教学《失街亭》时，教师为了引导学生找到“破解马谡之‘急’的密码”，使用了下列两个教学补充材料，阅读并按要求答题。（材料一）马谡履历表 (1)出道，为刘备的败军煎茶熬汤，成功引荐自己。当时仅二十几岁。(2)公元223年，刘备白帝城留遗言告诫诸葛亮：马谡言过其实，不可大用。(3)公元223年，为诸葛亮献策，对孟获“但服其心足矣”，才有“七擒七纵”的历史佳话。得诸葛亮赏识，升为参军。(4)成功策划反间计，离间曹睿与司马懿君臣关系，愈得诸葛亮赏识。(5)公元229年，失街亭，被斩。时年39岁。（材料二）诸葛亮出征将领表前督部——魏延；前军都督——张翼；牙门将——王平；后军领兵使——李恢，副将——吕义；兼管运粮左军领兵使——马岱，副将——廖化；右军领兵使——马忠；行中军师——刘琰；中监军——邓芝；中参军——马谡；前、左、右、后将军——袁綝、吴懿、高翔、吴班；前、左、右、后护军——许允、丁咸、刘敏、官雝；行参军——胡济、阎晏、爨习；丞相令史——董厥；帐前左右护卫使——关兴、张苞。对上述材料的使用分析不恰当的是( )

A、引入资料恰当，能够引导学生“破解马谡之‘急’的密码”

B、教师对课外教学资源的开发合理，为学生理解课文提供了依据

C、由第一则材料可以看出，马谡绝非等闲之辈，暗示他的失败仅从轻敌、大意、狂妄上去找原因不够透彻

D、两则材料的使用重复，引导学生探索问题答案的角度一致

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