问题 问答题 案例分析题

培育社会主义核心价值观,必须重视良好家风建设。

材料一:继2015年元旦贺词的“点赞”之后,习 * * * * 又在春节贺词中带火一个词:家风家教。 * * 在春节团拜会上的重要讲话中引用孟郊那首著名的《游子吟》,讲述了“家”的重要性。不论时代发生多大变化,不论生活格局发生多大变化,我们都要重视家庭建设,注重家庭、注重家教、注重家风。 * * 在这个全球华人最重要的节日里,把每个人的“小家”提到和国、天下同等重要的地位,正是发出这样的勉励性信号:“富强、民主、文明、和谐,自由、平等、公正、法治,爱国、敬业、诚信、友善”的核心价值观不是仅在标语教材里出现的说教,而是实实在在贴近我们每个人,需要我们去践行、去倡导、去发扬光大、一代代传承下去的东西。中国的强大离不开价值观的强大,让我们从注重家庭开始。在这个价值观树立的过程中,每一个人的努力都不可或缺,都至关重要。

材料二:中华文明源远流长,中国人一向重视家风的建设,关于家风的名言警句更是汗牛充栋。从孔子对儿子的家训,到颜之推的家训,到诸葛亮的家训,到曾国藩的家训,到傅雷的家训,不一而足。良好的家风应秉承爱国爱家、与人为善的情怀,体现礼智信等中 * * 优秀传统文化之精髓;应发挥“家庭主心骨”作用,勇于承担家庭责任和义务,正确处理好父子、亲戚朋友以及邻里间的各种关系,以身作则、率先垂范;要融入社会主义荣辱观建设、公民道德建设、精神文明建设、社会主义核心价值观建设。

某社区拟开展“好家风”展示活动,请你为该活动拟出两条宣传标语,要求主题鲜明,每条限20个字以内。

答案

参考答案:

属于开放性题目,只要围绕开展“好家风”展示活动,拟出两条宣传标语,主题鲜明即可。注意字数限制。

解析:【考点】建设社会主义核心价值体系

单项选择题
单项选择题

Teach for America (TFA) was founded by Wendy Kopp in 1990. It is a non-profit organisation that recruits top-notch graduates from elite institutions and gets them to teach for two years in struggling state schools in poor areas.

I had thought the programme was about getting more high-quality teachers — but that, it appears, is a secondary benefit. “This is about enlisting the energy of our country’s future leaders in its long-term educational needs, and eliminating inequity,” Wendy explains. It’s great if “corps members”, as TFA calls its active teachers, stay in the classroom — and many do, and rise quickly through the ranks.

But the “alums”, as she calls those who have finished their two-year teaching, who don’t stay in schools often go on to lead in other fields, meaning that increasing numbers of influential people in all walks of life learn that it is possible to teach successfully in low-income communities, and just what it takes. “It means you realise that we can solve this problem.”

As she continues to talk I realise that TFA is — in the best possible sense — a cult. It has its own language (“corps members”, “alums”), recruits are instilled (“We tell them that it can be done, that we know of hundreds, thousands, of teachers attaining tremendous success”), go through an ordeal (“Everyone hits the wall in week three in the classroom”), emerge transformed by privileged knowledge (“Once you know what we know — that kids in poor urban areas can excel — you can accomplish different things”) and can never leave (alumni form a growing, and influential, network). I have not seen the same zeal when talking to those on the equivalent programme in England, Teach First., in which the missionary-style language imported from America had to be toned down, because it just didn’t suit the restrained English style. But could that favour be necessary for its success

Chester, an alum, takes me to visit three TFA corps members at a middle school in the Bronx. They are impressive young people, and their zeal is evident. Two intend to stay in teaching; both want to open charter schools. One, a Hispanic woman, is working out with a friend how to educate migrant Hispanic labourers in Texas; the other would like to open a “green” charter, but in the meantime he has accepted a job with the KIPP charter group in Newark, New Jersey.

All three are tired. Their classrooms are not much like the rest of the school where they work, and their heroic efforts are only supported by Chester and each other, not by their co-workers. “The first year was unbelievably bad,” one tells me. “So many years with low expectations meant a lot of resistance from the kids. Eventually they saw the power and the growth they were capable of.”

What does the author think of the Teach First programme in England()

A. It lacks the same fervour that TFA has

B. It doesn’t suit the British English style

C. It is imported from the USA

D. It is not successful in the UK