英语教学论A卷参考答案[5篇]

第一篇：英语教学论A卷参考答案

黄冈师范学院

2009—2010学年度】 habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interests and curiosity for learning.（1分）

2.Based on your understanding of the new English curriculum, what do you think the challenges would be for English language teachers? a)Teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.（1分）

b)They are expected to change their traditional role of a knowledge transmitter to a multi-role educator.（1分）

c)They are expected to use more task-based activities and put the students in the centre of learning.（1分）

d)They are expected to use more formative assessment in addition to using tests.（1分）

e)They are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.（1分）3.What principles may be used to guide a good lesson planning? 1)Aim: it means the realistic goals for the lesson.In other words, the teacher needs to have a clear idea of what he/she would like to achieve for the lesson or what outcomes are expected from the lesson.（1分）

2)Variety: It means planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.（1分）

3)Flexibility: It means preparing some extra and alternative tasks and activities as the class does not always go according to the plan so that teachers always have the options to cope with the unexpected situations rather than being the slaves of written plans or one methodology.（1分）

4)Learnability: means the contents and tasks planned for the lesson should be within the learning capability of the students.（1分）

5)Linkage: It means the stages and the steps within each stage are planned in such a way

B卷【】 that they are someway linked with one another.（1分）

4.What are called information transfer activities in teaching reading? Please list as many transition devices as possible.Information transfer activities refer to activities in while-reading stage in which information in text form is transferred to another form in order for the information in the text to be more effectively processed and retained.（2分）This way to transfer information from one form to another is called a transition device.（1分）Some transition devices that are often used in teaching reading are: pictures, drawings, maps, tables, tree diagrams, cyclic diagrams, pie charts, bar charts, flow charts, chronological sequence, subtitles, notes, ect.（2分）

V.Lesson Planning(30’)评分标准：

a)The objectives of the lesson 教学目标明确

（5’）b)The classroom teaching aids 教学辅助手段运用恰当

（2’）c)The time assignment 教学活动时间分配合理

（3’）d)The teaching procedures 教学步骤衔接连贯

（15’）e)The layout of the blackboard板书设计合理

（5’）

B卷【】

第二篇：英语教学论选择题及答案

第四章

1.根据卡南尔和斯温纳（Canale and Swain）的论述，交际能力包括语法能力、社会语言能力、篇章能力和____。A.语汇能力

B.词汇能力

C.语言能力

D.策略能力 Key: D(pp.75)2.英国语言哲学家奥斯汀认为，人在说话的时候同时施行着以言述事、以言成事和_________三种行为。A.以言做事

B.价值判断

C.表情达意 D.发出指令 Key: A(pp.77)

3.韩礼德认为，语言的微观功能包括工具功能、个人功能、启发功能、想象功能、信息功能和_______及______。A.策略功能、思维功能 B.相互关系功能、规章功能

C.篇章功能、人际功能 D.思维功能、篇章功能 Key: B(pp.74)

4.一些学者从社会交际功能的角度出发，探讨________和________的理论。

A.语言学习和交际能力 B.语言使用和交际能力

C.语言使用者和语言使用 D.语言使用者和语言能力 Key: C(pp.75)

5.海姆斯的交际能力包括：懂的形式上的可能、能判断语言形式的可行性、_________和__________。A.能在交际中得体地使用； B.拥有社会语言能力；

知道某些话语能否实际说出来

拥有语篇能力 C.拥有策略能力； D.拥有策略能力；

拥有篇章能力；

拥有社会语言能力； Key: A(pp.75)

6.英国语言哲学家奥斯汀的理论中，可以验证，可以是真实或错误的陈述的句子类型是________。A.行为句 B.叙述句

C.受约句 D.指令句 Key: B(pp.77)

7.意念大纲的诞生和___________理论有密切关系.A.海姆斯的交际能力理论 B.奥斯汀的言语行为理论 C.韩礼德的功能学派 D.卡南尔和斯温纳的理论 Key: B(pp.78)

8.外语学习理论可以分为两种，一种是探究外语学习普遍性和规律性的研究，另一种是__________。

A.从语言本身结构的研究； B.从社会属性方面的研究； C.跟其他学科关系的研究；

D.不同类型学习者学习特殊性和规律性的研究； Key: D(pp.78)

9.华生提出的行为主义心理学公式是________。

A.刺激——反应 B.输入——反应 C.刺激——理解——反应 D.输入——理解——反应 Key: A(pp.79)

10.按照行为主义的观点，所有学习，不论是言语还是非言语学习，都要经过一个________过程。A.接触刺激 B.做出反应 C.习惯形成 D.反复模仿 Key: C(pp.80)

11.克拉申解释二语习得学习理论的理论被称为________。

A.监察模式 B.生成模式 C.普遍语法 D.语言输出假设 Key: A(pp.81)

12.乔姆斯基认为，________使得人具有与生俱来的语言习得能力。

A.语言结构 B.大量输入 C.普遍语法 D.监察模式 Key: C(pp.80)

13.乔姆斯基认为，母语习得过程是________。

A.普遍语法——语言输入——特定语言语法； B.语言输入——普遍语法——特定语言语法； C.特定语言语法——语言输入——普遍语法； D.特定语言语法——普遍语法——语言输入； Key: B(pp.81)

14.克拉申的监察模式由习得和学得假设、自然顺序假设、监察假设、________和________构成。

A.输入假设、输出假设 B.输入假设、普遍语法假设 C.输入假设、中介语假设 D.输入假设、情感过滤假设 Key: D(pp.81)15.克拉申认为，外语学习有________和________两种形式。

A.习得、理解 B.习得、输出 C.输入、学得 D.习得、学得 Key: D(pp.81)

16.根据习得和学得假设，________是一种自然的方式，它不被觉察，通过对语言的理解和运用，自然获得语言使用能力。A.学得 B.语言输入 C.习得 D.语言输出 Key: C(pp.81)

17.根据习得和学得理论，________是有意识的过程。

A.语言习得 B.语言学得 C.语言输入 D.语言输出 Key: B(pp.81)

18.克拉申认为，语言学得是学习________的过程。

A.语言规则 B.语法 C.语言意义 D.语言形式 Key: A(pp.81)

19.根据习得和学得假设，最后能达到弄懂语言知识，并把语言规则进行表述的二语习得途径是________。A.习得 B.输入 C.学得 D.刺激 Key: C(pp.81)

20.克拉申提出________来说明习得语言规则是有一定次序的。

A.自然顺序假设 B.习得和学得假设 C.语言输入假设 D.监察假设 Key: A(pp.82)

21.克拉申经常引用的词素习得顺序中，________先于________。

A.规则动词过去时变化、不规则动词过去时变化； B.不规则动词过去时变化、规则动词过去时变化； Key: B(pp.82)

22.克拉申的语言输入假设提到，要使人们可以习得语言，输入发人语言必须符合以下要求：足够的量、________和________。A.可理解的、i+1水平的 B.超出理解范围、i-1水平的 C.超出理解范围、i+1水平的 D.可理解的、i-1水平的 Key: A(pp.82)

23.克拉申认为，________练习对习得来说是没有帮助的。A.听 B.说 C.读 D.记 Key: B(pp.82)

24.克拉申的监察假设认为，________起监察作用。

A.有意识的学得 B.无意识的习得 C.可理解的语言输入 D.大量的语言输入 Key: A(pp.83)

25.克拉申的监察假设认为，监察作用只有具备一下三个条件才能发挥：充裕的时间、________、________。A.大量的输入、懂得规则 B.i+1水平的语言输入、可理解的语

言输入

C.无意识的习得、学得 D.集中注意力、懂得规则 Key: D(pp.83)

26.克拉申提出的，用来说明心理或感情因素对外语学习的影响的假设是________。

A.习得和学得假设 B.情感过滤假设 C.语言输入假设 D.监察假设 Key: B(pp.83)

27.克拉申在其情感过滤假设中认为，影响外语学习的心理或情感因素包括一个人的动机________和_________。A.兴趣、忧虑程度 B.兴趣、能力 C.能力、忧虑程度 D.信心、忧虑程度 Key: D(pp.83)

28.对克拉申的监察模式，斯温纳提出了不同的看法，就是________。

A.语言输出假设 B.语言输入假设 C.言语行为理论 D.普遍语法 Key: A(pp.85)

30.斯温纳的“浸泡式”教学实验说明________。

A.语言输入对外语学习具有重要作用；

B.语言输入过程中，输入的语言材料应该是可理解的； C.外语学习中，仅有语言输入是不够的，语言输出对二语习得意义重大； D.人具有与生俱来的语言习得机制； Key: C(pp.85)

31.斯温纳认为，语言输出有三个功能：一是促进语言学习者对语言形式的注意；二是________，三是提供学习者有意识反思的功能。A.使语言学习者懂得语言形式上的可能； B.使语言学习者能在交际中得体的使用语言； C.使得语言学习者获得语法能力、社会语言能力、篇章能力和策略能力； D.学习者检验自己提出的假设的功能； Key: D(pp.85)

32.从某种意义上讲，语言输出活动为语言学习者实践自己的假设、________提供机会。

A.习得第二外语 B.检验自己的假设 C.掌握语言规则 D.有意识地反思 Key: B(pp.86)

33.根据斯温纳的理论，从认知的角度看，________对二语或外语的习得都是极其重要的。A.语言输出 B.语言输入 C.低程度的忧虑 D.强的学习动机 Key: A(pp.86)

34.根据斯温纳语言输出理论的启示，在教学活动中，以下哪种活动的设计对学生的英语学习有帮助。A.听英文歌 B.读课文 C.看英文视频 D.小组英文讨论 Key: D(pp.86)

35.科德和理查兹认为，外语学习是________的过程。

A.对自己的假设进行实践和检验 B.接受刺激做出反应最后形成习惯 C.将目标语的规则内化 D.激活自身语言习得机制 Key: C(pp.87)

36.科德认为，学习者有表达意图，但是未掌握表达这种意图的方式，由此所犯的错误称为________。A.系统前的语言错误 B.系统的语言错误

C.系统后的语言错误 D.中介语使用错误 Key: A(pp.87)

37.利特尔伍德的技能学习模式认为，语言做事技能和其他技能一样，既有________的一面，也有________的一面。A.能力、实践 B.假设、实践 C.输入、产出 D.认知、行为 Key: D(pp.88)

38.利特尔伍德的技能学习模式认为，语言做事技能的认知方面是指________。

A.使语言学习者懂得语言形式上的可能； B.使语言学习者能在交际中得体的使用语言； C.使得语言学习者获得语法能力、社会语言能力、篇章能力和策略能力； D.得体行为计划的内在化； Key: D(pp.88)

39.就语言使用而言，利特尔伍德的“得体行为计划内在化”中，“计划”是指________。A.语言系统 B.学习计划 C.语言输出 D.学习假设 Key: A(pp.88)

40.利特尔伍德认为，语言的使用具有层次性，最高层次是________。

A.交际目的 B.篇章能力 C.语法能力 D.策略能力 Key: A(pp.88)

第五章

1.人们发现难以建立一种普适的教学法之后，开始关注________。

A.语言本身 B.学法 C.教与学的关系 D.语言用法 Key: B(pp.103)

2.英语课程标准中所提的学习策略包括：认知策略、调控策略、________、________。

A.情感策略、交际策略 B.交际策略、联想策略 C.交际策略、资源策略 D.迁移策略、资源策略 Key: C(pp.112)

3.奥斯科特将学习策略分为________和_______。

A.元认知策略、社会策略 B.记忆策略、认知策略 C.情感策略、补偿策略 D.直接策略、间接策略 Key: D(pp.107)

4.课标中所提及的调控策略实际上便是奥玛利和钱莫特以及奥斯科特所指的________。A.元认知策略 B.补偿策略 C.间接策略 D.归类策略 Key: A(pp.112)

5.从某种意义上讲，语言输出活动为语言学习者实践自己的假设、________提供机会。A.习得第二外语 B.检验自己的假设 C.掌握语言规则 D.有意识地反思 Key: B(pp.86)

6.美国20世纪60年代的小学外语运动实验说明，小学外语学习________，年纪大一点的学生_________。A.略有优势、效率较低 B.略有优势、效率较高 C.没有优势、效率更高 D.有绝对优势、效率不高 Key: B(pp.114)

7.动机越强，学习效果________。

A.越好 B.越差 C.无明显相关关系 D.未论证 Key: A(pp.116)

8.语言学能指的是________。

A.人们天生的语言学习能力 B.语言学习的效率 C.人们学习语言的兴趣 D.语言学习的欲望 Key: A(pp.121)

9.卡罗尔和萨庞语言学能测试包括语音编码能力、语法敏感性、________和______。

A.归纳学习能力、记忆能力 B.策略使用能力、交际能力 C.语法能力、篇章能力 D.语言使用能力、语言学习能力 Key: A(pp.117)

10.从某种意义上讲，语言输出活动为语言学习者实践自己的假设、________提供机会。

A.习得第二外语 B.检验自己的假设 C.掌握语言规则 D.有意识地反思 Key: B(pp.86)

11.技能学习模式认为，语言做事技能的认知方面是指________。

A.使语言学习者懂得语言形式上的可能； B.使语言学习者能在交际中得体的使用语言； C.使得语言学习者获得语法能力、社会语言能力、篇章能力和策略能力； D.得体行为计划的内在化； Key: D(pp.108)

12.多恩耶把学习动机策略界定为________。

A.促进个人为学习目的而努力的行为 B.内在和外在动机 C.提高学习者兴趣的策略 D.降低学习者忧虑的策略 Key: A(pp.117)13.兰伯特和加德纳将学习动机分为 ________。

A.工具型动机和结合型动机 B.内在动机和外在动机 C.工具型动机和同化型动机 D.结合型动机和同化型动机 Key: A(pp.116)

14.临界期假设是指________。

A.语言习得在某一时间过后变得更难 B.语言学习在某一时间后更易 C.语言学习在一定时期内会自然和不D.语言学有其时间性

费力发生

Key: C(pp.114)

15.调控策略是指________。

A.对学习进行计划、实施、反思、评价和调整策略； B.为完成具体任务而采取的方法和步骤； C.争取更多的交际机会； D.合理有效利用多种资源； Key: A(pp.112-113)

16.认知策略是指________。

A.对学习进行计划、实施、反思、评价和调整策略； B.为完成具体任务而采取的方法和步骤； C.争取更多的交际机会； D.合理有效利用多种资源； Key: B(pp.112-113)

17.资源策略是指________。

A.对学习进行计划、实施、反思、评价和调整策略； B.为完成具体任务而采取的方法和步骤； C.争取更多的交际机会； D.合理有效利用多种资源； Key: D(pp.112-113)

18.交际策略是指________。

A.对学习进行计划、实施、反思、评价和调整策略； B.为完成具体任务而采取的方法和步骤； C.争取更多的交际机会； D.合理有效利用多种资源； Key: C(pp.112-113)

19.德西认为，内在动机的目的是________。

A.从语言学习本身获得某种内在满足；

B.对学习进行计划、实施、反思、评价和调整策略； C.从外部获得回报；

D.合理有效利用多种资源； Key: A(pp.117)

20.德西认为，外在动机的目的是________。

A.从语言学习本身获得某种内在满足；

B.对学习进行计划、实施、反思、评价和调整策略； C.从外部获得回报；

D.合理有效利用多种资源； Key: A(pp.117)

第三篇：《英语教学论》练习题库及答案

华中师范大学网络教育学院 《英语教学论》练习题库及答案

本科

Ⅰ.True or false.Directions: Judge whether the following statements are true or false.Write a T in the brackets after a true statements and an F before a false statements.1.Language is a logical system.2.Language is capable of producing new forms and meanings.3.Minimal pairs are pairs of words that differ only in one sound.4.The ways in which words follow one another and are related to one another is called the syntagmatic dimension of language, the dimension of “chaining” or “sequencing”.5.In general, a rising intonation is seen as being more impolite that a falling one.6.Conscious knowledge of rules does not help acquisition according to Krashen.7.The goal of foreign language teaching is to produce over-users of monitor.8.Krashen believes that adults are better language learners, while children are better language acquirers.9.For Krashen, the affective filter is the principal source of individual difference in second language acquisition.10.The natural order hypothesis is presumed by Krashen to be the result of the learned system, operating free of conscious grammar.11.One function of a language can only be expressed by one structure.12.A normal lesson should have the all the stages discussed in this unit and the stages should be in fixed order.13.Usually a lesson should focus on practicing one single skill so that the students can develop that skill successfully.14.The stages of a lesson overlap.15.At each stage of the lesson, activities focus on all four skills.16.Lesson plans are useful only before the lesson.17.If the teacher uses the same techniques, some students may not have the chance to learn in the way that suits them best.18.There is no one absolutely correct way to draw up a lesson plan and each teacher will decide what suits him or her best, but all good lesson plans give a clear picture of what the teacher intends to do in the lesson.19.In order to keep students interested in learning English it is important to include a variety of activities and techniques in the lesson.20.It is enough to introduce a range of different activities into a lesson to keep the students interested in learning English.21.A real good lesson plan should be long and complicated with detailed lesson notes.22.Time can be saved by deciding on a format which suits you and then keeping a pile of blanks.23.All good lesson plans give a clear picture of what the teacher intends to do in the lesson.24.Writing a comment after each lesson is a useful habit for a teacher to get into.25.It is accepted by most experts of foreign language teaching that the Grammar-Translation Method originated from the 16th century.26.Until the 16th century Latin was taught through active use of speech and written text without grammar analysis.27.The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics.28.The theory of learning underlying the Grammar-Translation Method was Faculty Psychology.The Faculty Psychologists believed that the mind of human beings had various faculties which could be trained separately.29.In a grammar-translation method classroom, reading and writing are the major focus;little or no systematic attention is paid to speaking or listening, because literary language is considered superior to spoken language and is therefore the language students should study.30.The most obvious characteristics of the Communicative Approach is that almost everything that is done is done with a communicative intent.31.Feedback refers to any information which provides a report on the result of communication which takes place not only between the listener and the speaker.32.Learning is more effective when the learners are actively involved in the learning process.33.With regard to syllabus design, the Communicative Approach emphasizes topics.34.Today both language teaching experts and classroom teachers agree that the communicative approach is the best.35.The Total Physical Response method emphasizes comprehension and the use of physical actions to teach a foreign language at an introductory level.36.The Silent Way is based on the premise that the students should be silent as much as possible in the classroom.37.In practice, Community Language Learning is most often used in the teaching of writing skill and the course progression is topic based.38.A suggestopadia course is conducted in a classroom in which students are as comfortable as possible.39.The Silent Way, Community Language Learning, and Suggestopaedia all lay emphasis on the individual and on personal learning strategies.40.The vowel is produced without(or with little)restriction during its production and is always voiced.41.Vowels are formed mainly by the position of the tongue and, secondarily, by the shape of the lips and movement of the jaw.42.Consonants vary depending on where and how the air stream gets through, the place and movement of the tongue, and also whether the voice is used or not.43.A phoneme is the smallest distinctive sound unit, incapable of change in different phonetic environments.44.The back-chaining technique means the students repeat a sentence after the teacher, starting from the end part of the sentence and moving towards the beginning.45.Of the two types of sentence stress, sense stress shows contrast, while logical stress shows meaning.46.Pitch is produced by frequency of vibration of the vocal cords.The higher the frequency, the higher the pitch.47.Usually low key is used for emphasis and contrast;mid key indicates an expected, neutral attitude;and low key provides low information.48.Of the four possible tune movements, high fall is used for statements and wh-questions;high rise is used for questions asking for repetition of something;low rise is for yes/no questions, etc.and fall rise is for corrections and polite contradictions.49.The most powerful signal of stress is a change of pitch on the vowel.50.Syllables are short when they are stressed.51.Techniques for grouping items of vocabulary fall into three general categories: semantic fields, phonological sets and grammatical sets.Grouping items related by topics, for example, types of fruit, belongs to the semantic fields.52.Metaphor is a way of talking about one thing in terms of another.It is a device for creating and extending meaning.53.The relationship between the spoken and written word is identical in English.54.Semantization means that every new word should be presented in such a way that its meaning becomes clear to the learner.55.Verbal presentation of new words means that the meaning of a second language word is demonstrated through concrete objects, visual aids, or through mime and acting.56.An exercise with heterogeneity gives no opportunity for the really advanced students to exercise their capacity.57.An exercise with heterogeneity can also have a positive effect on learner attitude and motivation.It provides an opportunity for the teacher to give slower or less confident students the approval and encouragement they need.58.In the “language awareness” exercise, the statement “The baby’s crying” informs about a third person’s whereabouts.59.In Hammer’s five-step model, the purpose of “elicitation” is to provide the teacher with feed back as to what to do next.60.The aim of the practice stage is to cause the learners to absorb the structure thoroughly.61.If we ask the class to listen and we ask the questions afterwards, we are helping them improve their listening skill indeed.62.An important part of the skill of listening is being able to predict what the speaker is going to say next 63.In an English class we are usually concerned with casual listening.64.It is important for the teacher to show students how easy it is to understand something from authentic materials rather than how difficult it is to understand everything.65.Students almost always enjoy listening to stories.66.If the teacher were talking too much in class the students would not be learning.67.Listening activities can only be conducted with the whole class.68.When the students listen to recorded materials there is very little opportunity for immediate interaction.69.Silent reading involves looking at the text and saying the words silently to yourself.70.There are no major differences between how one reads in one’s mother tongue and how one reads in a foreign language.71.To understand a word, you have to read all the letters in it;to understand a sentence you have to read all the words in it.72.The teacher can help the students to read a text by reading it aloud while they follow in their books.73.Normally when we read our eyes flick backwards and forwards over the text 74.In order to understand a text well, it is absolutely necessary to understand every word in the first place.75.Authentic materials can only be used in the classroom for beginners.76.Texts are usually used in English classes for two main purposes: as a way of developing reading comprehension and as a way of learning new language.77.Through reading the students not only learn new language, but also develop their reading skills.78.When the readers read to get the general picture, only the main points are what they are interested in, not the detail.79.Planned conversations usually degenerate into silence or involve only a small number of students.80.If the chosen topic for a conversation lesson is too general it will not excite the students, if it is too specific some students will be interested, and others not.答案：1.F 2.T

3.T

4.T

5.F 6.T 7.F

8.T

9.T 10.F 11.F 12.F 13.F 14.T 15.F 16.F 17.T 18.T 19.T 20.F 21.F 22.T 23.T 24.T 25.F 26.T 27.T 28.T 29.T 30.T 31.T 32.T 33.F 34.F 35.T 36.F 37.F 38.T 39.T 40.T 41.T 42.T 43.F 44.T 45.F 46.T 47.F 48.T 49.T 50.F 51.T 52.T 53.F 54.T 55.F 56.F 57.T 58.F 59.T 60.T 61.F 62.T 63.F 64.T 65.T 66.F 67.F 68.T 69.F 70.F 71.F 72.F 73.T 74.F 75.F 76.T 77.T78.T

79.T

80.T

Directions: Fill in the blanks with appropriate word(s).1.Language teaching involves three main disciplines.They are linguistics, psychology and ____.2.Linguistics is the study of language as a system of human ____.3.Psycholinguistics is the study of the mental processes that a person uses in producing and understanding language, and how humans learn ____.4._____ is the study of second and foreign language teaching and learning.5.Sociology is the study of language in relation to ____, such as social class, educational level and so on.6.At a macro level, society and community influence classroom teaching ____.7.The making of foreign language education policy must take into consideration the ____ and educational situation of the country.8.The goals for secondary education are ____ from those for higher education.9.Syllabus determines teaching aims, objectives, contents and ____.10.Teaching materials should agree with or reflect the teaching ____, aims, objectives and teaching methods.11.The ____ approach to language study is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.12.The ____ approach to language is to see it in terms of the bits and pieces by means of which it is put together.13.The most common word order in English is ____, with other sentence constituents draped around these key parts in various ways.14.According to the functionalists, language has three functions: ____, expressive, and social.15.____ is the study of how words combine to form sentences and the rules which govern the formation of sentences.16.According to Skinner, language behavior can only be studied through observation of the ____ factors.17.According to the behaviorists, all learning takes place through ____.18.Mentalism holds that a human being possesses a mind which has consciousness, ideas, etc., and the mind can influence the ____ of the body.19.The interactionalist’s position is that language develops as a result of the complex ____ between the uniquely human characteristics of the child and the environment in which the child develops.20.Chomsky refers to the child’s innate endowment as ____, a set of principles which are common to all languages.21.If the aim of a lesson is “To learn the names of colours” the lesson may focus on a particular ______.22.The cardinal rule means _________________.23.“Knowing English” must mean knowing how to __________ in English.24.The three main things that a learner has to acquire when learning a new structure are the form, meaning and _____ of the structure.25.The attitudinal and emotional factors can be expressed in an item of vocabulary.These are often referred to as ____.26.____ refers to varieties of language defined by their topic and context of use.27.Animal is a super-ordinate term, while cow, horse, pig, dog, cat, etc.are ____.28.There is a lack of consistency between ____ and pronunciation in English.29.Grammar is a description of the ____ of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language.30.The emphasis of the product perspective on grammar is on the component parts of the language system, divided up into separate forms.Each form is the ____ of the grammarian’s analysis.31.Process teaching engages learners in ____, formulating their own meanings in contexts over which they have considerable control.32.When we teach grammar as ____, the learner is required to attend to grammar, while working on tasks which retain an emphasis on language use.33.The complex form-function relationship is not a simplified, a one-to-one ____.34.________ are represented by phonetic symbols because there is no one-to-one correspondence between written letters and spoken sounds.35.________ is often described as the music of speech—the way the voice goes up and down as we speak.36.Most contributors to the Communicative Approach share the view that language is used for communication and are more concerned with meaning than with ____________.37.At one time ______________ was called Classical Method since it was first used in the teaching of the classical languages of Latin and Greek.38.When we use the word __________________ we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.39.A __________________ is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.40.The three major causes for errors are: mother tongue interference, ______________________, and inappropriate teaching materials or methods.答案：1.pedagogy

2.communication

3.language

4.Applied linguistics 5.social factors 6.indirectly

7.economic

8.different

9.methods

10.principles 11.functional 12 structural

13.SVO

14.descriptive 15.Syntax

16.external

17.habit formation

18.behavior

19.interplay

20.universal grammar

21.topic

22.one thing at a time 23.communicate

24.use

25.connotation or affective meaning 26.Register

27.hyponyms

28.spelling

29.structure

30.product

31.language use

32.skill

33.correspondence, or: relationship

34.Sound

35.Intonation 36.structure

37.the grammar-translation method 38.approach 39.method

40.overgeneralization

Ⅲ.Term and its definition.Directions: give briefly explanation of each term.1.approach：When we use the word approach we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.2.technique：When we talk about a technique, we mean a procedure used in the classroom.Techniques are the tricks in classroom teaching.3.method: A method is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.4.methodology：Methodology is the principle and techniques of teaching with no necessary reference to linguistics.5.sociolinguistics: Sociolinguistics is the study of language in relation to social factors, that is, social class, educational level and type of education, age, sex, ethic origin, etc.6.SR-model: SR-model refers to a connection which is established between a stimulus or stimulus situation(s)and the organism’s response(R)to this stimulus.7.phoneme: A phoneme is the smallest distinctive sound unit or minimum unit of distinctive sound feature 8.casual listening: When we listen with no particular purpose in mind, and without much concentration, the kind of listening is called casual listening.Ⅳ.Short answers.Directions: answer the following questions briefly.1.How do you understand the difference between approach, method, and technique? When we use the word approach we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.A method is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.When we talk about a technique, we mean a procedure used in the classroom.A technique then is the narrowest term, meaning one single procedure.A method will consist of a number of techniques, probably arranged in a specific order.The word approach is much more general and has the implication that whatever method or techniques the teacher uses, he does not feel bound by these, but only by the theory in which he believes.If he can find new and better methods or techniques which will fit in with his approach, then he will adopt these.2.What are the three views of language that support popular foreign language teaching? They are the structural view;the functional view and the interactional view.3.What are the elements with which a method is concerned? There are six elements: 1.the nature of language;2.the nature of language learning;3.goals and objectives in teaching;4.the type of syllabus to use;5.the role of teachers, and instructional materials;and 6.the techniques and procedures to use.4.What are the points of concern of methodology? The points of concern of methodology include: a.the study of the nature of language skills(eg.reading, writing, speaking, listening)and procedures for teaching them b.the study of the preparation of lessons plans, materials, and textbooks for teaching language skills c.the evaluation and comparison of language teaching methods(eg.the Audiolingual Method)d.such practices, procedures, principles, and beliefs themselves.(Richards, et al, 1985: 177)

5.Apart from a mastery of a foreign language, what other knowledge should a foreign language teacher have in order to do his/her job well? He/she should have some knowledge about the related subjects such as linguistics, psychology and pedagogy.He should also know that a lot of variables influence classroom teaching.Factor like foreign language education policy, the goal of foreign language education, learners, teachers, syllabus, teaching method, teaching materials teaching aids, and assessment and evaluation all influence classroom teaching.If a teacher does not know them he would not be able to teach according to the circumstances and would achieve the best results possible.6、In what sense can an understanding of the context of education contribute to language teaching and learning? Teaching and learning a foreign language inevitably involves relationships between different aspects of life, and teaching English successfully is not just a question of method.Other things influence English language teaching(ELT)greatly.Refer to the nine variables discussed in the text.7.Why do we say assessment has great backwash effects on foreign language teaching and learning?

Both positive and negative backwash effects.Assessment can provide teachers with feedback for lesson planning and remedial work.Students can also get information about their learning and progress, therefore have a sense of achievement.Through assessment they get to know their problems and areas for further study and improvement.However, inappropriate assessment can cause worries, discourage weak students, emphasis on grades instead of on abilities and competence, etc.8.What is the difference between Skinner’s behaviorism and Chomsky’s mentalism?

Where behaviorism ignored the contribution of the child itself in the learning process, mentalism has practically denied that linguistic input and environment play a role in this process, and has generally paid very scant attention to the actual course language development takes.9.Does Krashen’s theory of second language acquisition begin with theories, or with data?

Krashen’s theory of second language acquisition begins with theories or assumptions, not with data.He used a deductive method, that is, he set up a number of hypotheses first, then collected information or data to support/refute his hypotheses.10.What is the role of formal learning according to the monitor hypothesis? The monitor hypothesis states that formal learning has only one function, and that is as a “monitor” or “editor” and that learning comes into play only to make changes in the form of our utterance, after it has been produced by the acquired system.Acquisition initiates the speaker’s utterances and is responsible for fluency.Thus the monitor is thought to alter the output of the acquired system before or after the utterance is actually written or spoken, but the utterance is initiated entirely by the acquired system.11.According to Krashen, there is only one way for human to acquire language.What is it? By understanding meaningful messages or comprehensible input;the formula is i + 1.12.What is the function of the affective filter? According to the affective filter hypothesis, comprehensible input may not be utilized by second language acquirers if there is a “mental block” that prevents them from fully profiting from it.The affective filter acts as a barrier to acquisition: if the filter is “down”, the input reaches the LAD and becomes acquired competence;if the filter is “up”, the input is blocked and does not reach the LAD.Thus “input is the primary causative variable in SLA, affective variables acting to impel or facilitate the delivery of input to the LAD.”

13.What are some of the main stages of a lesson? Here are some of the main stages of a lesson: a.Presentation: The teacher presents new words or structures, gives examples, writes them on the board, etc.b.Practice: Students practice using words or structures in a controlled way.Practice can be oral or written.c.Production: Students use language they have learnt to express themselves more freely.Like practice, production can be oral or written.d.Reading: Students read a text and answer questions or do a simple task.e.Listening: The teacher reads a text or dialogue while the students listen and answer questions, or the students listen to the tape.f.Revision: The teacher reviews language learnt in an earlier lesson, to refresh the students’ memories, or as a preparation for a new presentation.<0225>

14.What is the focus of a Grammar-Translation classroom? The focus of a Grammar-Translation Method is grammar.The process of learning grammar is considered an important means of training mental abilities.The teaching materials are arranged according to the grammatical system.15.What language skills are emphasized by the Grammar-translation Method? Reading and writing are emphasized because literary language is regarded as superior to spoken language and is therefore the language students should study.This emphasis on reading and writing skills also results from the purpose of learning Latin: to read and translate the classical literature of Latin.16.What are the main techniques used in a Grammar-Translation classroom? A Grammar-Translation teacher usually uses the following techniques to help realize the course objectives: 1)Reading, 2)Translation, 3)Deductive teaching of grammar, 4)Analysis and comparison, 5)Memorization, 6)Reading comprehension questions, and 7)Written work such as fill-in-the-blanks, using new words to make up sentences, and so on.17.What specific aspects does communicative competence include? Communicative competence includes: a)knowledge of the grammar and vocabulary of the language, b)knowledge of rules of speaking(eg.knowing how to begin and end conversations, knowing what topics may be talked about in different types of speech events, knowing which address forms should be used with different persons one speak to and in different situations), c)knowing how to use and respond to different types of speech acts, such as requests, apologies, thanks, and invitations, d)knowing how to use language appropriately.18.What language skills are emphasized by the Direct Method? Conversational skills are emphasized, though the teaching of all four skills is considered important.Reading and writing exercises should be based upon what the students have practiced orally first.Pronunciation is paid attention to from the beginning.19.How should language rules be learned according to the Direct Method? Language rules are learned inductively through listening and speaking activities.The teacher sets up a few carefully chosen illustrations of a rule and leads the students to discover the relationship of the new elements to others previously learned.Students work out the rule governing those examples.In other words, students have to induce grammatical rules from examples in the text.A language could best be learned by being used actively in the classroom.20.Why is first language forbidden in a Direct Method classroom? The direct methodologists view foreign language learning as similar to first language acquisition.The learner should try to establish a direct association between language form s and meanings in the target language.Mother tongue is considered as an interfering factor, rather than a reference.In order to develop the students’ ability to communicate in the target language, students should be encouraged to think in the target language.The best method is not to make the learn the rules, but to provide direct practice in speaking and listening through imitation and repetition.The best method to teaching meaning is to make the students listen, look, and say, i.e.using sensory experience.21.How can we describe the main proficiency goal of the teaching and learning of pronunciation? The main proficiency goal can be described in general terms as phonological competence, that is a)The ability to recognize and discriminate significant sound features.b)The ability to produce intelligible and acceptable sounds, both segmentally and prosodically.c)The ability to interpret written language phonologically, as in reading aloud, and to recreated spoken language graphically, as in writing from dictation and note-taking.22.What kind of words tend to be stressed, and what kind of words tend to be unstressed?

Stressed words tend to be nouns, adjectives and adverbs, ie.content words.Structure(or form)words, articles, prepositions, etc.tend to receive weak stress or unstressed.Why should we teach pronunciation and intonation in context? It is the context that determines or gives meaning to the sounds, stress, words, and sentences.Human sounds have social and communicative functions.The same words said with different rhythm and intonation will produce different meanings depending on the speaker’s attitude and intention.Practicing the pronunciation of individual sounds in isolation is sometimes necessary, but not sufficient in developing students’ phonological competence.24.What are the two functions of intonation? It indicates grammatical meaning in much the same way as punctuation does in the written language.It can also indicate the speaker’s attitude.In some cases, both grammatical meaning and attitude are conveyed by the intonation pattern alone.25.What are the techniques which you can use to teach intonation in a meaningful way? To teach intonation in a meaningful way, we could choose from the following ways: 1)Using realia to set up a situation that would illustrate the difference in attitude.2)Using mood cards.3)Creating roles.26.What kind of knowledge do you need to have if you say you know a word? Knowing a word involves knowing its meaning, its form and its use.If we say that we know a word, we must be able to a)recognize it in written and spoken form;b)recall it at once;c)relate it to appropriate object or concept;d)use it in appropriate grammatical form;e)use it in correct collocation;f)use it at appropriate level of formality;g)pronounce it in a recognizable way;h)spell it correctly;i)be aware of its connotation.What are the three main forms of word building in English? Affixation, compounding and conversion.28.How do you decide whether a word should enter the students’ active or passive vocabulary? We have to consider whether the word: a)is essential for comprehension of context;b)is commonly used;c)is used in a wide variety of situations;d)has more than one meaning(if so, which;if any, to teach)

If our answer to all these four questions is yes, then we have to make it enter the students’ active vocabulary.29.What are the six principles to remember when presenting new vocabulary in class? Before presenting vocabulary in class, it is helpful to remember the following: a)Teach and practice the words in spoken form first.b)Teach words in context.c)Teach lexical items rather than individual words.d)Present words in a memorable way.e)Check understanding.f)Revise often.30.What tricks can a teacher teach his students to use to memorize vocabulary? a)grouping words in one way or another;b)using dictionaries;c)establishing personal category sheets;d)using visuals;e)using alphabetical index;f)labeling.31.What is the relationship between the grammatical forms of a language and their communicative functions? While one form can be used to perform a number of functions, one function can be realized by using a number of different forms.32.What are the three different views on grammar teaching? The first view is that teaching grammar entails the formal explanation of grammar rules.While learners who receive a great deal of grammatical explanation will end up knowing quite a lot about the language, they will not necessarily be able to put the language to communicative effect.The second view is that teaching grammar is basically a matter of providing learners with practice in mastering common grammatical patterns through a process of analogy rather than explanation.The learners may become fluent in the structures they have been taught, but may not be able to use them appropriately in genuine communication outside the classroom.The third view is that teaching grammar is a matter of giving students the opportunity to use English in a variety of realistic situations.The disadvantage is that learners will not be able to provide explanations of the grammatical rules of the target language.Ⅴ.Short essay.Directions: Choose ONE topic from the following list and write a short essay of about 150 words.1.What is the role of environment in language learning according to the behaviorists? And the mentalists? In the behaviorist view, children imitate the language of their environment to a considerable degree, and imitation is a strong contribution factor in the language learning process.A consequence of this is that the frequency with which words and structures occur in the language of the environment, will influence the language development of the child.In addition, reinforcement is needed to arrive at a higher level of language proficiency.Parental approval is an important type of reinforcement in the language learning process: when a child produces a grammatically correct utterance which is understood by its environment, approval from the parents may serve as reinforcement for such an utterance.In this way, the environment encourages the child to produce grammatical utterances, while not encouraging ungrammatical utterances.The linguist Norm Chomsky claims that children are biologically programmed for language and that language develops in the child in just the same way that other biological functions develop.For example, every child will learn to walk as long as adequate nourishment and reasonable freedom of movement are provided.The child does not have to be taught;most children learn to walk at about the same time;and walking is essentially the same in all normal human beings.For Chomsky, language acquisition is very similar to the development of walking.The environment makes a basic contribution---in this case, the availability of people who speak to the child.The child, or rather, the child’s biological endowment, will do the rest.This is known as the innatist position.Chomsky developed his theory in reaction to the behaviorist theory of learning based on imitation and habit formation.2.What is the main idea of the acquisition-learning hypothesis? Krashen maintained that adult L2 learners have at their disposal two distinct and independent ways of developing competence in a second language: acquisition and learning.Acquisition is a subconscious process identical in all important ways to the process children utilize in acquiring their first language, and learning is a conscious process that results in knowledge about language.Acquisition comes about through meaningful interaction in a natural communication setting.Speakers are not concerned with form, but with meaning;nor is there explicit concern with error detection and correction.This contrasts with the language learning situation in which error detection and correction are central, as is typical the case in classroom settings, where formal rules and feedback provide the basis for language instruction.Nontheless, for Krashen, it is not the setting per se, but conscious attention to rules that distinguishes language acquisition from language learning.In the natural setting, an adult can obtain formal instruction by asking informants about grammar and by receiving feedback from friends.Similarly, language can be acquired in the classroom when the focus in on communication---eg.through dialogues, role-playing, and other forms of meaningful interaction.3.In what sense does foreign language teaching methodology help you in your professional development?

A foreign language teacher has to not only make his students understand the language, namely the pronunciation, vocabulary, grammar, etc., he must also develop their communicative competence so that they can use the language they have learned correctly, appropriately and expressively in real situations.In order to do well this complicated job, the teacher needs to know, apart from a comprehensive knowledge of the language and the ability to use it, as many teaching methods and techniques as possible, and understand the underlying theories and principles, therefore he not only knows what to teach and how to do it, but also why he should do it in a certain way and how to solve problems when they arise.In this way he will have full confidence in doing his job well.Foreign language teachers understand that knowing a language does not necessarily mean that you can teach the language well.Teaching is an art as well as a science.If you do not know the theories, principles, methods or techniques of teaching, you might be able to teach a foreign language based on your experience, but you cannot hope to achieve good results, nor can you give your or your colleagues’ teaching a rational evaluation or a critical appraisal.There are surely limitations in teaching by drawing only on experience, though experience is important.The theory you learnt from the methodology course can guide, support and conceptualize practice.New insights you get by sharing ideas of other people will bring you great benefit.As the old saying goes: “Travel broadens the mind”.In the same way learning Foreign Language Teaching Methodology will surely broaden the mind of teachers.4.What are the advantages and disadvantages of grammar-translation method?

The main advantages of this method are: first, comparison between two languages helps students to have a better understanding of the meaning of abstract words and complicated sentences.Second, systematic study of grammatical rules plays an important role in fostering students' ability of reading comprehension and producing grammatically correct sentences.Understanding and manipulating the morphology and syntax will develop students' ability of analyzing and solving problems.Third, the focus on understanding literary texts provides the situation in which reading and writing abilities are well trained.Fourth, it makes few demands on teachers although it often creates frustration for students.It is relatively easy to apply.Disadvantages in this method are: First, overemphasis on translation can never emancipate the learners from dependence on the first language.Second, knowing a large number of grammatical rules cannot ensure that students can use them appropriately in real communicative situation.Third, it puts too much emphasis on reading and writing and neglects listening and speaking.Fourth, the texts are mostly taken from literary works.The language learned often doesn't meet the practical needs of the learners.Fifth, memorizing grammar rules and bilingual word lists does not motivate students to actively communicate in the target language.

第四篇：《课程与教学论》A卷答案

初等教育学院 2013—2014学年

6．× 7．√ 8．× 9．√ 10．×

三、名词解释题（计5题，每题2分，共10分）1．优化教学是指通过改革创新而达到的教学的最佳状态。

2．教学目标是指教学活动实施的方向和预期达成的结果，是一切教学活动的出发点和最终归宿，它既与教育目的、培养目标相联系，又不同于教育目的和培养目标。

3．教学模式可以定义为是在一定教学思想或教学理论指导下建立起来的较为稳定的教学活动结构框架和活动程序

4．教学手段是师生教学相互传递信息的工具、媒体或设备。

5．教学评价是依据教学目标对教学过程及结果进行价值判断并为教学决策服务的活动。

四、简答题（计10题，每题4分，共40分）

1、教学基本要素之间的关系？ 答：教学基本要素之间的关系

1）学生与教学内容的关系

教学内容是人类文明成果，是人类的种族经验，作为个体在遗传上不能自然获得。个体通过教育掌握种族的经验是人类特有的生存方式，实现人类文明的传递和再生产。从教学内部看，教学内容是学生的认识对象，而学生又是认识的主体。这样，教学内容制约了学生的认识方式，同时又建构了主体。

2）教师和学生的关系

师生关系有多种描述，教师中心说、学生中心说、教师主导学生主体说、教师主导学生主动说、师生合作说等。

师生关系还可以从伦理、情感角度来描述。

2、小学常用的教学方法？

答：讲授法：谈话法：讨论法：实验法；实习作业法；练习法；参观法

3、现代教学的基本特征？

答：现代教育的 的教学阶段所应采取的不同教学方法，这对于知识的系统授受和教学过程的规范化都具有重要意义。“四段教学法”之所以会对后世产生极为重大的影响，其理论根据也正在于此。

9、教学模式的发展趋势？

答：1，从单一教学模式向多样化教学模式发展 2．由归纳型向演绎型教学模式发展

3．由以“教”为主向重“学”为主的教学模式发展 4．教学模式的日益现代化

10、说课的内容？

答：1.展示课题（你要说哪本书哪一节的内容）

2.教材分析：教材的地位作用，以及前后章节的联系 3..课程标准对这节内容的要求：

4.教学对象的分析：学生的知识水平，认知能力等等 4.教学目标： 5.重点和难点 ： 6.教法和学法

7完整的教学过程（课堂思路，步骤，环节）8.板书设计

10、教学手段的选择原则？ 答：1.符合认识规律 2.符合教学原则 3.符合教学目标 4.符合内容特点 5.符合学生特点 6.符合教学法特点 7.符合教师特点 8.符合教学环境 9.符合高效教学要求 10.符合动态生成的特点

五、论述题（计1题，每题15分，共15分）

材料一：一种好的教学方法对教学的顺利开展并且获得优异的成效，具有重要意义。材料二：12级特殊教育班的同学在特殊学校见习时，某位老师向他们面授教学技巧：“教学有多种方法，每一种方法都有其独特的效果，但是我们选择哪种教学方法的时候应根据教学内容和学生的具体实际，充分考虑教学方法的优选因素。”

问题： 1.结合材料一，说说什么是教学方法并且分析教学方法和教学方式、教学手段的区别？（10分）

2.根据材料二，说说教学方法的作用并且谈谈选择教学方法应考虑哪些因素？（10分）根据上述材料，结合这次见习的心得体会，围绕《课程与教学论》的相关知识回答以上问题。答：1.教学方法的作用：

①沟通师生教与学的中介②激发学生学习兴趣的必要手段 ③实现教学理论指导教学实践的基本途径 2．教学方法的优选因素：

①依据教学目标选择教学方法②依据教材内容选择教学方法 ③依据学生实际特点选择教学方法④依据教学环境选择教学方法 ⑤依据教师自身素质选择教学方法 3．教学技巧：

①采取点名的方式来吸引小学生的注意力，防止学生开小差 ②不断向学生强调学习的重要部分③联系回忆，即时温故知识

④鼓励，表扬学生，激发学生的学习兴趣⑤小组竞赛，提高教学的效率

⑥教学方式创新，经常与学生进行交流，多做游戏，以师生互动的形式来学习《课程与教学论》试卷（A卷答案）

⑦教师应为人师表，在学生面前建立自己的权威，使学生能很好的配合老师的教学工作。

六、案例分析题（计1题，每题10分，共10分）

知识的获得是一种学生主动的认知活动，学习者不应该是信息的被动接受者，而应该是知识获取过程的参与者。

(一)创设情境，激发学习数学的兴趣是教学动力。

兴趣是推动学生学习的内在动力，也是发展思维的催化剂。兴趣总是在一定的情境中产生的，要使学生在课堂上处于最佳的心理状态，教师必须想方设法激发学生的情绪领域，唤起学生心灵的共鸣，让学生因情感的驱动而产生学习的兴趣。（3分）

(二)生动有趣的操作，具体的实践感受使学生觉得数学并不枯燥。小学生的思维正逐渐从具体形象思维向抽象思维过渡，但这并不意味着学生就不需要具体形象思维。数学来源于生活，但高于生活，具有一定的抽象性和逻辑性。单纯的讲解，让学生被动地接受，理解和掌握知识是不可取的，效果也不好。（3分）

结合案例分析（4分）

《课程与教学论》试卷（A卷答案）

第五篇：小学数学教学论B卷答案

小学数学教学论B卷

一、单项选择题

1.A 2.A 3.B 4.A 5.C 6.B 7.C 8.D 9.A 10.D

二、填空题

1、数学是研究(数量关系)和(空间形式)的科学。

2、数学课程应致力于实现义务教育阶段的培养目标，体现基础性、(普及性)和(发展性)。义务教育的数学课程应突出体现全面、(持续)、(和谐发展)。

3、义务教育阶段的数学课程要面向全体学生，适应学生个性发展的需要，使得：(人人都能获得良好的数学教育)，(不同的人在数学上得到不同的发展)。

4、学生是数学学习的主体，教师是数学学习的组织者、(引导者)与(合作者)。

5、《义务教育数学课程标准》(修改稿)将数学教学内容分为(数与代数)、(图形与几何)、(统计与概率)、(综合与实践)四大领域；将数学教学目标分为知识与技能、数学与思考、解决问题、情感与态度四大方面。

6、学生学习应当是一个生动活泼的、主动的和(富有个性)的过程。除接受学习外，动手实践、自主探索与合作交流也是学习数学的重要方式。学生应当有足够的时间和空间经历观察、实验、猜测、计算、推理、验证等活动过程。

7、通过义务教育阶段的数学学习，学生能获得适应社会生活和进一步发展所必须的数学的“四基”包括基础知识、基本技能、基本思想、基本活动经验；“两能”包括(发现问题和提出问题能力)、(分析问题和解决问题的能力)。

8、教学中应当注意正确处理：预设与生成的关系、面向全体学生与关注学生个体差异 的关系、合情推理演绎推理的关系、使用现代信息技术与教学手段多样的关系。

三、判断题

1.× 2.× 3.√4.√5.× 6.× 7.√ 8.× 9.× 10.×

四、简答题

1、课程标准的教学建议有哪六个方面？(1)．数学教学活动要注重课程目标的整体实现；(2)．重视学生在学习活动中的主体地位；

(3)．注重学生对基础知识、基本技能的理解和掌握；(4)．引导学生积累数学活动经验、感悟数学思想；(5)．关注学生情感态度的发展；

(6)．教学中应当注意的几个关系：“预设”与“生成”的关系。面向全体学生与关注学生个体差异的关系。合情推理与演绎推理的关系。使用现代信息技术与教学手段多样化的关系。

2、义务教育阶段的数学学习的总体目标是什么？ 通过义务教育阶段的数学学习，学生能：

(1).获得适应社会生活和进一步发展所必须的数学的基础知识、基本技能、基本思想、基本活动经验。

(2).体会数学知识之间、数学与其他学科之间、数学与生活之间的联系，运用数学的思维方式进行思考，增强发现和提出问题的能力、分析和解决问题的能力。

(3).了解数学的价值，激发好奇心，提高学习数学的兴趣，增强学好数学的信心，养成良好的学习习惯，具有初步的创新意识和实事求是的科学态度。

3、“数感”主要表现在哪四个方面？

数感主要是指关于数与数量表示、数量大小比较、数量和运算结果的估计、数量关系等方面的感悟。建立数感有助于学生理解现实生活中数的意义，理解或表述具体情境中的数量关系。

4、可以用哪四种不同的方式确定物体所在的方向和位置？ ①上下、前后、左右

②东、南、西、北、东南、西南、东北、西北 ③数对

④观测点、方向、角度、距离

五、案例分析题

教学设计一：在教学生求平行四边形面积时，教师讲授如下：连接AC，因为三角形ABC与三角形CDA的三边分别相等，所以，这两个三角形全等，三角形ABC的面积等于1/2底乘高，所以，平行四边形ABCD的面积等于底乘高，命题得到证明。然后，教师列举很多不同大小的平行四边形，要求学生求出它们的面积，结果每个问题都正确解决了。下课前，教师又布置了十几个类似的问题作为家庭作业。

教学设计二：教师引导学生分析问题，即如何把一个平行四边形转变成一个长方形，然后组织学生自主探究，并获得计算平行四边形面积的公式。

请问：两则教学设计中教师的教学方法有何不同？两种教学方法对学生的学习将产生怎样的影响？

答案：

“教学设计一”中的教师采用了传统的“灌输式”教学方法，没有引导学生去积极思考，让学生主动应用已掌握的知识进行探索。这种教学方法有利于学生在短时间掌握知识，提高学习技能，但如果一味采用这种方法，将使学生形成接受学习的方式，只会模仿，不会灵活运用，更不会创造。“教学设计二”中的教师采用了比较的方法、启发式的教学方法，注重引导学生展开知识发生的过程，引导学生自己探索，自己思考，从而得出结论。这种教学方法将引导学生学会学习，形成自主学习、自主探究、合作学习的学习方式，从而促进师生的共同发展。