题库练习
中学教资题库:综合素质(中学)5 章 10 题、教育知识与能力(中学)6 章 12 题,共 22 题,逐题解析含错误选项原因。
题库按中学教资两门公共科目章节组织:章节练习即时判分看解析(含错误选项原因),模拟考试限时自测,错题自动进错题本。
现状:22 题已上线(综合素质 10 题 + 教育知识与能力 12 题)。后续将按真实题量扩充(科目一单选 29 道量级、科目二辨析与简答专项),并补充材料分析题与写作的答题示范库。
《学科知识与教学能力》按学科命题,本站不单列题库,请结合你所报学科的大纲、课标与真题练习。
做题建议
- 科目一:错题重点回看教育法律法规与文化素养两章,这是单选主要失分区;
- 科目二:辨析题务必先判断再写理由,简答题分点作答(一般 1 点 2 分);
- 材料分析题:练习"观点 + 材料 + 分析“三件套,每道至少写 3 点;
- 写作:按"引—议—联—结"结构限时练习,中学不少于 1000 字。
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理论)认为情绪困扰源于非理性信念(如绝对化要求、过分概括化、糟糕至极),介入重点是**识别并与非理性信念辩论**,进而建立理性信念并配合行为练习。","answer":"B","chapter":"中学教知·发展心理与辅导","difficulty":2,"explain":{"A":"直接批评不能改变其信念结构,还可能损害专业关系。","C":"降低目标不等于放弃努力,且未处理信念本身。","D":"通知家长批评教育无法解决非理性信念问题,且可能加重压力。"},"id":"zjy-05-002","options":["直接批评这种想法不切实际","识别并与其非理性信念辩论,建立理性信念","要求其降低目标并放弃努力","立即通知家长进行批评教育"],"source":"chapter","stem":"学生因「我必须每次都考第一,否则我就是失败者」的想法而情绪低落。运用理性情绪疗法,社会工作者(教师)应重点?","subject":"教育知识与能力(中学)","type":"single"},{"analysis":"依靠积极因素克服消极因素原则(长善救失)要求教育者用一分为二的观点看待学生,发扬其积极因素以克服消极因素。","answer":"B","chapter":"中学教知·德育与班级管理","difficulty":2,"explain":{"A":"疏导原则强调讲明道理、循循善诱。","C":"知行统一原则强调道德认识与道德实践相结合。","D":"一致性与连贯性原则强调各方教育影响协调统一。"},"id":"zjy-06-001","options":["疏导原则","依靠积极因素克服消极因素原则(长善救失)","知行统一原则","教育影响一致性与连贯性原则"],"source":"chapter","stem":"「一分为二地看待学生,用学生的优点克服其缺点」体现的德育原则是?","subject":"教育知识与能力(中学)","type":"single"},{"analysis":"马勒诗提出的职业倦怠三维度是情绪耗竭(情绪资源被掏空)、去个性化(对学生冷漠、机械应付)与低个人成就感(觉得工作没有意义与成效)。","answer":"A","chapter":"中学教知·德育与班级管理","difficulty":2,"explain":{"B":"焦虑、抑郁、强迫属心理症状分类,不是倦怠维度。","C":"疲劳、失眠、食欲下降属躯体表现,不是倦怠的核心维度。","D":"职业压力、角色冲突与人际紧张属成因或相关因素,不是倦怠三维度。"},"id":"zjy-06-002","options":["情绪耗竭、去个性化、低个人成就感","焦虑、抑郁、强迫","疲劳、失眠、食欲下降","职业压力、角色冲突、人际紧张"],"source":"chapter","stem":"教师职业倦怠的三个核心维度是?","subject":"教育知识与能力(中学)","type":"single"}],"cert":"jiaoshi-zhongxue","chapters":[{"name":"中学教知·教育基础","title":"第 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