【问题一】　　参考“给定资料2、3”，农村学生营养改善计划在推行中遇到不少实际问题，请归纳概括这些问题。（8分）　　要求：准确、全面、简明。不超过200字。

“被别人信任是件很幸福的事情”，请结合你自己的经历谈谈你的理解。

下列对党的实事求是思想路线的表述，正确的有（　　）。

A、理论联系实际是党的思想路线的前提和基础

B、一切从实际出发是党的思路路线的根本途径和方法

C、实事求是是党的思想路线的核心和实质

D、在实践中检验真理和发展真理

（五十四）　　【给定资料】　　大病医保是一项复杂的工程，何为“大病”？中国医疗保障政策对此并没有明确的界定和统计。另外，对于大病治疗费用及缺口，当前无论政府部门还是民间机构，都没有精确的计算和调查。而在实践中发生的费用，又往往远高出卫生部门的限定额度。中南财经政法大学吕国营教授也认为，政策实际执行过程中可能会遇到种种问题。大病医保实际支付比例不少于50%也不例外，在实际执行中可能会遇到来自医生和患者方面的道德风险。小病大医、过度消费，医生多开药或者开目录外的药，恐怕不能避免。还有，如何让异地的诊疗单可以在当地取得一视同仁的支付标准；如何在诊疗地就能实时报销而不用周折地回到参保地？这些是浩荡的异地大病患者求医大军，为国家如何完善大病保障及救助体系抛出的一串串问号，所有这些都是对政府智慧的考验。　　卫生部部长陈竺在回答《国际金融报》记者提问时指出：“大病的救治保障，不是有人买单就可以了，实际上是要把整个医疗服务体系的能力建设提高到一个新的水平，而且要把保基本、强基层、建机制作为基本原则。”　　陈竺表示，保障水平上去了，服务水平、质量控制、对基层医院的支持，都必须要跟上去，包括费用控制。现在大病保障的基金，实际上还是从基本医保当中拿出一小部分，是拿5%还是10%，这由各地根据实际情况确定，但这样的保障能力有限，必须好钢用到刀刃上。　　“我们现在正在进行一项基础性的工作，对所有大病涉及的药品、耗材，包括支架进行成本效益分析评估，把最适合的、能够解决问题的、安全有效、费用可控的产品放到诊疗路径中，而且要确保它的供应。”陈竺透露。　　【问题】　　“给定资料”阐述了《关于开展城乡居民大病保险工作的指导意见》出台后，人们对这一政策高度关注并提出了疑问，为了让百姓很好地了解大病医保这一政策，某报纸准备邀请相关部门对此作出解读，请你为这次解读写一编者按要求：准确全面，语言流畅，不超过200字。

Passage1In recent years，however，society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order-plus all who drop out before being ranked-fail to develop the foundational reading，writing，and mathematical proficiencies needed to survive in，let alone contribute to，an increasingly technically complex and ethnically diverse culture. So today，in asking schools to leave no child behind，society is asking that educators raise up the bottom of the rank-order distribution to a specified level of competence. We call those expectations our "academic achievement standards".Every state has them，and，as a matter of public policy，schools are to be held accountable for making sure that all students meet them.To be clear，the mission of sorting has not been eliminated from the schooling process. Forthe foreseeable future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.The implications of this change in mission for the role of assessment are profound. Assessment and grading procedures designed to permit only a few students to succeed (those at the top of the rank-order distribution) must now be revised to permit the possibility that all students could succeed at some appropriate level. Furthermore, procedures that permitted (perhaps even encouraged) some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.The students' mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards.The driving dynamic force for students cannot merely be competition for an artificial scarcity of success. Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence-for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success, however small. This new understanding has spawned increased interest in formative assessment in recent years.Which of the following is likely to be the title of this passage？

A、Formative Assessment

B、Success in Meeting Standards

C、A New Mission of Assessment

D、Limitations of Current School Ranking

下面不属于《普通高中语文课程标准（实验）》中“课程的基本理念”的一项是（　　）。

A、充分发挥语文课程的育人功能，全面提高学生的语文素养及整体素质

B、注重语文应用、审美与探究能力的培养，促进学生均衡而有个性地发展

C、坚持工具性与人文性的统一，切实提高学生的语文应用能力和审美能力

D、遵循共同基础与多样选择相统一的原则，构建开放、有序的语文课程