結(jié)構(gòu)與信念來建構(gòu)新知識(shí)，強(qiáng)調(diào)學(xué)習(xí)的主動(dòng)性、社會(huì)性與情境性的學(xué)習(xí)理論是  
A. 認(rèn)知發(fā)現(xiàn)理論              
B. 認(rèn)知同化理論    
C. 認(rèn)知建構(gòu)理論              
D. 頓悟?qū)W習(xí)理論
7．在教學(xué)中不斷變換同類事物的非本質(zhì)屬性，以便突出本質(zhì)屬性的方法稱為 
A．變化   
B．改變            
C．變式                     
D．突出
8．品德心理結(jié)構(gòu)中最具有動(dòng)力色彩的成份是  
A. 道德認(rèn)識(shí)                  
B. 道德情感       
C. 道德意志                  
D. 道德行為
9．美國心理學(xué)家桑代克反對(duì)形式訓(xùn)練說，提出了遷移的
A. 相同要素說                
B.概括化理論    
C.關(guān)系轉(zhuǎn)換說                 
D.學(xué)習(xí)定勢(shì)說
10．加工信息時(shí)主要依賴來自客觀環(huán)境的線索，對(duì)社會(huì)科學(xué)、兒童教育、社會(huì)工作、文秘公關(guān)等與人交往的職業(yè)感興趣的個(gè)體的認(rèn)知風(fēng)格屬于
A．場獨(dú)立                    
B．場依存      
C．沖動(dòng)型                    
D．沉思型
二、多項(xiàng)選擇題(在每小題的五個(gè)備選答案中選出二至五個(gè)正確答案，并將正確答案的代碼填入答題紙相應(yīng)的位置。錯(cuò)選、多選、漏選均不得分。每小題2分，共12分)
1．教育心理學(xué)的研究對(duì)象是
A．教的心理活動(dòng)          
B．學(xué)的心理活動(dòng)        
C．教與學(xué)的互動(dòng)機(jī)制           
D．學(xué)生的心理發(fā)展特點(diǎn)
E. 學(xué)校情景
2．構(gòu)成動(dòng)機(jī)的主要成分是
A．歸因                  
B．成就動(dòng)機(jī)        
C．誘因      
D．需要             
E.評(píng)價(jià)               
3．學(xué)習(xí)的本質(zhì)屬性是 
A．變化是持久的     
B．變化既是外顯的行為也是內(nèi)部的心理結(jié)構(gòu)
C．變化是經(jīng)驗(yàn)引起的而非生理成熟、藥物或疲勞    
D．學(xué)習(xí)是經(jīng)驗(yàn)的獲得過程       
E. 具有先天遺傳性
4．在操作技能形成的局部動(dòng)作階段，所需要的內(nèi)外部條件是
A．示范             
B．講解            
C．反饋      
D．練習(xí)                  
E．動(dòng)覺
5．教師的威信表現(xiàn)為
A. 工作水平         
B.知識(shí)水平         
C.工作態(tài)度   
D.工作作風(fēng)          
E.教學(xué)能力
6．學(xué)習(xí)策略包括
A．認(rèn)知策略       
B．資源管理策略   
C．計(jì)劃策略     
D．元認(rèn)知策略     
E. 內(nèi)化策略
三、簡答題（每小題6分，共18分）
1．簡述影響學(xué)習(xí)動(dòng)機(jī)形成的主要因素。
2．學(xué)校心理輔導(dǎo)的原則有哪些？
3．結(jié)合實(shí)例說明教育心理學(xué)的實(shí)踐作用。
四、論述題（10分）
結(jié)合實(shí)例說明學(xué)習(xí)遷移的種類。
英語一部分（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 a
2. She was complaining that the doctor was______ too much for the treatment he was giving her.
A. expending        
B. offering         
C. costing          
D. chargin
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 (目標(biāo)) 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 “l(fā)ive 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. productive                     
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. ne 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 crisis
C. 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 state
D. 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．我們得趕快，要不就會(huì)趕不上車了。
32．這支鋼筆花了我不到兩美元。
33．我每天需要20分鐘讀英語。
34．他已經(jīng)夠上學(xué)的年齡了。
35．中國決不會(huì)第一個(gè)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. 參考答案
一、單項(xiàng)選擇題（每小題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、多項(xiàng)選擇題（錯(cuò)選、多選、漏選均不得分。每小題2分，共12分）
1．ABDE     2．BCE    3．BCE    4．ABD    5．BCDE     6．ABCDE
三、簡答題（每小題6分，共18分）
1．現(xiàn)代教育制度發(fā)展的趨勢(shì)表現(xiàn)在哪幾個(gè)方面？
（1）加強(qiáng)學(xué)前教育并重視與小學(xué)教育的銜接。
（2）強(qiáng)化普及義務(wù)教育，延長義務(wù)教育年限。
（3）普通教育與職業(yè)教育逐步相互滲透。
（4）高等教育的類型日益多樣化。
（5）學(xué)歷教育與非學(xué)歷教育的界限逐漸淡化。
（6）教育制度有利于國際交流。
2．簡述我國新一輪基礎(chǔ)教育課程評(píng)價(jià)改革的特點(diǎn)。
（1）淡化甄別與選拔功能，注重學(xué)生的全面發(fā)展，實(shí)現(xiàn)課程功能的轉(zhuǎn)化。
（2）突出學(xué)生的主體地位，倡導(dǎo)多主體參與評(píng)價(jià)。
（3）強(qiáng)調(diào)評(píng)價(jià)標(biāo)準(zhǔn)與內(nèi)容的多元化，關(guān)注情感、態(tài)度、價(jià)值觀的評(píng)價(jià)。
（4）強(qiáng)調(diào)質(zhì)性評(píng)價(jià)，采用多樣化的評(píng)價(jià)方法。
（5）強(qiáng)調(diào)終結(jié)性評(píng)價(jià)與形成性評(píng)價(jià)相結(jié)合，實(shí)現(xiàn)評(píng)價(jià)重心的轉(zhuǎn)移。
3．什么是啟發(fā)性原則？貫徹該原則的基本要求是什么？
啟發(fā)性原則，是指在教學(xué)中教師要承認(rèn)學(xué)生是學(xué)習(xí)的主體，注意調(diào)動(dòng)他們的學(xué)習(xí)主動(dòng)性，引導(dǎo)他們獨(dú)立思考，積極探索，生動(dòng)活潑地學(xué)習(xí)，自覺地掌握科學(xué)知識(shí)和提高分析問題、解決問題的能力。
貫徹該原則的基本要求有：（1）教師要掌握和運(yùn)用好“啟發(fā)”的條件和關(guān)鍵。（2）啟發(fā)學(xué)生獨(dú)立思考，發(fā)展學(xué)生的邏輯思維能力。（3）讓學(xué)生動(dòng)手，培養(yǎng)獨(dú)立解決問題的能力。（4）建立新型的尊師愛生的關(guān)系，發(fā)揚(yáng)教學(xué)民主。
四、論述題（10分）
個(gè)體身心發(fā)展的規(guī)律有哪些？學(xué)校教育如何適應(yīng)這些規(guī)律，促進(jìn)個(gè)體身心全面和諧地發(fā)展？
（1）個(gè)體身心發(fā)展的順序性。個(gè)體的身心發(fā)展是一個(gè)由低級(jí)到高級(jí)、由簡單到復(fù)雜、由量變到質(zhì)變的連續(xù)不斷的發(fā)展過程。在這一發(fā)展過程中，其整個(gè)身心發(fā)展具有一定的順序性。這就要求教育工作要循序漸進(jìn)，一切知識(shí)技能的傳授、智力的發(fā)展、體質(zhì)的增強(qiáng)、思想品德的培養(yǎng)，都要遵循由具體到抽象、由淺入深、由簡到繁、由低到高的順序，既不能拔苗助長，也不要壓抑學(xué)生的發(fā)展。
（2）個(gè)體身心發(fā)展的階段性。個(gè)體在不同的階段表現(xiàn)出身心發(fā)展的總體特征及主要矛盾，面臨著不同的發(fā)展任務(wù)，這就是身心發(fā)展的階段性。前后相鄰的階段進(jìn)行著有規(guī)律的更替，在前一個(gè)階段內(nèi)準(zhǔn)備了向后一個(gè)階段的過渡。每一發(fā)展階段，經(jīng)歷著一定的時(shí)間，在這一階段內(nèi)，其身心發(fā)展主要表現(xiàn)為數(shù)量的變化，經(jīng)過一個(gè)時(shí)期，這種發(fā)展就由量變到質(zhì)變，從而使其身心發(fā)展推進(jìn)到一個(gè)嶄新的階段。這就要求教育工作必須根據(jù)不同年齡階段的特點(diǎn)分階段地進(jìn)行，在教育教學(xué)的要求、內(nèi)容和方法上不能搞“一刀切”，也不能人為地將各個(gè)階段截然分開，要注意各階段的銜接和引渡工作。
（3）個(gè)體身心發(fā)展的不平衡性。個(gè)體身心發(fā)展的進(jìn)程不總是以相等的速度直線發(fā)展的，而是時(shí)而猛長、時(shí)而緩慢，在發(fā)展過程中表現(xiàn)出一種不平衡性。因此，教育教學(xué)工作要抓住關(guān)鍵期，以求在最短的時(shí)間內(nèi)取得最好的效果。
（4）個(gè)體身心發(fā)展的互補(bǔ)性?；パa(bǔ)性反映個(gè)體身心發(fā)展各組成部分的相互關(guān)系。從生理方面來看，如果機(jī)體某一方面的機(jī)能受損甚至缺失以后，可以通過其他方面的超常發(fā)展得到部分補(bǔ)償。因此，教育者要能夠面向全體學(xué)生，特別是生理或心理機(jī)能發(fā)生障礙、學(xué)業(yè)成績落后的學(xué)生，幫助他們樹立起堅(jiān)定的信心。還要掌握科學(xué)的教育方法，特別是要善于發(fā)現(xiàn)他們的優(yōu)勢(shì)，做到揚(yáng)長避短。 
（5）個(gè)體身心發(fā)展的個(gè)別差異性。由于性別、遺傳素質(zhì)、環(huán)境、教育、主觀努力等方面的不同，導(dǎo)致個(gè)體之間必然會(huì)出現(xiàn)一定的差異性。在教育工作中，教育者不僅要認(rèn)識(shí)學(xué)生發(fā)展的共同特征，還應(yīng)充分重視每個(gè)學(xué)生的個(gè)別差異，做到因材施教，有的放矢。
教育心理學(xué)部分（50分）
一、單項(xiàng)選擇題（每小題1分，共10分）
1．A   2．D   3．A   4．D   5．D   6．C  7．C   8．B   9．A   10．A
二、多項(xiàng)選擇題（每小題2分，共12分，錯(cuò)選、多選、漏選均不得分）
1．ABC    2．ABCD    3．ABCD    4．ACDE     5．BCDE     6．ABD
三、簡答題（每小題6分，共18分）
1.影響學(xué)習(xí)動(dòng)機(jī)形成的因素主要有內(nèi)部因素和外部因素：
（1）內(nèi)部因素主要包括：學(xué)生的自身需要與目標(biāo)結(jié)構(gòu)；成熟與年齡特點(diǎn)；學(xué)生的性格特征和個(gè)別差異；學(xué)生學(xué)習(xí)準(zhǔn)備；學(xué)生的焦慮程度等；
（2）外部因素通過內(nèi)因而起作用。具體而言，外部因素主要包括：教師態(tài)度、課堂心理氣氛、環(huán)境因素等。
2．學(xué)校心理輔導(dǎo)的原則有；
（1）面向全體學(xué)生原則；      （2）發(fā)展性原則；
（3）尊重與理解學(xué)生原則；    （4）尊重學(xué)生主體性原則；
（5）因材施教原則；          （6）整體性發(fā)展原則。
3．教育心理學(xué)的實(shí)踐作用具體表現(xiàn)在以下幾個(gè)方面： 
（1）幫助教師準(zhǔn)確地了解問題；
（2）為實(shí)際教學(xué)提供科學(xué)的理論指導(dǎo)；
（3）幫助教師預(yù)測并干預(yù)學(xué)生；
（4）幫助教師結(jié)合實(shí)際教學(xué)進(jìn)行研究；
四、論述題（10分）
遷移是普遍的，遷移的表現(xiàn)形式是多種多樣的，根據(jù)不同的標(biāo)準(zhǔn)可以對(duì)遷移作多種分類。
(1) 正遷移與負(fù)遷移
(2) 水平遷移與垂直遷移
(3) 一般遷移與具體遷移
(4) 同化性遷移、順應(yīng)性遷移與重組性遷移
(5) 順向遷移與逆向遷移
英語一部分（50分）
Part I: Vocabulary and Structure
(10 %)
1. A    2. D    3. A    4. C   5. C    
6. C    7. A    8. B    9. C   10. A
Part II: Cloze   (10%)
11.B    12.A    13.C     14.D     15.D
16.B    17.D    18.B     19.C     20.C
Part III: Reading Comprehension   (10%)
21. A    22. A     23. D     24. D      25. D  
26. C    27. C     28. B     29. D      30. D
Part IV : Translation   (20%)
Section A: Translate the following Chinese into English  (15%)
31.Hurry up, or we won’t catch the bus.
32.I paid less than 2 dollars for the pen.
The pen costs me less than 2 dollars. 
I spent 2 dollars on the pen.
33.It takes me twenty minutes to read English. 
I spend twenty minutes reading English.
34.He is old enough to go to school.
35.At no time will China be the first to use nuclear weapon.
Section B: Translate the following English into Chinese  (5%)
我們只有分析過去才能展望未來。過去沒有一個(gè)人往前想20 年能夠預(yù)見到，由于在個(gè)人電腦、數(shù)碼通訊和工廠機(jī)器人中應(yīng)用芯片而使芯片這一項(xiàng)發(fā)明在許多方面改變了我們的世界。明天在生物工程、人工智能或甚至無法想象到的某項(xiàng)技術(shù)中所取得的成就會(huì)產(chǎn)生類似巨大變革的沖擊波。但是有一點(diǎn)可以肯定：信息和知識(shí)將變得更為重要。擁有信息和知識(shí)的人，不管他們?cè)谥圃鞓I(yè)工作還是在第三產(chǎn)業(yè)工作，將獨(dú)占鰲頭，創(chuàng)造財(cái)富。假如你展望十年以后，那時(shí)信息產(chǎn)業(yè)必將獨(dú)領(lǐng)風(fēng)騷，應(yīng)用信息處理問題將成為你辦事的方法。

（責(zé)任編輯：中大編輯）