问题 材料题

阅读下列材料,回答问题:

中国近代史上先后建立了两个具有划时代意义的共和国,前者结束了中国两千多年的封建君主制,为民族资本主义的发展扫清了障碍;后者推翻了三座大山,结束了百年来的半殖民地半封建社会,人民当家做主,经济飞速发展。

(l)这两个共和国分别是哪一个阶级建立的?领袖是谁?

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(2)辛亥革命以后的十年间,中国社会政治、经济和文化方面有了哪些可喜的进步?

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(3)两个共和国建立的历史给我们以什么启示?

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答案

(1)资产阶级、无产阶级;孙中山、毛 * * 。

(2)①政治:推翻了两千多的封建君主专制制度。②经济:民族工业得到发展。③文化:新文化运动兴起。

(3)建立民主共和国是历史的趋势;只有 * * 党才能领导革命取得最终的胜利。

判断题
单项选择题

Questions 6-10 are based on the following passage.
The term control is highly—and unjustifiably—unpopular. Some of its unpopularity can be traced to educational and philosophical writings that have addressed issues of freedom, self- determination, self-worth, individuality, and other humanistic concerns—concerns often equated with liberal and permissive child-rearing and educational methods. They are the concerns that define the spirit of these times. No teacher wants to be nonliberal and restrictive. And there is little doubt that the deliberate exercise of control is restrictive. Is control therefore unethical
There is, of course, no simple answer, ff there were, there would be little controversy, and behaviorists and humanists would have much less to disagree about.
Consider, first, that control is not only inevitable but also necessary. There is no doubt that teachers, by virtue of their position and by virtue of their duties, have control. Indeed, it is not at all unreasonable to insist that the exercise of control is one of the teacher’s most important duties. We are not speaking here of a fear-enforced control that might have been characteristic of some of yesterday’s schools. Control can be achieved, or at least facilitated, in a variety of gentle ways, some of which can be learned.
Parents too control their children (or at least try), often by setting limits for their behavior. Part of the successful socialization process requires that children be prevented from engaging in behaviors that might be injurious to themselves or to others. Thus, parents do not permit their children to play with the dinner as it is cooking on the stove, to insert knives into electrical outlets, to jump off ladders, or to swim in dangerous waters. Less extreme instances of control involve the teaching of socially appropriate behavior, of values and morals—of "shoulds" and "should nots". It is less by accident than by virtue of parental control that children learn not to deface wall, steal other people’s property, or kill the neighbor’s god. In short, certain standards of behavior are learned at least partly as a function of parental control. Whether that control involves reinforcement, punishment, models, reasoning, or a combination of these and other strategies, we cannot avoid the fact that control is being exercised.
The classroom situation is not really very different. Teachers have often been described as acting [in loco parentis]—in the place of parents. More precisely, teachers have been urged to act in all ways as might a wise, judicious, and loving parent. And there is, in fact, no great incompatibility between values held in highest esteem by those who describe themselves as humanistically oriented and the techniques of behavior control that have been described by science. Love, empathy, warmth, genuineness, and honesty can go a long way toward ensuring a classroom climate corducive to and learning and development. In spite of these highly desirable qualities, however, discipline problems are not uncommon in classrooms. That teachers should judiciously administer rewards and punishment in an effort to maintain an effective educational environment does not mean that they care less for their students; indeed, in might well indicate that they care more.

It is indicated in the passage that______.

A.teachers have not been acting in the same ways as loving parents

B.scientific use of control is of no big contradiction to humanistically oriented approaches in children’s education

C.discipline problems cannot be solved in humanistic ways

D.punishment administered by the teacher is indicative of care for the children