2026年全国教师资格之中学英语学科知识与教学能力考试重点试题(详细参考解析)

姓名:_________________编号:_________________地区:_________________省市:_________________ 密封线 姓名:_________________编号:_________________地区:_________________省市:_________________ 密封线 密封线 2026年教师资格考试重点试题精编注意事项:1.全卷采用机器阅卷，请考生注意书写规范；考试时间为120分钟。2.在作答前，考生请将自己的学校、姓名、班级、准考证号涂写在试卷和答题卡规定位置。

3.部分必须使用2B铅笔填涂;非选择题部分必须使用黑色签字笔书写，字体工整，笔迹清楚。

4.请按照题号在答题卡上与题目对应的答题区域内规范作答，超出答题区域书写的答案无效:在草稿纸、试卷上答题无效。(参考答案和详细解析均在试卷末尾)一、选择题

1、Ifyouthinktheyare__________,you′retotallywrong.Theyquarrelednowandthen.A.onthewayB.ontheairC.onallsidesD.ongoodterms

2、Whichofthefollowingwordsisformedthroughderivation?A.StudentsB.ShorterC.BoughtD.Insanity

3、Inthe________ofhumanlifehonorsandrewardstendtofalltothosewhoshowtheirgoodqualitiesinaction.A.ringB.terraceC.arenaD.ground

4、Passage1Comeon--Everybody′sdoingit.Thatwhisperedmessage,halfinvitationandhalfforcing,iswhatmostofusthinkofwhenwehearthewordspeerpressure.Itusuallyleadstonogood--drinking,drugsandcasualsex.ButinhernewbookJointheClub,TinaRosenbe~contendsthatpeerpressurecanalsobeapositiveforcethroughwhatshecallsthesocialcure,inwhichorganizationsandofficialsusethepowerofgroupdynamicstohelpindividualsimprovetheirlivesandpossiblytheword.Rosenberg,therecipientofaPulitzerPrize,offersahostofexamplesofthesocialcureinaction:InSouthCarolina,astate-sponsoredantismokingprogramcalledRageAgainsttheHazesetsouttomakecigarettesuncool.InSouthAfrica,anHIV-preventioninitiativeknownasloveLiferecruitsyoungpeopletopromotesafesexamongtheirpeers.Theideaseemspromising,andRosenbergisaperceptiveobserver.Hercritiqueofthelamenessofmanypubic-healthcampaignsisspot-on:theyfailtomobilizepeerpressureforhealthyhabits,andtheydemonstrateaseriouslyflawedunderstandingofpsychology."Daretobedifferent,pleasedon′tsmoke!"pleadsonebillboardcampaignaimedatreducingsmokingamongteenagers--teenagers,whodesirenothingmorethanfittingin.Rosenbergarguesconvincinglythatpublic-healthadvocatesoughttotakeapagefromadvertisers,soskilledatapplyingpeerpressure.Butonthegeneraleffectivenessofthesocialcure,Rosenbergislesspersuasive.JointheClubisfilledwithtoomuchirrelevantdetailandnotenoughexplorationofthesocialandbiologicalfactorsthatmakepeerpressuresopowerful.Themostglaringflawofthesocialcureasit′spresentedhereisthatitdoesn′tworkverywellforverylong.RageAgainsttheHazefailedoncestatefundingwascut.EvidencethattheloveLifeprogramproduceslastingchangesislimitedandmixed.There′snodoubtthatourpeergroupsexertenormousinfluenceonourbehavior.Anemergingbodyofresearchshowsthatpositivehealthhabits--aswellasnegativeones--spreadthroughnetworksoffriendsviasocialcommunication.Thisisasubtleformofpeerpressure:weunconsciouslyimitatethebehaviorweseeeveryday.Farlesscertain,however,ishowsuccessfullyexpertsandbureaucratscanselectourpeergroupsandsteertheiractivitiesinvirtuousdirections.It′sliketheteacherwhobreaksupthetroublemakersinthebackrowbypairingthemwithbetter-behavedclassmates.Thetacticneverreallyworks.Andthat′stheproblemwithasocialcureengineeredfromtheoutside:intherealworld,asinschool,weinsistonchoosingourownfriends.Paragraph5showsthatourimitationofbehaviors__________.A.isharmfultoournetworksoffriendsB.willmisleadbehavioralstudiesC.occurswithoutourrealizingitD.canproducenegativehealthhabits

5、Wehaveaverycommunicative__________toteachinglanguages．A.meansB.methodC.mannerD.approach

6、Ifateacherasksstudentstofillintheblanksinapassagewith"that","which"or"whom",he/sheisleastlikelyfocusingongrammarat__________.A.lexicallevelB.syntacticlevelC.discourselevelD.morphologicallevel

7、InPPPmethodclassesorsequences,theteacherpresentsthecontextandsituationforthelanguage,andbothexplainsanddemonstratesthemeaningandformofthenewlanguage．Thestudentsthenpracticemakingsentencesbeforegoingontoanotherstageinwhichtheytalkorwritemorefreely．PPPstandsforexcept__________．A.PresentationB.ProceduresC.ProductionD.Practice

8、请阅读短文，完成第小题。Wefindthatbrightchildrenarerarelyheldbackbymixed-abilityteaching.Onthecontrary,boththeirknowledgeandexperienceareenriched.Wefeelthattherearemanydisadvantagesinstreaming(把...按能力分班)pupils.Itdoesnottakeintoaccountthefactthatchildrendevelopatdifferentrates.Itcanhaveabadeffectonboththebrightandthenot-so-brightchild.Afterall,itcanbequitediscouragingtobeatthebottomofthetopgrade!Besides,itisratherunrealtogradepeoplejustaccordingtotheirintellectualability.Thisisonlyoneaspectoftheirtotalpersonality.Weareconcernedtodeveloptheabilitiesofallourpupilstothefull,notjusttheiracademicability.Wealsovaluepersonalqualitiesandsocialskillsandwefindthatmixed-abilityteachingcontributestoalltheseaspectsoflearning.Inourclassrooms,weworkinvariousways.Thepupilsoftenworkingroups:thisgivesthemtheopportunitytolearntocooperate,toshare,andtodeveloptheirleadershipskills.Theyalsolearnhowtocopewithpersonalproblemsaswellaslearninghowtothink,tomakedecisions,toanalyzeandevaluate,andtocommunicateeffectively.Thepupilslearnfromeachotheraswellasfromtheteacher.Sometimesthepupilsworkinpairs;sometimestheyworkonindividualtasksandassignments,andtheycandothisattheirownspeed.Theyalsohavesomeformalclassteachingwhenthisisappropriate.Weencourageourpupilstousethelibrary,andweteachthemtheskillstheyneedinordertodothisefficiently.Anadvancedpupilcandoadvancedwork;itdoesnotmatterwhatagethechildis.Weexpectourpupilstodotheirbest,nottheirleast,andwegivethemeveryencouragementtoattainthisgoal.Thewriter'spurposeinwritingthispassageisto查看材料A.argueforteachingbrightandnot-so-brightpupilsinthesameclassB.recommendpairworkandgroupworkforclassroomactivitiesC.offeradviceontheproperuseofthelibraryD.emphasizetheimportanceofappropriateformalclassroomteaching

9、Severalpoliticalparties__________witheachotheragainsthighertaxes.A.associateB.allyC.combineD.unite

10、Passage1InhisbookTheTippingPoint,MalcolmGladwellarguesthat"socialepidemics"aredrivenin?largepartbytheactionsofatinyminorityofspecialindividuals,oftencalledinfluentials,whoare?unusuallyinformed,persuasive,orwell-connected．Theideaisintuitivelycompelling,butitdoesn′t?explainhowideasactuallyspread．Thesupposedimportanceofinfluentialsderivesfromaplausible-soundingbutlargelyuntested?theorycalledthe"two-stepflowofcommunication":Informationflowsfromthemediatothe?influentialsandfromthemtoeveryoneelse．Marketershaveembracedthetwo-stepflowbecauseit?suggeststhatiftheycanjustfindandinfluencetheinfluentials,thoseselectedpeoplewilldomostof?theworkforthem．Thetheoryalsoseemstoexplainthesuddenandunexpectedpopularityofcertain?looks,brands,orneighborhoods．Inmanysuchcases,acursorysearchforcausesfindsthatsome?smallgroupofpeoplewaswearing,promoting,ordevelopingwhateveritisbeforeanyoneelsepaid?attention．Anecdotalevidenceofthiskindfitsnicelywiththeideathatonlycertainspecialpeople?candrivetrends．Intheirrecentwork,however,someresearchershavecomeupwiththefindingthatinfluentials?havefarlessimpactonsocialepidemicsthanisgenerallysupposed．Infact,theydon′tseemtobe?requiredofall．Theresearchers′argumentstemsfromasimpleobservationaboutsocialinfluence:Withthe?exceptionofafewcelebritieslikeOprahWinfrey--whoseoutsizepresenceisprimarilyafunctionof?media,notinterpersonal,influence--eventhemostinfluentialmembersofapopulationsimplydon′t?interactwiththatmanyothers．Yetitispreciselythesenon-celebrityinfluentialswho,accordingto?thetwo-step-flowtheory,aresupposedtodrivesocialepidemics,byinfluencingtheirfriendsand?colleaguesdirectly．Forasocialepidemictooccur,however,eachpersonsoaffectedmustthen?influencehisorherownacquaintances,whomustinturnA.stayoutsidethenetworkofsocialinfluenceB.havelittlecontactwiththesourceofinfluenceC.areinfluencedandtheninfluenceothersD.areinfluencedbytheinitialinfluential

11、TheritualofEnglishteatimeisbelievedtohaveoriginatedinthelate1700'swhenAnna,DuchessofBedford,orderedthataplateofcakesbesentuptoherwithherafternooncupoftea.TheDuchesschronicallyexperienceda“sinkingfeeling”(whatwewouldterm“lowbloodsugar”)inthelateafternoon.Totideheroverthelonghoursbetweenmealssheturnedtocarbohydrates.OtherroyalsimmediatelycopiedtheDuchess,andafternoonteapartiesbecamequitefashionable.Lowtablesweresetupinfrontofsofasandchairs,andtheladiesfoundanewopportunitytoshowoffprettyclothes,finechina,embroideredlinentableclothsandnapkins,andsilvertableware.Teatimewasalsothetimetoexchangejuicygossipandserverefreshments.Soondarlinglittlesandwichesandsweetpastriesaswellassconeswerebeingarrangedondecorativestandsandplatesfortheladies'pleasure.TheteapartymaniaquicklyspreadacrosstheAtlanticwhereteawasalreadyenjoyedasabeverage.ThisfondnessforteawaslatersuppressedbythepatrioticAmericansduringtheeraimmediatelyprecedingtheAmericanRevolutionbecauseoftheunreasonableBritishtaxontea.However,byApril27,1776,CongressannouncedinthePhiladelphiaPacketthat“thedrinkingofteacannowbeindulged.”Thecustomofafternoonteapartieswasnotreallyrevivedinthiscountry,though,untilthemid-1800's,whenVictorianwayswereinvoguehere.Leisure-classAmericanladiesbeganhaving“kettledrums”at4p.m..“Kettledrums”wascalledthatinconnectionwiththeterm“teakettle”.PetitsfoursandotherdaintydelightswereservedamidVictorianopulence.AVictoriandiarist,MaudBerkeley(Maud:TheIllustratedDiaryofaVictorianWoman,ChronicleBooks,1987)gaveananecdoteconcerningteatime:"Mrs.Barneshadoutalovelytea-clothforhertea-party,workedalloverwithcyclamensandhoneysuckle.ShoggieBoucher,unusedtosuchdainty,contrivedtoslophisteaalloverit.ThankfulitwasnotI.Asitwas,mynewfeatherboa,whichIworeforthefirsttime,gotintomyteacup,causingmuchalarmandmerrimenttoallassembled.LilianBlack-Barneswas,asever,stronginadversityandwrungouttheoffendingobjectinthekitchensink.Fearitmayneverbethesameagain,nonetheless."Myfamily,mother,andIwereabletorelievesomeofthatsophisticatedelegance(minusthedrippyboa)whenwehadteaattheRitzinLondon.ThePalmCourt,anopenareaonthegroundfloorofthehotel,isastudyinturn-of-the-centurydecor.Giltstatuary,palms,andotherplants,andstylishly-setlittletablesbeckonwelcominglyunderhigh-up,rose-tintedskylights.Ourwaiterbroughtusaselectionoffingersandwichesofsmokedsalmon,ham,cucumber,Cheddarcheese,creamcheese,andchives,oreggsalad.Scones(similartoAmericanbiscuits)wereofferedwithbutter,andvariouspreservesandjellies.AlongwiththiswewereservedIndianorChinatea,andhotchocolateformyyoungdaughter.ThenthedapperwaiterpresentedavasttrayholdingmanyFrenchpastriesandcakesfromwhichwecouldchoose.Afterseveralteenysandwichesandacoupleofmarmalade-coatedscones,achocolateeclairseemedtoaddcarbohydrateoverloadtocarbo-loading,but“wheninEngland,doastheEnglishdo”.Thisteafeastwasservedbetween3:30and5:30p.m.Around10:00p.m.,wehadregainedjustenoughappetitetosamplesomefishandchips(Frenchfries),andthenweputourwearystomachsandourselvestobed.Whatcanbeinferredaboutthewriter'sopinionconcerningwhatisservedattheBritishteatime?A.TheEnglishhavetakeninexcessivecarbohydrateB.TheEnglishprefertohavedifferenttypesofdrinksC.TheEnglisharenotparticularaboutthefoodvarietiesD.TheEnglishhaveapeculiarlikingforjunkfoo

12、Ifyouwanttogotothetnovietonight,soI.A.doB.amC.willD.should

13、TheritualofEnglishteatimeisbelievedtohaveoriginatedinthelate1700'swhenAnna,DuchessofBedford,orderedthataplateofcakesbesentuptoherwithherafternooncupoftea.TheDuchesschronicallyexperienceda“sinkingfeeling”(whatwewouldterm“lowbloodsugar”)inthelateafternoon.Totideheroverthelonghoursbetweenmealssheturnedtocarbohydrates.OtherroyalsimmediatelycopiedtheDuchess,andafternoonteapartiesbecamequitefashionable.Lowtablesweresetupinfrontofsofasandchairs,andtheladiesfoundanewopportunitytoshowoffprettyclothes,finechina,embroideredlinentableclothsandnapkins,andsilvertableware.Teatimewasalsothetimetoexchangejuicygossipandserverefreshments.Soondarlinglittlesandwichesandsweetpastriesaswellassconeswerebeingarrangedondecorativestandsandplatesfortheladies'pleasure.TheteapartymaniaquicklyspreadacrosstheAtlanticwhereteawasalreadyenjoyedasabeverage.ThisfondnessforteawaslatersuppressedbythepatrioticAmericansduringtheeraimmediatelyprecedingtheAmericanRevolutionbecauseoftheunreasonableBritishtaxontea.However,byApril27,1776,CongressannouncedinthePhiladelphiaPacketthat“thedrinkingofteacannowbeindulged.”Thecustomofafternoonteapartieswasnotreallyrevivedinthiscountry,though,untilthemid-1800's,whenVictorianwayswereinvoguehere.Leisure-classAmericanladiesbeganhaving“kettledrums”at4p.m..“Kettledrums”wascalledthatinconnectionwiththeterm“teakettle”.PetitsfoursandotherdaintydelightswereservedamidVictorianopulence.AVictoriandiarist,MaudBerkeley(Maud:TheIllustratedDiaryofaVictorianWoman,ChronicleBooks,1987)gaveananecdoteconcerningteatime:"Mrs.Barneshadoutalovelytea-clothforhertea-party,workedalloverwithcyclamensandhoneysuckle.ShoggieBoucher,unusedtosuchdainty,contrivedtoslophisteaalloverit.ThankfulitwasnotI.Asitwas,mynewfeatherboa,whichIworeforthefirsttime,gotintomyteacup,causingmuchalarmandmerrimenttoallassembled.LilianBlack-Barneswas,asever,stronginadversityandwrungouttheoffendingobjectinthekitchensink.Fearitmayneverbethesameagain,nonetheless."Myfamily,mother,andIwereabletorelievesomeofthatsophisticatedelegance(minusthedrippyboa)whenwehadteaattheRitzinLondon.ThePalmCourt,anopenareaonthegroundfloorofthehotel,isastudyinturn-of-the-centurydecor.Giltstatuary,palms,andotherplants,andstylishly-setlittletablesbeckonwelcominglyunderhigh-up,rose-tintedskylights.Ourwaiterbroughtusaselectionoffingersandwichesofsmokedsalmon,ham,cucumber,Cheddarcheese,creamcheese,andchives,oreggsalad.Scones(similartoAmericanbiscuits)wereofferedwithbutter,andvariouspreservesandjellies.AlongwiththiswewereservedIndianorChinatea,andhotchocolateformyyoungdaughter.ThenthedapperwaiterpresentedavasttrayholdingmanyFrenchpastriesandcakesfromwhichwecouldchoose.Afterseveralteenysandwichesandacoupleofmarmalade-coatedscones,achocolateeclairseemedtoaddcarbohydrateoverloadtocarbo-loading,but“wheninEngland,doastheEnglishdo”.Thisteafeastwasservedbetween3:30and5:30p.m.Around10:00p.m.,wehadregainedjustenoughappetitetosamplesomefishandchips(Frenchfries),andthenweputourwearystomachsandourselvestobed.Whichofthefollowingisnotemployedinthepassage?A.QuotationB.FlashbackC.ConcreteexampleD.Comparisonandcontrast

14、Inthecollege-admissionswars,weparentsarethetruefighters．We'repushingourkidstogetgoodgrades,takeSATpreparatorycoursesandbuildresumessotheycangetintothecollegeofourfirstchoice．I'vetwicebeentothewars,andasIsurveythebattlefield,somethingdifferentishappening．Weseeourkids'collegebackgroundasaprizedemonstratinghowwellwe'veraisedthem．Butwecan'tacknowledgethatourobsessionismoreaboutusthanthem．Sowe'vecontrivedvariousjustificationsthatturnouttobehalf-truths,prejudicesormyths．Itactuallydoesn'tmattermuchwhetherAaronandNicolegotoStanford．Wehaveafull-blownprestigepanic;weworrythattherewon'tbeenoughprizestogoaround．Fearfulparentsurgetheirchildrentoapplytomoreschoolsthanever．Underlyingthehysteriaisthebeliefthatscarceelitedegreesmustbehighlyvaluable．Theirgraduatesmustenjoymoresuccessbecausetheygetabettereducationanddevelopbettercontacts．Allthatisplausible--andmostlywrong．Wehaven'tfoundanyconvincingevidencethatselectivityorprestigematters．Selectiveschoolsdon'tsystematicallyemploybetterinstructionalapproachesthanlessselectiveschools．Ontwomeasures--professor'sfeedbackandthenumberofessayexams--selectiveschoolsdoslightlyworse．Bysomestudies,selectiveschoolsdoenhancetheirgraduates'lifetimeearnings．Thegainisreckonedat2-4%forevery100-pointincreaseinaschool'saverageSATscores．Buteventhisadvantageisprobablyastatisticalfluke．Awell-knownstudyexaminedstudentswhogotintohighlyselectiveschoolsandthenwentelsewhere．Theyearnedjustassuchasgraduatesfromhigher-statusschools．Kidscountmorethantheircolleges．GettingintoYalemaysignifyintelligence,talentandambition．Butit'snottheonlyindicatorand,paradoxically,itssignificanceisdeclining．Thereason:somanysimilarpeoplegoelsewhere．GettingintocA.TheyhavethefinalsayinwhichuniversitytheirchildrenaretoattendB.TheyknowbestwhichuniversitiesaremostsuitablefortheirchildrenC.TheyhavetocarryoutintensivesurveysofcollegesbeforechildrenmakeanapplicationD.Theycaremoreaboutwhichcollegetheirchildrengotothanthechildrenthemselves

15、Thewriterspresenthadaheateddiscussionwiththescholarswhostudycultureandgroupbehavior,aswellasthose__________thepsychologyofindividuals.A.studyB.studyingC.tostudyD.studied

16、SomeChineselearnersofEnglishtendtopronouncethisas[drs].Thisisanexampleof__________.A.intralingualerrorsB.interlingualerrorsC.cross-associationD.overgeneralization

17、Afterworkingforthefirmfortenyears,hefinally_______therankofdeputydirector.A.achievedB.approachedC.attainedD.acquired

18、Shedoesn'twanttoworkrightnowbecauseshethinksthatifshe__________ajobsheprobablywouldn'tbeabletovisitherfriendsveryoften.A.hastogetB.weretogetC.hadgotD.couldhavegot

19、Whichofthefollowingassumptionsaboutvocabularylearningcontradictsthemodernlanguageteachingtheories?_______A.ThebestwaytolearnwordsistousethemB.Thebestwaytolearnvocabularyisviarote-learningC.AnEnglishdictionaryisanimportantaidtostudentsD.Learningawordinvolveslearningmorethanjusttheworditself

20、Passage1Asregardssocialconventions,wemustsayawordaboutthewell-knownEnglishclasssystem.ThisisanembarrassingsubjectforEnglishpeople,andonetheytendtobeashamedof,though?duringthepresentcenturyclass-consciousnesshasgrownlessandless,andtheclasssystemless?rigid.Butitstillexistsbelowthesurface.Broadlyspeaking,itmeanstherearetwoclasses,the"middleclass"andthe"workingclass".(Weshallignoreforamomenttheold"upperclass",includingthehereditaryaristocracy,sinceitisextremelysmallinnumbers;butsomeofitsmembers?havetherighttositintheHouseofLords,andsomenewspaperstakesurprisinginterestintheir?privatelife.)Themiddleclassconsistschieflyofwell-to-dobusinessmenandprofessionalpeopleof?allkinds.Theworkingclassconsistschieflyofmanualandunskilledworkers.Themostobviousdifferencebetweenthemisintheiraccent.Middle-classpeopleuseslightly?varyingkindsof"receivedpronunciation"whichisthekindofEnglishspokenbyBBCannouncers?andtaughttooverseaspupils.Typicalworking-classpeoplespeakinmanydifferentlocalaccents?whicharegenerallyfelttoberatheruglyanduneducated.Oneofthebiggestbarriersofsocial?equalityinEnglandisthetwo-classeducationsystem.Tohavebeentoaso-called"publicschool"immediatelymarksyououtasoneofthemiddleclass.Themiddleclassestendtoliveamoreformal?lifethanworking-classpeople,andareusuallymorecultured.Theirmiddaymealis"lunch"and?theyhavearatherformaleveningmealcalled"dinner",whereastheworkingman′sdinner,ifhis?workinghourspermit,isatmidday,andhissmaller,late-eveningmealiscalledsupper.Aswehavesaid,however,theclasssystemismuchlessrigidthanitwas,andforalongtimeit?hasbeengovernmentpolicytoreduceclassdistinctions.Working-classstudentsverycommonly?receiveauniversityeducationandentertheprofessions,andworking-classincomeshavegrownA.ItisanembarrassingsubjectforEnglishpeopleB.Working-classstudentscannotreceiveauniversityeducationC.TheclasssystemismuchlessrigidthanitwasD.Theclasssystemstillexistsbelowthesurface

21、Whichofthefollowingshowstheproperrhythmicalpatternofthesentence?A.Itwas'tooex'pensiveformeto'buyB.Itwas'too'expensiveformeto'buyC.Itwastooex'pensivefor'meto'buyD.It'wastoo'expensiveformeto'buy

22、WhichofthefollowingisNOTtheadvantageofgroupwork?A.CreatingsomepeacefulandquiettimeinclassB.ArousingtheirawarenessofcooperationC.Promotingstudents'participationintheclassD.Encouragingdifferentopinionsandcontributionstothework

23、When"-ing"in"gangling"isremovedtogetaverb"gangle",wecallthiswayofcreatingwords__________.A.suffixationB.compoundingC.back-formationD.acronymy

24、Whichofthefollowingactivitiesdoesnotbelongtopre-readingactivities?A.scanningB.settingthesceneC.skimmingD.paraphrasing

25、IfhehadfoughtintheFirstWorldWar,hemighthavereturned________A.adifferentmanB.withadifferentmanC.asadifferentmanD.tobeadifferentman

26、Classroomlanguagecanalsobecalledin-classlanguage,whichisthespeciallyusedlanguagesystembybothteachersandstudentsinclassroomteaching.Whichofthefollowingisnotconsistedinit?A.SpokenlanguageB.BodylanguageC.SpellinglanguageD.Writtenlanguage

27、--Ifyoudon'tliketheredcoat,taketheblueone.--Ok,butdoyouhave_________sizeinblue?Thisoneisabittightforme.A.abiggerB.thebiggerC.thebigD.abiggest

28、Bilabialsemi-vowelreferstothesound__________．A.[n]B.[hiC.[w]D.[j]

29、Y:Didyouknowthatyouwerewearingoddsocks?A.qualityB.quantityC.relationD.manner

30、Therearetwokindsofmotiveforengaginginanyactivity:internalandinstrumental.Ifascientistconductsresearchbecauseshewantstodiscoverimportantfactsabouttheworld,that'saninternalmotive,sincediscoveringfactsisinherentlyrelatedtotheactivityofresearch.Ifsheconductsresearchbecauseshewantstoachievescholarlyrenown,that'saninstrumentalmotive,sincetherelationbetweenfameandresearchisnotsoinherent.Often,peoplehavebothfordoingthings.Whatmixofmotives--internalorinstrumentalorboth--ismostconducivetosuccess?Youmightsupposethatascientistmotivatedbyadesiretodiscoverfactsandbyadesiretoachieverenownwilldobetterworkthanascientistmotivatedbyjustoneofthosedesires.Surelytwomotivesarebetterthanone.ButasweandourcolleaguesargueinapapernewlypublishedintheProceedingsoftheNationalAcademyofSciences,instrumentalmotivesarenotalwaysanassetandcanactuallybecounterproductivetosuccess.Weanalyzeddatadrawnfrom11320cadetsinnineenteringclassesattheUnitedStatesMilitaryAcademyatWestPoint,allofwhomratedhowmucheachofasetofmotivesinfluencedtheirdecisiontoattendtheacademy.ThemotivesincludedthingslikeadesiretogetagoodjoblaterinlifeandadesiretobetrainedasaleaderintheUnitedStatesArmyHowdidthecadetsfareyearslater?HowdidtheirprogressrelatetotheiroriginalmotivesforattendingWestPoint?Wefound,unsurprisingly,thatthestrongertheirinternalreasonsweretoattendWestPoint,themorelikelycadetsweretograduateandbecomecommissionedofficers.Alsounsurprisingly,cadetswithinternalmotivesdidbetterinthemilitary(asevidencedbyearlypromotionrecommendations)thandidthosewithoutinternalmotivesandwerealsomorelikelytostayinthemilitaryaftertheirfiveyearsofmandatoryservice.Remarkably,cadetswithstronginternalandstronginstrumentalmotivesforattendingWestPointperformedworseoneverymeasurethandidthosewithstronginternalmotivesbutweakinstrumentalones.Theywerelesslikelytograduate,lessoutstandingasmilitaryofficersandlesscommittedtostayinginthemilitary.Ourstudysuggeststhateffortsshouldbemadetostructureactivitiessothatinstrumentalconsequencesdonotbecomemotives.Helpingpeoplefocusonthemeaningandimpactoftheirwork,ratherthanon,say,thefinancialreturnsitwillbring,maybethebestwaytoimprovenotonlythequalityoftheirworkbutalsotheirfinancialsuccess.Thereisatemptationamongeducatorsandinstructorstousewhatevermotivationaltoolsareavailabletorecruitparticipantsorimproveperformance.IfthedesireformilitaryexcellenceandservicetocountryfailstoattractalltherecruitsthattheArmyneeds,thenperhapsappealsto“moneyforcollegecareertraining”or“seeingtheworld”willdothejob.Whilethisstrategymayluremorerecruits,itmayalsoyieldworsesoldiers.Similarly,forstudentsuninterestedinlearning,financialincentivesforgoodattendanceorpizzapartiesforhighperformancemaypromptthemtoparticipate,butitmayresultinlesswell-educatedstudents.Whatcanbethebesttitleforthearticle?A.MotivationandFameB.TwoTypesofMotivesC.TheSecretofEffectiveMotivationD.TheStudyontheFunctionofMotives

31、Drunk