中学高级职称职评考试(英语试题)演示教学

中学高级职称职评考试（英语试题）
一、填空题（每空1分，共10分。

）
1、教师这个角色从根本上来说，就是“作为人的教师”和“作为教师的人”的（）。

2、教师的爱是以对学生的（）为前提的。

3、教育究其实质是一种生命对（）的相互对接与交融。

4、教师具有科学精神与人文素养具体表现为一个完善合理的素质结构：高尚优良的人格、不断完善的（）结构和不断完善的能力结构。

5、今后信息技术教育的主流教学方式是（）。

6、教师发展规划的第一步是（）。

7、建立良好的师生关系要靠师生双方共同努力，而教师起着（）作用。

8、教师个体在无能力解决自己的心理问题时，应求助于专家进行心理（）、心理咨询、心理治疗。

9、教师自主发展有三条可行性路径：反思、合作、（）。

10、教师发展和学生发展之间要有某种桥梁，这桥梁就是（）。

二、选择题（下列各小题的4个备选项中只有1项是正确的，请选出填入括号内。

每小题2分，共20分。

）
1、下列诸项中不属于教师职业特点的一项是（）。

A、艺术性
B、创造性
C、示范性
D、速效性
2、教师工作的核心是（）。

A、教书育人
B、广博学习
C、教育科研
D、精心备课
3、热爱学生是教师职业道德的（）。

A、方法
B、途径
C、本质
D、形式
4、有德之人，在无人监督时，总是非常小心谨慎地不做任何不道德之事，这叫做（）。

A、慎微
B、慎重
C、慎独
D、诚实
5、“其身正，不令而行；其身不正，虽令不从”。

说这句话的中国古代教育家是（）。

A、孔子
B、孟子
C、荀子
D、老子
6、我国的《中小学教师职业道德规范》颁布于（）。

A、1995
B、1997
C、1999
D、2001
7、影响教师教育教学活动成效的最直接因素是（）。

A、语言表达能力
B、非语言表达能力
C、教育技术运用能力
D、管理学生能力
8、校园文化属于哪一类课程资源（）。

A、素材性资源
B、条件性资源
C、隐性资源
D、显性资源
9、在心理咨询中，咨询者和来访者之间是一种（）关系。

A、医患
B、伙伴
C、师生
D、主从
10、在教学反思过程的诸阶段中，反思最集中地体现在（）。

A、具体经验阶段
B、观察分析阶段
C、重新概括阶段
D、积极验证阶段
三、判断题（请判断下列各小题对或错，并在括号内填上√或×。

每小题2分，共20分。

）
（）1、在新课程背景下，教师的“知识传授者”角色仍然是值得肯定的。

（）2、今天，在我国“教师是专业工作者”尚未得到法律的认可。

（）3、教师的劳动是一种集体劳动。

（）4、教师职业道德可以产生直接的功利效益。

（）5、要树立学生是消费者，就是教育服务的顾客的观念。

（）6、实施新课程，我们要彻底否定教师的权威。

（）7、把教师对学生的爱与“母爱”并列起来，不免掩盖了教师职业情感的专业化特征。

（）8、科学精神与人文精神具有本质上的同一性。

（）9、教师的职业倦怠是其教师生涯发展历程中的一个自然现象。

（）10、“教学相长”是必然的，无条件的。

四、简答题（每小题6分，共30分）。

1、“教师专业化”的基本含义是什么？
2、新课程改革背景下，为什么教师要有多元学科知识结构？
3、新课程的实施需要教师强化哪些能力？
4、教师和谐融洽的人际关系有什么意义?
5、教师心理健康的标准是什么？
五、论述题（每小题10分，共20分）。

1、请结合自己的切身体会谈谈新课程对教师素质发展提出了哪些新的要求？
2、结合实际说明教师能力培养与发展的有效途径与方式。

《新课程与教师素质发展》试题参考答案
一、填空题
1、统一体
2、尊重
3、生命
4、知识
5、信息技术与学科教学整合
6、自我认识
7、主导
8、诊断
9、共生（在与学生的互动过程中实现教学相长）10、教学
二、选择题
1、D
2、A
3、C
4、C
5、A
6、B
7、A
8、C
9、B 10、B
三、判断题
1、√
2、×
3、√
4、×
5、√
6、×
7、√
8、√
9、√10、×
四、简答题
1、（1）既包括学科专业性，也包括教育专业性；（2）国家有教师教育的专门机构、教育内容和措施；（3）国家有对教师资格和教师机构的认定制度和管理制度；（4）教师专业发展是一个持续不断的过程。

2、（1）新课程内容的社会化，要求教师具有多元学科知识结构；（2）新课程的综合化要求教师必须具备多元知识结构和学科知识的整合能力。

3、（1）教育科研能力；（2）交往与合作能力；（3）课程资源开发与整合能力；（4）信息技术与学科教学整合能力。

4、（1）有利于教师身心的健康；（2）增加教师之间互帮互学的机会；（3）促进教与学的活动；（4）有利于学校组织效能的发挥。

5、（1）热爱教师职业，认同自己的教师职业角色；（2）和谐的人际关系和正确的自我意识；（3）坚韧与自制；（4）有效调节不良情绪；（5）好学与创新。

五、论述题
1、（1）关注专业化理论发展；（2）关注教师的情意和职业道德素质的发展；（3）关注教师的人文知识素养和多元知识结构的发展；（4）关注教师专业技能和研究能力的发展；（5）关注教师心理素质的发展；（6）关注教师学习意识的提高和自主发展能力的提高。

2、（1）各种形式的培训、交流与研讨；（2）多渠道获取信息；（3）行动研究；（4）建立开放的教师教育体系。

二、课程标准（共10分）
1．英语课程的性质和任务是什么？
2．在教学实践中，你是如何评价学生英语学习成绩？为什么？
三、教材教法（共30分）
1．请根据所给材料设计出一个简案。

（材料见附页，计分20分）
2．请你简述：（计分10分）
1）你的设计依据和意图；
2）你的设计有什么特点；3）对教学中有可能出现的问题进行反思，并提出应措施。

四、基础知识（共50分）
（一）听力部分（10%）
第一节（共5小题，每小题1分）
1. What can the woman be?
A. A teacher.
B. A doctor.
C. A student.
2. What can we learn from this conversation?
A. Lucy is probably sick.
B. Lucy is actually a warm person.
C. Lucy always feels cold.
3. Why did the woman go to the hospital?
A. To have a physical examination.
B. To see a doctor.
C. To see her sick mother.
4. When does the last bus usually leave?
A. At 6:00.
B. At 6:30
C. At 5:30.
5. Who spoke to Helen?
A. Her teacher.
B. Her father.
C. Her boss.
第二节（共5小题，每小题1分）
听第6段材料，回答第6至7题
6. Which part did the old lady hurt?
A. Her head.
B. Her leg.
C. Her arm.
7. How should they deal with the old lady?
A. Carry her to the hospital.
B. Carry her in the shade of the tree.
C. Leave her where she is.
听第7段材料，回答第8至10题
8. What are the two speakers talking about?
A. A visit to their relatives.
B. A call to their close friends.
C. A plan for the party.
9. Why was the woman thinking of calling on Ann?
A. Because Ann just got out of the hospital.
B.&nbp; Because she hasn’t seen her since Ann moved to a new house.
C. Because Ann just got a new house.
10. They will have a little party at Rick’s, won’t they?
A. Yes, as they are very happy together.
B. No, as Rick doesn’t feel well.
C. We don’t know.
（二）完型填空（20%）
Acting is such an overcrowded profession that the only __11__ that should be given to a young __12__ thinking of going on to the stage is “Don’t!” But it is useless to try to __13__ someone who feels that he must act, although the chances of his becoming famous are slight. The __14__ way to begin is to go to a drama school. __15__ only students who show promise and gift are accepted, and the course lasts two years. __16__ the young actor or actress takes up work with a theatrical company, usually as an assistant stage manager. This __17__ doing everything that there is to do in the __18__: printing very
__19__ work indeed -----the hours are long and the pay is tiny.
Of course, some people have unusual __20__which lead to fame and success without this long and hard __21__. Connie Pratt, for example, was just an ordinary girl working in a bicycle factory. A film producer happened to catch sight of her one morning __22__at a bus stop, as he drove past in his car. He stopped and got out to speak to the girl. He asked __23__ she would like to go to the film studio to do a (n) __24__, and she thought he was __25__ . Then she got __26__ and said she would call the police. It __27__ the producer twenty minutes to make Connie believe that he was __28__. The test was successful. And within a few weeks she was playing the __29__ part opposite one of the most famous actors of the day. __30__ chances like this happen once in a blue moon. 11.
A. warning
B. advice
C. answer
D. help 12. A.
man B. woman C. person D. actor 13. A. discourage B. distrust C. disappoint D. prevent 14. A. simple B.
familiar&nsp; C. standard D. normal 15. A. Possibly B.
Usually C. Fortunately D. Equally 16. A. When B.
Then C. Till D. Finally 17. A. contains B. includes C. means D. needs 18. A. stage B. company C. school D. theatre 19. A. difficult B. hardly C. easy D. comfortable 20. A. conditions B. methods C. gifts D. chances 21. A.
working B. studying C. training D. exercising 22. A.
talking B. waiting C. singing D. playing 23. A.
why B. when C. if D. how 24. A. test B.
job C. performance D. actress 25. A. mistaking B. joking
nbsp; C. strange D. funny 26. A. worried B. surprised C. nervous D. angry 27. A. lasted B. wasted C. took D. used 28. A. serious B. sorry C. right D. curious 29. A. interesting B. leading C. important D. small 30. A.
Such B. Though C. So D. But
（三）阅读理解（20分）
A
In the United States, teaching is very important. If teachers do not teach well, students complain. If many students do not understand, people think that the teacher does not do a good job. The teacher has big responsibility to make sure students understand. In a sense, students are consumers and the teacher is offering services.
Students have the right to evaluate their teachers, and they usually do so at the end of each course. That evaluation includes lots of aspects of teaching, such as explanation, preparation, using good examples, answering questions, and organization of classes.
Students are supposed to read required textbooks and recommended books before class. Without reading them, they will find it very difficult to understand the class. Basic courses on doing research and writing papers are taught at the beginning of the program. They teach things very concretely and clearly. Students are expected to apply what they have learned to their studies.
Classes are usually divided into lectures and seminars. There are some lecture classes, where the teacher just gives a lecture, and students ask questions at the end. Most graduae level classes are lectures and discussions. Participating in discussions is very important. Higher level classes involve very little lecturing. They emphasize discussion and presentation by the students.
31. According to the passage, good teachers should____________.
A. try to please their students
B. treat their students as consumers
C. understand their students well
D. make sure their students understand
32. Teachers are evaluated by students mainly on___________.
A. how well they perform in class
B. how carefully they prepare their lessons
C. how fluently they express themselves in class
D. how hard they work in and after class
33. What are students expected to do before attending a class?
A. Go over the lessons thoroughly.
B. Understand the textbooks well.
C. Do the reading assignments.
D. Prepare an outline for discussion.
34. When a program starts, students should first___________.
A. learn how to do research and write papers
B. have some learning experience
C. learn about the course concretely and clearly
D. know how to participate in discussions
35. Higher level classes are taught mainly through___________.
A. giving a lot of lectures to students
B. involving students in discussions
C. asking students questions in class
D. answering students' questions in class
B New York---America has been experiencing the longest economic increase in its history. Incomes have risen, unemployment has fallen, and cities such as New York are bursting with new office buildings. But just a short walk from Manhattan’s skyscrapers, George Brown sits on the side-walk, cooking a lunch of rice and bits of fish over a can of cooking fuel. Brown is homeless---one of the 2.3 million people in the US who end up on the street. During the day, Brown collects aluminum cans and sells them for five cents a piece. At night, he sleeps on the street. “I have been on the street about eight or nine years, something like that,” said the 62-year-old former construc tion worker. Brown admits he’s had problem with alcohol and has smoked cocaine. But he says he still wants a more stable housing arrangement. He could afford it just with the money he earns by collecting cans and small pieces of metal, if only truly low-income housing were available. However, he sees no hope of finding affordable housing in New York city rosemore than 27 per cent between 1984 and 1999, from US $ 549 to Us $ 700 a month. One of the side effects of the strong economy is that rents have been going up. The majority of people who experience homelessness really just need some affordable housing help. But few housing projects have been built for the poor. Many smelly apartments in the city now rent for
US$ 1,500 a month or more. Brown, the homeless New Yorker, says he has a daughter who lives in the city but he rarely sees her. She is angry about his drinking and won’t allow it in her house. Smiling, he says he has seven grandchildren whom he’d like to see more often. 36. What kind of life does George Brown lead? A. Homeless and dangerous. B. Homeless and childish. C. Homeless and miserable. D. Homeless and sleepless 37. From George Brown’s life we can find that _______. A. old Americans lead a hard life. B. old Americans want to live alone. C. American cities are full of poor people. D. bad habits play a role in poor people’s life. 38. It can be inferred from this passage that _________. A. America is short of housing companies B. The p oor can’t benefit from the increasing economy C.Poor people in America will become rich D. Housing companies will become rich 39. If this passage comes from a paper, on which page would it be? A. Society. B. Science C.
Economy D. Business 40. What character does George Brown have? A.
Selfish. B. Lazy. C. Warm-hearted D. Open-hearted C In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents （答问卷者）listed "to give children a good start academically" as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top threechoices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented （强调个性发展的）Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children's chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.
41. We learn from the first paragraph that many Americans believe___________.
A. Japanese parents are more involved in preschool education than American parents
B. Japan' s economic success is a result of its scientific achievements
C. Japanese preschool education emphasizes academic instruction
D. Japan's higher education is superior to theirs
42. Most Americans surveyed believe that preschools should also attach importance
to_______.
A. problem solving
B. group experience
C. parental guidance
D. individually-oriented development
43. In Japan' s preschool education, the focus is on ___________.
A. preparing children academically
B. developing children's artistic interests
C. tapping children’s potential
D. shaping children’s character
44. Free play has been introduced in some Japanese kindergartens in order to
___________.
A. broaden children’s horizon
B. cultivate children’s creativity
C. lighten children’s study load
D. enrich children’s knowledge
45. Why do some Japanese parents send their children to university-based kindergartens?
A. They can do better in their future study.
B. They can accumulate more group experience there.
C. They can be individually oriented when they grow up.
D. They can have better chances of getting a first-rate education.
第二节：阅读下列材料，从所给的六个选项（A、B、C、D、E和F）中，选出符合各小题要求的最佳选项，其中有一项是多余选项。

46. Miss Wang is now working in a joint venture as a business woman. Her major work is to contact the foreign businessmen through emails, calls and letters. She has no trouble communicating with the English-speaking people face to face. However, when it comes to business writing, she is not sure about the grammar and the form.
47. Mr. Zhang taught himself English. Three months ago, when he was required to work as a sales representative in Britain, he had trouble in communicating with his English customers. The problem is with his pronunciation and intonation. He wants to find some
websites offering spoken English teaching with correct pronunciation and ideal sound effects.
48. Ms Wilson is now teaching English in China. She has found that the major problem with her students’ reading comprehension lies with their limited vocabulary. However, memorizing a list of 10-20 new words every day is a boring task for the students. She wants to find some games from the Internet, so that her students may have interest in learning and using the words.
49. Li Yue is not interested in reciting English texts. He says it is boring. He is more interested in practicing his newly learned English expressions in classroom activities. But when he is at home on holiday, he has no one to talk to in English. His mother suggests him looking for interactive websites from the Internet.
50. Zhang Ming is going for his undergraduate study in America. His friend has rented a room for him from an old American couple. This is his first time to go abroad and stay with the natives. To get along well with them, Zhang Ming is eager to learn English idioms and everyday topics. So, he searches the Internet for some useful websites.
一、如何理解“课程”这一概念?
由于人们认识角度的不同，所以对“课程”的内涵也有不同的理解。

但是一般认为课程可分为狭义和广义两个方面：狭义的课程是指教学内容，主要体现在教科书、课程计划(旧称教学计划)和课程标准(旧称教学大纲)中；广义的课程是指学生在学校中获得的经验，它包括学科设置、教学活动、教学进程、课外活动及学校的环境气氛等，也就是说，广义的课程不仅包括课程表所规定的显性学习内容，也包括学生的课外活动及学校中潜在的各种文化教育因素；它不仅指书本知识，也包括学生个人所获得的感性知识，个人经过系统的整理由实践反复检验的科学知识，以及个人的经历产生的情感体验，可以说，广义课程的内容是更广泛的，更有助于我们认识课程的内容。

二、为什么要进行基础教育课程改革?
一方面是顺应世界潮流的需要。

知识经济的兴起及信息化、全球化的影响和冲击，给教育提出了挑战。

谁拥有创新精神和创新能力，谁就将领导世界的潮流；而信息技术又改变了学习者的行为方式；全球化则为终身教育提出了学习的主题。

这一切，迫使我们必顺进行课程改革。

同时，人类生存和发展面临困境，如生态环境的恶化、自然资源的短缺、人口的迅速膨胀……以及人的精神力量、道德力量的削弱或丧失，也迫使我们必须确立“可持续发展”的观念，培养具有高度科学素养和人文素养的人。

另一方面是切实推进素质教育的需要。

当前的素质教育虽然取得一些成绩，但总的评价是“成效不够明显”、“尚未取得突破性进展”、“步履艰难”，基础教育是到了“非改不可的地步”。

既然课程在教育中居核心地位，而现行的课程方案又存在种种问题，诸如教育理念滞后、固有的知识本位、学科本位问题没有得到根本的转变；思想品德教育的针对性、实效性不强3课程内容存在着“繁、难、偏、旧”的状况；课程结构单一，学科体系相对封闭；学生死记硬背、题海训练的状况普遍存在；课程评价过于强调学生成绩和甄别、选拔的功能；课程管理过多地强调统一等。

这些问题的存在，影响并制约素质教育的全面实施，所以有必要进行基础教育课程改革。

三、这次课程改革的根本任务和具体目标是什么?
这次课程改革的根本任务是：全面贯彻党的教育方针，调整和改革基础教育的课程体系、结构、内容，构建符合素质教育要求的新的基础教育课程体系。

这次课程改革的具体目标体现在课程功能、课程结构、课程内容、课程实施、课程评价、课程管理这六个方面的“改变”，即：
1、改变课程过于注重知识传授的影响，强调形成积极主动的学习态度，使获得基础知识与基本技能的过程同时成为学会学习和形成正确价值观的过程。

2、改变课程结构过于强调学科本位、科目过多和缺乏整合的现状，整体设置九年一贯的课程门类和课时比例，并设置综合课程，以适应不同地区和学生发展的需求，体现课程结构的均衡性、综合性和选择性。

3、改变课程内容“繁、难、偏、旧”和过于注重书本知识的现状，加强课程内容与学生生活以及现代社会和科技发展的联系，关注学生学习兴趣和经验，精选终身学习必备的基础知识和技能。

4、改变课程实施过于强调接受学习、死记硬背、机械训练的现状，倡导学生主动参与、乐于探究、勤于动手，培养学生搜集和处理信息的能力、获取新知识的能力、分析和解决问题的能力以及交流与合作的能力。

5、改变课程评价过多强调甄别、选拔的功能，发挥评价促进学生发展、教师提高和改进教学实践的功能。

6、改变课程管理过于集中的状况，实行国家、地方、学校三级课程管理，增强课程对地方、学校及学生的适应性。

四、贯穿这次课程改革的基本精神是什么?
“为了每一个学生的发展”是这次“课改”的基本价值取向，也是贯穿这次“课改”的基本精神，是这次“课改”的灵魂。

这次“课改”，充分体现了“以人为本”的思想。

以往以学科为本位是一种“目中无人”的教学，从根本上失去了对人的生命存在及其发展的整体关怀，从而使学生成为被动的、甚至被窒息的人。

由以学科为本位转向以人的发展为本位，强调了课程要促进每个学生的身心健康发展；强调了课程要有利于培养每个学生的良好品德；强调了课程要满足每个学生终身发展的需要，培养学生终身学习的愿望和能力。

“为了每一个学生的发展”就意味着：
1、关注每一个学生，每一个学生都是生动活泼的人、发展的人、有尊严的人，关注的实质是尊重、关心、牵挂，关注本身就是最好的教育。

2、关注学生的情绪生活和情感体验。

要使教学过程成为学生一种愉悦的情绪生活和积极的情感体验的过程。

3、关注学生的道德生活和人格养成。

要使学生伴随着学科知识的获得，变得越来越有爱心，越来越有责任感，越来越有教养。

4、关注学生的可持续发展。

以终身教育的理念，指导学生学会学习、学会做事、学会共同生活、学会生存。

五、新课程结构的特征是什么?
均衡性、综合性和选择性是课程改革的三个基本特征，也是我们全面领会和理解新课程结构的三把钥匙。

课程结构的均衡性是指学校课程体系中课程类型、具体科目和课程内容能够保持一种恰当、合理的比重。

新课程结构包容了各种类型的课程和多种与现代社会生活及学生的自身生活密切相关的科目，同时通过课时比例的调整，使其保持适当的比重关系。

均衡性不是指学生各学科或各领域平均发展，而是指个性的和谐发展。

义务教育阶段设置的各门课程在开设顺序上有先有后，内容安排有多有少，课时比例有高有低，各门课程在义务教育阶段所处的位置和承担的任务是不同的，我们要区别对待，保持课程之间的均衡，实现课程整体的优化。

课程结构的综合性是针对过分强调学科本位、科目过多和缺乏整合的现状提出的。

具体体现在三个方面：
一是加强了学科的综合性。

就一门学科而言，注重了联系学生经验和生活实际；就不同学科而言，提倡和追求彼此关联，相互补充。

新课程重视了学科知识、社会生活和学生经验的整合，在许多课程中有学科性的综合学习活动，加强了学科之间的相互渗透。

二是设置综合课程。

尽可能的减少课程的门类，将几门单科课程合并为综合课程。

如“物理、化学、生物”被整合为“科学”，历史、地理被整合为“历史与社会”，美术、音乐被整合为“艺术”。

从小学到高中，小学以综合课程为主，初中分科课程和综合课程相结合，高中以分科课程为主。

综合课程和分科课程随教育层次的变化而变化。

三是增设综合实践活动。

综合实践活动是一门非学科领域的课程，是基于生活实践领域的课程，是基于学生的直接经验，密切联系学生自身生活和社会生活，体现对知识综合运用的实践性课程。

课程结构的选择性是针对地方、学校与学生的差异而提出的，它要求学校课程要以充分的灵活性适应于地方社会发展的现实需要，以显著的特色性适应于学校的办学宗旨和方向，以选择性适应于学生的个性发展。

新课程适当减少了国家课程在学校课程中的比重。

形成国家课程、地方课程和学校课程三级课程并行的层次结构。

选择性还体现在国家和学校课程的变通上。

就课程类型而言，国家提供套餐式方案，供地方和学校根据自身需要做出选择。

就课时比例而言，国家划定范围，供地方和学校选定；就课程内容而言，国家制定标准，在保证义务教育基本要求的前提下，各地可选择反映地方经济、社会文化特点的内容。

选择性还要求地方和学校要加强选修课程的建设，以促进每一位学生的个性发展。

新课程倡导适当减少必修课程的比重，增加选修课程的比重
四十六、教师怎样指导学生进行综合实践活动?
1、引导开展多样化的学习活动
活动实施阶段，教师要引导学生尽可能地采取多种多样的学习活动方式，如活动设计、资料搜集、调查、访问、实验、分析、总结、交流、答辩、反思等。

这样既可以避免活动的枯燥单调，也有利于调动积极性，又让学生在多种实践活动中，充分锻炼与发展多种能力。

2、进行必要的方法指导
由于在综合实践活动中，出现了大量的调查、采访、参观、实验、信息收集与整理、统计、分析等学习活动，就涉及到一些实践的方法与技能的问题。

因此在活动开展阶段，教师要结合实例对学生进行一定的方法与技术的培训，如：如何掌握利用工具书(索引、文摘、百科全书等)?如何使用视听媒体?如何进行访谈?一个完整的调查步骤应该怎样设计?一个规范的调查报告基本格式是怎样的?如何对资料做整理和分类等，以帮助学生做好在不确定环境中解决问题的准备。

教师有所指导，就会大大提高实践活动的效率与规范性，提高学生在活动中的实践能力。

因为有了一次这样的经历，以后参加类似的活动，学生就会做得更好。

在方法指导上，要正确处理教师的示范、讲述与学生自主活动之间的关系，着重在重点、难点的指导。

3、提供必要的资料支持
开展综合实践活动尤其是进行研究性学习，需要查阅大量的资料。

学生由于受年龄、知识经验、物质条件等限制，在这方面可能会遇到些困难(在综合实践活动开展的起步阶段尤为明显)，教师要为学生提供必要的资料支持，如提供一些图书的分类情况，或向学生提供一些具体的网址、书目，划定查找范围，这样可以节约时间，提高活动效率。

4、组织协调各方面关系
综合实践活动涉及的条件、因素比较复杂，因此在活动实施阶段，教师要协调学生、学校与家长的关系，协调社会有关部门、机构与学生活动的关系，为学生开展实践性学习创设良好的外部环境和课程资源。