The Theory of Screening, Education, and the Distribution of Income

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外语教学法自考题-19

外语教学法自考题-19(总分：100.00，做题时间：90分钟)一、{{B}}Ⅰ.Multiple Choice{{/B}}(总题数：20，分数：20.00)1.The acculturation theory originated in the late 1970s and was put forward by ______.∙ A. J.Schumann and R.Anderson∙ B. S.Krashen and J.Schumann∙ C. R.Anderson and Ｅ.Hatch∙ D. S.Krashen and Ｅ.Hatch（分数：1.00）A. √B.C.D.解析：[解析] 文化适应理论的代表人物是J.Schumann和R.Anderson。

2.Designing ______ tasks is one of the ways to establish favorable classroom climate in the Direct Method, including map drawing, identifying pictures, following instructions, and detecting mistakes and so on.∙ A. listening∙ B. speaking∙ C. reading∙ D. writing（分数：1.00）A. √B.C.D.解析：[解析] 设计听力理解是直接法中营造良好课堂氛围的一个方式，包括画地图、辨别图片、听从指示以及辨别错误等等练习活动。

3.Separation of language skills into listening, speaking, reading and writing, with emphasis on the teaching of listening and speaking before reading and writing is a distinctive characteristic of the ______.∙ A. Silent way∙ B. Community Language Learning∙ C. Oral Approach∙ D. Audiolingual Method（分数：1.00）A.C.D. √解析：[解析] 听说法的一个显著特征是将语言技巧分为听、说、读、写四个部分，并且强调听说教学先于读写教学。

【教学】英语教学法复习题

【关键字】教学《英语教学法》复习题一、填空题1．The theory of learning is referred to as be haviorism, which has three major stages, “sti mulus, response, and reinforcement”2．The behaviorist theory of language learning is that language is learned by constant repeti tion and the reinforcement of the teacher3．The term cognitivism is often used loosely to describe methods in which students are aske d to think rather than simply repeat.4．There are a variety of elements that contri bute to the qualities of a good language teach er. These elements can be categorized into 3 g roups: ethic devotion, professional qualities and personal styles.5. Three different views on language are the s tructural view, the functional view and the in teractional view.6. Language theories can be divided into two g roups:1)process-oriented theory 2)the conditio n-oriented theory7.The ultimate aim of foreign language teaching is to enable the learners to use the languag e in real life.8.The goal of CLT is to develop students’ com municative competence.municative competence includes knowledge of what to say, when, how, where, and to whom.10.The goal of CLT is to use language for comm unicative purpose11.The adoption of CLT is to develop learners’ language skills, namely, listening, speaking, reading and writing.12.CLT has not replaced the previous approache s or methodologies. It has only expanded the a reas: language content, learning process and l anguage product.13.Littlewood’s classification of communicati ve activities: Functional communicative activi ties and Social interaction activities.14. Language learning and teaching should be as close as possible to language USE IN REAL LIFE.15.Lesson planning should be done at two level s: Macro planning and Micro planning16.The first thing to do in lesson planning is to decide the aims of a lesson.17.The most popular teaching stages are three P’s model, which include: presentation, pract ice and production.18.Lesson planning means making decision in ad vance about what techniques, activities and ma terials used in class.19.There are four major principles behind good lesson planning: variety, flexibility, learna bility, and linkage.20.The aim of a lesson includes language point s to present, communicative skills to practic e, activities to conduct, and materials and te aching aids to be used.21.In the skill-oriented lessons, that is, ina reading or listening lesson, a 3-stage model is frequently adopted: pre-reading/listening, while-- reading/listening and post- reading/l istening.22.5-step model is more familiar to the middle school teachers: revision, presentation, dril l, practice and consolidation.23.Classroom management is the way teachers or ganize what goes on in the classroom.24.An instructor passes on knowledge by variet y of means.An organizer organizes the class so that learning activities can be carried out.25.A linguist named Harmer defined the teacher s’ roles as: controller, assessor, prompter,participant and resource provider.26.Ur reminds us not to hurt the students’ fe elings by: 1) Deal with it quietly; 2)Don’t t ake things personally; 3)Don’t use threats27.There are many different ways to teach a so und. It’s better to teach from Perception Pra ctice(认知) to Production Practice.28.One way to teach grammar is by 3P Model: Pr esentation,Practice and Production.29.The deductive method relies or reasoning, a nalyzing and comparing.30.In the inductive method, the teacher induce s the learners to realize grammar rules withou t any form of explicit explanation.31.Grammar practice is usually divided into tw o categories, Mechanical practice and Meaningf ul practice.32.By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation dril ls are most frequently used in mechanical prac tice.33.Generally speaking, there are three stages in listening activities for language learners: 1.pre-listening 2.while-listening 3.post-list ening34.We will listen in two different ways: 1.Int ensive listening (for details) 2.Extensive lis tening (for general ideas)35.Listening in real life has the following ch aracteristics: Spontaneity, Listener’s respon se, Speaker’s adjustment, Context and Visual clues.36.Characteristics of successful speaking task s can be: 1.Maximum foreign talk 2.Even partic ipation 3.High motivation 4.Right language lev el37.The process approach focus on what studentsdo before /while /after their writing.38.Not everything can be purely communicative. Some writing activities can be between “writ ing for learning” and “writing for communica tion.39.The process of writing should be from contr olled to guided writing and to free writing40. Teaching reading in the classroom divides reading activities into basically three stages in which bottom-up and top-down techniques ar e integrate to help students in their reading comprehension and in increasing their language efficiency in general另附.Generally, lesson presenting mainly inclu des four aspects: Presenting teaching material s; Presenting teaching methods; Presenting lea rning strategies; Presenting teaching process二、简答题1．Why are people learning English?• They have to pass the examin ations.• They can help foreign visito rs.•It’s necessary if they want to enter university.• Learning a foreign language is an intellectual challenge.• They can use computers more easily.• They need to keep in touch w ith what is going on in their profession world wide.• English will be very importa nt to get a job in trade.• English will be useful for t hem to travel abroad.• They will be able to read and listen to in English. This can improve their knowledge of the world.2．What is language?Language is a means of communication with othe r people.3．What is the aim or purpose of language teac hing?Communication4．How many language teaching methods or appro aches do you know?l the grammar-translation methodl the direct methodl the audio-lingual methodl the situational language teachingl the cognitive approachl the silent wayl the total physical response methodl the communicative approachl the natural approachl the functional-notional method, etc. 5．How can you become a good language teacher?• Language training: a sound c ommand of English•Learn from others’ experien ce• Learn received knowledge, su ch as language theories, methodology, educatio n, psychology, etc.•Learn from one’s own experi ence• Practice makes perfect• Keep on reflecting on work, etc6．What is the challenge the language teacher is confronted with?People learn a foreign language1. For different reasons2. In different ways3. Having different understanding abou t language learning4. Having different capabilities in la nguage learning5. Different language levelsThus the challenge that the language teacher i s confronted with is how teaching methodology can cater for learners who have more differenc es than commonalities.7．What is the question that all approaches of language teaching should answer?The question is “What is language?”Language is a means of communication with othe r people.8．What are the three different views of langu age that language teaching and learning practi ce have been influenced by?They are the structural view, the functional v iew and the interactional view.9． How does the structural vi ew see language?• The structural view sees lan guage as a linguistic system made up of variou s subsystems. To learn a language means to lea rn these structural items so as to be able to understand and produce language.10．How does the functional view see language?• The functional view sees lan guage as a linguistic system but also as a mea ns for doing things. Learners learn a language in order to be able to do things with functional activities.11．How does the interactional view see langua ge• The interactional view consi ders language as a communicative tool, whose m ain use is to build up and maintain social rel ations between people. The learner has to stud y the patterns and rules of language above the sentence level to learn how language is used in different speech context.12． What are Process-oriented theories concerned with?How the mind processes new information13． What do Condition-oriented theories emphasize?The nature of the human and physical context i n which language learning takes place14．What is “pseudo practice”?It is a short period of time assigned for stud ent teachers to do teaching practice as part o f their education, usually under the supervisi on of their instructors.15． What does linguistic competence mea n?Competence simply means knowledge of the langu age system: grammatical knowledge in other wor ds.16． What does Communicative Competence mean?Not only the form of language, but also what t o say to whom and how to say it appropriately in any given situation. To be short, communica tive competence includes knowledge of what to say, when, how, where, and to whom.17． What is lesson planning?Lesson planning means making decisions in adva nce about what techniques, activities and materials will be used in the class.18． In how many ways do language teache rs benefit from proper lesson planning?l Make the teacher aware of the aims a nd language contents of the lessonl Help the teacher to distinguish the various stages of a lesson and to see the rela tionship between theml Think about how the students can be fully engaged in the lessonl Become aware of the teaching aids th at are neededl Think about the relative value of di fferent activitiesl Think about how much time should be spent on the activitiesl Judge lesson stages and phases with greater accuracyl Help to continue improvementl Add an evaluation to the planl Provide a useful, time-saving refere nce when the teacher next plans the same lesso n19． What factors influence a lesson?l 1.Physical conditions:l Class size: affects types of activit iesl Length of a lesson: determine how mu ch can be taughtl Size of classroom: restricts some ty pes of activitiesl Teaching aids: sufficient or notl Time of day: influences the types of activities used (p.m. or a.m.)l 2.Human factors:l different personalities of teachers decide different styles of teachingl varied needs and attitudes of studen tsl the students’ language levell the students’ learning backgroundl 3.Change (of )l The syllabusl Textbooksl The teaching system: meets the needs of the institutions and examinations20． What are the principles for good le sson planning?1)variety2）flexibility3）learnability4）linkage21． What does macro planning involve?Macro planning involves the following:a) Knowing about the courseb) Knowing about the institutionsc) Knowing about learnersd) Knowing about syllabus22． What does a lesson plan include?At least, it may have the following component s:l Teaching aimsl Language contents and skillsl Teaching stages and procedures23． What does the teaching aim of a les son include?l what language components to presentl what communicative skills to practic el what activities to conductl what materials to be usedl what teaching aids to be used24． What do language contents mean and what do language skills mean?l The former means: structures, gramma r, functions, topics and so onl The latter means: 4 communicative sk ills25． What is the difference between teac hing stages and teaching procedures?l Teaching stages are the major steps that language teachers go through in the class room. Procedures are the detailed steps in eac h teaching stage.26． What does a teacher need to consider when he/she has planned to present a new str ucture?l When to focus on the structure and w hen to study it in context;l Whether to present the structure ora lly or in written form;l When to give out information and whe n to elicit from students;l When and how to use visual aids to h elp with the presentation;l What to do if students fail to under stand.27． How can we manage a classroom effic iently?Only when three conditions are metl The teacher plays appropriate roles.l The students are grouped in a way suitable for the learning activities.l There is discipline and harmony in t he class.28． What factors may influence classroo m management?At least, the following factors are very impor tant for a classroom management:l People: the relationship between the teacher and the studentsl Language: what you expect them to do (understanding and encouraging students)l Environment: classroom, the position ing of the desks and the position of the teach erl Organization: good lesson plan, clea r learning objectives, variety in activities…l Tools: textbook, Ex-book, video-reco rder, a slide projector…29． What are the most common student gr ouping?l Lockstep/class/plenary, team work, g roup work, pair work, individual study30． How can we group the students?Some possible ways to group the students:l Group the students according to seat ing arrangement;l Students select their own group memb ers (risky);l Strong students and weak students ar e mixed together;l Strong students and weak students ar e grouped separately to do different tasks;l Group the students by drawing lots.31． What should be our realistic goals for teaching pronunciation?l Consistency: the pronunciation shoul d be smooth and natural.l Intelligibility: the pronunciation s hould be understandable to the listeners.l Communicative efficiency: the pronun ciation should help to convey the meaning that is intended by the speaker.32． What are the purposes of listening?1.Extract information from news, lectures, and instructions…2.Maintain social relations: Greetings, prais e, talk, gossip, chat…3.Be entertained: film, a joke, poem, and TV/r adio programs…33． How to speak oral English well?1.Listen to native speakers, talk about variou s topics .2.Learn useful idioms.3.Learn common words and phrases.4.Test your vocabulary skills in everyday Engl ish.5.Practice responding, in English, to real-life conversations.6.Listen to native speakers and give responses34． What are the factors that affect th e success of role-play ?1. the teacher’ enthusiasm2. careful instruction3. clear situation and roles4.making sure the students have the language they will need to carry out the role-play.35． Why do we read?1.survival, e.g. the label on a medicine bottl e.2.learning and information, e.g. newspapers, m agazines, books.3.entertainment or pleasure, e.g. novels, stor ies, poems as a leisure.36． What strategic skills do students n eed in order to make reading more efficien t?1.Skimming for main idea2.Scanning for specific information3.Inferring the meaning of unknown elements:lexical itemsattitude and opinionthe purpose of an articlerelevant information4.Recognizing rhetorical structure:chronological ordercomparison and contrastcause and effectreference指代5. Predicting: guessing what is coming next6. Distinguishing the main idea from supporting details37． Why do we write in English?l ExaminationWriting in English enables us to pass examinat ionsl CommunicationWriting in English is necessary in communicating with others.l EntertainmentWriting in English can be entertaining for us.38． What are the features of process wr iting(1) Focus on the process of writing that leads to the final written product.(2) Help students write to understand their ow n composing process.(3) Help them to build repertoires of strategi es for prewriting, drafting and rewriting.(4) Give students time to write and rewrite.(5) Please central importance on the process of revision.(6) Let students discover what they want to sa y as they write.(7) Give students feedback through out the com posing process (not just on the final product)to consider as they attempt to bring their ex pression closer and closer to intention.(8)Encourage feedback both from the instructor and peers.(9) Include individual conferences between tea cher and students during the process of compos ition.39． What can we benefit from communicat ive activities?• improve motivation (reason)•provide “whole-task practic e”• allow natural learning• create a context which suppo rts learning•三、判断正误1．A PERSON WHO HAS A GOOD COMMAND OF ENGLISH is not necessarily a good teacher because he/s he might have only one of the elements of prof essional competence.2．CLT has not replaced the previous approache s or methodologies.3．Communicative activities will help learners to develop their communicative competence.4． Proper lesson planning is essential for both novice and experienced teac hers.5． Unprepared teachers receiv e much less trust and cooperation from the stu dents.6． There are principles but n o standard way to plan lessons.7． Macro planning provides ge neral guidance for language teachers.8． Teaching stages are the major steps that language teachers go through in the classroom. Procedures are the detailed st eps in each teaching stage.9． Individual study is the st age during the class where the students are le ft to work on their own speed.10． Individualized learning is that the learners are given a measure of freedom to cho ose how and what they learn at any particular time.11． Punishment can never be our first c hoice to deal with bad-behaved students.12． Students need to be able to read an d write phonetic transcripts of words, in orde r to learn English.13． Poor pronunciation may cause proble ms for the learning of other skills.14． Stress and intonation are not impor tant for beginning learners15． Stress in pronunciation is sometime s as important as grammar16． Teachers should not encourage stude nts to improve their pronunciation as much as possible.17． The goal of English learning is pro bably to acquire near-native pronunciation.18． If the intonation is not appropriat e, it may convey the opposite meaning.19． Children do not learn grammar rules when they acquire their 1st language, so they don’t need them either when learning a foreig n language.20． Students need to be given detailed grammar rules if they want to learn a foreign language successfully.21． Teaching and learning grammar shoul d focus on practice rather than the study of g rammar itself.22．Knowing grammar isn’t enough for r eal communication.23． Grammar should be taught and prac ticed in context.24． The more language the learners ar e exposed to or produce, the more they are lik ely to learn.25． Practice should be able to elicit different sentences and generate different lev els of answers from different learners.26． Avoid different grammatical termi nology as much as possible.27． Do not be frustrated by the stude nts’ mistakes and errors, wh ich are inevitabl e in language learning.28．It is students’ own business to recite the words and phrases.29． Language consist of word with equivalents from one language to another30． Vocabulary cannot be taught, it mus t be learned by the individuals.31． The best way to explain vocabulary is to translate.32． Words can be taught and learned mos t effectively in groups of words which are rel ated to each other in meaning.33． Words must be learned in language contexts34． Not all words are equally importa nt35． If writing tasks focus on the produ ct rather than on the process, they do not hel p students to develop real writing skills.36． It is helpful use a dictionary to find the meaning of all new word37． Reading has only one purpose. i.e.to get information.38． When reading in a foreign language, we mentally translate everything in order to u nderstand.39． The lack of cultural knowledge may affect the rate of reading comprehension40． Teachers should help the students t o read on their own四、案例分析（例）1．Two teachers presented the word “grumble”. Below are the descriptions of how they did i t. Which way is more effective. Try to give re asons for your decision.Teacher A: a) wrote “grumble” on the blackbo ardb) Said “complain about some one or something in an annoyed way”.c) Translated the word into the students’ native language.d) Gave more example sentence s for the students to translate into their nat ive language.Teacher B: said “so me people grumble about ev erything. For example, they grumble about the weather. If it is sunny, they say it is too ho t. If it is cool, they say it is too cold. The y are never happy with the weather”. They alw ays grumble about the weather. Then the teache r set out to check the student’s understandin g by asking what does ‘grumble’ mean?”2．Read through the following writing activiti es and decide which activities are writing for consolidating language, and which are writing for communication. Try to give reasons for yo ur decision.Activity 1Join the pairs of sentences, using when/where. Example:Kentucky is the state. Lincoln was born there. Kentucky is the state where Lincoln was born.• This book is about the time. Lincoln was President then.• The school is still standin g. Lincoln learnt to read and write there.• There were many poor people in the town. Lincoln grew up there.• Lincoln had very little free time. He could study then.Activity 1 is obviously “writing for c onsolid ating language”.Activity 2Letter WritingDo you think any of the courses (math, physic s, English, history, etc.) you are talking now can be improved in some way. If yes, write a short letter to the teacher and present your s uggestions.Activity 2 can involve true communication五、教学活动设计（例）1．How do we evaluate whether language teachin g activities are communicative or not?Ellis has listed six criteria for evaluating：• communicative classroom acti vities:• communicative purpose: infor mation gap• communicative desire: a real need• content, not form: on what,not how• variety of language: not jus t one specific language form• no teacher intervention: for the purpose of communication, not for the acc uracy of language•no material control: Ss’ ch oiceDesign an activity that may meet some of the c riteria. The activity may only include the dir ections, contents and procedures2. Suppose you are going to teach the structure “used to do” in a deductive method. How wo uld you do it? Design a mini lesson plan in wh ich only the teaching steps must be made clea r.3. What techniques or combination of technique s you would use to present the following vocab ulary items. Design a mini lesson plan in which only the teaching steps must be made clear.two million a reward love fight4. Use transition devices to design a while-re ading activity for the following text.Rosa Morello is from Columbia in South Americ a. She is a student. She has come to London to study English. Rosa is eighteen years old and single. She has dark hair; dark brown eyes an d is 1.65 m tall. She likes pop music, dancin g, reading and good food. She is also interest ed in travel and languages. In London, Rosa li ves in a small flat with her friend Linda Morr is. The flat is in north London.六、教案撰写（略）此文档是由网络收集并进行重新排版整理.word可编辑版本！。

理论与实践英语作文

In the realm of education and personal development,the relationship between theory and practice is a critical one.The following essay explores the importance of integrating both theory and practice in learning and professional development.The Significance of TheoryTheory serves as the foundation of knowledge.It provides a structured understanding of concepts,principles,and frameworks that guide our thinking and decisionmaking processes.In the context of learning a language like English,theoretical knowledge includes grammar rules,vocabulary,and sentence structures.This foundational knowledge is essential for learners to build upon and understand the intricacies of the language.Theoretical knowledge also plays a crucial role in preparing individuals for various scenarios they may encounter.For instance,understanding the theoretical aspects of business communication can help professionals navigate complex negotiations or presentations effectively.The Role of PracticeWhile theory is indispensable,it is the practical application of knowledge that truly solidifies learning.Practice allows individuals to apply theoretical concepts in realworld situations,thereby enhancing their skills and competencies.In the case of English language learning,practice involves speaking,writing,listening,and reading in English to improve fluency and comprehension.Practical experience also helps in identifying gaps in ones understanding,which can then be addressed through further study or guidance.For example,a student who practices English conversation may realize that they struggle with idiomatic expressions, prompting them to delve deeper into the subject.Balancing Theory and PracticeThe key to effective learning lies in finding the right balance between theory and practice. Overemphasis on theory without practical application can lead to a superficial understanding of a subject,while an overreliance on practice without a solid theoretical base may result in the development of bad habits or misconceptions.In an educational setting,this balance can be achieved through a curriculum that integrates both theoretical instruction and practical exercises.For example,an Englishlanguage course might include lessons on grammar followed by conversation practice or writing assignments.The Impact on Professional DevelopmentIn professional contexts,the interplay between theory and practice is equally important. Professionals who understand the theoretical underpinnings of their field can make more informed decisions and develop innovative solutions.However,it is through the application of these theories in practice that they can truly excel and contribute to their fields advancement.For instance,a software developer who understands the theoretical principles of programming can write more efficient code,but it is through handson coding and problemsolving that they can refine their skills and create robust applications. ConclusionIn conclusion,theory and practice are two sides of the same coin in the pursuit of knowledge and skill development.A comprehensive approach that values both is essential for deep understanding and proficiency.Whether in the classroom or the workplace,the synergy between theory and practice is what propels individuals towards mastery and innovation.。

Comparative Education History智慧树知到课后章节答案2023浙江师范大学

Comparative Education History智慧树知到课后章节答案2023年下浙江师范大学浙江师范大学第一章测试1.I need to show up on time for this course. （）A:错 B:对答案:对2.If I have difficulties in completing the tasks, I might copy others. （）A:对 B:错答案:错3.Participation is important for learning the course well.（）A:对 B:错答案:对4.learning occurs especially when learners take responsibility for their ownlearning. （）A:对 B:错答案:对5.Reading more make it easier for learning well.（）A:对 B:错答案:对第二章测试1.Seeking for the fittest ideas and practices is one of the purpose ofComparative Education history.（）A:错 B:对答案:对2.there are five stages in the development of comparative education history.（）A:对 B:错答案:对3.CE can be seen as a multidisciplinary field of inquiry.（）A:错 B:对答案:对4.It brings in focus to comparative education history if one just learns from oneaspect. （）A:错 B:对答案:错5. 5 it would be better to see CE from multiple lens.（）A:对 B:错答案:对第三章测试1.The self-determination that liberty implies often lead to distinction anddifferentiation among people-and away from equality.（）A:错 B:对答案:对2.Poverty disrupts access to education in numerous ways, often affecting thedegree to which school is valued or even perceived as viable among asociety’s poor.（）A:对 B:错答案:对3.The understanding of quality education can have a unified answer.（）A:对 B:错答案:错4.Culture, and poverty are all the elements influence the quality of education.（）答案:对5.Legislation Banning Is Not the Solution for ethnic study.（）A:错 B:对答案:对第四章测试1.Through the school’s overt and hidden curriculum, students are exposed tointellectual,economic, political, and social purpose of schooling.（）A:错 B:对答案:对2.Intellectual quality ; Relevance; Supportive classroom environment; andRecognition of difference are the four dimensions to ensure a success andproductive pedagogy.（）A:对 B:错答案:对3.Pedagogy is the art of teaching, the instruction in teaching methods, telling usabout how to make our teaching more effective and let students developbetter.（）答案:对4.Teacher-centered philosophies emphasize the importance of transferringknowledge, information, and skills from the older generations to the younger one.（）A:对 B:错答案:对5.Constructivism is derived from the belief that free will is an illusion, and thathuman beings are shaped by their environment.（）A:错 B:对答案:错第五章测试1.It is urgent for higher education to provide society with a large number ofhigh-quality human resources after world War II.（）A:对 B:错答案:对2.Modern higher education is not only a simple university education, but also apractical and professional education or teaching plan.（）答案:对3.In higher education development, there are so far three stages: elite,massive,and popularization.（）A:错 B:对答案:对4.Double world -class initiative is the Chinese government's new endeavoraimed at strengthening about 100 institutions of higher education and keydisciplinary areas as a national for the 21st century.（）A:错 B:对答案:错5.In the future, the focus of China’s higher education development will focus onquality.（）A:错 B:对答案:对第六章测试1.Unified basic education and vocational education is a right for all citizens arebasic necessities for all aspects of life in societies where justice, citizenshipand democracy function.（）答案:对2.Vocational schools focus on careers rather than on traditional academics.（）A:对 B:错答案:对3.In order to encourage qualified people to enter these trades, manygovernments help subsidize vocational education programs.（）A:对 B:错答案:对4.Vocational education is not good for the development of students.（）A:对 B:错答案:错5. A healthy development of vocational education needs joint efforts from all.（）A:错 B:对答案:对第七章测试cation accountability refers to parents and students are accountable tosociety through their personal responsibility.（）A:对 B:错答案:错2.Policy makers use accountability to achieve many different ends.（）A:错 B:对答案:对3.There are perfect accountability plan in every developed country.（）A:错 B:对答案:错4.Accountability should not regarded as an essential component of strategicgovernance in complex education systems in modern society.（）A:对 B:错答案:错5.There are no accountability plan in almost all developing country.（）A:错 B:对答案:错第八章测试1.Many school districts are not facing severe shortages.（）A:错 B:对答案:错ually, organization members resist change.（）A:错 B:对答案:对3.coercion cannot be used as a resort.（）A:错 B:对答案:错4.It is Kotter who proposed an eight-step process for managing change.（）A:错 B:对答案:对5.Oftentimes, people who are resisting changes or reforms due to the fact thatthey are lacking of the skills or knowledge for adjusting themselves into the change.（）A:错 B:对答案:对第九章测试1.Economic globalization doesn’t have consequ ences for schools and for thestudents and teachers who inhabit them in developing countries.（）A:错 B:对答案:错2.As educators, what we can do is to just follow the change brought about byglobalization.（）A:对 B:错答案:错3.Poverty and inequality must be tackled from the grass roots, and educationprovides one tool for addressing these problems.（）A:错 B:对答案:对cators need to explore and understand the forces that change theeducation.（）A:错 B:对答案:对5.China has taken active role in globalization.（）A:对 B:错答案:对第十章测试1.Shared leadership theory is based primarily on the relationship betweenfollower maturity, leader task behavior, and leader relationship behavior.（）A:错 B:对答案:错2.Schools need to provide additional help to students who lag behind in coresubjects.（）A:错 B:对答案:对cational equity is a precondition for excellence.（）A:错 B:对答案:对4.In USA, eventually a principal is assigned by the authority.（）A:对 B:错答案:错5. A culturally responsive approach to education is grounded in the belief thatall students can learn and achieve in academic endeavors when theirlanguage, culture, beliefs, and experiences are valued and used to facilitatetheir learning and growth and when they have equal access to high-qualityprograms, services, and supports.（）A:对 B:错答案:对第十一章测试1.Virtue is the foundation for both individuals and society, and the ultimateforce of progress of a country, a nation, and society.（）A:错 B:对答案:对2.To realize the Chinese Dream of national rejuvenation, we must be wealthy inboth material and cultural terms.（）A:错 B:对答案:对3.The development of all areas of society is rooted in talent training.（）A:错 B:对答案:对4.In China, delivering quality education as the responsibility of the entiresociety.（）A:错 B:对答案:对5.In the driving for modernization, education plays a fundamental, guiding, andall-encompassing role.（）A:错 B:对答案:对。

高考英语听力理解主旨大意归纳单选题30题

高考英语听力理解主旨大意归纳单选题30题1.What are the speakers mainly talking about?A.Going on a trip.B.Buying a gift.C.Visiting a friend.D.Planning a party.答案：B。

本题主要考查对对话主旨大意的理解。

通过听力内容可知，两人在讨论买什么礼物合适，所以正确答案是B。

A 选项“去旅行”在对话中未提及；C 选项“拜访朋友”不是对话的主要内容；D 选项“计划一个派对”在对话中也没有体现。

2.What is the conversation mainly about?A.Ordering food.B.Cooking a meal.C.Cleaning the kitchen.D.Decorating the house.答案：A。

对话围绕着两人讨论点什么食物展开，所以正确答案是A。

B 选项“做饭”、C 选项“打扫厨房”和D 选项“装饰房子”在对话中均未涉及。

3.What are the speakers discussing?A.Watching a movie.B.Reading a book.C.Playing a game.D.Doing homework.答案：A。

听力内容中两人在谈论看哪部电影，故正确答案是A。

B 选项“读书”、C 选项“玩游戏”和D 选项“做作业”与对话主旨不符。

4.What is the main topic of the conversation?A.Taking a bus.B.Riding a bike.C.Driving a car.D.Walking to school.答案：B。

对话主要围绕着骑自行车出行展开，所以答案是B。

A 选项“坐公交车”、C 选项“开车”和D 选项“步行去学校”在对话中未被提及。

5.What are the speakers talking about?A.Planting flowers.B.Watering the garden.C.Painting the house.D.Fixing the fence.答案：C。

经济学专业术语中英文对照

经济学专业术语（中英文对照）目录1.经济学原理22.像经济学家一样思考23.相互依存性与贸易的好处34.供给与需求的市场力量35.弹性及其应用46.供给需求与政策47.消费者、生产者与市场效率48.赋税的应用49.国际贸易510.外部性511.公共物品和公共资源512.税制设计513.生产成本614.竞争市场上的企业715.垄断716.垄断竞争717.寡头718.生产要素市场819.收入与歧视820.收入不平等与贫困821.消费者选择理论922.微观经济学前沿923.一国收入的衡量1024.生活费用的衡量1025.生产与增长1026.储蓄、投资和金融体系1127.金融学的基本工具1128.失业1229.货币制度1230.货币增长与通货膨胀1331.开放经济的宏观经济学1432.开放经济的宏观经济理论1433.总需求与总供给1434.货币政策和财政政策对总需求影响1535.通胀与失业之间的短期权衡取舍151.经济学原理经济:(economy)稀缺性:(scarcity)经济学:(economics)效率:(efficiency)平等:(equality)机会成本:(opporyunitycost)理性人:(rationalpeople)边际变动:(marginalchange)边际收益:(marginalbenefit)边际成本:(marginalcost)激励:(incentive)市场经济:(marketeconomy)产权:(propertyrights)市场失灵:(marketfailure)外部性:(externality)市场势力:(marketpower)生产率:(productivity)通货膨胀:(inflation)经济周期:(businesscycle)2.像经济学家一样思考循环流量图:(circular-flowdiagram)生产可能性边界:(productionpossibilities)微观经济学:(microeconomics)宏观经济学:(macroeconomics)实证表述:(positivestatements)规范表述:(normativestatements) 有序数对:(orderedpair)3.相互依存性与贸易的好处绝对优势:(absoluteadvantage)机会成本:(apportunitycost)比较优势:(comparativeadvantage)进口品:(imports)出口品:(exports)4.供给与需求的市场力量市场:(market)竞争市场:(competitivemarket)需求量:(quantitydemand)需求定理:(lawofdemand)需求表:(demandschedule)需求曲线:(demandcurve)正常物品:(normalgood)低档物品:(inferiorgood)替代品:(substitutes)互补品:(complements)供给量:(quantitysupplied)供给定理:(lawofsupply)供给表:(supplyschedule)供给曲线:(supplycurve)均衡:(equilibrium)均衡价格:(equilibriumprice)均衡数量:(equilibriumquantity)过剩:(surplus)短缺:(shortage)供求定理:(lawofsupplyanddemand)5,弹性及其应用弹性:(elasticity)需求价格弹性:(priceelasticityofdemand)总收益:(totalrevenue)需求收入弹性:(incomeelasticity)需求的交叉价格弹性：(crosspriceelasticity)供给价格弹性:(priceelasticityofsupply)6.供给需求与政策价格上限:(priceceiling)价格下限:(pricefloor)税收归宿:(taxincidence)7.消费者、生产者与市场效率福利经济学:(welfareeconomics)支付意愿:(willingnesstopay)消费者乘U余:(consumersurplus)成本:(cost)生产者乘U余:(producersurplus)效率:(efficiency)平等:(equality)8,赋税的应用无谓损失:(deadweightloss)9.国际贸易世界价格:(worldprice)关税:(tariff)10.外部性外部性:(externality)外部性内在化;(internalizingtheexternality)矫正税:(correctivetaxes)科斯定理:(coasetheorem)交易成本:(transactioncost)11.公共物品和公共资源排他性:(excludability)消费中的竞争性:(rivalryinconsumption)私人物品:(privategoods)公共物品:(publicgoods)公共资源:(commonresources)俱乐部物品:(clubgoods)搭便车者:(freerider)成本-收益分析:(cost-benefitanalysis)公地悲居1J:(tragedyofcommons)12.税制设计纳税义务:(taxlianility)预算赤字:(budgetdefict)预算盈余:(budgetsurplus)平均税率:(averagetaxrate)边际税率:(marginaltaxrate)定额税:(lump-sumtax)受益原:(benefitsprinciple)支付能力原贝U:(ability-to-payprinciple)纵向平等:(verticalequity)横向平等:(horizontalequity)比例税:(proportionaltax)累退税:(regressivetax)累进税:(progressivetax)13.生产成本总收益:(totalrevenue)总成本:(totalcost)禾ij润:(profit)显性成本:(explicitcosts)隐性成本:(implicitcosts)经济利润:(economicprofit)会计禾1J润:(countingprofit)生产函数:(productionfunction)边际产量:(marginalproduct)边际产量递减:(diminishingmarginalproduct) 固定成本:(fixedcosts)可变成本:(variablecosts)平均总成本:(averagetotalcost)平均固定成本:(averagefixedcosts)平均可变成本:(averagevariablecosts)边际成本:(marginalcost)有效规模:(efficientscale)规模经济:(economiesofscale)规模不经济:(diseconomiesofscale)规模收益不变:(constantreturnstoscale)14.竞争市场上的企业竞争市场:(competitivemarket)平均收益:(averagerevenue)边际收益:(marginalrevenue)沉没成本:(sunkrevenue)15.垄断垄断企业:(monopoly)自然垄断:(naturalmonopoly)价格歧视:(pricediscrimination)16.垄断竞争寡头:(oligopoly)垄断竞争:(monopolisticcompetition)17.寡头博弈论:(gametheory)勾结:(collusion)卡特尔:(cartel)纳什均衡：(Nashequilibrium)囚徒困境:(prisoners'dilemma)占优策略:(dominantstrategy)18.生产要素市场生产要素:(factorsofproduction)生产函数:(productionfunction)劳动的边际产量:(marginalproductoflabor)边际产量递减:(diminishingmarginalproduct)边际产量值:(valueofthemarginalproduct)资本:(capital)19.收入与歧视补偿性工资差另^:(compensatingdifferential)人力资本:(humancapital) 工会:(union)罢工:(strike)效率工资：(efficiency)歧视:(discrimination)20.收入不平等与贫困贫困率:(povertyrate)贫困率:(povertyline)实物转移支付:(in-kindtransfers)生命周期:(lifecycle)持久收入:(permanentincome)功利主义：(utilitariansm)效用:(utilitariansm)自由主义:(liberalism)最大最小准则:(maximincriterion)负所得税:(negativeincometax)福禾ij:(welfare)社会保险:(socialinsurance)自由至上主义:(libertarianism)21.消费者选择理论预算约束线：(budgetconstraint)无差异曲线:(indiffernncecurve)边际替代率:(marginalrateofsubtitution)完全替代品:(perfectsubstitudes)完全互补品:(perfectcomplements)正常物品:(normalgood)低档物品:(inferiorgood)收入效应:(incomeeffect)替代效应:(substitutioneffect)吉芬物品:(Giffengood)22.微观经济学前沿道德风险:(moralhazard)代理人:(agent)委托人:(principal)逆向选择:(adverseselection)发信号:(signaling)筛选:(screening)政治经济学:(politicaleconomy)康多塞悖论:(condorcetparadox)阿罗不可能性定理:(Arrow'simpossibility)中值选民定理:(medianvatertheorem)行为经济学:(behavioraleconomics)23.一国收入的衡量微观经济学:(microeconomics)宏观经济学:(macroeconomics)国内生产总值:(grossdomesticproduct,GDP)消费:(consumption)投资:(investment)政府购买:(governmentpurchase)净出口:(netexport)名义GDP:(nominalGDP)真实GDP:(realGDP)GDP平减指数:(GDPdeflator)24.生活费用的衡量消费物价指数:(consumerpriceindex,CPI)通货膨胀率:(inflationrate)生产物价指数:(produerpriceindex,PPI)指数化:(indexation)生活费用津贴：(cost-of-livingallowance,COLA)名义利率:(nominalinterestrate) 25.生产与增长生产率:(productivity)物质资本：(physicalcapital)人力资本:(humancapital)自然资源:(naturalresources)技术知识:(technologicalknoeledge)收益递减:(diminishingreturns)追赶效应:(catch-upeffect)26.储蓄、投资和金融体系金融体系:(financialsystem)金融市场:(financialmarkets)债券:(bond)股票:(stock)金融中介机构:(financialintermediaries)共同基金:(mutualfund)国民储蓄:(nationalsaving)私人储蓄:(privatesaving)公共储蓄:(publicsaving)预算盈余:(budgetsurplus)预算赤字:(budgetdeficit)可贷资金市场:(marketforloanablefunds)挤出:(crowdingout)27.金融学的基本工具金融学:(finance)现值:(presentvalue)终值：(futurevalue)复利J[(compounding)风险厌恶：(riskaversion)多元化:(diversification)企业特有风险:(firm-specificrisk)市场风险:(marketrisk)基本面风险:(fundamentalanalysis)有效市场假说:(efficientmarketsbypothesis)信息有效:(informationalefficiency)随机游走:(randomwalk) 28.失业劳动力:(laborforce)失业率:(unemploymentrate)劳动力参与率:(labor-forceparticipationrate)自然失业率:(naturalrateofunemployment)周期性失业:(cyclicalunemployment)失去信心的工人：(discouragedworkers)摩擦性失业:(frictionalunemployment)结构性失业:(structuralunemployment)寻找工作:(jobsearch)失业保险:(unemploymentinsurance)工会:(union)集体谈判:(collectivebargaining)罢工:(strike)效率工资:(essiciencywages)29.货币制度货币:(money)交换媒介:(mediumofexchange)计价单位:(unitofaccount)价值储藏手段:(storeofvalue)流动性:(liquidity)商品货币:(commoditymoney)法定货币:(fiatmoney)通货:(currency)活期存款:(demanddeposits)联邦储备局:(FederalReserve)中央银行:(centralbank)货币供给:(moneysupply)货币政策:(monetarypolicy)准备金:(reserves)部分准备金车艮行:(fractional-reservebanking)准备金率:(reserveratio)货币乘数:(moneymultiplier)银行资本:(bankcapital)杠杆:(leverage)杠杆率:(leverageratio)资本需要量:(capitalrequirement)公开市场操作:(open-marketoperations)贴现率:(discountrate)法定准备金:(reserverequirements)补充金融计戈U:(supplementaryfinancingprogram)联邦基金利率:(federalfundsrate) 30.货币增长与通货膨胀铲除通胀:(whipInflationNow)货币数量论:(quantitytheoryofmoney)名义变量:(nominalvariables)真实变量:(realvariables)古典二分法:(classiacldichotomy)货币中性:(monetaryneutrality)货币流通速度:(velocityofmoney)数量方程式:(quantityequation)通货膨胀税:(inflationtax)费雪效应:(Fishereffect)皮鞋成本:(shoeleathercost)菜单成本:(menucosts)31.开放经济的宏观经济学封闭经济:(closedeconomy)开放经济:(openeconomy)出口:(exports)净出口:(netexports)贸易余额:(tradebalance)贸易盈余:(tradesurplus)贸易平衡:(balancedtrade)贸易赤字:(tradedeficit)资本净流出:(netcapitaloutflow)名义汇率:(nominalexchangerate)升值:(appreciation)贬值:(depreciation)真实汇率:(realexchangerate)购买力平价:(purchasing-powerparity)32.开放经济的宏观经济理论贸易政策:(tradepolicy)资本外逃:(capitalflight)33.总需求与总供给衰退:(recession)萧条:(depression)总需求与总供给模型:(modelofaggregatedemandandaggregatesupply)总需求曲线:(aggregate-demandcurve)总供给曲线:(aggregate-supplycurve)自然产出水平:(naturallevelofoutput)滞胀:(stagflation)34.货币政策和财政政策对总需求影响流动性偏好理论:(theoryofliquidity)财政政策:(fisicalpolicy)乘数效应:(multipliereffect)挤出效应：(crowding-outeffect)自动稳定器:(automaticstabilizers)35.通胀与失业之间的短期权衡取舍菲利普斯曲线:(phillipscurve)自然率假说:(natural-ratehypothesis)供给冲击:(supplyshock)牺牲率:(sacrificeratio)理性预期:(rationalexpectations)。

2024年教师资格之中学英语学科知识与教学能力高分题库附精品答案

2024年教师资格之中学英语学科知识与教学能力高分题库附精品答案单选题（共45题）1、I arrived at the airport so late that I __________missed the plane.A.onlyB.quiteC.narrowlyD.seldom【答案】 C2、Bernard Bailyn has recently reinterpreted the early history of the United States by applying new social research findings on the experiences of European migrants．In his reinterpretation，migration becomes the organizing principle for rewriting the history of preindustrial North America．His approach rests on four separate propositions．A.Bailyn underestimates the effects of Puritan thought on North American cultureB.Bailyn overemphasizes the economic dependence of the colonies on Great BritainC.Bailyn’s description of the colonies as part of an Anglo-American empire is misleading and incorrectD.Bailyn failed to test his propositions on a specific group of migrants to colonial North America【答案】 A3、请阅读短文，完成此题。

国外著名经济学家个人主页网络资源汇总

7 /fac/douglas.diamond/research/#papers
芝加哥大学商学院著名金融学教授Douglas W. Diamond 的个人主页。
Diamond教授1980年获得耶鲁大学经济学博士学位。主要研究领域为不完全信息条件下的金融理论、债务融资、投资银行、银行监管与储蓄保险等。
条《竞标》等等。内容丰富，绝对不容错过。
14./~woodyp/
斯坦福大学组织行为学和社会学教授、教育学教授Walter W. Powell的个人主页。
Powell教授的研究领域为组织理论和经济社会学，其有关组织理论的研究论文还是不错的。
15. /~wolak/
国外著名经济学家个人主页网络资源汇总
国外著名经济学家个人主页网络资源汇总
这里选定的一些经济学者的个人主页,既有较大的信息量，又有一定的学术参考价值。当然也在一定程度上反映了笔者的研究偏好。
1 /mjensen/
哈佛商学院工商管理学教授詹森（Michael C. Jensen）的个人主页。
斯坦福大学经济系教授Frank A. Wolak的个人主页。
Wolak教授的主要研究领域为产业组织和计量经济理论。他近期的工作主要是研究将竞争引入诸如电信、电力、供水及邮政投递服务等基础设施产业的方法。并评估竞争政策对消费者和生产者福利的影响。
16./mcmillan/personal/homepage.htm
12、/~pach/
芝加哥大学经济系教授Pierre-André Chiappori 的个人主页，
Chiappori教授1981年获得巴黎大学经济学博士学位。其可下载的工作论文中有关合约理论和保险的文章非常棒。

人与自我之生活与学习篇-备战2023年高考英语时文阅读原创语法填空

第一部分“人与自我”之生活与学习篇目录：Passage 1 “女心理师”杨紫Passage 2教育部将抑郁症筛查纳入学生体检Passage 3 张荣桥入选《自然》年度十大人物Passage 4 为什么人们热衷于玩游戏Passage 5 高中生获“华人青少年诺贝尔奖”Passage 6 “精神导师”李泽厚Passage 7 又一颗好莱坞新星冉冉升起Passage 8 柳夜熙：“硬核”虚拟偶像的诞生Passage 1主题语境——人与自我——“女心理师”杨紫It has been predicted that actress Yang Zi has attempted 1. _____ (go) through an “acting transition” as her latest role in TV series Psychologist was revealed.The series, first broadcast on Nov 23, 2. ______ (revolve) around female psychologist He Dun. By 3. ______ (provide) psychological counseling to her patients, she helps set them on the path to their own salvation. Meanwhile, she deals with her own psychological problems. Through different cases, the series tries to explore mental health issues 4. ______ (cause) by various factors such as family neglect and school bullying.Such a brilliant and mature 5. _______ (profession) female is different from Yang’s previous impressive roles. Therefore, the audience are wondering whether Yang is in a period of transition.But Yang denied this 6. _____ an interview with Beijing Youth Daily. “Portraying this character is not a transition,” Yang said. “I would still take a role if I encountered an adorable character that suited me next.”7. ______ (current), she has been expanding her comfort zone in acting rather than stepping out of it. “I want to explore my potential 8. ________ (possible),” Yang said.Playing He Dun is a part of this. Yang said that she had never been involved in a genre featuring a psychologist, so she wanted to give it 9. ____try.Furthermore, Yang hoped to bring warmth to the audience. “I hope the series can help people realize 10. _____ when you find your friends are in a bad mood, don’t make fun of them. You should offer help, or suggest t hat they seek medical treatment,” Yang said.“I want to play a down-to-earth small potato in the future,” said Yang, “But now I prefer characters who can bring healing to the viewers.”【参考答案】1. to go2. revolves3. providing4. caused5. professional6. in7. Currently8. possibilities9. a 10. ThatPassage 2主题语境——人与自我——教育部将抑郁症筛查纳入学生体检Liu Qing hasn’t slept well for months. Every day, the 13-year-old middle school student 1. ______ (wake) up with dark circles under her eyes. She has lost interest in everything and doesn’t want to talk to anyone.2. ______ (prevent) students’ psychological issues, the Ministry of Education said China would include screening for depression in students’ regular health checks.3. ______ (be) sad or in a low mood is a normal part of life. For example, when people face challenging events in their lives – including4. ______ (finance) hardship –it’s common to feel down. But in most cases, the negative emotions5. _______ (gradual) disappear.Depression, however, is not the same thing. 6. _____ the World Health Organization noted, depression is a mood disorder that has several symptoms, including 7. ______ (lose) of interest in normal activities and feelings of low self-worth. This state often lasts for a long time and largely weakens a person’s ability to function at work or schoolAccording to 8. _____ 2022 report about Chinese people’s mental health, students with great academic burdens, those dealing with peer pressure and those 9. _______ are experiencing a great change in their life or entering a new environment require special attention.Experts suggested high school students and freshmen at universities 10. ______ (undergo) an annual psychological evaluation. Their mental status will be recorded. Schools should strengthen cooperation with hospitals and help students with seriousmental health problems get professional help.【参考答案】1. wakes2. To prevent3. Being4. financial5. gradually6. As7. loss8. a9. who 10. should undergoPassage 3主题语境——人与自我——张荣桥入选《自然》年度十大人物On May 15, Zhang Rongqiao wiped tears from his eyes as China’s Mars rover Zhurong landed 1. ______ (safe) on Mars. “I was so excited,” said Zhang.“I got a taste of the old Chinese saying – it takes 10 years 2. ______ (sharp) a good sword,” Zhang said. As the chief designer of China’s Tianwen 1 Mars mission, Zhang 3. ______ (choose) by the journal Nature on Dec 16 as one of the top 10 people “who helped shape science” in 2021. Under Zhang, China made a huge step in interplanetary exploration.In the Mars mission, Zhang 4. ______ (lead) a team of thousands of researchers. The team was not only responsible for technical work like launches and flight control, but also for 5. _______ (science) research on Mars.The challenges were many. They knew little about the strange and complex environment of Mars. During the process, Zhang played a key part in the 6. ________ (decide) to send an orbiter, a lander and a rover to Mars together in one shipment –7. ______ (make) China the first country to do so. “That’s a big leap because China is doing in a single go what NASA took decades to do,” said Roberto Orosei, 8. ____ Italian expert.Zhang also made the important decision to land the rover on Utopia Planitia, 9. ______ there are special landforms for scientists to study. He hopes that the mission can do 10. ______ much research as possible and bring back “rich” information.【参考答案】1. safely 2. to sharpen 3. was chosen 4. led 5. scientific6. decision7. making8. an9. where 10. asPassage 4主题语境——人与自我——为什么人们热衷于玩游戏Many people have warm memories of playing games while growing up. Do you remember 1. _______ (run) around outside as a child playing rock-paper-scissors? Or what about a friendly game of chess? You may not have realized it, but games are a very important part of life.Humans have been playing games for a very long time. For most, games are “like chocolate: a guilty pleasure consumed secretly”. The rock-paper-scissors game is just 2. _____ example. In every turn, people make a 3. _______ (judge), which is often based on their personalities and past experiences.“4. ________ (navigate) these choices shapes the course of play, revealing who we are and how we think,” The New York Times noted. “Playing a game is an act of exposition.”Games such as this require a 5. _______ (fast) way of thinking than in everyday life. But interestingly, when the game is over, the players can switch out of competition mode quickly and return to normal.“It separates a game from reality,” Sam V on Ehren wrote. “We can enter and exit the magic circle 6. ________ (free).”Games can also be used to help improve critical thinking skills. Just take Go as an example. Go is a game that was made in ancient China, and it is still even played today. Even though we don’t exactly know how Go started, many researchers think it was invented 7. ________ (help) teach tactics and strategy skills.Even today, games are being used to help solve real-world problems. These types of games 8. ________ (call) serious games, and they are used to help find solutions 9. _____ problems in fields such as education and healthcare.Perhaps the reason 10. ________ we love playing games so much is that they help us to think outside the box in a fun and interesting way.【参考答案】1. running2. an3. judgment4. Navigating5. faster6. freely7. to help8. are called9. to 10. whyPassage 5主题语境——人与自我——高中生获“华人青少年诺贝尔奖”Many senior high school students might be unfamiliar 1. _____ economic and financial modeling. However, Zeng Yunfei, a 17-year-old girl from The Experimental High School Attached to Beijing Normal University has already tried making her own eco-friendly financial models, which helped her win the gold medal on Dec 12. 2. ______ (describe) as the “Nobel Prize for Chinese Youth”, the award aims to inspire Chinese high school students to get involved with science and innovation.“A few years ago, ma ny golden jellyfishes died from El Nino, 3. _____ causes the surface of the Pacific Ocean to become warmer. It’s really a sad situation,” said Zeng. “Since then, I became more interested in 4. _______ (environment) protection and did more research through the Model United Nations program and different summer camps. I want to do something for the environment.”In 2019, when Zeng’s family was about to buy an electric vehicle (EV), she found that the selling of EVs depends 5. _______ (heavy) on substantial financial subsidies from the Chinese government.Since this April, Zeng got busy. She 6. _______ (submit) her research topic – Tax Policy or Carbon Emission Quota: A Theory on Traditional Internal Combustion Engine Vehicle (ICEV) Regulation. She hoped to introduce an income tax and carbon quota 7. ________ (replace) subsidies and incorporate them into the carbon market mechanism in the future.However, as a senior high school student, it wasn’t 8. ______ easy process for her. Zeng had to study calculus and various kinds of software with the help of her tutor during her spare time. Zeng also did a lot of online research about different policies on EVs and visited offline stores to ask customers’ opinions on EVs. She plans to improve her model by 9. _________ (collect) more data to deepen her research.“Of course my model can’t completely replace subsidies, but I’ve provided a functional model for researchers to help advance the 10. __________ (develop) of EVs,” said Zeng. “I hope more middle school students wi ll care about environmental protection and make contributions to society.”【参考答案】1. with 2. Described 3. which 4. environmental 5. heavily6. submitted7. to replace8. an9. collecting 10. developmentPassage 6主题语境——人与自我——“精神导师”的李泽厚去世Born in Hunan in 1930, Chinese philosopher Li Zehou graduated 1. _______ the Department of Philosophy of Peking University in 1954. Afterward, he joined the Chinese Academy of Social Sciences as a researcher. For the next several decades, Li devoted 2. _______ (he) to academic research and achieved fruitful results.The Path of Beauty, a book published in 1981, is one of them. Li combed through thousands of years of Chinese art and literature to produce an abstract of Chinese aesthetics. The book 3. ______ (lead) to an “aesthetics fever” in the 1980s.According to China News, the book could be found in many college dormitories in that era and Li 4. ________ (consider) a “spiritual mentor” by young people.As a patriot, Li never forgot to spread Chinese philosophy, even after he moved to the US in 1992. He gave lectures about Chinese philosophies at US universities. Though sometimes they weren’t appreciated by people there, he continued his work. When 5. ______ (ask) i f it made him feel lonely, Li just laughed and sa id, “6. ________ (lonely) has been with me all my life.”For him, writing quietly and reading quietly were 7. _______ made him happy. He never reported any plan, project, or topic related to his 8. _________ (person) life and never told anyone before publishing a book or article.“I don’t have so many stories; my life is simple and ordinary,” said Li told. “Books are people, and people are books.”Also, he never considered himself any 9. _______ (good) than anyone else.The humble man once said in a c lass: “Except for my age, I have no more advantage than you. I forgot the books I have read, and I have not read the books you have read.” At the same time, he said, “I like seeing students 10. _________ (argue) with the t eacher.”【参考答案】1. from2. himself3. led4. was considered5. asked6. Loneliness7. what8. personal9. better 10. arguingPassage 7主题语境——人与自我——又一颗好莱坞新星冉冉升起At only 20, Rachel Zegler is seen as Hollywood’s next rising star. How to make it? The answer could be found in West Side Story, which is similar 1. _____ Romeo and Juliet – but set in the 1950s New York. It first came out as a Broadway musical. Later, it 2. ______ (adapt) into a film in 1961 and became a hit. 3. ________ (release) on Dec 10, the new version of the classic has a 95 percent score on the Rotten Tomatoes.Zegler who played Maria has received much attention from the public. In 2018, Spielberg announced 4. ______ open casting on Twitter. Zegler, 5. ______ was only 16 at the time, applied for the role by sending in videos in which she sung the songs Tonight and I Feel Pretty. Eventually, this helped Zegler 6. ______ (select) out of 30,000 applicants.Zegler had many musical theater 7. _______ (experience) during her time in high school. Additionally, Zegler is also a YouTube celebrity. She has been posting her 8. _______ (origin) songs on the social media platform since 2015.Those performances and her music talent help Zegler portray her role in West Side Story and earn a nod from critics. Zegler is a 9. _______ (true) attractive discovery and has impressed viewers by her voice.Thanks to the film, Zegler is moving up in her 10. ______ (act) career now. Her next live-action adaptation Snow White is on its way. She has also joined the cast of the 2023 film Shazam! Fury of the Gods.The future is looking bright for the young actress.【参考答案】1. to 2. was adapted 3. Released 4. an 5. who6. to be selected7. experiences8. original9. truly 10. actingPassage 8主题语境——人与自我——柳夜熙：“硬核” 虚拟偶像的诞生Liu Yexi has taken Douyin by storm. As of Nov 17, the virtual idol, who debuted on the social media platform on Oct 31, had only released two short videos 1. ______ attracted over 5 million followers.Different 2. _____ other virtual idols, Liu is defined as a “virtual beauty vlogger”. In her first video, Liu is doing makeup with an eye brush while 3. ______ (dress) in a traditional Chinese costume. When she turns around, the onlookers are terrified, except one boy. Then Liu 4. ______ (slight) brushes the boy’s eyes, 5. ______ (allow) him to see the fantasy world in her own eyes.The internet users were 6. ______ (amaze) at its storyline, science-fiction elements and special visual effects with cyberpunk style. Liu’s instant popularity online further 7. _______ (reflect) that the virtual idol industry in China has been booming. There are over 32,400 virtual idols that 8. _______ (open) accounts on video-sharing platform Bilibili in the past year. Compared with real idols and stars, the virtual ones seem to be more approachable for fans.As more young people are fascinated by these virtual figures, their commercial value has been on 9. _____ rise. Generally, they earn money by endorsements, online concerts, livestreaming and related products. For example, Luo Tianyi, a well-known virtual singer, cooperated with livestreamer Li Jiaqi 10. ________ (promote) goods in 2021.【参考答案】1. but2. from3. dressed4. slightly5. allowing6. amazed7. reflects8. have opened9. the 10. to promote。

香港科技大学_人力资源管理_教学大纲

SOSC523Human Resource and EconomicsLi HanFall2010September1,2010Course overviewHow toﬁnd the right people?How to keep the right people?How to give the right incentives?While the traditional answer to these questions is“it all depends”, we will introduce in this class a simple and powerful approach to give detailed and unambiguous answers to these questions.This approach,sometimes called personnel economics,reﬂects one of the most exciting development in modern economics in the past thirty years.It highlights the importance of information and incentive in the modern economy and gives useful insights to a wide range of questions.This course has three central themes:(1)How to think analytically about as-pects of managing aﬁrm’s human assets;(2)How to apply the analytical tools to other types of organizations and relevant labor market phenomena;and(3)How should we use data to optimize our human resource practices and to explore the implications for various types of organizations and labor market.This course is designed for students who like to think analytically about human resource man-agement and those who are interested in new development in labor,organization theory and contract design.Topics in this class include sorting,self-selection,discrimination,asymmetric information,signaling,human capital,incentive,multitask,eﬃciency wage and tournaments.Methods developed in this course will help you uncover the ratio-nale behind the seemingly complicated and constantly changing process of human resource management inﬁrms.These methods can also be applied to diverse issues such as bureaucracy,discrimination,education investment,religious organizations, and so on.Since this course is an economic approach to human resource questions,we rely on the analytical framework of microeconomics and some basic statistical tools. Prior training in economics and statistics is preferred but not required.We will1teach the basic analytical tools along the way.Although complex calculation is not required,students are expected to understand the intuition behind theories. SOSC509(Statistics in Social Science)is recommended.Teaching methodThis course relies on both lectures and brief case discussion to develop the key learning points.Some lectures will start with a brief case discussion,and key concepts that emerge from the case then be developed by formal lectures.There will also be4problem sets to solidify your knowledge.Web pageOur course web page is on the LMES.Readings and handoutsThis class uses a collection of readings from various sources,including textbooks, academic journals,and the popular press,to provide a broad spectrum of infor-mation from which to work.There is one required textbook for the class.Personnel Economics in Practice,2nd Edition,by Edward zear and Michael Gibbs,2009.Additional required readings,supplementary readings,and handouts including overheads and answers to problem sets will be posted on the course web page regularly.GradingGrades will be based on class participation and discussion questions(10%),prob-lem sets(40%)andﬁnal paper(50%).•Class participation(10%of grade)You should participate actively in the class discussion,answer questions and come up with your own questions.The grading is based upon peer reviews.It is also at the discretion of the instructor.2•Problem sets(40%of grade)There will be4problem sets in total.A large part of questions will be em-pirical te problem sets will not be accepted.Group discussion is encouraged(maximum3persons in each group)but you should always WRITE SEPARATELY.Problem sets dates(approximately):Sept13,Oct4,Oct25,Nov15.•Final paper(50%of grade)You will write a research paper on any topic related to the course.Case projects are also acceptable but you need to get my approval by Oct15.Please hand in a two-page double-spaced research prospectus in class on Oct25.I will give you feedbacks by November5.You are welcome and encouraged to discuss with me about the selection of topics or other problems in research all along the way.Presentations of research projects will be scheduled in the last lecture(Dec6).Classroom etiquettesStudents are expected to adhere to the general principles of classroom etiquette. These principles ask that students focus on in-class lectures and discussions during class time.In particular,please do not use laptop or personal digital assistants during class sessions,and turn the cell phone oﬀ.Absenteeism and tardiness will adversely aﬀect your grade,and the negative impact increases with each instance.Plagiarism will be severely punished. Contact information•Professor Han Li(lihan@ust.hk)-oﬃce hours:Mondays1:30-2:30pm@rm2351•Teaching assistant:Xie Jiaxin(xiejiaxin@ust.hk)-oﬃce hours:Fridays3-4pm@rm30013Course outlineSession1(Sept6):Overview of the ClassOverview:course organization and methodologyReading:*Case:instead of cases,read the following articles in New York Times.Saul Hansell,“Google Answer to Filling Jobs Is an Algorithm,”January3, 2007.Miguel Helft,“In Fierce Competition,Google Finds Novel Ways to Feed Hiring Machine,”May28,2007.•“Overview of the Labor Market,”Chapter2in Modern Labor Economics: Theory and Public Policy.(10th edition)Ehrenberg,R.G.and Robert S.Smith,2009.•Lazear,E.P.(1999)“Personnel Economics:Past Lessons and Future Direc-tions.”Journal of Labor Economics,17(2),199-236.-Ichniowski,C.and Kathryn Shaw(2003).“Beyond Incentive Pay:Insiders’Estimates of the Value of Complementary Human Resource Management Practices.”Journal of Economic Perspective,17(1),155-180.-Jeﬀrey Pfeﬀer and Robert I.Sutton,“Evidence-Based Management”,Har-vard Business Review,January2006Session2(Sept13):How to Avoid Getting a Lemon? Adverse Selection and ScreeningReading:•“Screening Job Applicants,”part of Chapter2in Personnel Economics in Practice,2nd Edition,by Edward zear and Michael Gibbs,2009.(Or “Hiring the Right People,”Chapter3in Personnel Economics for Managers, by Edward zear,1998.)•“Employment,Bakery’s‘Open Hiring’Oﬀers Anyone a Chance,”New York Times,November26th2006.4-“Pay,Your Own Way:Firm Lets Workers Pick Salary–Big Bonus?None at All?”In Throwback to’80s,Employees Make Call.”Wall Street Journal, July7th,2007.Session3(Sept20):Whom to Hire?Sorting,Self-Selection and Wage StructureReading:•Borjas,G.(1987)“Self-Selection and the Earnings of Immigrants.”American Economic Review77(4),531-553.•Borjas,G.(2000)“The Wage Structure and the Sorting of Workings into the Public Sector.”NBER working paper.-Gabaix,X.and A Landier(2008).“Why Has CEO Pay Increased So Much?”Quarterly Journal of Economics,Feb2008.-Autor,D.H.,F.Levy,R.J.Murnane(2003).“The Skill Content of Re-cent Technological Change:An empirical exploration.”Quarterly Journal of Economics.Session4(Sept27):How to Convince Potential Buyers? The Theory of SignalingReading:•“Signaling,”part of Chapter2in Personnel Economics in Practice,2nd Edition,by Edward zear and Michael Gibbs,2009.(Or“Signaling Productivity,”Chapter8in Personnel Economics for Managers,by Edward zear,1998.)•Tyler,Murnane and Willett(2000)“Estimating The Labor Market Signaling Value of The GED.”Quarterly Journal of Economics.-Kelly,Bedard.(2001)“Human Capital versus Signaling Models:University Access and High School Dropouts.”Journal of Political Economy109(4): 749-775.-Riley,J.(2001)“Silver Signals:Twenty-Five Years of Screening and Signal-ing.”Journal of Economic Literature,Vol.XXXIX,pp.432478.-“Signal Failure?”The Economist,May1,2003.5Session5(Oct4):Equal Pay for Equal Work?The Theory of DiscriminationReading:•“Gender,Race,and Ethnicity in the Labor Market,”Chapter12in Modern Labor Economics:Theory and Public Policy.(10th edition)Ehrenberg,R.G.and Robert S.Smith,2009.•Oyer,Paul and Scott Shaefer.“The Unintended Consequences of the1991 Civil Rights Act,”Regulation,Summer2003.•Bertrand and Mullainathan.(2004)“Are Emily and Greg More Employable than Lakisha and Jamal?A Field Experiment on Labor Market Discrimina-tion”American Economic Review.-Kewin,Charles and Jonathan Guryan.(2008).“Prejudice and Wages:An Empirical Assessment of Becker’s The Economics of Discrimination.”Jour-nal of Political Economy116(5).-Heckman,J.,and B.Payner.“Determining the Impact of Federal Anti-discrimination Policy on the Economic Status of Blacks:A Study of South Carolina.”American Economic Review79:138-177.-Angrist,J.,and D.Acemoglu.“Consequences of Employment Protection?The Case of the Americans with Disabilities Act.”Journal of Political Econ-omy(October2001).Session6(Oct11):When(and if)to Train Your Employees? The Theory of Human CapitalReading:•“Investment in Skills,”Chapter3in Personnel Economics in Practice,2nd Edition,by Edward zear and Michael Gibbs,2009.(Or“The Theory of Human Capital,”Chapter6in Personnel Economics for Managers,by Edward P.Lazear,1998.)•Autor,D.(2001)“Why Do Temporary Help Firms Provide Free General Skills Training?”Quarterly Journal of Economics.-Acemoglu,D.and Steve Pischke.(1998)“Why Do Firms Train?Theory and Evidence.”Quarterly Journal of Economics113(1).6Session7(Oct18):When to Make and When to Buy?The Theory of Firm Speciﬁc Human CapitalReading:*Case:Motorola U.:When Training Becomes an Education•Jacobson,Louise S.,Robert Lalonde and Daniel G.Sullivan,“Earnings Losses of Displaced Workers.American Economic Review,83(4),1993,685-709.-Lazear,Edward,“Firm-Speciﬁc Human Capital:A Skill Weights Approach.”NBER Working Paper No.9679,May2003.Session8(Oct25):How to Motivate Workers?Basic Incentive ModelsReading:*Case:Lincoln electric in China•“Rewarding Performance,”Chapter2,9,10in Personnel Economics in Prac-tice,2nd Edition,by Edward zear and Michael Gibbs,2009.(Or“Vari-able Pay of Straight”Chapter5in Personnel Economics for Managers,by Edward zear,1998.)•Ichniowski,Casey,Kathryn Shaw,and Giovanna Prennushi.(1997)“The Eﬀects of Human Resource Management Practices on Productivity:A Study of Steel Finishing Lines.”American Economic Review87(3)291-313.-Lazear,Edward P.(2000)“Pay,Performance and Productivity.”American Economic Review90(5),1346-1361.Research Prospectus Due in ClassSession9(Nov1):Why Not Cut Wages during Recessions? Eﬃciency WageReading:•“US Probe Nearly Wipe Out Police in Ford Heights.”The Chicago Tribune.October11,1996.7•“Singapore Boosts Pay for Oﬃcials,Again.”Asian Sentinel,December18th, 2007.-DMG Raﬀ,LH Summers.“Did Henry Ford pay eﬃciency wages?”Journal of Labor Economics.1987.-Shapiro, C.and Joseph Stiglitz.(1984)“Equilibrium Unemployment as Worker Discipline Device.”American Economic Review74,433-444.-Campbell III,Carl M.,and Kunal S.Kamlani.(1997)“The Reasons for Wage Rigidity:Evidence from a Survey of Firms.”Quarterly Journal of Economics112(3),759-789.-Fehr,Ernst and Simon Gachter.(2000)“Fairness and Retaliation:The Economics of Reciprocity.”Journal of Economic Perspectives14(3),159-81. Session10(Nov8):Should My Pay Depends on Your Per-formanceTeam productionReading:•“Teams,”part of Chapter8in Personnel Economics in Practice,2nd Edition, by Edward zear and Michael Gibbs,2009.-Hamilton Barton,Jack A.Nickerson,and Hideo Owan(2003).“Team In-centives and Worker Hetergeneity:An Empirical Analysis of the Impact of Teams on Productivity and Participation.”Journal of Political Economy, 111:465-497.Session11(Nov15):When to Use Promotions?Career-Based IncentivesReading:•“Career-Based Incentives,”Chapter11in Personnel Economics in Practice, 2nd Edition,by Edward zear and Michael Gibbs,2009.(Or“Promotions as Motivators,”Chapter9in Personnel Economics for Managers,by Edward P.Lazear,1998.)8Session12(Nov22):How Do you Allocate Decisions? Centralization vs.DecentralizationReading:•“Decision Making Process.”Chapter5in Personnel Economics in Practice, 2nd Edition,by Edward zear and Michael Gibbs,2009.Session13(Nov29):How to Design Jobs?The Theory of MultitaskReading:•“Job Design.”Chapter7in Personnel Economics in Practice,2nd Edition, by Edward zear and Michael Gibbs,2009.•Baker,George and Thomas N.Hubbard.(2003)“Make Versus Buy in Truck-ing:Asset Ownership,Job Design,and Information.”American Economic Review,93(3),551-572.-Slade,M(1996)“Multi-task agency and organisational form:An empirical exploration.”International Economic Review,pp.465-86.-“Teachers Give Poor Grades to Merit Pay,”The Chicago Tribune,April23, 2000-“19,000Kids Seek New Schools,”The Chicago Tribune,August28th,2003 Session14(Dec6):Term Paper PresentationNote:•required reading;-supplementary reading;*cases.9。

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American Economic Association
The Theory of "Screening," Education, and the Distribution of Income
Author(s): Joseph E. Stiglitz
Source: The American Economic Review, Vol. 65, No. 3 (Jun., 1975), pp. 283-300
Published by: American Economic Association
Stable URL: /stable/1804834
Accessed: 15/01/2010 10:33
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