简单单选
简单单选
In some early attempts by psychologists to describe the basic learning process, the terms ’stimulus’, ’response’ and ’reinforcement’ were introduced. In an educational setting, these (1) could be defined as follows. When a teacher gives an (2) , or sets a problem, or asks a question, the pupil (3) in some way, and the teacher then tells the pupil if he has responded correctly. The teacher’s first action is called the (4) . The pupil’s action, carrying out the instruction, or solving the problem, or answering the question, is (5) the response. When the teacher tells the pupil his response is (6) , the bond between the stimulus and the response is strengthened and reinforcement is positive. If the response is incorrect, the bond is weakened, and reinforcement is (7)
Some psychologists laid great (8) on the importance of reinforcement for continued learning. They (9) that if a learner is not given information about his responses (feedback) he may not continue to respond. (10) , if his homework is not marked regularly, he will stop doing it. If in class, the answers he gives to the teacher’s questions are (11) or brushed aside, he will stop trying to give any.
Educational psychologists are, (12) , moving away from this simple, early (13) of the basic learning process. The effects of feedback, for example, are seen to be more (14) than this description suggests. Feedback does not merely positively or negatively (15) the stimulus-response bond. It may (16) confirm previously learned meanings and associations, correct mistakes, (17) misunderstandings and show how well or badly different parts of the material have been learned. Thus (18) may have the effect of increasing the learner’s confidence, backing up his previously (19) knowledge, and showing him which items he has not (20) grasped.
A:answers B:responds C:retorts D:replies
Text 2
The physicist investigating the relationship between time and space, the chemist is exploring the properties of a new substance, the biologist probing the mysteries of the continuity of life, and the anthropologist searching for human origins share a common trait curiosity. Not that nonscientists are not curious; most people possess this characteristic. The scientist, however, uses a specific method to make researches into these enigmatic problems--the scientific method.
Unfortunately, science and its method are misunderstood. The multiplication of our knowledge in medicine and technology has led to idea that science can cure all and explain all and that only enough time, money and intelligence are needed. In truth, science can’t provide all answers. In fact, many phenomena are not even subject to scientific explanations.
On the other side of the coin, science has been attacked as a cause of most contemporary problems. It is said to be responsible for the depersonalization of the individual, for stripping creativity from human behavior, and for creating massive threats to the species through the development of nuclear power, insecticide and polluting machinery. If we analyse the situation, we can see that it was not the original intent of the people who developed computers to debase humankind, nor was mass production proposed as a method to crush creativity. It is what society, policymakers especially, does with scientific and achievements that makes them social or antisocial. There is nothing inherently good or bad about science.
A:Many phenomena can be subjects of scientific explanations B:Many phenomena can find answers in scientific explanations C:Scientific explanations can't provide answers to many phenomena D:Scientific explanations are not related to many phenomena
In some early attempts by psychologists to describe the basic learning process, the terms ’stimulus’, ’response’ and ’reinforcement’ were introduced. In an educational setting, these (1) could be defined as follows. When a teacher gives an (2) , or sets a problem, or asks a question, the pupil (3) in some way, and the teacher then tells the pupil if he has responded correctly. The teacher’s first action is called the (4) . The pupil’s action, carrying out the instruction, or solving the problem, or answering the question, is (5) the response. When the teacher tells the pupil his response is (6) , the bond between the stimulus and the response is strengthened and reinforcement is positive. If the response is incorrect, the bond is weakened, and reinforcement is (7)
Some psychologists laid great (8) on the importance of reinforcement for continued learning. They (9) that if a learner is not given information about his responses (feedback) he may not continue to respond. (10) , if his homework is not marked regularly, he will stop doing it. If in class, the answers he gives to the teacher’s questions are (11) or brushed aside, he will stop trying to give any.
Educational psychologists are, (12) , moving away from this simple, early (13) of the basic learning process. The effects of feedback, for example, are seen to be more (14) than this description suggests. Feedback does not merely positively or negatively (15) the stimulus-response bond. It may (16) confirm previously learned meanings and associations, correct mistakes, (17) misunderstandings and show how well or badly different parts of the material have been learned. Thus (18) may have the effect of increasing the learner’s confidence, backing up his previously (19) knowledge, and showing him which items he has not (20) grasped.
A:answers B:responds C:retorts D:replies
Section Ⅰ Use of English Directions: Read the following text. Choose the best word (s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. ( 10 Points) In some early attempts by psychologists to describe the basic learning process, the terms ’stimulus’, ’response’ and ’reinforcement’ were introduced. In an educational setting, these (1) could be defined as follows. When a teacher gives an (2) , or sets a problem, or asks a question, the pupil (3) in some way, and the teacher then tells the pupil if he has responded correctly. The teacher’s first action is called the (4) . The pupil’s action, carrying out the instruction, or solving the problem, or answering the question, is (5) the response. When the teacher tells the pupil his response is (6) , the bond between the stimulus and the response is strengthened and reinforcement is positive. If the response is incorrect, the bond is weakened, and reinforcement is (7) Some psychologists laid great (8) on the importance of reinforcement for continued learning. They (9) that if a learner is not given information about his responses (feedback) he may not continue to respond. (10) , if his homework is not marked regularly, he will stop doing it. If in class, the answers he gives to the teacher’s questions are (11) or brushed aside, he will stop trying to give any. Educational psychologists are, (12) , moving away from this simple, early (13) of the basic learning process. The effects of feedback, for example, are seen to be more (14) than this description suggests. Feedback does not merely positively or negatively (15) the stimulus-response bond. It may (16) confirm previously learned meanings and associations, correct mistakes, (17) misunderstandings and show how well or badly different parts of the material have been learned. Thus (18) may have the effect of increasing the learner’s confidence, backing up his previously (19) knowledge, and showing him which items he has not (20) grasped.
Read the following text. Choose the best word (s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1.9（）A:answers B:responds C:retorts D:replies
Text 2 The physicist investigating the relationship between time and space, the chemist is exploring the properties of a new substance, the biologist probing the mysteries of the continuity of life, and the anthropologist searching for human origins share a common trait curiosity. Not that nonscientists are not curious; most people possess this characteristic. The scientist, however, uses a specific method to make researches into these enigmatic problems--the scientific method. Unfortunately, science and its method are misunderstood. The multiplication of our knowledge in medicine and technology has led to idea that science can cure all and explain all and that only enough time, money and intelligence are needed. In truth, science can’t provide all answers. In fact, many phenomena are not even subject to scientific explanations. On the other side of the coin, science has been attacked as a cause of most contemporary problems. It is said to be responsible for the depersonalization of the individual, for stripping creativity from human behavior, and for creating massive threats to the species through the development of nuclear power, insecticide and polluting machinery. If we analyse the situation, we can see that it was not the original intent of the people who developed computers to debase humankind, nor was mass production proposed as a method to crush creativity. It is what society, policymakers especially, does with scientific and achievements that makes them social or antisocial. There is nothing inherently good or bad about science.
The last sentence of paragraph 2 could be explained as which of the following（）A:Many phenomena can be subjects of scientific explanations B:Many phenomena can find answers in scientific explanations C:Scientific explanations can't provide answers to many phenomena D:Scientific explanations are not related to many phenomena
A proven method for effective textbook reading is the SQ3R method developed by Francis Robinson. The first step is to survey (the S step) the chapter by reading the title, introduction, section headings, summary and by studying any graphs, tables, illustrations or charts. The purpose of this step is to get an overview of the chapter so that you will know before you read what it will be about. In the second step (the Q step), for each section you ask yourself questions such as "What do I already know about this topic" and "What do I want to know" In this step you also take the section heading and turn it into a question. This step gives you a purpose for reading the section. The third step (the first of the 3 R’s) is to read to find the answer to your questions. Then at the end of each section, before going on to the next section, you recite (the second of the 3 R’s) the answers to the questions that you formed in the question step. When you recite you should say the information you want to learn out loud in your own words. The fifth step is done after you have completed steps 2, 3 and 4 for each section. You review (the last of the 3 R’s) the entire chapter. The review is done much as the survey was in the first step. As you review, hold a mental conversation with yourself as you recite the information you selected as important to learn. The mental conversation could take the form of asking and answering the questions fromed from the headings or reading the summary, which lists the main ideas in the chapter, and trying to fill in the details for each main idea.
Which of the following is the fourth step（）A:To question yourself B:To read for information C:To utter your answers D:To draw a conclusion
Most Americans don’t like to get advice from members of their family. When they need advice, they don’t usually (41) people they know. (42) , many Americans write letters to newspapers and magazines which give advice (43) many different subjects, including family problem, sex, the use (44) the language, health, cooking, childcare, clothes, and how to buy a house or a car.
(45) newspapers regularly print letters (46) readers with problems. Along (47) the letters there are answers written (48) people who are supposed to know how to (49) such problems. Some of these writers are doctors; (50) are lawyers or educators. But two of the most famous writers of advice (51) women without special training (52) this kind of work. One of them answers letters (53) to "Dear Abby". The other is addressed (54) "Dear Ann Landers". Experience is their preparation for (55) advice.
There is one writer who has not lived long (56) to have much experience. She is a girl named Angel Cavaliere, who started writing (57) for newspaper readers (58) the age of ten. Her advice to young readers now (59) regularly in the Philadelphia Bulletin in a column (60) DEAR ANGEL.
A:advise B:answers C:advice D:problems
Most Americans don’t like to get advice from members of their family. When they need advice, they don’t usually (61) people they know. (62) , many Americans write letters to newspapers and magazines which give advice (63) many different subjects, including family problem, sex, the use (64) the language, health, cooking, childcare, clothes, and how to buy a house or a car. (65) newspapers regularly print letters (66) readers with problems. Along (67) the letters there are answers written (68) people who are supposed to know how to (69) such problems. Some of these writers are doctors; (70) are lawyers or educators. But two of the most famous writers of advice (71) women without special training (72) this kind of work. One of them answers letters (73) to "Dear Abby". The other is addressed (74) "Dear Ann Landers". Experience is their preparation for (75) advice.
There is one writer who has not lived long (76) to have much experience. She is a girl named Angel Cavaliere, who started writing (77) for newspaper readers (78) the age of ten. Her advice to young readers now (79) regularly in the Philadelphia Bulletin in a column (80) DEAR ANGEL.
A:advise B:answers C:advice D:problems
Most Americans don’t like to get advice from members of their family. When they need advice, they don’t usually (61) people they know. (62) , many Americans write letters to newspapers and magazines which give advice (63) many different subjects, including family problem, sex, the use (64) the language, health, cooking, childcare, clothes, and how to buy a house or a car. (65) newspapers regularly print letters (66) readers with problems. Along (67) the letters there are answers written (68) people who are supposed to know how to (69) such problems. Some of these writers are doctors; (70) are lawyers or educators. But two of the most famous writers of advice (71) women without special training (72) this kind of work. One of them answers letters (73) to "Dear Abby". The other is addressed (74) "Dear Ann Landers". Experience is their preparation for (75) advice.
There is one writer who has not lived long (76) to have much experience. She is a girl named Angel Cavaliere, who started writing (77) for newspaper readers (78) the age of ten. Her advice to young readers now (79) regularly in the Philadelphia Bulletin in a column (80) DEAR ANGEL.
A:advise B:answers C:advice D:problems
Most Americans don’t like to get advice from members of their family. When they need advice, they don’t usually 61 people they know. 62 , many Americans write letters to newspapers and magazines which give advice 63 many different subjects, including family problem, sex, the use 64 the language, health, cooking, childcare, clothes, and how to buy a house or a car. 65 newspapers regularly print letters 66 readers with problems. Along 67 the letters there are answers written 68 people who are supposed to know how to 69 such problems. Some of these writers are doctors; 70 are lawyers or educators. But two of the most famous writers of advice 71 women without special training 72 this kind of work. One of them answers letters 73 to “Dear Abby”. The other is addressed 74 “Dear Ann Landers”. Experience is their preparation for 75 advice. There is one writer who has not lived long 76 to have much experience. She is a girl named Angel Cavaliere, who started writing 77 for newspaper readers 78 the age of ten. Her advice to young readers now 79 regularly in the Philadelphia Bulletin in a column 80 DEAR ANGEL.
77（）A:advise B:answers C:advice D:problems
