张铭非常喜欢王老师，愿意接受王老师的教导，并在观点、行动方面与王老师的要求保持一致。这说明张铭的品德发展处于阶段。（    ）

(2014山东济宁)《国家中长期教育改革和发展规划纲要(2010~2020年)》中提出，教育的工作方针是把教育摆在优先发展的战略地位，把作为教育工作的根本要求，把作为教育发展的强大动力，把作为国家基本教育政策，把作为教育改革发展的核心任务。（）

宏达汽车公司生产的小轿车都安装了驾驶员安全气囊。在安装了驾驶员安全气囊的小轿车中，有50 %安装了乘客安全气囊。只有安装了乘客安全气囊的小轿车才会同时安装安全杠和防碎玻璃。
如果上述断定为真，并且事实上李先生从宏达公司购进的一辆小轿车中装有防碎玻璃，则以下哪项断定一定为真？
I.这辆车一定装有安全杠。
II.这辆车一定装有乘客安全气囊。
III.这辆车一定装有驾驶员安全气囊。

桥梁全长是指()。

《孙子兵法》揭示了战争的一般规律。贯穿始终的军事思想是（      ）。

根据企业所得税法律制度的规定，下列各项中，在计算企业所得税应纳税所得额时， 不得扣除的是（ ）。

下列关于第三代头孢菌素类药物的特点，错误的是(   )

Passage1

Today's adults grew up in schools designed to sort us into the various segments of our social and economic system. The amount of time available to learn was fixed: one year per grade. The amount learned by the end of that time was free to vary: some of us learned a great deal；some，very little. As we advanced through the grades，those who had learned a great deal in previous grades continued to build on those foundations. Those who had failed to master the early prerequisites within the allotted time failed to learn that which followed. After 12 or 13 years of cumulative treatment of this kind，we were，in effect，spread along an achievement continuum that was ultimately reflected in each student's rank in class upon graduation.

From the very earliest grades, some students learned a great deal very quickly and consistently scored high on assessments. The emotional effect of this was to help them to see themselves as capable learners, and so these students became increasingly confident in school. That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach. Driven forward by this optimism, these students continued to try hard, and that effort continued to result in success for them. They became the academic and emotional winners. Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments.

But there were other students who didn't fare so well. They scored very low on tests, beginning in the earliest grades. The emotional effect was to cause them to question their own capabilities as learners. They began to lose confidence, which, in turn, deprived them of the emotional reserves needed to continue to take risks. As their motivation warned, of course, their performance plummeted. These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope. Once again, the emotional trigger for their decision not to try was their perception of their performance on assessments.

Consider the reality-indeed, the paradox-of the schools in which we were reared. If some students worked hard and learned a lot, that was a positive result, and they would finish high in the rank order. But if some students gave up in hopeless failure, that was an acceptable result, too, because they would occupy places very low in the rank order. Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students, the more it reinforced the rank order. This is why, if some students gave up and stopped trying (even dropped out of school), that was regarded as the student's problem, not the teacher's or the school's.

Once again, please notice who is using test results to decide whether to strive for excellence or give up in hopelessness. The"data-based decision makers" in this process are students themselves.

Students are deciding whether success is within or beyond reach, whether the learning is worth the required effort, and so whether to try or not. The critical emotions underpinning the decision making process include anxiety, fear of failure, uncertainty, and unwillingness to take risks-all triggered by students' perceptions of their own capabilities as reflected in assessment results.

Some students responded to the demands of such environments by working hard and learning a great deal. Others controlled their anxiety by giving up and not caring. The result for them is exactly the opposite of the one society wants. Instead of leaving no child behind, these practices, in effect, drove down the achievement of at least as many students as they successfully elevated. And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities.

What is the author's attitude towards the old mission of assessment?

对贷款进行分类时，要以评估（  ）为核心。

承认规律的客观性，并不是说人在规律面前无能为力、无所作为。人能够通过自觉活动认识规律和利用规律。正确发挥人的主观能动性的根本途径是（     ）

用于表示混凝土中的细集料粗细程度的是（  ）