首都师范大学《876英语学科教学》[专业硕士]历年考研真题及详解
矿产资源开发利用方案编写内容要求及审查大纲
矿产资源开发利用方案编写内容要求及《矿产资源开发利用方案》审查大纲一、概述
㈠矿区位置、隶属关系和企业性质。
如为改扩建矿山, 应说明矿山现状、
特点及存在的主要问题。
㈡编制依据
(1简述项目前期工作进展情况及与有关方面对项目的意向性协议情况。
(2 列出开发利用方案编制所依据的主要基础性资料的名称。
如经储量管理部门认定的矿区地质勘探报告、选矿试验报告、加工利用试验报告、工程地质初评资料、矿区水文资料和供水资料等。
对改、扩建矿山应有生产实际资料, 如矿山总平面现状图、矿床开拓系统图、采场现状图和主要采选设备清单等。
二、矿产品需求现状和预测
㈠该矿产在国内需求情况和市场供应情况
1、矿产品现状及加工利用趋向。
2、国内近、远期的需求量及主要销向预测。
㈡产品价格分析
1、国内矿产品价格现状。
2、矿产品价格稳定性及变化趋势。
三、矿产资源概况
㈠矿区总体概况
1、矿区总体规划情况。
2、矿区矿产资源概况。
3、该设计与矿区总体开发的关系。
㈡该设计项目的资源概况
1、矿床地质及构造特征。
2、矿床开采技术条件及水文地质条件。
2017年首都师范大学翻译硕士、专业课复习、考研历年真题、初试复试录取分数线
育明教育官方网站：2017年首都师范大学翻译硕士专业课复习历年真题初试复试一、2017首师翻译硕士招生信息、考试内容 (2)二、首都师范大学参考书目.....................................................................3三、2017年考研成功备考........................................................................5五、2013年翻译硕士考研真题（回忆版）...........................................8六、2011首都师范大学翻译硕士百科知识试题 (9)七、翻译硕士考研科目考查重点： (12)八、翻译硕士考研资料（全套）及课程体系......................................13九、2017考研专业课答题技巧总结 (14)十、考研专业课复习：文科专业考研题型分析及备考 (16)育明教育官方网站：一、2017首师翻译硕士招生信息、考试内容2017年翻译硕士英语翻译拟招收人数26人；初试时间：2016年12.24日—25日下载准考证时间：2016年12.15—12.26日学费与年制：16000元/生/年学制是3年考试内容：101思想政治理论211翻译硕士英语357英语翻译基础448汉语写作与百科知识2016年拟招生人数：2017年拟招生人数：注意：首都师范大学翻译硕士招生只有英语笔译方向，所以报考学生一定要注意这方面的事情。
此外，拟定招生人数比较去年减少11人学校在很大程度上缩减了翻译硕士的招生，所以对于报考首师的童鞋一定要注意，谨慎报考。
育明教育官方网站：二、首都师范大学参考书目1、211翻译硕士英语《英语人文读本》（英语篇）北京大学出版社，封一涵《英语人文读本》（美国篇）北京大学出版社，封一涵2、357英语翻译基础《英语笔译实务》外文出版社，黄源深《英语笔译能力》外文出版社，黄源深3、448汉语写作与百科知识《中国文化概要》北京大学出版社，陶嘉伟《欧洲文化精要问答》中国人民大学出版社，胡宗锋等考试：考试分初试和复试两个阶段。
2018年首都师范大学876英语学科教学考研真题及标准答案
2018年首都师范大学876英语学科教学考研真题及标准答案2018骞撮閮藉笀鑼冨ぇ瀛?76鑻辫瀛︾鏁欏鑰冪爺鐪熼(鎬诲垎锛?50.00锛屽仛棰樻椂闂达細180鍒嗛挓)涓€銆佸畾涔夐(鎬婚鏁帮細5锛屽垎鏁帮細40.00)1.Cognitive Style锛堝垎鏁帮細8.00锛?/p>________________________________________________________________ __________________________ 姝ｇ‘绛旀锛?Cognitive style or "hinking style" is a concept used in cognitive psychology to describe the way individuals think, perceive and remember information. Messick calls them "habitual modes of information processing". In the language-learning field, some of the most interesting is field independence. That is some individual seem more able than others to extract things from the context in which they are met, and to see them as separate entities. People who can do this easily are said to be 'field independent' , while those who don't are 'field dependent'.)瑙ｆ瀽锛?/div>2.Monitor Hypothesis锛堝垎鏁帮細8.00锛?/p>________________________________________________________________ __________________________ 姝ｇ‘绛旀锛?The monitor hypothesis, complements the acquisition-learning hypothesis by claiming that the only function of learning within second language acquisition is as an editor, or Monitor, for language use produced by the acquired system as well as to produce grammatical forms not yet acquired. The Monitor allows a language user to alter the form of an utterance either prior to production by consciously applying learned rules or afterproduction via self-correction. In other words, the learned system monitors the output of the acquired system.)瑙ｆ瀽锛?/div>3.Audiolingualism锛堝垎鏁帮細8.00锛?/p>________________________________________________________________ __________________________ 姝ｇ‘绛旀锛?It means that the instructor would present the correct model of a sentence and the students would have to repeat it. The teacher would then continue by presenting new words for the students to sample in the same structure. In audio-lingualism, there is no explicit grammar instruction: everything is simply memorized in form. The idea is for the students topractice the particular construct until they can use it spontaneously. The lessons are built on static drills in which the students have little or no control on their own output; the teacher is expecting a particular response and not providing the desired response willresult in a student receiving negative feedback.)瑙ｆ瀽锛?/div>4.Multiple Intelligence锛堝垎鏁帮細8.00锛?/p>________________________________________________________________ __________________________ 姝ｇ‘绛旀锛?According to Gardner, intelligence does not exist in one single form like IQ. It is notst atic either. In other words, people‘s intelligences can exist in many different forms and can develop and be developed over a life time. For example verbal/linguistic intelligence refers to the ability to use words effectively, both orally and in writing. Sampleskills are remembering information, convincing others to help, and talking about language itself. Musical intelligence sensitivity refers to rhythm, pitch, and melody. Sample skills are recognizing simple songs and being able to vary speed, tempo, and rhythm in simple melodies.)瑙ｆ瀽锛?/div>5.Structural Linguistics锛堝垎鏁帮細8.00锛?/p>________________________________________________________________ __________________________ 姝ｇ‘绛旀锛?Structural linguistics is an approach to linguistics originating from the work of Swiss linguist Ferdinand de Saussure and is part of the overall approach of structuralism. Structural linguistics involves collecting a corpus of utterances and then attempting to classify all of the elements of the corpus at their different linguistic levels: the phonemes, morphemes, lexical categories, noun phrases, verb phrases, and sentence types.)瑙ｆ瀽锛?/div>浜屻€佺畝绛旈(鎬婚鏁帮細4锛屽垎鏁帮細60.00)6.Analyze teacher role(s) in Total Physical Response.锛堝垎鏁帮細15.00锛?/p>________________________________________________________________ __________________________ 姝ｇ‘绛旀锛?Total physical response (TPR) is a language teaching method developed by James Asher. It is based on the coordination of language and physical movement. In TPR, Teachers as instructors give commands to students in the target language with body movements, and students respond with whole-body actions. The method is an example of the comprehension approach tolanguage teaching. The listening and responding (with actions) serves two purposes: It is a means of quickly recognizing meaning in the language being learned, and a means of passively learning the structure of the language itself. Grammar is not taught explicitly but can be learned from the language input. Besides, teachers as demonstrators because when teachers give sentences as instructions for actions, they first demonstrates these actionsthemselves ;then they choose members of the class to do them.)瑙ｆ瀽锛?/div>7.Socio-cultural Theory锛堝垎鏁帮細15.00锛?/p>________________________________________________________________ __________________________ 姝ｇ‘绛旀锛?Sociocultural theory is an emerging theory in psychology that looks at the important contributions that society makes to individual development. This theory stresses the interaction between developing people and the culture in which they live. This theory suggests that human learning is largely a social process. According to Vygotsky, learning has its basis in interacting with other people. Once this has occurred, the information is then integrated on the individual level. Sociocultural theory focuses not only how adults and peers influence individual learning, but also on how cultural beliefs and attitudes impact how instruction and learning take place.According to Vygotsky, children are born with basic biological constraints on their minds. Each culture, however, provides what he referred to as 'tools of intellectual adaptation.' These tools allow children to use their basic mental abilities in away that is adaptive to the culture in which they live. For example, while one culture might emphasize memory strategies such as note-taking, other cultures might utilize tools like reminders or rote memorization.)瑙ｆ瀽锛?/div>8.Define the concept in Task-Based Language Learning锛堝垎鏁帮細15.00锛?/p>________________________________________________________________ __________________________ 姝ｇ‘绛旀锛?Task-based language teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target。
2017年首都师范大学876英语学科教学考研真题_真题(含答案与解析)-交互
2017年首都师范大学876英语学科教学考研真题(总分150, 做题时间180分钟)定义题请用英语解释下列名词。
(每题8分，共40分)1.first languageSSS_TEXT_QUSTI分值: 8答案:A first language, (also known as native language, or mother tongue or L1) is a language that a person has been exposed to from birth or within the critical period. In some countries, the term native language or mother tongue refers to the language of one‘s ethnic group rather than one‘s first language. Children brought up sp eaking more than one language can have more than one native language, and be bilingual or multilingual.2.neurolinguisticsSSS_TEXT_QUSTI分值: 8答案:Neurolinguistics is the study of the neural mechanisms in the human brain that control **prehension, production, and acquisition of language. As an interdisciplinary field, neurolinguistics draws methods and theories from fields such as neuroscience, linguistics, cognitive science, communication disorders and neuropsychology. Much work in neurolinguistics is informed by models in psycholinguistics and theoretical linguistics, and is focused on investigating how the brain can implement the processes that theoretical and psycholinguistics propose are necessary in producing **prehending language. Neurolinguists study the physiological mechanisms by which the brain processes information related to language,and evaluatelinguistic and psycholinguistic theories, using aphasiology, brain imaging, electrophysiology, **puter modeling.3.top-down processingSSS_TEXT_QUSTI分值: 8答案:Top-down processing refers to the use of background information in pattern recognition. It always begins with a person‘s previous knowledge, and makes predictions due to this already acquired knowledge. We construct our perception of reality, and these perceptions are hypotheses or propositions based on past experiences and stored information. Given a paragraph written with difficult handwriting, it is easier to understand what the writer wants to convey if one reads the whole paragraph rather than reading the words in separate terms. The brain may be able to perceive and understand the gist of the paragraph due to the context supplied by the surrounding words.4.competition modelSSS_TEXT_QUSTI分值: 8答案:**petition model is a psycholinguistic theory of language acquisition and sentence processing, developed by Elizabeth Bates and Brian MacWhinney (1981). The model suggests that the meaning of language is interpreted by comparing a number of linguistic 'cues' (signaling specific functions) within a sentence, and that language is learned through **petition of basic cognitive mechanisms inside a rich linguistic environment. According to **petition model, competitive cognitive processes operate on a phylogenetic, ontogenetic, andsynchronic scale, allowing language acquisition to take place across a wide variety of chronological periods.5.language acquisition deviceSSS_TEXT_QUSTI分值: 8答案:The Language Acquisition Device (LAD) is a hypothetical module of the human mind posited to account for children‘s innate predisposition for language acquisition. First proposed by Noam Chomsky in the1960s, the LAD concept is an instinctive mental capacity which enables an infant to acquire and produce language. It is a component of the nativist theory of language. This theory asserts that humans are born with the instinct or ―innate facility‖ for acquiring language. The main argument in favor of the LAD is the argument from the poverty of the stimulus, which argues that unless children have significant innate knowledge of grammar they would be unable to learn language as quickly as they do, given that they never have access to negative evidence and rarely received direct instruction in theirfirst language.简答题请用英语回答下列问题。
北京师范大学866专业课考研历年真题
北京师范大学2012年研究生入学考试试卷（学科英语教育硕士）1.Explain the following terms, use examples to illustrate (20分)DisplacementAssimilationInflectional morphemeDeep structureSocial linguistics2.What are the maxims of the cooperative principle, use some examplesto illustrate violation of the maxims may rise the particularization of the conversational implicature. (15分)3.What is the Sapir-Whorf Hypothesis, do you agree with it; providesome examples or proof to support your point of view. (15分)4.What is metaphor, use examples to explain the different kinds of it.(15分)5.What are the principals of a good planning, explain each of them. (15分)6.What are learning styles? What makes the differences between thefield-independent and field-dependent students? (15分)7.What is the code-switching in the language classroom, and why andhow it happened? (15分)8.What is the need analysis? What is wanted to be obtained through it?How do the people carry on “need analysis”? (15分)9.What are the principles of the reading teach? Explain themrespectively. (15分)10.E xplain the difference between Focus on Form and Focus on Forms inlanguage teaching, and explain the difference methodologies adopted based on the two different beliefs on the language teaching. (20分)北京师范大学2013年研究生入学考试试卷（学科英语教育硕士）1.Explain the following concept briefly. (40分)Prescriptive and descriptive linguisticsLinguistic competence and linguistic performanceDenotation and connotationFormative assessment, proficiency test and achievement test2.In what way is language arbitrary? Can you give examples to showthat language is not arbitrary? (15分)3.The meaning of a sentence is determined by the meaning of itscomponent parts and the way in which they are combined. Comment on this statement with example. (15分)4.What are the product and process of language learning? (15分)5.What is classroom management? What does it include? Whatprinciples do you usually base on when you manage your class?6.What does knowing a word involve? Give examples to illustrate yourexplanations. (15分)7.What are the differences between the inductive method and the guideddiscovery method in teaching grammar? (15分)8.What are the common question types in the language classroom?Explain different levels of thinking when answering different types of questions. Then design some questions for the following text thatreflect the different levels of thinking. Specify the levels ofunderstanding and give answers for each question you have designed.北京师范大学2014年研究生入学考试试卷（学科英语教育硕士）1.Explain and exemplify the terms briefly. (20分)ArbitrarinessMorphologyHyponymyIllocutionary2.What are the basic functions of language?3.Nowadays many new words are added to the English dictionary. Canyou illustrate some ways to show how new words are formed?4.Explain Krashen’s Input Hypothesis.5.What are the principles of communicative language teaching?6.What are bottom-up and top-down model of teaching reading?7.What are the procedures of process writing?8.What are the features of good text books?9.What are the principles of task-based language teaching? Can you givesome examples of a task?北京师范大学2015年研究生入学考试试卷（学科英语教育硕士）1.名词解释Explain the following terms.ParoleConsonantDerivationEntailmentImplicature简答1.Explain the features of Language2.Describe major changes that Language go through and the reasons forchanges3.How to understand Speech Act Theory? 3 theories of L2 acquisition.5.What are essential and desirable conditions of language learning?Give your reasons.6.What are common language learning styles?7.Explain the types of learners in learning English8.What types of assessment are used to evaluate English Learning?9.What is role of activities in English learning and teaching?10.W hat are the mistakes in this lesson plan? (Lesson design comment)大意是给你一个班级20人的初二班的教案，里面有一些课堂教学的步骤，让你进行评价。
全国名校英语教学论历年考研真题汇编
目 录第一部分 首都师范大学876英语学科教学历年考研真题2013年首都师范大学876英语学科教学考研真题2012年首都师范大学876英语学科教学考研真题2011年首都师范大学876英语学科教学考研真题第二部分 北京师范大学440英语教学理论与实践历年考研真题2004年北京师范大学440英语教学理论与实践考研真题2003年北京师范大学440英语教学理论与实践考研真题第三部分 宁波大学837英语教学论历年考研真题2013年宁波大学837英语教学论考研真题2011年宁波大学840英语教学论考研真题2010年宁波大学840英语教学论考研真题第四部分 南京师范大学F092英语教学论历年考研真题2011年南京师范大学F092英语教学论考研真题2004年南京师范大学英语教学论考研真题2003年南京师范大学英语教学论基础知识考研真题2002年南京师范大学445英语教学论考研真题第五部分 杭州师范大学823英语语言学和英语教学论历年考研真题2011年杭州师范大学823英语语言学和英语教学论考研真题2010年杭州师范大学825英语语言学和英语教学理论考研真题2009年杭州师范大学823英语语言学和英语教学理论考研真题2008年杭州师范大学825英语语言学和英语教学理论考研真题2007年杭州师范大学426英语语言学和英语教学理论考研真题第一部分 首都师范大学876英语学科教学历年考研真题2013年首都师范大学876英语学科教学考研真题第二部分 北京师范大学440英语教学理论与实践历年考研真题2004年北京师范大学440英语教学理论与实践考研真题2003年北京师范大学440英语教学理论与实践考研真题第三部分 宁波大学837英语教学论历年考研真题2013年宁波大学837英语教学论考研真题2011年宁波大学840英语教学论考研真题2010年宁波大学840英语教学论考研真题第四部分 南京师范大学F092英语教学论历年考研真题2011年南京师范大学F092英语教学论考研真题2004年南京师范大学英语教学论考研真题2003年南京师范大学英语教学论基础知识考研真题2002年南京师范大学445英语教学论考研真题第五部分 杭州师范大学823英语语言学和英语教学论历年考研真题2011年杭州师范大学823英语语言学和英语教学论考研真题2010年杭州师范大学825英语语言学和英语教学理论考研真题2009年杭州师范大学823英语语言学和英语教学理论考研真题2008年杭州师范大学825英语语言学和英语教学理论考研真题2007年杭州师范大学426英语语言学和英语教学理论考研真题。
2013年首都师范大学876英语学科教学考研真题及详解【圣才出品】
2013年首都师范大学876英语学科教学考研真题及详解一、定义题——请用英语解释下列词语，并举例说明：(每题8分，共40分)1. communication strategies【参考答案】Communication strategies are psycholinguistic plans which exist as part of the language users’ communi cative competence. In the course of learning a second language, learners will frequently encounter communication problems caused by a lack of linguistic resources. Communication strategies are strategies that learners use to overcome these problems in order to convey their intended meaning. Strategies used may include paraphrasing, substitution, coining new words, switching to the first language, and asking for clarification. So communication strategies are systematic techniques employed by a speaker to express his or her meaning when faced with some difficulty.2. T eacher Talk【参考答案】Teacher T alk means the speeches that the teacher uses to speak to students when the teacher undertakes the task in the foreign language teaching. Teacher talk refers to the language of teaching tasks as prescribed in textbooks and the language the teacher uses to perform such teaching tasks as paragraphing words or sentences or illustrating grammar rules. Speeches used by the teacher for greeting, comments, task switching, discipline regulation, etc. are all different typesof teacher talk. Teacher talk as the essential medium in language teaching is firstly studied in the field of T eaching Methodology. Different teaching approaches can bring about different styles of Teacher Talk; and different Teacher Talk applies different teaching approaches to teaching activities.3. TPR【参考答案】TPR attempts to teach language through speech and physical activity at the same time. Motor activities are means to language learning. It is just like the way children acquire their native language. Learners’ role in TPR is to listen to and perform what the teacher says, they monitor and evaluate their own progress. They are encouraged to speak when they feel ready to speak. This is when a sufficient basis in language has been internalized. Teacher is the model and the director. The teacher provides opportunities for learning. When TPR is integrated into routines, the learners will immediately become involved in the language and engaged in reacting to it. They will soon realize that they understand a lot of things and will build confidence as they learn. The teacher takes on the role of the parent, giving prompts, setting patterns, playing games and the student then responds physically to the prompt. In giving feedback the teacher responds positively to the correct answer, much in the way that a parent would. This reinforces the learning and encourages further steps. Although TPR is a powerful technique, it is more effective when it is followed by games, songs, stories or demonstrations.4. the Affective Filter Hypothesis【参考答案】The affective filter hypothesis, is the fifth hypothesis of Stephen Krashen’s Monitor Model in language learning, accounts for the influence of affective factors on second language acquisition. Affect refers to non-linguistic variables such as motivation, self-confidence, and anxiety. According to the affective filter hypothesis, affect effects acquisition, but not learning, by facilitating or preventing comprehensible input from reaching the language acquisition device. In other words, affective variables such as fear, nervousness, boredom, and resistance to change can affect the acquisition of a second language by preventing information about the second language from reaching the language areas of the mind. Furthermore, when the affective filter blocks comprehensible input, acquisition fails or occurs to a lesser extent then when the affective filter supports the intake of comprehensible input. The affective filter, therefore, accounts for individual variation in second language acquisition. Second language instruction can and should work to minimize the effects of the affective filter.5. multiple intelligence【参考答案】The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner. It recognizes that human beings possess more intelligences than we used to think. According to Gardner, intelligence does not exist in one single form like IQ. It is not stat ic either. In other words, people’s intelligences can exist in many different forms and can develop and be developed over a life time. It alsosuggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are: Linguistic intelligence (“word smart”); Logical-mathematical intelligence (“number/reasoning smart”); Spatial intelligence (“picture smart”); Bodily-Kinesthetic intelligence (“body smart”); Musical intelligence (“music smart”); Interpersonal intelligence (“people smart”); Intrapersonal intelligence (“self-smart”); Naturalist intelligence (“nature smart”).二、简答题——请用英语回答下列问题：(每题15分，共60分)1. Discuss why learners make errors in language learning.【参考答案】(1) Learner errors refer to the errors that the learners make during the process of learning a second language. At first, language learners’ errors were severely criticized and it was strictly emphasized that learner errors should be avoided. However, in the 1960s, with the appearance of new L2 approaches, learners’ errors are regarded as fully acceptable and treated as part of a creative process towards the achievement of linguistic perfection and communicative meaning. Recently and in relation to the communicate approach in language learning a more balanced perspective has emerged according to which language transfer and the respective errors are seriously considered as i mportant linguistic elements that can’t be avoided nor criticized. Errors are no longer seen as signs of failure that have to beprevented and eradicated, but are rather considered as signs of developmental processes involved in the learning of language.(2) The causes of learner errors: generally speaking, there are two major types of leaner errors: universal errors and transfer errors. Universal errors reflect leaners’ attempts to make the task of learning and using the second language simpler, such as omission, overgeneralization and simplification at the phonetic, grammatical, lexical and discourse levels. Transfer errors refer to that the errors made when learners uses their first language as a resource. This used to be looked upon as a mistake, but it is now recognized that all learner fall back on their mother tongues, particularly in the early stages of language acquisition and that this is s necessary process.2. Discuss implications of interlanguage study for language teaching and learning. 【参考答案】(1) Interlanguage was firstly introduced by Selinker in 1969. It is defined as the systematic knowledge of language that is independent of both systems of the learner’s first language and the second language that he or she is trying to acquire. It is a unique language system because it is neither first language nor second language, but at the same time bears some resemblances to both.(2) According to Interlanguage theory, interlanguage functions as a relatively systematic and dynamic transition from initial knowledge of a language to native proficiency during the process of language learning, which is always regarded as anunstable set of language characteristics produced by learners. Its fossilization is a universal phenomenon in second language acquisition.(3) The implications for language teaching of Interlanguage theory. First, it language teaching, the interference of mother language should be reduced. That is, the teachers need to encourage learners to speak more often and more native-like. When learners make errors because of negative transfer, teachers should provide them with native expressions for them to compare. What is more important is that the teachers should restrict learners’ Chinese thinking model in English speaking environment and cultivate their English thinking model. Second, there should be some appropriate ways in dealing with learners’ errors. In daily English teaching, some errors that are unable to be eliminated by learners themselves will be retained in their interlanguage if the t eachers don’t correct them. However, at the initial stage, the fluency should also be emphasized, thus the teachers should make a balance between accuracy and fluency. Third, the teachers should make full use of effective factors at the initial stage because learners tend to attain strongest interest at the beginning period of learning and the teachers should improve or adapt the textbooks so that the contents are more suitable for the learners which can help motivate their learning.3. Comment on Content-based Teaching.【参考答案】(1) Content-based language teaching is a version of bilingual education and。
(完整word版)首都师范大学学科英语考研经验分享
首都师范大学学科英语考研经验分享书山有路勤为径，学海无涯苦作舟.教育学考研的学子都知道徐影老师,知道高鸽学姐，我也是其中一位.看到大家喜报频传，而我，只能算作失败的那一个，所以我就来写写我失败的经历，也借此机会反思一下自己报考院校：首都师范大学报考专业:教师教育学院（学科教学英语）初试成绩：342（政治56，英语二71,教育综合118,专业课97）2018国家线：320（A区)310(B区)首都师大复试线：354（2018年）,343(2017年）调剂院校：吉林华侨外国语学院（学科教学英语）以上几条是整个考研一年取得的成果，没错最后我调剂成功了,但是就复习过程而言我是一个失败者，被录取之后我深深地松了一口气,告诉自己终于不用再打电话了，同时我做了一个自己都没想到的决定——我要二战。
备考反思决定考首都师大的学科之前,我一直复习的是北语的对外汉语，备考了一个月之后，满腔的教育热情让我终于放弃汉硕,选择学科教学。
也就是在7月初才真正的投入到复习中。
333教育综合首师大的独特之处就在于参考书，333用的《教育学基础》、《当代教育心理学》、以及宁虹老师的《教育研究导论》，难度最大的也是导论,所以我放在了最后.当然这是根据试卷分值来决定的。
教育学基础都是重点，没技巧，背就对了，能重复多少遍就重复多少遍，当然背也是有技巧的，虽然用书略有区别，但是大体是相同的,所以我看的是凯程的视频以及讲义资料，主要目的是梳理框架,辅助记忆。
框架很重要，不仅便于记忆，等真的做题的时候就会深有感触了,我的感触就是首师大的题真的越来越活了，除了名词解释简答能让你觉得很熟悉之外，其他的题，尤其新题型材料题会让你慌慌的，不知从何答起。
越是这样越需要你去找依据,越需要综合的逻辑能力，但无论是简答还是名词还是论述题,都需要自己的见解.《当代教育心理学》这本书的难度不大，比起《教育学基础》更需要理解性记忆，而且重点很明显，就几个章节重点背诵加理解，但是全书的名词解释一定要都理解,换句话说章节不是重点,不代表没有考的可能性.名词解释本身就3-5个，今年就三个，像大海捞针但是难度适中，捞捞又何妨？本身这本书的框架就比较清楚,自己按照章节梳理就可以.在试卷上占得比例大概有百分之三十左右,甚至更少。
首都师范大学英语学科教学
攻读硕士学位研究生入学考试试卷
考试科目代码：876 考试科目名称：英语学科教学
攻读硕士学位研究生入学考试试卷
考试科目代码：876 考试科目名称：英语学科教学
攻读硕士学位研究生入学考试试卷
考试科目代码：876 考试科目名称：英语学科教学
攻读硕士学位研究生入学考试试卷
考试科目代码：876 考试科目名称：英语学科教学
攻读硕士学位研究生入学考试试卷
考试科目代码：876 考试科目名称：英语学科教学
攻读硕士学位研究生入学考试试卷
考试科目代码：876 考试科目名称：英语学科教学
攻读硕士学位研究生入学考试试卷
考试科目代码：876 考试科目名称：英语学科教学
攻读硕士学位研究生入学考试试卷
考试科目代码：876 考试科目名称：英语学科教学
攻读硕士学位研究生入学考试试卷
考试科目代码：876 考试科目名称：英语学科教学
攻读硕士学位研究生入学考试试卷
考试科目代码：876 考试科目名称：英语学科教学。
矿产
矿产资源开发利用方案编写内容要求及审查大纲
矿产资源开发利用方案编写内容要求及《矿产资源开发利用方案》审查大纲一、概述
㈠矿区位置、隶属关系和企业性质。
如为改扩建矿山, 应说明矿山现状、
特点及存在的主要问题。
㈡编制依据
(1简述项目前期工作进展情况及与有关方面对项目的意向性协议情况。
(2 列出开发利用方案编制所依据的主要基础性资料的名称。
如经储量管理部门认定的矿区地质勘探报告、选矿试验报告、加工利用试验报告、工程地质初评资料、矿区水文资料和供水资料等。
对改、扩建矿山应有生产实际资料, 如矿山总平面现状图、矿床开拓系统图、采场现状图和主要采选设备清单等。
二、矿产品需求现状和预测
㈠该矿产在国内需求情况和市场供应情况
1、矿产品现状及加工利用趋向。
2、国内近、远期的需求量及主要销向预测。
㈡产品价格分析
1、国内矿产品价格现状。
2、矿产品价格稳定性及变化趋势。
三、矿产资源概况
㈠矿区总体概况
1、矿区总体规划情况。
2、矿区矿产资源概况。
3、该设计与矿区总体开发的关系。
㈡该设计项目的资源概况
1、矿床地质及构造特征。
2、矿床开采技术条件及水文地质条件。
矿产
矿产资源开发利用方案编写内容要求及审查大纲
矿产资源开发利用方案编写内容要求及《矿产资源开发利用方案》审查大纲一、概述
㈠矿区位置、隶属关系和企业性质。
如为改扩建矿山, 应说明矿山现状、
特点及存在的主要问题。
㈡编制依据
(1简述项目前期工作进展情况及与有关方面对项目的意向性协议情况。
(2 列出开发利用方案编制所依据的主要基础性资料的名称。
如经储量管理部门认定的矿区地质勘探报告、选矿试验报告、加工利用试验报告、工程地质初评资料、矿区水文资料和供水资料等。
对改、扩建矿山应有生产实际资料, 如矿山总平面现状图、矿床开拓系统图、采场现状图和主要采选设备清单等。
二、矿产品需求现状和预测
㈠该矿产在国内需求情况和市场供应情况
1、矿产品现状及加工利用趋向。
2、国内近、远期的需求量及主要销向预测。
㈡产品价格分析
1、国内矿产品价格现状。
2、矿产品价格稳定性及变化趋势。
三、矿产资源概况
㈠矿区总体概况
1、矿区总体规划情况。
2、矿区矿产资源概况。
3、该设计与矿区总体开发的关系。
㈡该设计项目的资源概况
1、矿床地质及构造特征。
2、矿床开采技术条件及水文地质条件。