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2020年成人高考《教育理论》模拟试题及答案(3)

2020年成人高考《教育理论》模拟试题及答案(3)
2020年成人高考《教育理论》模拟试题及答案(3)

2020年成人高考《教育理论》模拟试题及答案(3)教育学部分

一、选择题:l~12小题,每小题2分。共24分。在每个小题给出的四个选项中,只有一项是符合题目要求的。

1.课外校外教育是指下列哪类有目的、有计划、有组织的教育活动()

A.课堂教学以外

B.课堂教学和学校以外

C.学校以外

D.课程计划和学科课程标准以外

2.组织学生到爱国主义教育基地参观现场对学生实行德育,主要属于()

A.说服教育法

B.实际锻炼法

C.榜样教育法

D.陶冶教育法

3.实验法所属的教学方法的类型是()

A.以直观感知为主的

B.以实际训练为主的

C.以语言传递为主的

D.以探究活动为主的

4.理论联系实际教学原则所遵循的主要教学规律是()

A.间接经验与直接经验相统一的规律

B.掌握知识与发展智力相统一的规律

C.教师主导作用与学生主体作用相统一的规律

D.传授知识与思想品德教育相统一的规律

5.下列教学方法中以实际训练为主的方法是()

A.演示法

B.读书指导法

C.讨论法

D.实验法

6.在下面的四种教学方法中,以直观感知为主的教学方法是()

A.演示法

B.谈话法

C.讲授法

D.实验法

7.评定学生操行是班主任工作的()

A.前提

B.中心

C.基础

D.内容

8.教育的本质属性是()

A.永恒性

B.相对独立性

C.培养人的社会活动

D.历史性

9.以马克思主义为基础最早探讨教育学问题的著作是()

A.马卡连科的《教育诗》

B.加里宁的《论共产主义教育》

C.克鲁普斯卡姬的《国民教育与民主制度》

D.杨贤江的《新教育大纲》

10.目的是了解学生学习之前的基础的评价是()

A.诊断性评价

B.终结性评价

C.形成性评价

D.发展性评价

11.德育原则和德育规律的关系是()

A.前者决定后者

B.前者指导后者

C.前者反映后者

D.前者就是后者

12.苏联教育家马卡连科提出:“要尽可能多地要求一个人,也要尽可能地尊重一个人。”这提示我们应注意贯彻的德育原则是()

A.正面教育与纪律约束相结合

B.依靠积极因素克服消极因素

C.尊重信任与严格要求相结合

D.集体教育与个别教育相结合

二、辨析题:l3~14小题。每小题6分。共12分。首先判断准确或错误。然后说明理由。

13.教师为了更好的了解和教育学生,能够拆看学生的信件。

14.活动课程是针对分科课程的缺点提出来的。

三、简答题:l5~17小题。每小题8分,共24分。

15.简述德育过程和思想品德形成过程的区别。

16.简述我国基础教育课程改革的目标。

17.教育的相对独立性主要表现在哪些方面?

四、论述题:l8小题。15分。

18.论美育对促动学生全面发展的意义。

10.目的是了解学生学习之前的基础的评价是()

A.诊断性评价

B.终结性评价

C.形成性评价

D.发展性评价

11.德育原则和德育规律的关系是()

A.前者决定后者

B.前者指导后者

C.前者反映后者

D.前者就是后者

12.苏联教育家马卡连科提出:“要尽可能多地要求一个人,也要尽可能地尊重一个人。”这提示我们应注意贯彻的德育原则是()

A.正面教育与纪律约束相结合

B.依靠积极因素克服消极因素

C.尊重信任与严格要求相结合

D.集体教育与个别教育相结合

二、辨析题:l3~14小题。每小题6分。共12分。首先判断准确或错误。然后说明理由。

13.教师为了更好的了解和教育学生,能够拆看学生的信件。

14.活动课程是针对分科课程的缺点提出来的。

三、简答题:l5~17小题。每小题8分,共24分。

15.简述德育过程和思想品德形成过程的区别。

16.简述我国基础教育课程改革的目标。

17.教育的相对独立性主要表现在哪些方面?

四、论述题:l8小题。15分。

18.论美育对促动学生全面发展的意义。

26.“鱼我所欲也,熊掌亦我所欲也”式的心理冲突主要属于()

A.双趋冲突

B.趋避冲突

C.双避冲突

D.多重趋避冲突

27.人脑对直接作用于感官的客观事物的综合整体反映是()

A.表象

B.知觉

C.感觉

D.后像

28.个体在行为上听从他人支配,接受他人指挥的心理现象是()

A.服从

B.从众

C.顺从

D.暗示

29.当公司招聘高技术开发人员时,招聘者更注重应聘者的“智慧”品质而不是看其是否具有“魅力”。这属于印象形成的()

A.总和模式

B.平均模式

C.加权平均模式

D.加法模式

30.智力的核心成分是()

A.记忆力

B.抽象思维水平

C.观察力

D.创造水平

六、辨析题:31~32小题,每小题6分。共12分。首先判断准确或错误。然后说明理由。

31.记忆的保持是一个静止的过程。

32.一般来说,质性与性格都受生理影响大。

七、简答题:33~35小题。每小题8分.共24分。

33.水平发展的个体差异表现在哪些方面?

34.列出对世界心理学史具有重大影响的十大流派。

35.简述思维的过程及形式。

八、论述题:36小题。15分。

36.根据费斯廷格的认知不协调理论分析如何促动社会态度的改变。

参考答案:

教育学部分

一、选择题:每小题2分。共24分。

1.D

2.D

3.B

4.A

5.D

6.A

7.D

8.C

9.C 10.A 11.C 12.C

二、辨析题:每小题6分。共12分。

13.错误。因为教师违法了《教育法》规定的受教育者享有的隐私权。从法律角度说,学生是独立的个体,有独立的法律地位,他们的

权益受法律的保护。隐私权,包括通信等,收到法律的保护。

14.准确。因为学科课程分科过细,只注重学科的逻辑体系,容易

脱离学生生活实际,忽视儿童的兴趣和需要,不易调动学生学习的积

极性。针对学科课程的这些缺点,活动课程强调打破学科逻辑组织的

界限,以学生的兴趣、需要和水平为基础,通过学生自己组织的一系

列活动而实施课程。

三、简答题:每小题8分,共24分。

15.(1)结果不同。德育过程的结果与社会要求相一致,思想品德

形成过程的结果可能与社会要求一致,也可能不一致。

(2)范畴不同。德育过程属于教育活动范畴,思想品德形成过程属

于人的素质发展过程。

(3)影响因素不同。在德育过程中,学生主要受有目的、有计划、

有组织的教育影响,在思想品德形成过程中,学生受各种因素影响,

包括自发的环境因素。

16.(1)改变课程过于注重知识传授的倾向,强调形成积极主动的

学习态度,使获得基础知识与基本技能的过程同时成为学生学习和形

成准确价值观的过程。

(2)改变课程结构过于强调学科本位、科目过多和缺乏郑和的现状,整体设置九年一贯的课程门类和课时比例,并设置综合课程,以适合

不同地区和学生发展的需求,体现课程结构的均衡性、综合性和选择性。

(3)改变课程评价过度强调甄别与选拔的功能,发挥评价促动学生

发展、教师提升和改进教学实践的功能。

(4)改变课程管理过于集中的状况,实行国家、地方、学校三级课

程管理,增强课程对地方、学校及学生的适合性。

(5)改变课程内容“难、繁、偏、旧”和过于注重书本知识的现状,增强课程内容与学生生活以及现代社会和科技发展的联系,注重学生

的学习兴趣和经验,精选终身学习必备的基础知识和技能。

(6)改变课程实施过于强调接受学习、死记硬背、机械训练的现状,倡导学生主动参与、乐于探究、勤于动手,培养学生搜集和处理信息

的水平、获取新知识的水平,分析和解决问题的水平以及交流于合作

的水平。

17.教育的相对独立性主要表现在:(1)教育具有自身的继承关

系;(2)教育受其它社会意识形态的影响;(3)教育与政治经济发展的不

平衡性。

四、论述题:l5分。

18.美育能促动智力发展,扩大和加深学生对客观现实的理解;美

育能促动学生科学世界观和良好道德品质的形成;美育能促动体育,具

有怡情健身的作用;美育能促动劳动教育,使学生能体验到劳动创造没

的喜悦。

心理学部分

五、选择题:每小题2分。共24分。

19.D 20.C 21.A 22.D 23.B 24.A 25.D 26.A 27.B 28.C 29.C 30.B

六、辨析题:每小题6分,共12分。

31.错误。记忆的保持不是一个消极、静止的状态,而是一个动态

过程:在这个过程中,主体要对输入的信息加工、编码,旧经验要对

新知识主动整合,使识记材料在量与质上,都会产生变化。从保持的

量和质上的分析来看,保持这种记忆环节,并不是信息在脑中的被动的,简单的印留,而是主动的、复杂的加工过程。

32.错误。气质受生理影响大,性格受社会影响大。

七、简答题:每小题8分。共24分。

33.水平发展的个体差异主要表现在:

(1)水平发展的类型差异,一般水平发展的类型差异是较为明显的,特殊水平的发展也存有类型差异。

(2)水平发展的水平差异,它主要指智力发展差异。在全人口中,

智力分布呈常态分配的曲线形式,绝绝大部分人属于智力正常范围,

智力超常或智力落后的人是极少数。

(3)水平表现早晚差异,有些人在童年期就表现出某方面优异水平,称水平的早期表现,有些人的才能表现较晚,常被称为“大器晚成”。但就多数人来说,中年时期则是成才或出成果的年龄。

34.对世界心理学史具有重大影响的十大流派分别是:内容心理学、意动心理学、构造心理学、机能心理学、格式塔心理学、日内瓦心理学、精神分析、行为主义、人本主义心理学、认知心理学。

35.(1)思维的过程主要包括分析、综合、比较、分类、抽象、概括、系统化、具体化。(2)思维的形式主要包括概念、判断、推理三种

形式。

八、论述题:l5分。

36.认知不协调理论认为,人在多数情况下对某件事的态度,其认

知成分(看法)与对行为成分的认知(行为)是一致的,所以心安理得,

态度维持不变。假如两者出现了不一致,例如有与原来的认知及行为

相反的看法,或偶尔做了一件违背初衷的事,这时人的认知就失去了

协调,产生了不舒服或紧张的心理状态。它迫使认知要恢复协调。

一种办法是改变原有的认知及与其一致的行为,即改变态度。另

一种办法是维护原先的态度,但必须加上一种辩护的理由,即要引进

新的认知成分。

认知不协调理论能说明态度的改变,特别强调个人通过自我调解

达到认知平衡而改变态度。认知不协调理论告诉我们,要想引起学生

态度的变化,必须给他提出一些新的观点或先引导他做出新的行为,

使其产生认知不协调。在认知不协调的过程中辩护的理由越多,原有

的态度越难改变。所以,在认知不协调中,要想使学生改变消极的态

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