【名词&注释】
环境温度(ambient temperature)、生产资料(means of production)、感性认识(perceptual knowledge)、科学知识(scientific knowledge)、否定之否定(negation of negation)、学习材料(learning materials)、感觉器官(sense organ)、劳动时间(labor time)、视觉器官(visual organ)、雇佣工人(salary earners)
[单选题]马克思通过对资本主义生产中价值增值过程的分析，把雇佣工人(salary earners)的劳动时间(labor time)分为
A. 生产使用价值的时间和生产价值的时间
B. 转移旧价值的时间和创造新价值的时间
C. 生产生产资料价值的时间和生产剩余价值的时间
D. 在生产劳动力价值的时间和生产剩余价值的时间
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举一反三：
[单选题]在对系列呈现的学习材料进行自由回忆时，最后呈现的材料遗忘少。这种现象称为
A. 启动效应
B. 词优效应
C. 近因效应
[单选题]由厚度相同的平壁组成的三层平壁，若λ1>λ2>λ3，则热阻R1、R2、R3之间的关系为（ ）。
A. R1>R2>R3
B. R1 C. R1>R3> R2
D. R3>R1>R2
[单选题]人的视觉感官有感觉外界物体的光和颜色的功能。可见光的波长范围一般是380nm（纳米）-780nm，成为可见光谱。在可见光谱范围内，不同波长的辐射是人感觉到不同的颜色，一般来说，700nm为红色，580nm为黄红，510nm为绿色，470nm为蓝色，400nm为紫色。这种现象表明
A. 人只能认识外界物体作用于感官形成的感觉
B. 人的感觉所具有的胜利阀限是人认识能力的界限
C. 人的感觉中包含着对外界事物信息的选择，加工和转换
D. 人所形成的关于事物的感觉是人自身生理活动的结果
[多选题]肺回缩力来自
A. 胸内负压
B. 肺弹性纤维的回缩力
C. 肺泡内液-气界面的表面张力
D. 气道阻力
[单选题]下列关于蒸发散热的叙述，哪项是错误的?
A. 蒸发分为不感蒸发和发汗两种
B. 人体不感蒸发的量每日约为1000ml
C. 只有当环境温度高于体温时才开始进行
D. 发汗是反射性活动
E. 主要的发汗中枢位于下丘脑
[单选题]辩证法同循环论的区别在于
A. 是否承认事物发展是否定之否定过程
B. 是否承认事物发展的曲折性
C. 是否承认事物发展的前进性
D. 是否承认事物发展的周期性
[单选题]Text 4As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants in to American society.
A. The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, Unions, churches, and other agencies.
B. Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were one such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.
C. Although looking after the house and family was familiar to immigrant women. American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early twentieth-century, United States. However, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.
D. 36. It can be inferred from Paragraph 1 that one important factor in the increasing importance of education in the United States was ______.
E. the growing number of schools in frontier communities
F. an increase in the number of trained teachers
G. the expanding economic problems of schools
H. the increased urbanization of the entire country
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