2018年中信银行秋季招聘考试题

78、( ) natural resources can be of great importance, they are not necessary for an economy to be highly productive in producing goods and services for the existing societies.

A、Yet

B、But

C、After all

D、Although

79、He felt so cold that he kept trembling ( ) unable to endure it any more.

A、as for

B、as well

C、as if

D、as long as

80、Science and spirit seemed so incongruent, and yet they both appeared to be two windows ( ) into the same house.

A、looked

B、looks

C、looking

D、to look

材料

Special needs students can not only learn from regular education teachers, but can participate in collaborative learning with mainstream students as well. Collaborative learning allows students to work together in groups to complete lessons and assignments.

A number of educators with inclusion classrooms are realizing the benefits of collaborative learning and special needs students being placed in small group environments with regular education classmates. Collaborative learning allows students to converse with one another and brainstorm together in order to find solutions to problems or to complete an assignment. This type of learning allows students of varying ability levels to lend their individual strengths to the group as a whole, thereby encouraging an appreciation of diverse ideas and approaches to problem solving.

Teachers can choose to implement several different types of collaborative learning strategies, depending on the needs of students and the focus of specific assignments. Examples of small-group collaborative learning methods are:

1) The Think-Pair-Share strategy, which involves each student in the group taking one minute to formulate a response to the teacher's question, then sharing individual findings with a partner. After collaborating in pairs, students can then share input with slightly larger groups or with the entire class.

2) The Simple Jigsaw strategy, which involves four-person teams splitting a teacher-assigned task into equal parts. Each student in the group acts as an "expert" on one section of the assignment and meets with corresponding "experts" in other groups for discussion and task mastering. Students then return to their initial teams to share their knowledge of the task with other members.

3) The Three-Step Interview strategy, through which students initially break into pairs and take turns interviewing one another about an assignment. Each pair of students then combine with another pair in order to enhance the discussion.

4) The Numbered Heads Together strategy, where each team member is assigned a number, then instructed to collaborate on a question. The teacher then calls a number randomly, and the student in each group who has that number acts as spokesperson in answering the question. Each student must be prepared for the possibility of having his or her number chosen.

The benefits of collaborative learning and special needs students having the opportunity to engage in small group tasks can produce positive results in regard to classroom organization and management. Teachers who research tips on collaborative learning and implement the practice with students are likely to have a successful inclusion classroom.

81、What is the most distinct feature you think by the term “inclusion classroom”?( )

A、It is desired for students with special needs

B、It is tutored by regular teachers for mainstream students

C、It is planned for collaborative learning by mainstream students

D、It has students with special needs and regular education classmates

82、What are the benefits of collarborative learning for special needs students? ( )

A、It helps special needs students think creatively

B、It helps special needs students from all the attending students

C、It helps special needs students learn varied ability from classmates

D、It helps students work together on solving problems and assignments

83、What is mainly depending on for teachers to collaborative learning strategies? ( )

A、The varied ability levels of the special needs students

B、The needs from the special needs students

C、The difficulty levels of the learning tasks

D、The focus of the specific assignment

84、Which following one is NOT true about the “Simple Jigsaw strategy”？ ( )

A、Task mastering students work on a teacher-assigned task

B、It involves four-person teams

C、Each student in the group acts as an “expert”

D、teacher-assigned task is divided into equal parts

85、What is the author’s attitude toward the benefits of collaborative learning? ( )

A、Doubt

B、Positive

C、Indifferent

D、Disagreeable

材料

Did your child's brain shrink last summer? Probably not, but it may have shifted into reverse, according to a study by Dr. Harris Cooper, professor of psychology at the University of Missouri-Columbia. The study found that when students return to school after a long summer vacation, they've lost one to three months worth of learning.

The decline is more detrimental for math than it is for reading. "All students lose math skills," says Cooper. It may be because community and home environments give kids more opportunities to practice reading than math. The study also found that income has an impact on how much a student loses or gains in reading. Middle-class children actually gained in reading over the summer, while lower-income students experienced losses. Cooper attributes this to the enrichment activities that many middle-class kids participate in over the summer, such as camp and trips.

Your kids don't have to spend the summer stuck in reverse. "Parents can help their kids retain educational skills," says Cooper. He suggests the following five tips to kick off a learning-filled summer.

1. Keep lots of books around and make regular trips to the library. Most libraries schedule special summer events for kids. Sign up your family!

2. Think about what your kids may be learning next year when you plan the family vacation. Talk with teachers to find out what they'll be covering in class. If it's a unit on the civil war for example, you may want to schedule a visit to Gettysburg. If it's geology, visit a national park.

3. Keep math in mind. Since kids lose more math skills than anything else over the summer, try to do some special planning to find math-related activities. For example, if you can't decide whether to sign your child up for "Shakespeare's Theater" or "Math Magic" at the local community center, go with the math.

4. Consider summer school or tutoring. Struggling kids can get a lot of different kinds of help from these programs. Summer school can also enrich and accelerate learning in areas where kids show a special interest.

5. Call the curriculum coordinator in your child's school district, visit the school board office, or contact the schools of education at local colleges and universities to find out what educational programs will be offered in your area over the summer.

Remember to keep it fun! You don't want to sour your kids on learning during the summer break.

86、What dose Dr. Harris Cooper’s research find？( )

A、After summer vocation kids will lose one to three months worth of learning

B、After summer vocation kids will lose learning capability in reading

C、Summer vocation makes kids lose learning skills in math

D、Summer vocation brings kids psychological problems