材料:
小威小蕊是蒋老师蛐一对孪生兄妹，可是,他们兄妹二人的关系却并不那么融洽。在一篇题为《我的烦恼》的作文中,妹妹小蕊这样写道:"我最大的烦恼,便是一直和哥哥在同一个班。在家里的情形已 经让难以忍受了 ,没想到在学校还是这样!"
看到这段话,蒋老师很是疑惑,找小蕊谈心后,才明白事情的来龙去脉。因为家里有两个孩子,父母便对他们时时进行比较,引导两人几事必竞争。每次考试,成绩好的可以得到表扬和奖励,而落后者却 一无所有。小蕊一直很努力,成绩也不错,但大多数时候总落后一点儿。看着哥哥时常获得奖励,而自己 却只能生活在哥哥的光环之下,嫉妒开始滋长,并对哥哥产生了一肚子怨气。她固执地认为,如果不是哥 哥的存在,所有的好事都是她一人的,哥哥简直太可恶了 !
因为嫉妒,无论在家里还是学校,小蕊都变著法子与小威作对,经常搞一些恶作剧,比如把小威写完 的作打撕掉,偷偷把他的课本、文具藏起来,在同学中说小威坏话等等。久而久之,两人的关系越来越 紧张。看到这对孪生兄妹整天像仇人一样，他们的父母也感到非常苦恼。
蒋老师该怎么做呢？
问题：
请根据教师职业道德的要求,为蒋老师出谋划策。（ 14分）
蒋老师要根据教师职业道德的要求,及时介入帮助调节兄妹俩人的矛盾,修复他们之间的亲密关系， 恢复家庭的和睦。应从以下几个方面入手： 首先,教师职业道德规范要求教师做到爱岗敬业,对工作高度负责。蒋老师不能对此事漠不关心,应该关心爱护这两位有矛盾的兄妹,及时介入调解。促进二人之间的沟通,消除误解改善他们之间的紧张关 其次,教师职业道德规范要求教师做到关爱学生,关心爱护全体学生,尊重学生人格,平等公正对待 学生,关心学生健康．小蕊的成绩虽然落后于哥哥,而且经常搞恶作剧,但是教师应该关心每一个学生, 用爱来教育学生。 再次,教师职业道德规范要求教师做到为人师表,教师要尊重家长。兄妹之间有如此严重的矛盾,并不仅仅是由二人造成的,父母不合理的教育方式才是主要原因。因此，蒋老师要在尊重家长的基础上通过 家访等方式与他们的父母平等沟通，对他们的教育子女的方式进行帮助、指导，修正不合理的教育方式。 第四，教师职业道德规范要求教师做到教书育人,要循循善诱,诲人不倦,因材施教。培养学生良好 品行,不以分数作为评价学生的唯一标准。小蕊的嫉妒心理已经严重的影响了她和哥哥的兄妹关系,因此 蒋老师要耐心的循循善诱,引导她改变自己对哥哥的不合理认知,培养小蕊乐观、豁达、正确看待事物的 合理认知,消除对哥哥的敌意。在此基础上,促进兄妹之间的沟通交流,逐渐消除不快,恢复亲密关系。 最后,教师职业道德规范要求教师做到终身学习,要潜心钻研业务,勇于探索创新在教育教学过程 中会遇到许多未曾接触过的新问题。因此，蒋老师在发挥自己教育机智的同时，也要不断学习不同领域的 知识,丰富完善自己的知识系统,不断提高自己各方面的综合能力,才能更好地解决这些陌生的问题。作为教师要关心爱护每一位学生,循循善诱、诲人不倦,更好地与学生父母沟通交流，形成教育合力,促进学生全面健康的发展。
视频解析
请阅读Passage 2，完成小题。
Passage 2
The subject of ballads,books and films, Robin Hood has proven to be one of popular culture's mostenduring folk heroes. Over the course of 700 years, the outlaw fromNottinghamshire who robs the rich to give to the poor has emerged as one of themost enduring folk heroes in popular culture-and one of the most versatile. Buthow has the legend of Sherwood Forest's merry outlaws evolved over time? Did areal Robin Hood inspire these classic tales?
Beginning in the 15thcentury and perhaps even earlier, Christian revelers in certain parts ofEngland celebrated May Day with plays and games involving a Robin Hood figurewith near-religious significance. In the 19th century, writer-illustrators likeHoward Pyle adapted the traditional tales for children, popularizing them inthe United States and around the world. More recently, bringing Robin to thesilver screen has become?a rite of passage?for directors ranging fromMichael Curtiz and Ridley Scott to Terry Gilliam and Mel Brooks.
Throughout Robin'sexistence, writers, performers and filmmakers have probed their imaginationsfor new incarnations that resonate with their respective audiences. In14th-century England, where agrarian discontent had begun to chip away at thefeudal system, he appears as an anti-establishment rebel who murders governmentagents and wealthy landowners. Later variations from times of less socialupheaval dispense with the gore and cast Robin as a dispossessed aristocrat witha heart of gold and a love interest, Maid Marian.
Academics, meanwhile,have combed the historical record for evidence of a real Robin Hood. Englishlegal records suggest that, as early as the 13th century, “Robehod,” “Rabunhod”and other variations had become common epithets for criminals. But what hadinspired these nicknames: a fictional tale, an infamous bandit or an amalgam ofboth? The first literary references to Robin Hood appear in a series of 14th-and 15th-century ballads about a violent yeoman who lived in Sherwood Forestwith his men and frequently clashed with the Sheriff of Nottingham. Rather thana peasant, knight or fallen noble, as in later versions, the protagonist ofthese medieval stories is a commoner. Little John and Will Scarlet are part ofthis Robin’s “merry” crew-meaning, at the time, an outlaw's gang-but MaidMarian, Friar Tuck and Alan-a-Dale would not enter the legend until later,possibly as part of the May Day rituals.
While most contemporaryscholars have failed to turn up solid clues, medieval chroniclers took forgranted that a historical Robin Hood lived and breathed during the 12th or 13thcentury. The details of their accounts vary widely, however, placing him inconflicting regions and eras. Not until John Major's “History of Greater Britain” (1521), for example, is he depicted asa follower of King Richard, one of his defining characteristics in modem times.
?We may never know forsure whether Robin Hood ever existed outside the verses of ballads and pages ofbooks. And even if we did, fans, young and old, would still surely flock toEngland's Nottinghamshire region for a tour of the legend's alleged formerhangouts, from centuries-old pubs to the Major Oak in Sherwood Forest. What wedo know is that the notion of a brave rebel who lives on the outskirts ofsociety, fighting injustice and oppression with his band of companions, hasuniversal appeal-whether he's played by Erroll Flynn, Russell Crowe or even, ason a 1979 episode of “The Muppet Show,” Kermit the Frog.
Which of the following is a proper title for the passage?
请阅读Passage 2，完成小题。
Passage 2
The subject of ballads,books and films, Robin Hood has proven to be one of popular culture's mostenduring folk heroes. Over the course of 700 years, the outlaw fromNottinghamshire who robs the rich to give to the poor has emerged as one of themost enduring folk heroes in popular culture-and one of the most versatile. Buthow has the legend of Sherwood Forest's merry outlaws evolved over time? Did areal Robin Hood inspire these classic tales?
Beginning in the 15thcentury and perhaps even earlier, Christian revelers in certain parts ofEngland celebrated May Day with plays and games involving a Robin Hood figurewith near-religious significance. In the 19th century, writer-illustrators likeHoward Pyle adapted the traditional tales for children, popularizing them inthe United States and around the world. More recently, bringing Robin to thesilver screen has become?a rite of passage?for directors ranging fromMichael Curtiz and Ridley Scott to Terry Gilliam and Mel Brooks.
Throughout Robin'sexistence, writers, performers and filmmakers have probed their imaginationsfor new incarnations that resonate with their respective audiences. In14th-century England, where agrarian discontent had begun to chip away at thefeudal system, he appears as an anti-establishment rebel who murders governmentagents and wealthy landowners. Later variations from times of less socialupheaval dispense with the gore and cast Robin as a dispossessed aristocrat witha heart of gold and a love interest, Maid Marian.
Academics, meanwhile,have combed the historical record for evidence of a real Robin Hood. Englishlegal records suggest that, as early as the 13th century, “Robehod,” “Rabunhod”and other variations had become common epithets for criminals. But what hadinspired these nicknames: a fictional tale, an infamous bandit or an amalgam ofboth? The first literary references to Robin Hood appear in a series of 14th-and 15th-century ballads about a violent yeoman who lived in Sherwood Forestwith his men and frequently clashed with the Sheriff of Nottingham. Rather thana peasant, knight or fallen noble, as in later versions, the protagonist ofthese medieval stories is a commoner. Little John and Will Scarlet are part ofthis Robin’s “merry” crew-meaning, at the time, an outlaw's gang-but MaidMarian, Friar Tuck and Alan-a-Dale would not enter the legend until later,possibly as part of the May Day rituals.
While most contemporaryscholars have failed to turn up solid clues, medieval chroniclers took forgranted that a historical Robin Hood lived and breathed during the 12th or 13thcentury. The details of their accounts vary widely, however, placing him inconflicting regions and eras. Not until John Major's “History of Greater Britain” (1521), for example, is he depicted asa follower of King Richard, one of his defining characteristics in modem times.
?We may never know forsure whether Robin Hood ever existed outside the verses of ballads and pages ofbooks. And even if we did, fans, young and old, would still surely flock toEngland's Nottinghamshire region for a tour of the legend's alleged formerhangouts, from centuries-old pubs to the Major Oak in Sherwood Forest. What wedo know is that the notion of a brave rebel who lives on the outskirts ofsociety, fighting injustice and oppression with his band of companions, hasuniversal appeal-whether he's played by Erroll Flynn, Russell Crowe or even, ason a 1979 episode of “The Muppet Show,” Kermit the Frog.
Which of the following methods is used by the author in elaborating his points'
请阅读Passage 2，完成小题。
Passage 2
The subject of ballads,books and films, Robin Hood has proven to be one of popular culture's mostenduring folk heroes. Over the course of 700 years, the outlaw fromNottinghamshire who robs the rich to give to the poor has emerged as one of themost enduring folk heroes in popular culture-and one of the most versatile. Buthow has the legend of Sherwood Forest's merry outlaws evolved over time? Did areal Robin Hood inspire these classic tales?
Beginning in the 15thcentury and perhaps even earlier, Christian revelers in certain parts ofEngland celebrated May Day with plays and games involving a Robin Hood figurewith near-religious significance. In the 19th century, writer-illustrators likeHoward Pyle adapted the traditional tales for children, popularizing them inthe United States and around the world. More recently, bringing Robin to thesilver screen has become?a rite of passage?for directors ranging fromMichael Curtiz and Ridley Scott to Terry Gilliam and Mel Brooks.
Throughout Robin'sexistence, writers, performers and filmmakers have probed their imaginationsfor new incarnations that resonate with their respective audiences. In14th-century England, where agrarian discontent had begun to chip away at thefeudal system, he appears as an anti-establishment rebel who murders governmentagents and wealthy landowners. Later variations from times of less socialupheaval dispense with the gore and cast Robin as a dispossessed aristocrat witha heart of gold and a love interest, Maid Marian.
Academics, meanwhile,have combed the historical record for evidence of a real Robin Hood. Englishlegal records suggest that, as early as the 13th century, “Robehod,” “Rabunhod”and other variations had become common epithets for criminals. But what hadinspired these nicknames: a fictional tale, an infamous bandit or an amalgam ofboth? The first literary references to Robin Hood appear in a series of 14th-and 15th-century ballads about a violent yeoman who lived in Sherwood Forestwith his men and frequently clashed with the Sheriff of Nottingham. Rather thana peasant, knight or fallen noble, as in later versions, the protagonist ofthese medieval stories is a commoner. Little John and Will Scarlet are part ofthis Robin’s “merry” crew-meaning, at the time, an outlaw's gang-but MaidMarian, Friar Tuck and Alan-a-Dale would not enter the legend until later,possibly as part of the May Day rituals.
While most contemporaryscholars have failed to turn up solid clues, medieval chroniclers took forgranted that a historical Robin Hood lived and breathed during the 12th or 13thcentury. The details of their accounts vary widely, however, placing him inconflicting regions and eras. Not until John Major's “History of Greater Britain” (1521), for example, is he depicted asa follower of King Richard, one of his defining characteristics in modem times.
?We may never know forsure whether Robin Hood ever existed outside the verses of ballads and pages ofbooks. And even if we did, fans, young and old, would still surely flock toEngland's Nottinghamshire region for a tour of the legend's alleged formerhangouts, from centuries-old pubs to the Major Oak in Sherwood Forest. What wedo know is that the notion of a brave rebel who lives on the outskirts ofsociety, fighting injustice and oppression with his band of companions, hasuniversal appeal-whether he's played by Erroll Flynn, Russell Crowe or even, ason a 1979 episode of “The Muppet Show,” Kermit the Frog.
Which of the following has been a defining characteristics of Robin Hood since the sixteenth century according to the passage?
请阅读Passage 2，完成小题。
Passage 2
The subject of ballads,books and films, Robin Hood has proven to be one of popular culture's mostenduring folk heroes. Over the course of 700 years, the outlaw fromNottinghamshire who robs the rich to give to the poor has emerged as one of themost enduring folk heroes in popular culture-and one of the most versatile. Buthow has the legend of Sherwood Forest's merry outlaws evolved over time? Did areal Robin Hood inspire these classic tales?
Beginning in the 15thcentury and perhaps even earlier, Christian revelers in certain parts ofEngland celebrated May Day with plays and games involving a Robin Hood figurewith near-religious significance. In the 19th century, writer-illustrators likeHoward Pyle adapted the traditional tales for children, popularizing them inthe United States and around the world. More recently, bringing Robin to thesilver screen has become?a rite of passage?for directors ranging fromMichael Curtiz and Ridley Scott to Terry Gilliam and Mel Brooks.
Throughout Robin'sexistence, writers, performers and filmmakers have probed their imaginationsfor new incarnations that resonate with their respective audiences. In14th-century England, where agrarian discontent had begun to chip away at thefeudal system, he appears as an anti-establishment rebel who murders governmentagents and wealthy landowners. Later variations from times of less socialupheaval dispense with the gore and cast Robin as a dispossessed aristocrat witha heart of gold and a love interest, Maid Marian.
Academics, meanwhile,have combed the historical record for evidence of a real Robin Hood. Englishlegal records suggest that, as early as the 13th century, “Robehod,” “Rabunhod”and other variations had become common epithets for criminals. But what hadinspired these nicknames: a fictional tale, an infamous bandit or an amalgam ofboth? The first literary references to Robin Hood appear in a series of 14th-and 15th-century ballads about a violent yeoman who lived in Sherwood Forestwith his men and frequently clashed with the Sheriff of Nottingham. Rather thana peasant, knight or fallen noble, as in later versions, the protagonist ofthese medieval stories is a commoner. Little John and Will Scarlet are part ofthis Robin’s “merry” crew-meaning, at the time, an outlaw's gang-but MaidMarian, Friar Tuck and Alan-a-Dale would not enter the legend until later,possibly as part of the May Day rituals.
While most contemporaryscholars have failed to turn up solid clues, medieval chroniclers took forgranted that a historical Robin Hood lived and breathed during the 12th or 13thcentury. The details of their accounts vary widely, however, placing him inconflicting regions and eras. Not until John Major's “History of Greater Britain” (1521), for example, is he depicted asa follower of King Richard, one of his defining characteristics in modem times.
?We may never know forsure whether Robin Hood ever existed outside the verses of ballads and pages ofbooks. And even if we did, fans, young and old, would still surely flock toEngland's Nottinghamshire region for a tour of the legend's alleged formerhangouts, from centuries-old pubs to the Major Oak in Sherwood Forest. What wedo know is that the notion of a brave rebel who lives on the outskirts ofsociety, fighting injustice and oppression with his band of companions, hasuniversal appeal-whether he's played by Erroll Flynn, Russell Crowe or even, ason a 1979 episode of “The Muppet Show,” Kermit the Frog.
Which of the following is true about Maid Marian according to the passage? :
请阅读Passage 2，完成小题。
Passage 2
The subject of ballads,books and films, Robin Hood has proven to be one of popular culture's mostenduring folk heroes. Over the course of 700 years, the outlaw fromNottinghamshire who robs the rich to give to the poor has emerged as one of themost enduring folk heroes in popular culture-and one of the most versatile. Buthow has the legend of Sherwood Forest's merry outlaws evolved over time? Did areal Robin Hood inspire these classic tales?
Beginning in the 15thcentury and perhaps even earlier, Christian revelers in certain parts ofEngland celebrated May Day with plays and games involving a Robin Hood figurewith near-religious significance. In the 19th century, writer-illustrators likeHoward Pyle adapted the traditional tales for children, popularizing them inthe United States and around the world. More recently, bringing Robin to thesilver screen has become?a rite of passage?for directors ranging fromMichael Curtiz and Ridley Scott to Terry Gilliam and Mel Brooks.
Throughout Robin'sexistence, writers, performers and filmmakers have probed their imaginationsfor new incarnations that resonate with their respective audiences. In14th-century England, where agrarian discontent had begun to chip away at thefeudal system, he appears as an anti-establishment rebel who murders governmentagents and wealthy landowners. Later variations from times of less socialupheaval dispense with the gore and cast Robin as a dispossessed aristocrat witha heart of gold and a love interest, Maid Marian.
Academics, meanwhile,have combed the historical record for evidence of a real Robin Hood. Englishlegal records suggest that, as early as the 13th century, “Robehod,” “Rabunhod”and other variations had become common epithets for criminals. But what hadinspired these nicknames: a fictional tale, an infamous bandit or an amalgam ofboth? The first literary references to Robin Hood appear in a series of 14th-and 15th-century ballads about a violent yeoman who lived in Sherwood Forestwith his men and frequently clashed with the Sheriff of Nottingham. Rather thana peasant, knight or fallen noble, as in later versions, the protagonist ofthese medieval stories is a commoner. Little John and Will Scarlet are part ofthis Robin’s “merry” crew-meaning, at the time, an outlaw's gang-but MaidMarian, Friar Tuck and Alan-a-Dale would not enter the legend until later,possibly as part of the May Day rituals.
While most contemporaryscholars have failed to turn up solid clues, medieval chroniclers took forgranted that a historical Robin Hood lived and breathed during the 12th or 13thcentury. The details of their accounts vary widely, however, placing him inconflicting regions and eras. Not until John Major's “History of Greater Britain” (1521), for example, is he depicted asa follower of King Richard, one of his defining characteristics in modem times.
?We may never know forsure whether Robin Hood ever existed outside the verses of ballads and pages ofbooks. And even if we did, fans, young and old, would still surely flock toEngland's Nottinghamshire region for a tour of the legend's alleged formerhangouts, from centuries-old pubs to the Major Oak in Sherwood Forest. What wedo know is that the notion of a brave rebel who lives on the outskirts ofsociety, fighting injustice and oppression with his band of companions, hasuniversal appeal-whether he's played by Erroll Flynn, Russell Crowe or even, ason a 1979 episode of “The Muppet Show,” Kermit the Frog.
Which of the following is closest in meaning to the underlined phrase “a rite of passage” in Paragraph 2?
请阅读Passage 1, 完成第小题。
Passage 1
In recent years,however, society has come to understand the limitations of schools that merelysort and rank students. We have discovered that students in the bottomone-third to one-half of the rank order-plus all who drop out before beingranked-fail to develop the foundational reading, writing, and mathematicalproficiencies needed to survive in, let alone contribute to, an increasinglytechnically complex and ethnically diverse culture. So today, in asking schoolsto leave no child behind, society is asking that educators raise up the bottomof the rank-.order distribution to a specified level of competence. We callthose expectations our?? "academicachievement standards". Every state has them, and, as a matter of publicpolicy, schools are to be held accountable for making sure that all studentsmeet them.
?To be clear, themission of sorting has not been eliminated from the schooling process. For theforeseeable future, students will still be ranked at the end of high school.However, society now dictates that such a celebration of differences m amountlearned must start at a certain minimum level of achievement for all.
??The implications of this change in missionfor the role of assessment are profound. Assessment and grading proceduresdesigned to permit only a few students to succeed (those at the top of therank-order distribution) must now be revised to permit the possibility that allstudents could succeed at some appropriate level. Furthermore, procedures thatpermitted?? (perhaps even encouraged)some students to give up in hopelessness and to stop trying must now be replacedby others that promote hope and continuous effort. In short, the entireemotional environment surrounding the prospect of being evaluated must change,especially for perennial low achievers.
??The students' missionis no longer merely to beat other students in the achievement race. At leastpart of their goal must be to become competent. Teachers must believe that allstudents can achieve a certain level of academic success, must bring all oftheir students to believe this of themselves, must?accommodate?the factthat students learn at different rates by making use of differentiatedinstruction, and must guide all students toward the attainment of standards.
??The driving dynamicforce for students cannot merely be competition for an artificial scarcity ofsuccess. Because all students can and must succeed in meeting standards,cooperation and collaboration must come into play. The driving forces must beconfidence, optimism, and persistence-for all, not just for some. All studentsmust come to believe that they can succeed at learning if they try. They musthave continuous access to evidence of what they believe to be credible academicsuccess, however small. This new understanding has spawned increased interestin formative assessment in recent years.
Which of the following is likely to be the title of this passage?
请阅读Passage 1, 完成第小题。
Passage 1
In recent years,however, society has come to understand the limitations of schools that merelysort and rank students. We have discovered that students in the bottomone-third to one-half of the rank order-plus all who drop out before beingranked-fail to develop the foundational reading, writing, and mathematicalproficiencies needed to survive in, let alone contribute to, an increasinglytechnically complex and ethnically diverse culture. So today, in asking schoolsto leave no child behind, society is asking that educators raise up the bottomof the rank-.order distribution to a specified level of competence. We callthose expectations our?? "academicachievement standards". Every state has them, and, as a matter of publicpolicy, schools are to be held accountable for making sure that all studentsmeet them.
?To be clear, themission of sorting has not been eliminated from the schooling process. For theforeseeable future, students will still be ranked at the end of high school.However, society now dictates that such a celebration of differences m amountlearned must start at a certain minimum level of achievement for all.
??The implications of this change in missionfor the role of assessment are profound. Assessment and grading proceduresdesigned to permit only a few students to succeed (those at the top of therank-order distribution) must now be revised to permit the possibility that allstudents could succeed at some appropriate level. Furthermore, procedures thatpermitted?? (perhaps even encouraged)some students to give up in hopelessness and to stop trying must now be replacedby others that promote hope and continuous effort. In short, the entireemotional environment surrounding the prospect of being evaluated must change,especially for perennial low achievers.
??The students' missionis no longer merely to beat other students in the achievement race. At leastpart of their goal must be to become competent. Teachers must believe that allstudents can achieve a certain level of academic success, must bring all oftheir students to believe this of themselves, must?accommodate?the factthat students learn at different rates by making use of differentiatedinstruction, and must guide all students toward the attainment of standards.
??The driving dynamicforce for students cannot merely be competition for an artificial scarcity ofsuccess. Because all students can and must succeed in meeting standards,cooperation and collaboration must come into play. The driving forces must beconfidence, optimism, and persistence-for all, not just for some. All studentsmust come to believe that they can succeed at learning if they try. They musthave continuous access to evidence of what they believe to be credible academicsuccess, however small. This new understanding has spawned increased interestin formative assessment in recent years.
Which is meant by the author about the emotional promise of assessment for students?
请阅读Passage 1, 完成第小题。
Passage 1
In recent years,however, society has come to understand the limitations of schools that merelysort and rank students. We have discovered that students in the bottomone-third to one-half of the rank order-plus all who drop out before beingranked-fail to develop the foundational reading, writing, and mathematicalproficiencies needed to survive in, let alone contribute to, an increasinglytechnically complex and ethnically diverse culture. So today, in asking schoolsto leave no child behind, society is asking that educators raise up the bottomof the rank-.order distribution to a specified level of competence. We callthose expectations our?? "academicachievement standards". Every state has them, and, as a matter of publicpolicy, schools are to be held accountable for making sure that all studentsmeet them.
?To be clear, themission of sorting has not been eliminated from the schooling process. For theforeseeable future, students will still be ranked at the end of high school.However, society now dictates that such a celebration of differences m amountlearned must start at a certain minimum level of achievement for all.
??The implications of this change in missionfor the role of assessment are profound. Assessment and grading proceduresdesigned to permit only a few students to succeed (those at the top of therank-order distribution) must now be revised to permit the possibility that allstudents could succeed at some appropriate level. Furthermore, procedures thatpermitted?? (perhaps even encouraged)some students to give up in hopelessness and to stop trying must now be replacedby others that promote hope and continuous effort. In short, the entireemotional environment surrounding the prospect of being evaluated must change,especially for perennial low achievers.
??The students' missionis no longer merely to beat other students in the achievement race. At leastpart of their goal must be to become competent. Teachers must believe that allstudents can achieve a certain level of academic success, must bring all oftheir students to believe this of themselves, must?accommodate?the factthat students learn at different rates by making use of differentiatedinstruction, and must guide all students toward the attainment of standards.
??The driving dynamicforce for students cannot merely be competition for an artificial scarcity ofsuccess. Because all students can and must succeed in meeting standards,cooperation and collaboration must come into play. The driving forces must beconfidence, optimism, and persistence-for all, not just for some. All studentsmust come to believe that they can succeed at learning if they try. They musthave continuous access to evidence of what they believe to be credible academicsuccess, however small. This new understanding has spawned increased interestin formative assessment in recent years.
Which of the following is closest in meaning to the underlined word “accommodate” in Paragraph 4?
请阅读Passage 1, 完成第小题。
Passage 1
In recent years,however, society has come to understand the limitations of schools that merelysort and rank students. We have discovered that students in the bottomone-third to one-half of the rank order-plus all who drop out before beingranked-fail to develop the foundational reading, writing, and mathematicalproficiencies needed to survive in, let alone contribute to, an increasinglytechnically complex and ethnically diverse culture. So today, in asking schoolsto leave no child behind, society is asking that educators raise up the bottomof the rank-.order distribution to a specified level of competence. We callthose expectations our?? "academicachievement standards". Every state has them, and, as a matter of publicpolicy, schools are to be held accountable for making sure that all studentsmeet them.
?To be clear, themission of sorting has not been eliminated from the schooling process. For theforeseeable future, students will still be ranked at the end of high school.However, society now dictates that such a celebration of differences m amountlearned must start at a certain minimum level of achievement for all.
??The implications of this change in missionfor the role of assessment are profound. Assessment and grading proceduresdesigned to permit only a few students to succeed (those at the top of therank-order distribution) must now be revised to permit the possibility that allstudents could succeed at some appropriate level. Furthermore, procedures thatpermitted?? (perhaps even encouraged)some students to give up in hopelessness and to stop trying must now be replacedby others that promote hope and continuous effort. In short, the entireemotional environment surrounding the prospect of being evaluated must change,especially for perennial low achievers.
??The students' missionis no longer merely to beat other students in the achievement race. At leastpart of their goal must be to become competent. Teachers must believe that allstudents can achieve a certain level of academic success, must bring all oftheir students to believe this of themselves, must?accommodate?the factthat students learn at different rates by making use of differentiatedinstruction, and must guide all students toward the attainment of standards.
??The driving dynamicforce for students cannot merely be competition for an artificial scarcity ofsuccess. Because all students can and must succeed in meeting standards,cooperation and collaboration must come into play. The driving forces must beconfidence, optimism, and persistence-for all, not just for some. All studentsmust come to believe that they can succeed at learning if they try. They musthave continuous access to evidence of what they believe to be credible academicsuccess, however small. This new understanding has spawned increased interestin formative assessment in recent years.
Which of the following would happen due to the change in mission for the role of assessment?
请阅读Passage 1, 完成第小题。
Passage 1
In recent years,however, society has come to understand the limitations of schools that merelysort and rank students. We have discovered that students in the bottomone-third to one-half of the rank order-plus all who drop out before beingranked-fail to develop the foundational reading, writing, and mathematicalproficiencies needed to survive in, let alone contribute to, an increasinglytechnically complex and ethnically diverse culture. So today, in asking schoolsto leave no child behind, society is asking that educators raise up the bottomof the rank-.order distribution to a specified level of competence. We callthose expectations our?? "academicachievement standards". Every state has them, and, as a matter of publicpolicy, schools are to be held accountable for making sure that all studentsmeet them.
?To be clear, themission of sorting has not been eliminated from the schooling process. For theforeseeable future, students will still be ranked at the end of high school.However, society now dictates that such a celebration of differences m amountlearned must start at a certain minimum level of achievement for all.
??The implications of this change in missionfor the role of assessment are profound. Assessment and grading proceduresdesigned to permit only a few students to succeed (those at the top of therank-order distribution) must now be revised to permit the possibility that allstudents could succeed at some appropriate level. Furthermore, procedures thatpermitted?? (perhaps even encouraged)some students to give up in hopelessness and to stop trying must now be replacedby others that promote hope and continuous effort. In short, the entireemotional environment surrounding the prospect of being evaluated must change,especially for perennial low achievers.
??The students' missionis no longer merely to beat other students in the achievement race. At leastpart of their goal must be to become competent. Teachers must believe that allstudents can achieve a certain level of academic success, must bring all oftheir students to believe this of themselves, must?accommodate?the factthat students learn at different rates by making use of differentiatedinstruction, and must guide all students toward the attainment of standards.
??The driving dynamicforce for students cannot merely be competition for an artificial scarcity ofsuccess. Because all students can and must succeed in meeting standards,cooperation and collaboration must come into play. The driving forces must beconfidence, optimism, and persistence-for all, not just for some. All studentsmust come to believe that they can succeed at learning if they try. They musthave continuous access to evidence of what they believe to be credible academicsuccess, however small. This new understanding has spawned increased interestin formative assessment in recent years.
What do the "academic achievement standards" in Paragraph 1 refer to?
