教学法1(有答案)
小学数学教学法答案
江苏师范大学试卷答案 （ 学年度 第 学期）（考试日期 ： 年 月 日）课程名称 ： 小学数学教学法 试卷类型：（开卷）B 卷 学院 专 业 班级 学号 姓 名 成绩20分） 1. 中位数 答：中位数（又称中值，英语：Median ），统计学中的专有名词，代表一个样本、种群或概率分布中的一个数值，其可将数值集合划分为相等的上下两部分（2分）。
对于有限的数集，可以通过把所有观察值高低排序后找出正中间的一个作为中位数（2分）。
如果观察值有偶数个，通常取最中间的两个数值的平均数作为中位数（1分）。
2.数学的形式化 所谓“数学形式”,就是用特定的数学语言,包括数学的符号语言、图象语言和文字语言, （2分）表达自然现象和社会现象的空间结构和数量关系,即具有相对固定样式的数学概念、法则、结论（3分）。
3. PCI 原则答：黛安·蒙哥马利基于有效教学实践的研究，提出了认知教学的PCI 原则（2分）。
它是英语“Positive Cognitive Intervention”的首字母缩写，意思是“积极的认知干预”。
它要求教师理解和关注学生的学习结果和过程（3分）。
4. 探究—研讨法答：“探究—研讨法”是美国兰木达教授倡导的一种新型自然教学方法，即教学引导学生对自然事物进行观察、描述和互相交流感觉，使他们在头脑中形成解释认识对象的思维模式（2分），并在实践中加以检验，从而找出复杂现象之间的内在联系、获得对自然界有秩序的理解的一种教学方法。
这种教法的教学过程主要由“探究”和“研讨”两个环节组成（3分）。
注意：装订线外，勿写答案； 装 订 线二、简答题（每题6分，共30分）1. 简述《标准》中规定的我国小学数学课程内容结构。
答：2001年颁布并开始实验的《全日制义务教育数学课程标准（实验稿）》中将原大纲的内容进行了整合，并增加了实践与综合应用内容（2分）。
总体上分为四个领域的内容：数与代数；图形与空间；统计与概率；实践与综合应用。
教材教法考试公共题部分(附答案)
教材教法考试公共题部分(附答案)1、理想的课堂应当具备的参照条件包括参与度、亲和度、自由度、练度和延展度。
这些条件可以帮助学生更好地参与课堂，与教师和同学建立良好的关系，自由地表达自己的想法和观点，进行练和延展，以达到更好的研究效果。
2、新课程教学要求教师创造性地使用教材。
这意味着教师不仅要讲授教材上的内容，还要根据实际情况展开或补充教材上没有的内容，或者开展专题研究或小课题研究，以满足学生的研究需求。
3、新课程倡导发现研究、探究研究和研究性研究。
与接受性研究相比，这些研究方式更加问题性、过程性和开放性，能够更好地培养学生的探究精神和创新能力。
4、接受性研究和发现性研究的主要教学内容的呈现方式不同。
接受性研究以定论的形式直接呈现，而发现性研究则以问题的形式间接呈现。
学生进行研究的心理机制或途径也不同，接受性研究是同化学生是知识的接受者，而发现性研究则是顺应学生是知识的发现者。
5、探究教学的基本特征包括学生是通过探究活动获得新知识和培养能力的，注重从学生的已有经验出发，重视证据在探究中的作用，重视合作研究，以及重视形成性评价和学生的自我评价。
6、以校为本的教学研究的基本要素包括教师个人、教师集体和专业研究人员。
这三个核心要素构成了校本研究的三位一体关系，教师个人的自我反思、教师集体的同伴互助、专业研究人员的专业引领是开展校本研究和促进教师专业成长的三种基本力量。
7、自我反思是教师以自己的职业活动为思考对象，对自己在职业活动中所做出的行为以及由此产生的结果进行审视和分析的过程。
反思的本质是一种理解与实践之间的对话，是理想自我和现实自我的心灵上的沟通。
反思时反省、思考、探究和解决教育教学过程中各个方面存在的问题，具有研究性质，是校本研究最基本的力量和最普通的形式。
8、新课程的教学观认为教学就是教师的教与学生的学，二者统一的实质就是交往。
教科书是知识的载体，是用来教的媒介，不是教教科书而是用教科书来教。
【教师资格考试】教学方法
考情分析：教学方法在教师资格考试中常以单选题、简答题、材料分析题进行考查。
考生以各个教学方法的含义、优缺点、分类进行备考。
1.以语言传递为主的教学方法(1)讲授法定义：是教师运用口头语言系统向学生传授知识的一种方法。
主要有讲述、讲解、讲读、讲演四种方式。
特点：教师讲学生听。
(2)谈话法定义：谈话法，也叫问答法，它是教师按一定的教学要求向学生提出问题，要求学生回答，并通过问答的形式来引导学生获取新知识或巩固旧知识的方法。
谈话法可分复习谈话和启发谈话两种。
运用谈话法，学生必须有一定的知识基础，这是谈话法的前提。
特点：教师问学生答。
(3)讨论法定义：讨论法是学生在教师指导下为解决某个问题进行探讨、辩论，从而获取知识的一种方法。
特点：学生之间互相讨论。
(4)读书指导法定义：教师指导学生通过阅读教科书和参考书，培养学生自学能力的一种方法。
教师通过读书指导法，教给学生读书的方法，组织学生交流心得，让他们学会自己按照方法来读懂课文，感受语言。
特点：教师指导学生自学。
2.以直观感知为主的教学方法(1)演示法定义：通过展示实物、直观教具，进行示范性的实验或采取现代化视听手段等指导学生获得知识或巩固知识的方法。
运用演示法时要注意几个问题：根据学生的具体情况选择性地运用演示手段;控制演示时间，难度不宜太大;演示内容要贴近生活。
特点：老师把东西带到教室中演示。
(2)参观法/现场教学定义：参观法是教师根据教学目的和要求，组织学生对实际实物进行实地观察、研究，从而在实际中获得新知识或巩固、验证已学知识的方法。
它可以分为三类：准备性参观、并行参观、总结性参观。
特点：老师组织学生观看。
3.以实际训练为主的教学方法(1)练习法定义：练习法是学生在教师的指导下运用所学知识独立地进行实际操作，以巩固知识、形成技能的方法。
练习的种类很多。
按培养学生不同方面的能力分为：各种口头练习、书面练习、实际操作练习;按学生掌握技能、技巧的进程分为：模仿性练习、独立性练习、创造性练习。
英语教学法试题 (附答案)
英语教学法试题（1）Information for the examinees:This examination consists of THREE sections. They are:Section I: Multiple-choice Questions (30 points, 20 minutes)Section Ⅱ: Problem Solving (30 points, 50 minutes)Section Ⅲ: Mini-lesson Plan (40 points, 50 minutes)The total marks for this examination are 100 points. Time allowed for completing this examination is 2 hours.Section I: Multiple-choice Questions（30 points）Questions 1 -- 15 are based on this part.Directions: Choose the best answer from A, B or C for each question. Write your answer on the Answer Sheet.1. Which of the following belongs to the communicative approach?A. focus on accuracyB. focus on fluencyC. focus on strategies2. Which of the following is characteristic of acquisition?A. form-focusedB. accuracy-orientedC. meaning-focused3. Which of the following statements about course design is NOT true?A. The general goals of a course should be specified based on the learners’ needs.B. The contents of a course should be selected to fit in with the learning experiences.C. The assessment activities should reflect those taught in a course.4. Which of the following generally does NOT describe a CLT syllabus?A. The vocabulary and grammar structures needed for communicative objectives (e. g. telling directions, requesting information, expressing agreement, etc.).B. The skills required in typical situations (e. g. listening, speaking or writing skills).C. The grammar rule appropriate for social occasions (e. g. at a conference, at a party, in a grocery store, etc.)5. Which of the following is most suitable for the cultivation of linguistic competence?A. sentence-makingB. cue-card dialogueC. simulated dialogue6. Which of the following activities is most likely interactive?A. mimickingB. role playC. problem solving7. When a reader tries to guess the meaning of a new word based on the contextual clue, which one of the following approaches is he using?A. Bottom-up Approach.B. Top-down ApproachC. Interactive Approach.8. When a researcher reads an academic paper to see if it is relevant to his field of interest, which one of the reading skills is he using?A. Skimming.B. Scanning.C. Inferring.9. Which of the following activities can be adopted at the pre-reading stage?A. re-arranging the materialsB. brainstorming the topicC. writing a summary of the text10. Which of the following activities can be used to get the main idea of a passage?A. reading to decide on the titleB. reading to sequence the eventsC. reading to fill in the charts11. What should the teacher try to avoid when selecting listening materials?A. The texts scripted and recorded in the studio.B. The texts with implicated concepts beyond the comprehension of students.C. The texts delivered through the accents other than RP or Standard American Pronunciation.12. What purpose does NOT post-listening activities serve?A. Helping students relate the text with their personal experience.B. Offering students the opportunities of extending other language skillsC. Practicing students’ ability of matching the pre-listing predictions with contents of the text.13. What does “locating the specific information” help to train?A. scanningB. skimmingC. inferring14. Which of the following activities is best for training detailed reading?A. drawing a diagram to show the text structureB. giving the text an appropriate titleC. transferring information from the text to a diagram15. For a teacher who teaches young learners English pronunciation, which principle is he suggested following?A. Maximum quantity of spoken input.B. Conscious effort.C. Tolerance of errors in continuous speech.Section II: Problem Solving （30 points）Questions 16 -- 20 are based on this part.Directions: Below are five situations in the classroom. Each has a problem. First, identify the problem. Second, provide your solution according to the communicative language teaching principles. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.16. The following sequence of activities is what a teacher adopted in a reading class.A. instruct the students to read aloud the textB. explain paragraph by paragraph the new words or sentence structuresC. ask the students some comprehensive questions about the textD. require the students to translate some Chinese sentences into English using the key words or sentence patterns17. The following sequence of activities is what a teacher adopted in a speaking class.A. write the topic for discussion on the blackboardB. instruct the students to discuss the topic in groupsC. move from group to group correcting the stud ents’ language errors whenever he catches themD. express to the class his views on the topic18. The teacher was playing the record of a speech. He stopped the tape whenever he felt the need to explain a word or provide some background information.19. After asking the students to work in pairs to make up a dialogue, the teacher sat down and corrected the students’ home assignments till the time for this activity was up.20. A teacher was organizing an information-gap activity with his class of sixty students. It took him 5 minutes to get Worksheet A and B to the proper students. Soon after he instructed the students to keep their eyes only on their own sheets, he found some students were looking at others’ sheets. No sooner had he stopped them from doing t hat than several others in the front began to break the rule. The whole class had become out of control.Section Ⅲ：Mini-lesson Plan (40 points)Directions：Read the following two texts carefully and design two teaching plans.1. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.In these oceans live huge numbers of a small fish just 5 cm long. These fish swim together, often in a group that may be 4. 5 meters thick and hundreds of meters long. There may be 63,000 fish per cubic meter. These fish provide the main food for whales. A whale may eat a ton 0f them at a time, and may enjoy four meals a day.2. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.Listen to the tape. Then put these sentences in the correct order.( ) A. The assistant started painting something on the ceiling.( ) B. The artist stepped back.( ) C. The assistant shouted something.( ) D. The artist was painting the ceiling.( ) E. The artist got angry.( ) F. The assistant looked up.( ) G. The assistant explained to the artist why he had done this.( ) H. The artist rushed forwards.( ) I. The assistant was mixing some paint.( ) J. The artist stepped back again.英语教学法(1)试题答案及评分标准(供参考)Section I:1. B2. C3. B4. C5. A6. B7. B8. A9. B 10. A 11. B 12. C 13.A 14. C 15. CSection II:16. Problem: The lesson fails to help the students to improve their reading skills, because it focuses totally on the meanings and uses of individual words or sentence patterns.Solution: The teacher is suggested to divide the class into three stages. In the pre-reading stage, the teacher can engage the students in some speaking activities to help them predict the contents of the text. Thus arouses their interests in the text and, more importantly, gives them a purpose for reading--checking the predictions. Such activities can also activate the students’ schemata about the topic that can facilitate their understanding of the text. Or it is necessary, the teacher can provide the students with the background information or list of new words to help remove potential cultural or language barriers. In the while-reading stage, the teacher can design activities to develop the students’ skills of skimming, scanning, reading for detail or inferring. They can help the students to comprehend the text not only at the linguistic level but also at the contextual and rhetorical levels. The teacher can also design some post-reading activities which offer the students the opportunities of using freely the language they learnt from the text in speaking or writing con texts.17. Problem: The lesson started with the third stage of the PPP Model--the stage of production but skipped the two important stages before it--the stages of presentation and practice.Solution: Before the students are asked to talk freely about a topic, they should have relevant language input. Therefore, on the stage of presentation the teacher can introduce to them some vocabulary or some reading/listening materials related to the topic and introduce to them some useful sentence patterns of stating opinions, presenting reasons, expressing agreement, etc. The teacher is then expected to give the students the opportunities to use the newly-presented language items in a controlled framework. This may be done by drills or prompted short dialogues. The focus of this practice stage should be on accuracy and therefore any language errors, once spotted, should be corrected immediately. Finally comes the stage of production where the students do the activities, like the group discussion in this case, to experiment with the new language items freely and creatively. Since this stage is intended to develop fluency, the teacher should refrain from frequently interrupting a student who is speaking for immediate correction.18. Problem: The teacher should not stop the tape time and again to explain a word or information point, because this is not the way people listen in real lifeSolution: Anticipating some language or information barriers the students are likely to encounter in the process of listening, the teacher can design some pre-listening activities to get the students ready for the contents and language of the text. An alternative is to have the students do some inferring activities while they are listening. In this way they can not only have a purpose for listening, but also develop their ability of making inferences based on the contextual cues.19. Problem: The teacher only performed the role of a manager but neglected someother significant roles such as those of a prompter, assessor, resource person, etc. Solution: A qualified teacher has many roles to play in the classroom. The communicative language teaching features a student-centered, task-based and Process-oriented class. This does not diminish the teach er’s importance in the class, but puts a higher demand on his/her functions, especially those associated with facilitating and monitoring the learning process. When the students are doing an activity, the teacher needs to move around to offer encouragement and suggestions as a prompter, give help with ideas or language as a resource person and detect problems for immediate or delayed correction as an assessor. In addition, the teacher acts as a controller to maintain discipline and make sure each student is participating in the activity the way he/she is required to do. The teacher may also need to give examples of how to do an activity. In this case, he/she serves as an instructor.20. Problem: The class hag so many students that it is not easy to control.Solution: A ready solution is to replace the worksheets with a blackboard drawing or poster. The alternative rows of students are asked to turn around, so that half the class is facing the student behind them. In this way, only the front-facing rows can see the information on the blackboard or poster. Alternatively, two different posters can be put up, one on the front blackboard and the other on the back wall. Then the one is visible to the front-facing students while the other can be seen by those facing the back of the room. In either situation exists an information gap. The pairs can then exchange the information until they have completed the assigned task.Section Ⅲ：Mini-lesson Plan (40 points)两题的评分标准相同，具体如下：Name of activity 1分Objective(s) of the activity 2分Type of the activity 1分Classroom organization of the activity 1Teacher’s role 1分Students’ role 1分Teacher working time 1分Student working time 1分Teaching aid(s) 1分Predicated problem(s) 2分Solution(s) 2分Procedures 1) 2分2) 2分3) 2分下面教案仅作参考：1．Name of activity ReadingObjective(s) of the activityGet to know something of the fish in the oceanType of the activityThe exploitation of the textClassroom organization of the activityPersonal work /IndividualTeacher’ s roleOrganizes and guidesStudents’ roleRead with skills to find out the key information of the text.Teacher working time2 minStudent working time4 minTeaching aid(s)Some pictures, or videos, or overhead projector.Predicated problem(s)Some students may read word by word and they neglect the reading skills.Solution(s)The teacher explains the skills clearly.Procedures1) The teacher explains some skills, such as locating specific information, taking notes on the main points, and so on.2) Students read with skills3) Get feedbackAfter reading, the teacher invites some students to give some key information of the text.下面教案仅作参考：2．Name of activity Put the events in the correct order.Objective(s) of the activityHelp the students understand the content and structure of the text.Type of the activityListeningClassroom organization of the activityGroup work.Teacher’s roleInstructor , managerStudents’ roleActive participant in class activityTeacher working time1 minStudent working time4 minTeaching aid(s)Tape and tape recorder.Predicated problem(s)There will be pure listeners in group work, or there will be some who tend to idle, and the students may have some difficulties in putting the events in the correct order.Solution (s)For those pure listeners and those who are off-task, the teacher can walk close to them and show them how to participate.If students have difficulty, the teacher should offer, help, showing them how to decide the time order of the events.Procedures1) The teacher assigns the work2) Students listen carefully and decide the order of the events.3) Get feedbackWhen the students have finished their work, the teacher invites some to show their decision.教学活动设计题型的参考答案样例（设计10分钟的听力教学活动）Objectives: （教学目标）to ensure students can identify information concerning what people are doingClassroom organization（教学活动组织形式）: pair workAssumed time（预计时间）: 10’Teaching aid（教具）: Pictures, multi-mediaProcedure（过程）1．Prepare for listening (3’)Teacher's instruction:"Now, boys and girls, first let's see whether you know these activities. Work with your partner, see how many you can read."Student act (2’):Students work in pairs to read the activities.Teacher's instruction:"Ok, which pair wants to have a try?"(After several pairs have tried) "Now, let's read togeth er."(1’)2．Listening and identify. (2’)Teacher's instruction"Good, you can read the words quite well. Now let's listen to these activities. Listen and tick the pictures when you hear them"Students' act (2’)Students listen and try to tick the right pictures while listening. Then the teacher checks whether the students can get the right answer.3．Listening (3’)Teacher's instruction:"Just now we listened to the phrases about the picture. Now we will listen to the sentences. Listen and tick the right pictures."Students' act (3’)Students listen and tick the right picture according to what they hear.4．Feedback(2’)Teacher's instruction."OK. Have you got the right pictures? Please check your answer with your partner and then report to class."Students' act (2’)Students check their answers with their partners. Then one of each pair reports the answer. Each pair reports one picture.Predicted problems:1．There may not be recording of phrase.2．Students may know the phrases already, or they may know only a little.Solutions:1．The teacher can make one out of the recording of the sentences, or may also record the phrases himself.2．The teacher can adjust the time of practice of preparation.。
《小学数学教学法》考核试题及答案
《小学数学教学法》考核试题及答案一、选择题（每题2分，共20分）1. 以下哪个不是小学数学教学的主要目标？A. 培养学生的数学思维能力B. 培养学生的审美能力C. 培养学生的空间观念D. 培养学生的运算能力答案：B2. 小学数学教学应遵循以下哪个原则？A. 直观性原则B. 系统性原则C. 因材施教原则D. 科学性与思想性相结合原则答案：D3. 小学数学教学过程中，以下哪个环节最重要？A. 导入新课B. 讲解新知识C. 练习巩固D. 课堂小结答案：C4. 在小学数学教学中，以下哪个方法可以有效地激发学生的学习兴趣？A. 情境教学B. 比喻教学C. 案例教学D. 直观教学答案：A5. 以下哪个不是小学数学教学评价的主要方法？A. 课堂观察B. 学生作业C. 期中、期末考试D. 家长反馈答案：D二、填空题（每题2分，共20分）6. 小学数学教学应注重培养学生的________能力。
答案：思维能力7. 小学数学教学过程中，教师应遵循________原则。
答案：科学性与思想性相结合8. 小学数学教学中，导入新课的方法有________、________、________等。
答案：情境导入、问题导入、游戏导入9. 小学数学教学中，练习巩固环节常用的方法有________、________、________等。
答案：课堂练习、课后作业、小组讨论10. 小学数学教学评价应关注学生的________、________、________等方面。
答案：知识掌握、能力发展、情感态度三、简答题（每题10分，共30分）11. 简述小学数学教学中如何运用直观性原则。
答案：小学数学教学中，运用直观性原则的方法有以下几点：（1）运用实物、模型、图片等直观教具进行教学；（2）运用生动的语言、形象的动作进行讲解；（3）引导学生动手操作，增强直观感受；（4）创设情境，让学生在实际情境中感受数学概念。
12. 简述小学数学教学中如何进行课堂导入。
2023年教资《教学方法》试题及答案
2023年教资《教学方法》试题及答案
试题一
题目
请列举三种常用的教学方法，并简要描述它们的特点。
答案
- 视听教学法：通过运用视听材料，如图像、音频和视频等，
帮助学生更好地理解和记忆知识点。
它能够激发学生的兴趣，提高
研究效果。
- 分组合作教学法：将学生分成小组，推动他们互相合作、互
相研究。
这种教学方法可以促进学生的合作能力、社交能力和团队
意识。
- 问题解决教学法：通过提出问题，帮助学生思考和解决问题。
这种教学方法培养了学生的批判思维和解决问题的能力。
试题二
题目
请说明在教学过程中如何适应学生的不同研究风格和能力水平。
答案
- 监测学生进度：教师应根据学生的研究情况进行定期监测，
了解每个学生的研究进度和能力水平。
- 差异化教学：根据学生的研究风格和能力水平，采用不同的
教学方法和教学资源，以满足学生的研究需求。
- 个别辅导：对于研究障碍的学生或者具有特殊研究需求的学生，提供个别辅导和支持，帮助他们克服困难并取得进步。
试题三
题目
请解释什么是反思性教学方法，并说明它的重要性。
答案
反思性教学方法是指教师通过引导学生自我反思和批判性思考
来促进学生的研究和成长。
它强调学生主动参与研究、发展批判思
维和自主研究能力。
反思性教学方法有助于学生深入思考和理解知识，提高解决问题的能力和研究效果，培养独立思考和研究的能力。
...
（继续撰写其他试题及答案）
以上仅为示例，供参考。
根据需要自行添加试题及答案内容。
英语教学法试题一及答案
英语教学法试题一及答案《英语教学法》模拟试题1及答案Achievement Test for \ I. Choose the best answer (30 %)Directions: In this part, you are given fifteen queslions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one which can best answer the question. (30 points, 2 points each)1.Which of the following is true of second language learning? A. Natural language exposure. B. Informal learning context. C. Structured input.D. Little error correctiori.2.What type of learners can benefit most from real object instruction?A. In dividual learners ・[5. Tactile learners. C. Auditory learners.D. Visual learners.3.What type of intelligenee is cooperative learning best suited for? A. Interpersonal intelligence・ B. Intrapersonal intelligence. C. Logical intelligence. D. Linguistic intelligenee.4.What does the following practise?* Peer and I v. vent to the cin ema yesterday ・ Pete r and * I we nt to the cinema yesterday. Peer and I zoent to the * cinema yesterday. Peer and I zoent to the cinema * yesterday. A. Stress.B.Articulation.C. Liaison.D. Intonation.5.What learning strategy can the following help to train? Match the adjectives on the left with the nouns on the right・ H cavy Day Nice Baby Close Building Light Rain Tall Friend Cute Smoker A. Grouping.B.Collocation.C. Imitation.D. Imagery・6.Which of the following is a communication game? A. Bingo.B.Word chain.C.Rearranging and describing.D. Cross-word puzzle・7.Which of the following can help train speaking? A. Listen and follow instructions. B. Simon says. C. Pairs finding.D.Match captions with pictures・8.Which of the following activities is most appealing to children\A.Cross-wo rd puzzle.B.Formal grammar instruction.C. Reciting texts・D. Role-play.9.What\ A Controlling discipline. B. Giving prompt・C.Eva[uating students\D.Directing stude nts 〜attenti on to the less on.20. Which of the following activities is the most suitable for group work? A. Guessing game・B. Storytelling.C. Information-gap・D. Drama performance.1 i. Which of the following belongs to learning outcomes? A. Role-plays,B, Sequencing pictures・ C・ Surveys・ D・ Worksheets.22.Which of the following best describes first language acquisition?A. Care-taker talk・B. Minimal pair practice・C. Selected input.D. Timely error correction.23.Which of the following seating arrangements is most suitable fora whole class discussion?24・ What is the teacher doing in terms of error correction? \T: You GO to the theatre last night?A. CorrectingXB. Hinting that there is a mistake.C. Encouraging peer correctio n.D. Asking the Student whether he really went to the theatre.15. Which of the following questions can be used in the questiorinaire for assessing participation?A. Did you get all the questions right in today\B. Did you finish the task on time?C.Can you use the strategies we have learned today?D. What did you do in your group work today? II. Matchi ng (20%)1.Match the learning styles on the left with the type of activities on the right. (4 points)1)Visual lear ne「s A. Handwork 2) Kin esthetic learners B. Picturetalking 3) Auditory learners C. Play acting4) Tactile learners D. Song and music listening2.Match the types of intelligence on the left with the form of learning on the right. (4 points) 1) Linguistic intelligence A. Doing hands-on activities2) Match and logical B. Sketching thinking3)Spatial intelligence C. Verbalizing 4) Bodily/Kinesthetic D. Conceptualizing inteligenee3.Match the activities on the left with the Ianguage focus on the right.(4 points) 1) Grouping words together A・ Reading2)Minimal pair practice B. Vocabulary learning strategy 3) Labeling pictures C. Pronunciation 4) Sequencing the events D. Writing according to the story4.What is the teacher doing? (4 points)1)Now, you can begin. A. Checking understanding 2) All right, I think it is time・ B・ Ending the activity3)Can you two show us how to work? C・Dem on strating the operation 4) We are going to do two D. Giving the start things today. Tom, can you tell us what they are?5.Match the activities with the releva nt classroom arrangement. (4? points) 1) Speaking chains A. Whole class work 2) Role play of a dialogue B. Individual work 3) Guessing the object C. Pair work 4) Sente nee completi on D. Group work III. Multiple choice questi ons (10 %)Directions: In this part, you are given five questions which are followed by 4 choicesmarked A, B, C and D. Read the choices carefully and choose the suitable answer(s) to the question. You may have more than one answer to each question. (20 points? 2 points each) 2. Which of the following roles do the primary school teachers play? A. A prompter. B. A participant. C. An assessor. D. A controller.2.Which of the following features are true of children in learning a Ianguage? A. Children can not concentrate for very long.B.Children learn English because they think it interesting.C. Children are not good at planning and monitoring.D. Children are good at un d erst a nding con crete things. 3. Which of the followi ng belong to formative assessment?A.Learner portfolio.B. Test results.C.Classroom observation.D. Student diaries.4.Which statement of Chinese and English phonetic systems are right?A. English has as many as 24 vowels, while Chinese has none.B.English has a lot of combined cons on ants, while Chinese has none.C.Stress can change the meaning of a word in English, and tone can also change the meaning in Chinese.D.English words often have more than one syllable? while Chinese characters usually have only one syllable・5.If the class is noisy, which of the following should you choose to settle the class?A. Ask the whole class to copy a list of food words onto a piece of paper from the board.B. Ask the pupils to listen and write down the number of pictures you stick on the blackboard.C. Ask the children to take out their cards and do paired practice.D.Ask children to prepare the dialogue to get ready to act. IV: Short Answer Questions (20 %)Directions: In this part there are four questions about English Teaching Methodology・ Write down your answers in brief. You will be assessed in the points you present and the way you present them. (20 points, 5 points each)2.Why is it necessary to use LI in foreign Ianguage instruction? Give at least two reasons・ 2. What are the relationship and differences between testing and assessment?3.What does the following support, formative assessment or summative assessment? Why or why not? Self--assessment Sheet Yes, Partly. No 1.丨was able to select a story I am interested in. □ □ □ 2・丨tried to guess from the context when I met [] □ 0 new words in the story. 3. When I [ailed to guess out the words, I referred □ 0 □ to the Chinese version for reference・4.1 skimmed the story to first find what it is □ □ [] mainly abou匸5.1 then read the story carefully, interested in□□ □ some of the details. 6. When I was requir ed to retell a character I like [][][] best or a happening which attracted my attention, I seanned the story again for some details. 7. In the discussion with others I found that I was □ 0 □ able to get the right information very quickly as I read in the w ay I had learnt. 8.丨am satisfied with my reading this time・□ □□4. What might be the reason if your students misbehave in class? Mention at least 3 reasons.Directio ns:In this part, you are to design a IO--minute speaking activity according to the material given. The activity should involve tile function of ordering and the r e leva nt structures. Make sure you include all the items of an activity according to the table given (objective,organization type, procedure, assumed time, predicted problems and solutions) . Make sure you give the assumed time for each step.参考答案I ・ Choose the best answer本题为单选题，共15个小题，30分，每题2分。
教学法试题及答案
教学法试题及答案题目一：教学法概论1. 解释教学法的概念，并举例说明其重要性。
教学法是指教师根据教育目标、教材和学生特点，采用一定的方法和策略来组织教学活动，以促进学生的学习和发展。
它是教师自觉运用教育原理和教学经验对教育过程进行合理设计和指导的重要工具。
举例说明教学法的重要性：在教授英语口语的过程中，教师可以采用游戏化教学方法，通过分组竞赛等形式激发学生的兴趣，提高学生的参与度，从而达到更好的教学效果。
2. 简要描述传统教学法和现代教学法的区别。
传统教学法主要强调以教师为中心，以知识的传授为主要目标，注重教师的讲授和学生的被动接受。
而现代教学法则更加注重学生的主动参与和探索，强调学生的自主学习和思维能力的培养。
3. 试举例说明问题解决教学法的应用场景及实施步骤。
问题解决教学法适用于培养学生解决实际问题的能力。
例如，在课堂上教授数学题目时，教师可以提供一个生活中的实际问题，引导学生思考并提出解决方法。
实施步骤包括：提出问题、收集信息、分析问题、提出解决方法、实施解决方案、评估解决效果。
题目二：教学法的分类与选择1. 介绍常见的几种教学法分类，并分别阐述其特点和适用场景。
常见的教学法分类包括讲授法、讨论法、示范法、实验法和案例分析法。
- 讲授法：教师通过讲授知识、解释概念和原理，学生被动接受。
适用于学科知识的基础掌握和概念的讲解。
- 讨论法：学生通过讨论和交流来共同解决问题，培养学生的批判性思维和合作能力。
适用于培养学生的团队合作和表达能力。
- 示范法：教师通过示范和演示来引导学生学习和模仿，帮助学生理解学习内容。
适用于技能类和实践类学科的教学。
- 实验法：学生通过实验和观察来探索和发现问题，培养学生的实验设计和数据分析能力。
适用于实验科学类学科的探究性教学。
- 案例分析法：通过分析实际案例，引导学生运用所学知识解决问题，培养学生的案例分析和判断能力。
适用于商科和法律类学科的教学。
2. 分析教学法选择的依据和注意事项。
小学英语教学法试题 (含答案)
小学英语教学法试题一、填空1、小学生具有无意注意占主导，有意注意有一定发展、注意不够稳定，常常带有情结色彩、注意的品质较差等特点和优越条件。
2、小学英语课堂教学的特点是重视培养和激发学生学习英语的深厚兴趣，在教学活动中要有和谐的语言教学氛围，要重视学生基本技能和学习习惯的培养。
3、基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。
4、《英语新课程标准》提出学生的发展是英语课程的出发点和归宿。
5、语言知识和语言技能是综合语言运用能力的基础，文化意识是得体运用语言的保证。
情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的保证。
6、教学是教师的教和学生的学的统一活动。
就英语教学而言，教学的实质就是一种特殊的认识过程。
英语教学过程就是生生之间和师生之间的共同参与、合作、交流的活动过程。
7、学生认识的客体是英语，教师认识的客体是教学规律。
教学双方都为对方提供信息，英语就是为了促进交流。
8、教学的最终任务是培养学习者的交际能力。
9、交际性原则提出的主要依据有三点：第一，语言是表达意义的体系；第二，语言的主要功能是交际功能；第三，语言的主要单位不仅是语法、结构特征，还包括功能范畴。
10、情景教学的原则提出的主要依据有三点：第一小学生的心理和年龄特点；第二，语言的习得规律；第三，小学生的学习规律。
11、语言教学的内容包括语言知识和语言技能两个方面12、体态语是指说话时的表情、手势、动作等。
13、在教学中写有两方面的含义：一是书写，二是写作。
14、良好的课堂气氛是搞好课堂教学，保证教学质量的关键。
15、备课的主要任务是熟悉教材、写出具体教案、确定课时教学目标、教学方法、板书计划、课内练习题等。
16、教学效果不取决于教师,也不取决于学生,而是双方共同活动的结果.17、小学英语教学的原则包括：交际性原则、听说领先的原则、情境教学原则和趣味性原则。
18、英语课堂教学的实质是交际。
教学法试题及答案
教学法试题及答案一、选择题（每题2分，共20分）1. 教学法中，强调学生中心的教学模式是（）。
A. 传统教学法B. 学生中心教学法C. 行为主义教学法D. 认知主义教学法答案：B2. 以下哪项不是教学法的基本原则？A. 学生主体性B. 教师主导性C. 教学互动性D. 教学目标性答案：B3. 教学设计中，确定教学目标的步骤是（）。
A. 教学实施B. 教学评价C. 教学分析D. 教学反思答案：C4. 以下哪种教学方法不属于探究式教学？A. 案例分析B. 实验操作C. 直接讲授D. 问题解决答案：C5. 教学评价的主要目的是什么？A. 选拔优秀学生B. 了解学生学习情况C. 促进教师专业发展D. 以上都是答案：D二、填空题（每题2分，共20分）1. 教学法中的“_________”是指教师在教学过程中，根据学生的反馈和学习情况，及时调整教学策略和方法。
答案：教学反思2. 在教学设计中，_________阶段是确定教学目标和教学内容的关键步骤。
答案：教学分析3. 学生中心教学法强调学生的_________，鼓励学生主动参与和探究。
答案：主体性4. 教学评价的类型包括形成性评价和_________评价。
答案：总结性5. 教学法中，_________是指教师通过提问、讨论等方式，激发学生思考和学习的教学方法。
答案：启发式三、简答题（每题10分，共30分）1. 简述教学设计的基本步骤。
答案：教学设计的基本步骤包括：教学分析、确定教学目标、设计教学策略、选择教学媒体、实施教学过程、进行教学评价和反思。
2. 描述学生中心教学法的特点。
答案：学生中心教学法的特点包括：强调学生的主体性，鼓励学生主动参与和探究；教师的角色转变为指导者和促进者；重视学生之间的互动和合作；教学内容和方法灵活多样，适应学生的需求和兴趣。
3. 举例说明探究式教学法在实际教学中的应用。
答案：探究式教学法在实际教学中的应用包括：通过案例分析引导学生发现问题和解决问题；通过实验操作让学生亲身体验科学探究的过程；通过问题解决活动激发学生的创造性思维和批判性思维。
《小学语文教学法》题库与答案
《小学语文教学法》（1）系统性原则是指通过开发学生的非智力因素，调动学生的积极情感，以提高学法指导效率。
正确答案:A（2）教学活动仅仅是教师传授给学生知识的过程。
正确答案:A（3）小学要求认识常用汉字1600～1800个，其中800～1000个会写是小学第二学段的阶段目标之一。
正确答案:A（4）五四前，“国语”改为“语文”。
正确答案:A（5）思维的敏捷性是人的智力高低的重要指标，在口语交际教学中，教师可以采用限时口语交际等不同方法进行思维的敏捷性的训练。
正确答案:B（6）规程模式是把规定的语文学习程序、方法、要求(学习规程)等传授或印发给学生，要求学生按照既定的学习规程进行训练和实践。
正确答案:B（7）语文学习方法的指导模式包括讲授模式、渗透模式和实践模式。
正确答案:A（8）口语交际的过程要加强交际语言的规范性，对于学生的鱼饼、用词不准确进行及时反馈于纠正。
正确答案:B（9）语文学习方法指导原则有统一性原则、系统性原则综合性、情意性原则、实践性原则等几个原则。
正确答案:B（10）学生阅读面的宽阔程度主要是指学生要读各种各样的书籍，来开阔学生的眼界。
正确答案:A（1）中华人民共和国教育部制订的《全日制义务教育语文课程标准》（实验稿），对九年义务教育阶段语文课程的目标进行了明确的规定，其中对小学教育阶段（1～6年级）语文教学中的识字与写字的总目标的规定是（）3500个左右常用汉字正确答案:ABCD（2）《小学语文课程标准》在“总目标”中提出了“学会倾听、表达与交流”，实际上提出了口语交际的三项基本能力，即（）正确答案:BCD（3）激发学生的写作兴趣要（）如书评、影评比赛，组织学生参加各类征文比赛、建立作文园地、出版作文小集等正确答案:ABCD（4）识字与写字教学标准结构特点主要体现在（）正确答案:AC（1）教师在语文学法指导中如何发挥主导作用。
正确答案:(1)要将语文教学过程变为语文知识和语文学法的学习过程。
《英语教学法》模拟试题1及答案
C. Auditory learners.
D. Visual learners.
3. What type of intelligence is cooperative learning best suited for?
A. Interpersonal intelligence.
2) Match and logical B. Sketching
thinking
3) Spatial intelligence C. Verbalizing
4) Bodily/Kinesthetic D. Conceptualizing
H cavy Day
Nice Baby
Close Building
Light Rain
inteligence
3. Match the activities on the left with the language focus on the right. (4 points)
1) Grouping words together A. Reading
6. Which of the following is a communication game?
A. Bin
C. Rearranging and describing.
D. Cross-word puzzle.
7. Which of the following can help train speaking?
B. Intrapersonal intelligence.
C. Logical intelligence.
D. Linguistic intelligence.
2013秋小学语文教学法在线作业答案(满分)
2013秋小学语文教学法1．第3题根据字形特点，编成谜语或儿歌等形式，属于（）。
A.游戏识字法B.象形会意识字法C.情景识字法D.词串识字法答案:A您的答案：A题目分数：2.0此题得分：2.02．第4题关于语言的成就水平，我们主要关注四种知识技能，即：推理、交流、组织和（）。
A.拼写B.语法C.标点D.运用规则答案:D您的答案：D题目分数：2.0此题得分：2.03．第5题终身学习的内涵有（）A.学会学习B.学会思考C.学会求知D.学会独立答案:C您的答案：C题目分数：2.0此题得分：2.04．第6题哪一个不是“口语交际”的特点A.即时性B.情景性C.复合性D.自主性答案:D您的答案：D题目分数：2.0此题得分：2.05．第8题在20世纪30年代后期，叶圣陶、夏丐尊二人提出了( )的概念。
A.国文B.国语C.语文D.文学答案:C您的答案：C题目分数：2.0此题得分：2.06．第17题“三、百、千”的“三”代表（）。
A.三字经B.易经C.春秋D.论语答案:A您的答案：A题目分数：2.0此题得分：2.07．第19题（）提出了“道而弗牵、强而弗抑、开而弗达”的启发教育原理。
A.三字经B.大学C.论语D.学记答案:D您的答案：D题目分数：2.0此题得分：2.08．第20题（）顾名思义，就是写文章。
A.作文B.日记C.叙事D.讲故事答案:A您的答案：A题目分数：2.0此题得分：2.09．第21题口语交际的（），启示我们在教学中要特别关注交际话题的情境性设置，恰当地引导学生在特定的情景中，真实地进入角色。
A.即时性B.情景性C.自主性D. 复杂性答案:B您的答案：B题目分数：2.0此题得分：2.010．第33题（）有利于学生对生字“渐碰渐熟”。
A.集中识字B.分散识字C.识写分开D.注音识字答案:C您的答案：C题目分数：2.0此题得分：2.011．第34题语文主要是通过（）来影响人生的。
A.写作B.表达C.阅读D.听说答案:C您的答案：C题目分数：2.0此题得分：2.012．第35题语文教育是人文教育的母体，语文教育的价值大量地显示为（）的价值。
《英语教学法》作业参考答案
《英语教学法》作业参考答案Part I Basic Ideas in Language Teaching１．B ２．D ３．B ４．B ５．A ６．A７．C ８．D ９．D １０．C １１．A １２．D１３．A １４．B １５．Ｄ１６．Ａ１７．A １８．C１９．D ２０．A ２１．Ｃ２２．Ｄ２３．C ２４．APart II Teaching Activities( 客观试题，每题1分，共10分)２５．∨２６．∨２７．×２８．×２９．×３０．∨３１．×３２．∨３３．×３４．×３５．∨３６．×３７．∨３８．∨３９．∨４０．×４１．×４２．×４３．×４４．∨４５. ×４６．×４７．×４８．∨Part III Teaching Principles４９．∨５０．∨５１．×５２．∨５３．×５４．∨５５．∨５６．×５７．×５８．×５９．∨６０．×６１．×６２．∨６３．×６４．∨６５．×６６．∨６７．∨６８．∨６９．×７０．∨７１．×７２．∨Part IV Teaching of Language and Language Skills７３．disagree ７４．ｄisagree ７５．agree ７６．agree ７７．agree ７８．agree ７９．disagree ８０．Disagree ８１．Agree ８２．agree ８３．agree ８４．Disagree ８５．Disagree ８６．ｄisagree ８７．Agree ８８．Agree ８９．Agree ９０．Agree ９１．Agree ９２．Disagree ９３．Agree ９４．Disagree ９５．Agree ９６．AgreePart V Teaching Planning１．Lesson PlanAIMS: A) To have students learn simple present tenseB) To know scientific reportNEW LEXIS: A) seed, dandelion, sycamore, parachute, parachute, burdock, furB) scatter, stick to, twist, throws out, shakes out, drop outGRAMMAR/STRUCTURE: by wind, by bird, like, so that..PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of Nature,B) free discussion of natural phenomenon, questionsC) review of present tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of seedsC) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more examples in groupsB) discuss seeds and students’ own experiencesC) give cues for students to add more to the role of Nature in scattering seeds everywhere Stage 3: PRODUCTION (10MIN)A) write natural phenomenon, papers exchange,B) use present tense to report, arguments,C) make dialogues about NatureHomework: write something about wind, bird, rain, etc.Reserve activity: analogy of seeds, human beings and seedsVisual aids: flash, slide show２．Lesson PlanAIMS: A) To learn simple past tense, describe past actionsB) To learn the structure of “to do” as objectNEW LEXIS: be annoyed, manage to, make up one’s mind, put an end to, pretend to, out of mouth…GRAMMAR/STRUCTURE: to leave someone doing,PROCEDUREWARM-UP ACTIVITIES (5min)A) warm-up, game, picture of seeing a doctorB) free discussion of hospital or clinicC) review of past tense by using daily examplesStage 1: PRESENTATIOON (10min)A) read aloud, general impression of the storyB) introduction, story of the joke,C) vocabulary, its use in everyday life,Stage 2: PRACTICE (15min)A) write more one’s own experience in hospital in groupsB) discuss doctors and patients and students’ own experiencesC) give cues for students to add more to doctors’ way of prescription in treating patients Stage 3: PRODUCTION (10MIN)A) tell class the own story, papers exchange,B) use past tense to report, arguments,C) make dialogues about seeing a doctorHomework: write something about illnessReserve activity: noneVisual aids: flash, slide show, short video‘aims, language contents, stages and procedures’.３．Lesson PlanAIMS: A) Speaking lesson, for teaching chunksB) ask for helpNEW LEXIS: A) few or noneB) names of people and placesGRAMMAR/STRUCTURE: if….; can you… ?PROCEDUREWARM-UP ACTIVITIES (5min)A) Listening to the dialogueB) GamesC) Ask students to say anything as if they have lost somethingStage 1: PRESENTATIOON (10min)A) proper names background knowledgeB) role-play based on the dialogueC) exercise of “can I….can you?”Stage 2: PRACTICE (15min)A) examples of chunks as “thanks a lot”, “not much”, ..B) ellipsisC) informal style in spoken languageStage 3: PRODUCTION (10MIN)A) to design an active to practice the way of asking for help in pairsB) ask them to present their pair workC) explain the function of each chunksHomework: listen moreReserve activityVisual aids: noPart VI Comment and Evaluation１．Prompter: in teaching sometime teachers give students hints to start an activity.Macro planning: the general aims or ideas about the teaching, not in detail. The time may cover as long as a term.Traditional pedagogy: teacher-centered, audio-lingua method, teaching language components Language form: behaviorist view of language emphasizes the importance of language form, instead of language meaning.Role-plays: interaction, meaningful, functional２．Function/notion approach: they regard language as functions and we have some notions to realize these functionsConsistency: in language learning, pronunciation should be smooth and naturalTask-based method: the teaching activities are based on variety of tasksDeductive and inductive method: two opposite ways of grammar teaching. That is, from examples to rules and from rules to examples in detailPrompter: teachers sometime should be a person always giving hints or cues or prompts to studentsso as to help them in learning３．Prompter: teacher who provides the hints or cues for studentsLinguistic competence: contrasted to communicative competenceRole-plays: tasks designed for students to play someone so as to practice real situation Bottom-up and Top-down models: letter to words process and the whole to detail process in learning Behaviorism: key words: pattern drills, reinforcement, S-R, native language, repetition, …。
xx年华师在线小学语文教学法在线作业参考答案(5套题)含答案
1．第1题根据字形特点，编成谜语或儿歌等形式，属于（）。
您的答案：A2．第2题（）有利于学生对生字“渐碰渐熟”。
您的答案：C3．第3题语文主要是通过（）来影响人生的。
您的答案：C4．第4题在20世纪30年代后期，叶圣陶、夏丐尊二人提出了( )的概念。
您的答案：C5．第5题哪一个不是“口语交际”的特点6．第6题（）顾名思义，就是写文章。
您的答案：A7．第7题口语交际的（），启示我们在教学中要特别关注交际话题的情境性设置，恰当地引导学生在特定的情景中，真实地进入角色。
A.即时性B.情景性C.自主性D. 复杂性您的答案：B8．第8题下列不是教育感想（或教育随笔）（）您的答案：D9．第9题下列不属于教师个人实践中的问题的是（）10．第10题终身学习的内涵有（）您的答案：C11．第21题（）是保障语文教育质量的最低目标。
您的答案：D12．第22题“三、百、千”的“三”代表（）。
您的答案：A13．第23题（）提出了“道而弗牵、强而弗抑、开而弗达”的启发教育原理。
您的答案：D14．第24题关于语言的成就水平，我们主要关注四种知识技能，即：推理、交流、组织和（）。
您的答案：D15．第25题识记“山、石、田、土、井、日、月”此类字，我们可以采取（）。
您的答案：D16．第26题语文教育是人文教育的母体，语文教育的价值大量地显示为（）的价值。
您的答案：B17．第27题在语文本体论思想的指导下，我们要一个营造（）作文的世界。
您的答案：C18．第28题下列属于教师读图日志的是（）A.看文学名著B.看报纸C.网络阅读D.看《西游记》您的答案：D19．第29题识字是语文教育的入门口，（）则是语文教育的主要天地。
您的答案：B20．第30题下列哪项不属于语文课程的性质。
您的答案：D21．第11题机械地繁琐地去掌握字的意思，也有一定的作用。
您的答案：错误22．第12题“分散识字”重在在引导学生“随课文识字”，而不强调“读写”训练。
《英语教学法》(1)期末考试试题之一答案和评分标准
《英语教学法》（1）期末考试试题之一答案和评分标准Part I. Fill in the blanks with correct information: 30%, two points each1.the teaching of English as a foreign language2.reading, writing, translation3. a functional-notional4.Sociolinguistics5.without any conscious learning6.generative-transformational grammar7.Total Physical Response, Community Language Learning, Suggestopedia8.Structural syllabus, Topic syllabus, Functional syllabus, Situational syllabus, Skills syllabus9.the needs assessment or diagnosis, formulation of objectives, selection of content10.knowing a languagemunicativemunicative Language Teaching13.different functions, different characteristics14.students‟ communicative competence15.CLT—Communicative Language TeachingPart II Decide whether the following statements are true or false. Write T for true and F for false. 20%, two points each1. T2. T3. T 4 F 5. F 6. T 7. T 8. T 9. F 10. FPart III 50%Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class; think about the pre-reading activities you might design for it. [The original text is provided for the reference of markers]Sustainable development: China‟s choice for the 21st century What will the earth look like in the 21st century?As acid rain, ozone depletion, and soil erosion destroy the earth‟s environment and as the negative effects of economic development, such as decreased forest coverage, over-exploration of marine resources and shrinking farmland become more obvious, people have grown concerned about their future living space.In 1987, Norwegian Prime Minister Gro Harlem Brundtland introduced the term …sustainable development‟in her report entitled Our Common Future to the World Environment and Development Council.The United Nations Environment and Development Conference held in Rio de Janeiro, Brazil, in 1992, accepted the new term and passed the framework document called “Agenda 21”.The conference was a milestone and marked a shift from traditional development and life styles to the start of sustained development in the global economy. It proved that development and environmental protection had finally achieved equal importance.It is universally acknowledged that the problem of environmental protection and improvement will be solved only when it is considered in the context of development.At that very conference, Chinese Premier Li Peng, on behalf of the Chinese government,vowed China would seriously fulfill its international obligations. Two years later, in July 1994, China enacted Agenda 21 of China and the Plan for Priority Projects in China’s Agenda 21.It is of great international and historic significance for China, with the world‟s largest population and its long history, to carry out a strategy of sustained development, remarked Maurice Strong, Secretary General of the UN Environment and Development Conference.DATAThe Key Points of Agenda 21 of ChinaFollowing are the main points of the Agenda.Part One: Overall Sustainable Development Strategies. This part emphasizes capacity building for sustainable development. It includes setting up China‟s system of sustainable development, improving education, developing science and technology, and establishing an information system for sustainable development.Part Two: Social Sustainable Development. This part includes population control, consumption by inhabitants, social services, poverty elimination, health, sanitation, sustainable development of human settlement, and disaster relief. The key aspects are to control China‟s population growth and improve population quality.Part Three: Economic Sustainable Development. This part includes economic policies for sustainable development, such as sustainable development of agriculture and the rural economy; sustainable development of industry, transportation, and telecommunications; and sustainable energy production and consumption.Part Four: Rational Resource Use and Environmental Protection. This part includes the protection and sustainable use of water, land and other natural resources; the protection of bio-diversity; the prevention and control of desertification; the protection of the atmosphere; and the environmentally sound management of solid wastes.Pre-reading activities (10%)five points for each ac tivity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each partThe following are possible pre-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Examine the accompanying visual information (diagrams, maps, photographs)●Reflect on the title or the topic●State what they already know about the topic●State what they would like to know about the topic●Write their own questions that they want the text to answer●Answer the teacher‟s general questions about the text type or topic (oral or written)●Brainstorm the topic in groups or whole class●Guess the topic by looking at key words from the textWhile-reading Activities (30%)ten points for each activity, which are further divided between “specific steps” and “reasonsfor your design”, five points for each partThe following are possible while-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Skim reading to get the gist (main idea of the text●Locating specific information●Transferring information from the text to a diagram, table, form, map, graph or picture●Taking notes on the main points, or on specific points of the text●Drawing a diagram to show the text structure●Answering factual questions on the text●Answering inferring questions on the text (reading between the line)●Putting the events in correct order●Stating if statements given about the text are true or false●Working out the meaning of words or phrases in the text from the context●Examining referents in the text and stating what they refer to●Putting the paragraphs of a jumbled text back in the correct order●Giving sections of a text appropriate headings●Giving the text an appropriate titlePost-reading activities(10%)five points each activity, which are further divided be tween “specific steps” and “reasons for your design”, 2.5 points for each partThe following are possible post-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Oral discussion of the topic of the text●Role-play a different situation from the text but using the same characters, or role-play thesame situation as in the text but using the different characters●Writing a summary of the main content of the text●Comment on the content of the text●Retelling the story of the text●Finishing the story (orally or ion writing), that means either predicting an ending or changingthe ending to one of your own choice●Listening to or reading some supplementary materials.。
《小学数学教学法》作业参考答案
《小学数学教学法》作业参考答案一、名词解释1. 数学学习: 数学学习是指学生根据预定目标获取数学知识、形成数学技能和能力，同时在情感态度等方面得到发展的一种思维过程。
2. 课堂教学结构: 课堂教学结构指在一定教育思想指导下，为了完成—定的教学目标，对构成教学的诸因素，在时间与空间方面所设计的比较稳定的、简化的组合方式及其活动程序。
3. 数学思维: 数学思维指数学活动中的思维。
是人脑和数学对象交互作用、并按照一定的思维规律认识数学内容的内在理性活动。
它既具有思维的一般性质，又有自己的特性。
最主要的特性表现在其思维的材料和结果都是数学内容。
4. 学习兴趣：学习兴趣是学生有选择地、积极愉快地学习的一种心理倾向。
5. 数感：数感是指对数的含义、计数技能、数的顺序大小、数的多种表达方法、模式、数运算及结果的准确感知和理解。
6. 学习迁移：学习迁移指一种知识、技能甚至方法、态度的学习对另一种学习的影响。
从方向来看，可分为：顺向迁移和逆向迁移；从效果看，可分为：正迁移和负迁移。
7. 数学课程目标: 数学课程目标是数学教育要实现的结果或要达到的标准，它规定着数学教育培养人的质量和规格。
8. 小学数学教学方法: 小学数学教学方法是由小学数学教学思想和教学原则指导的，为达到小学数学教学目标，实现小学数学教学内容，运用一定的教学手段而进行的，师生相互作用的一整套活动方式。
9. 逻辑思维: 逻辑思维是一种确定的、前后一贯的、有条理、有根据的思维。
在进行逻辑思维的过程中，要采用比较、分析、综合、抽象、概括的思维方法，其中分析、综合是最基本的方法；要运用概念、判断、推理的思维形式，其中概念又是思维活动的基本单位。
10. 谈话法: 谈话法是通过有目的、有计划的师生谈话进行教学的一种方法。
11. 形象思维: 形象思维是依托于对形象材料的意会，从而对事物做出相关理解和思考。
其特征是思维材料的形象性，它来自感性认识，又高于感性认识。
《中学语文教学法》题库及答案
中学语文教学法》题库及答案一、简答1.2011 年教育部颁布的《九年义务教育语文课程标准》（修订）中语文课程的目标是如何确定的，主要维度有哪些？2.语文教材编写的原则是什么？3.语文课程的基本特点是什么？4.简述建构主义学习论的主要内容。
5.新中国语文课程性质的变化轨迹是什么？6.简答语文教材编写指导思想的演变轨迹。
7.简要说新中国以来的几种语文教学范式？8.简要说明人本主义学习理论是什么？、论述1.新课程背景下，教师的核心角色有哪些？2.当前教师们把使用的教科书称为“教材” ，请你把教材与语文教学的关系加以论述。
3.为什么语文教育要重实践，重体验？4.写作教学应遵循的原则，结合写作教学加以论述。
5.作文教学是当前语文教学的难点，你认为主要难在何处？6.新课程标准认为语文教师应从“教教材”走向“用教材教”的教学境界，怎么理解？7.语文教学的基本原则？8.你是如何理解个性化教学的？三、撰写教学设计1、给《左心室、右心室》写一份探究性教学设计，教学对象自己确定不经意间，岁月的滑轮又运来了冬的诗签。
那些在人生路上散落的情节，也静静的抖落在了窗台上。
那些或远或近的相思，一个个在窗前排开，像一朵朵花儿在淡然开放。
心兀自暖了起来。
在平淡的时光里，我拥有了两份爱。
一份是老公的爱。
我一直是他种植的一株花，他默默无语只是用所有的爱来灌注。
背上他的行囊远走天涯，任思念流淌为一江春水。
我把左心室给他，每个夜晚以相思为词，真心为曲轻轻吟唱一首心曲。
把所有的思念漂游千山万水，静思静绪安然陪伴。
没有轰轰烈烈的誓言，只有用真心写在我手心里的“爱”字。
没有大富大贵却有胜过大富大贵的快乐和踏实，我用心收集点点滴滴，放进我的左心室。
闭上双眼摇曳在相思辉煌的冬季里。
喜欢怎么样的生活⋯⋯季节更迭，转眼寒假将至。
儿子为了自己的梦想也远走他乡，留给我的也是不敢言语的思念。
每当电话响起，听到那一句：好好照顾好自己，千万别让我担心。
自己在家别苦了自己，我还要给你这个司令争光呢。
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中学英语教学法试卷（考试时间：150分钟）（课程代号：8479）一、单项选择题（在每小题的备选答案中选出一个正确的答案，并将正确的号码填在题干的括号内。
每小题1分，共30分）1、运用某语法规则来理解外语，是认识策略中的（）策略。
A求解证实 B猜测和概括C演绎推理 D实践 E记忆 F监控2、鲁斌按策略是否对学习过程直接产生影响为标准，把学习者策略分为“学习策略”、“沟通策略”和（）. P118A社交策略 B情感策略 C认知策略 D元认知策略 E手势策略 F知识策略3、说话者自己发明“airball”一词用来表达“balloon”这一概念，此种交际策略为（）P122 A创造新词 B用近义词 C用同义词 D用反义词 E迂回说法 F重复策略4、具有（）动机的学习者学习外语的目的是想利用外语这个工具去寻找好的职业，改善自己的社会地位和资格。
P126A内部 B外部 C结合型 D整体型 E局部型F工具型5一些学习者把焦虑分作（）焦虑和退缩性焦虑。
P130A情景 B性格 C外部 D内部E促进性 F状态性6、语言学习的（）强调人们与生俱来的学习语言的能力，认为语言输入的作用仅仅在于激活学习者内在的语言习得机制。
P223A发生认识论 B图式论 C相互作用观点 D行为主义观点 E交际能力理论 F先天论7、语言输入在外语学习中是非常重要的，我们提供给语言学习者的语言输入应该是（） P224A对学习者而言非常容易的语言材料 B比学习者语言水平稍低一点的语言材料 C与学习者语言水平相当的语言材料D比学习者语言水平稍高的一点语言材料 E对学习者而言比较困难的语言材料 F对学习者而言非常困难的语言材料8、控制性语言活动的主要活动形式有：齐声复述、个人复述、句型转换、合并句子、词汇套用、汉英对译练习和（）P237A角色扮演B情景诱发 C辩论 D模拟表演 E解决问题活动 F语言游戏9、在语言交际的过程中，由于对某些语言项目还未熟练掌握，我们可能会犯各种错误，这时储存在我们头脑中的语言知识和规则会帮助我们意识到这些错误，并且纠正。
语言知识的这种作用叫（）作用P101A迁移 B同化C监察 D假设 E输入 F输出10、“自上而下”的信息加工的原理非常重视（）在语言理解过程中的重要作用P108A背景知识 B语言学理论知识 C语言知识 D语言技巧 E学习策略 F交际策略11、美国语言学家拉多（do）认为，外语教学大纲的设计和教材的编写应该以（）为依据，而不同母语背景的学生应当使用不同的大纲和教材。
P88A错误分析B对比分析 C结构主义语言学 D第二语言学得 E乔姆斯基的语言学 F图式12、根据美国语言学家克拉申（S.Krashen）的观点，就语言习得而言，人们在接触大量的语言之后，说的能力可以（）P101A通过反复练习学得 B自然产生 C通过有意识的推理获得 D通过强化形成E按照自然顺序获得 F暂时不安全13、根据行为主义心理学的（）理论，在外语学习中，学生的错误是不允许的，必须马上得到纠正P87A逆向组句法B句型操作模式 C对比分析 D错误分析 E“刺激—反应—强化”模式 F 语言习得机制（LAD）14、美国语言学家克拉申（S.Krashen）在外语教学理论上提出了五个假设，在这五个假设中，有（）假设P100A情感过滤 B图式理论 C交际能力 D语言习得 E语言习得机制（LAD） F i+l15、在谈到情感过滤的时候，美国语言学家克拉申（S.Krashen）提到了“（）概念P102A语言输出 B i+l C自然顺序 D监察 E语言表现F动机16、真正的交际活动具有三大特点，它们是（）P73A面对面的接触、声音和面部表情 B刺激、反应和强化C信息沟、对语言形式的选择性和反馈D模仿、重复和强化E信息沟、双向性和反馈 F双向性、声音和文字17、美国语言学家乔姆斯基（Norm Chomskey）认为，存在于人的大脑中的“（）“有对某种语言结构提出假设的能力P91A语言能力 B交际能力 C语言习得D语言习得机制（LAD） E交际功能 F同化作用18、如果一个人知道在不同的社会环境中使用不同的语体和不同的言语来达到不同的目的，那么，根据卡南尔和斯温纳（Canale and Swain）交际能力理论，我们可以认为这个人具有（）P96A 交际能力 B语言能力 C社交能力 D语法能力E社会语言能力 F篇章能力19、根据结构主义语言学的观点，语言（）P83A语言是某些语言学家规定的 B是天生就有的 C首先是书写的D首先是口头的 E具有生成性和创造性 F具有转换性和生成性20、根据海姆斯的交际能力理论，一个人如果具有交际能力，那么他一定知道在某种情况下哪些话语，哪些语话。
（）P95A是具体的是不具体的B是对方理解的是对方不理解的 C是符合逻辑的是不符合逻辑的 D是真实的是不真实的 E是“标准”的是“不标准”的 F是“对”的是“不对”的21、有一种理论认为，语言是一套习惯，而这套习惯是通过（）形成的P85A生成的过程 B刺激的作用 C学习语法规则 D交际过程E强化训练 F分析语法规则22、（）理论是听说法的理论基础之一P86A行为主义 B错误分析 C格式塔 D转换生成语法 E功能语言学 F第二语言习得23、根据韩礼德所描述的语言七种功能，当一位英国妇女对他的熟人说“It’s fine today,isn’t it?”时，他所说的话语具有（）功能P98A工具 B个人 C描述D相互关系 E启发 F想象24、美国语言学家克拉申（S.Krashen）认为影响外语学习的情感因素包括（） P102A动机、注意力和学习的欲望 B动机、注意力和语言知识C动机、自信心和焦虑程度 D自信心、注意力和学习欲望 E注意力、语言知识和学习欲望 F焦虑程度、自信心和注意力25、相互作用的模式认为，在阅读或聆听时，必须调用（）P111A智力因素和非智力因素 B语言因素和非语言因素 C智力图式和情感图式 D形式图式和意义图式 E内容图式、形式图式和意义图式F语言图式、内容图式和形式图式26、语言测试中的（）是用于考查学生的的语言程度的P173A成绩考试 B诊断考试 C学能考试D水平考试 E主观性考试 F客观性考试27、在语言测试中，如果试卷太长，考生无法在规定的时间内完成，则会（）P183A降低试卷的效度 B提高试卷的效度 C降低试卷的信度 D提高试卷的信度 E出现正态分布的分数 F出现异常分布的分数28、某些英语老师想测试学生的英文写作能力，他出了这样的一道题：“请用英文写一篇200字的短文，谈谈电视机是如何是如何制造的。
”这道题（）P189A信度太低 B信度太高 C信度正常 D效度正常 E效度太高 F效度太低29、请看方框里的这道测试题，这很可能是（）中的一道试题P176A成绩考试 B水平考试 C综合式考试 D分离式考试E学能考试 F诊断考试30、下列各题中最理想的是（）A）When Henry arrived home after a hard day at work,A.his wife was sleepingB.his wife sleptC.his wife has sleptD.his wife has been sleepingF）上述题目都不理想。
二、选择填空题（从A、B、C、D、E、F、G、H、I、J中，选出一个最佳答案填在下列每小题的横线上。
每小题只能选择一个选项，每个选项只能使用一次。
每空1分，共10分）A、调查法B、规则C、实验课题D、习惯体系E、工具F、学习过程G、书面H、数据和资料I、假设 J、实验31.近20多年来，英语教学法的研究有了注意力的转移，人们重视对学习过程和学习者的研究。
32.英语教学法是个实验性较强的学科，它的研究遵循着科学的实验的方法。
P333. 调查法是在自然条件下，依照一定的计划，对客观事物进行了解，以取得数据和资料并对食物进行研究的方法。
P15834.用实验法研究外语教学法时，在确定实验课题后，我们就要提出假设，然后进行实验。
P13735.在1888年，作标音用的国际音标第一版本正式出版，是人们把有圣诞语言用书面的方式记录下来，为教授口语提供了有用的---工具。
36.认知法认为语言是接受规则支配的创造性活动，而不是一种习惯体系。
P33三、配伍题（从A、B、C、D、E、F、G中选出一个可以和下列每小题的陈述相配对的最佳答案，并将其代码填在题干后的括号内。
每小题只能用一个选择配对，每个选项可以多次使用，也可以不用。
每小题1分，共10分）A．语法——翻译法 B.直接法 C.情景法 D.听说法 E.认知法 F.交际法 G.全身反应法37.该教学法认为学习外语是掌握一种新的语言习惯，而习惯的形成主要靠模仿和操练，老师的表扬或纠正可加强习惯的形成。
（ D ）P6238.在该教学法里，外语被认为是一门只是，语法是最重要的，因此课文有大量的语法练习和笔头翻译练习。
（A）39.本教学法认为语言形式服务于语言功能，最终是为了表达思想。
（F） P7140.本教学法认为语言的吸毒是“假设—验证—纠正”的过程，因此主张分析错误，但要容忍学生的错误。
( E ) P7041.在本教学法里，学习的材料多为书面语言，且主张用母语教学，使学生准确理解意思。
( A) P5242.该教学法主张“听说领先，读写跟上”的教学原则，因此采用语言试验室加强听的训练，掌握正确的语言和语调。
（D） P6243.本方法强调在掌握语言结构上，提高听、说、读、写的能力，但该语言结构必须在一定情景下学习、操练而获得。
( C ) P6044.本教学法重视语言的普遍性和共同性，因此赞同适当母语教学。
( E ) P6945.本教学法认为学习语言有先听后说的过程，因此学习者在不会回答之前，必须做出行动上的反应。
（G）46.在本教学法里，教师既是组织者，又是顾问和学生的交谈伙伴，为学生的学习提供方便。
（F）P75四、简答题（每小题5分，共10分）47.简述外语学习中的焦虑。
（P130）48.简述“听说法”对待学生错误的态度。
（P66）。