问题 问答题 案例分析题

材料一:2011年4月14日,金砖国家(中、俄、印、巴和南非)领导人举行第三次会晤。峰会以“展望未来、共享繁荣”为主题。峰会通过的行动计划提出,巩固金砖国家闯已开展的合作项目,开拓新的合作项目。

材料二:国家 * * 胡 * * 在峰会上发表了题为《展望未来共享繁荣》的重要讲话他指出,要大力维护世界和平稳定,推动各国共同发展,推动世界经济复券和发展;要坚持国家不论大小、强弱、贫富都是固际社会平等一员,做到一国内部的事情一国自主办:坚持团结互信、共谋发展,实现互利共赢、共同发展。

材料二体现了我国独立自主的和平外交政策的哪些具体内容?

答案

参考答案:

①我国外交政策坚持维护世界和平,促进共同发展的宗旨和基本目标。维护世界和平、推动各国共同发展,体现了这一点。②我国外交政策坚持独立自主的基本立场。国家不论大小、强弱、贫富都是国际社会平等一员,一国内部的事情一国自主办等,体现了这一点。③和平共处五项原则是我国对外关系的基本准则。坚持团结互信、共谋发展,实现互利共赢、共同发展等,体现了这一点。

解析:

设问中“我国独立自主的和平外交政策”是解题的关键,共涉及外交政策的宗旨、基本目标、基本立场、基本准则。维护世界和平、推动各国共同发展,体现了我国外交政策坚持维护世界和平,促进共同发展的宗旨和基本目标。国家不论大小、强弱、贫富都是国际社会平等一员,一国内部的事情一国自主办,体现了我国外交政策坚持独立自主的基本立场。坚持团结互信、共谋发展,实现互利共赢、共同发展,体现了和平共处五项原则是我国对外关系的基本准则。

考点:国家合作的基础、我国的外交政策

点评:此类试题要求学生掌握国家合作的基础、我国的外交政策。此类问题的回答,首先一定要重视各个问题中的关键词,如设问中“国家合作的决定因素”,有的放矢;其次要熟悉书本内容,能够运用多方面的知识点来回答一个问题;第三,分析回答问题一定要结合材料,让回答的内容更为充实。本题难度较高,考查学生根据书本知识结合材料进行分析的能力。

单项选择题 A1型题
阅读理解

Tired of telling students to ask questions and to think about what they were doing, Damien Hynes, a high school geography teacher in Australia, decided to do an experiment to test what he had long been thinking.He wrote some well-organized nonsense (something untrue) on the blackboard.The students simply copied it but very few asked any questions.This shows that students are willing to believe anything given by teachers.The story is repeated in support of the Project for Enhancing Effective Learning (PEEL).

PEEL was carried out by some teachers and researchers in Melbourne who had concluded that normal teaching methods seldom achieve their intended goals; what the teachers think they are teaching is one thing and what the students actually learn is something else.Students’ lack of an over-all view of learning goals and their concentration on test scores make them see each lesson as a separate activity.

Researchers realized that many students do not come into class empty-headed but have their own explanations of how the world works.Their own ideas can remain important to them even when they differ from scientific explanations that are learned later.In fact such ideas are hardly affected by traditional teaching.Students accept the teacher’s scientific explanation, but do not drop their own.They simply keep both and use them practically: in a class test, they copy the teacher’s idea, but in real life they use their own.

Clearly what was needed was to make students understand their learning process(过程), and this is what the PEEL teachers set out to deal with.On the surface,(表面) a class being taught by PEEL methods only differs from an ordinary class in being a little noisier, because more people are talking.But there are some meaningful changes.Students are given much more time to express their views, and teachers don’t make immediate judgment.The students are allowed to guide what is done in class and their own ideas are always respected.This draws their attention to the actual learning process, and they become responsible for their own progress.

小题1:The aim of Hynes’ experiment was to ______.

A.show that students didn’t think about what they learnt

B.prove the effectiveness of the project known as PEEL

C.test students’ general knowledge about geography

D.encourage students to ask more questions in class小题2:Why did some teachers and researchers carry out PEEL?

A.To ensure teachers do scientific work.

B.To help students get higher test scores.

C.To find the differences between what is taught and learnt.

D.To help normal teaching methods achieve their goals.小题3:An important difference between PEEL and non-PEEL classes is that in the PEEL classes ______.

A.the teacher does not give the usual scientific explanations

B.students always have their own knowledge of the subject

C.more attention is paid to the students’ own ideas

D.the best explanations are given by the students小题4:What is Damien Hynes?

A.He is a teacher who teaches geography in a high school in Australia

B.He is a geography teacher and a researcher in Australia

C.He is a teacher teaching geography in a high school in Austria

D.He is a high school geography teacher in Austria.