英语学科教学论试题答案

第一篇：英语学科教学论试题答案

英语学科论 试题答案及评分标准(供参考)

Section I:(30 points)

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Section II:(30 points)

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-readingstage, 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 contexts.17.Problem: The lesson started with the third stage of the PPP Model--the stage of productionbut 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 life.Solution: 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 some othersignificant 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 teacher’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 1

Teacher’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 activityReading

Objective(s)of the activityGet to know something of the fish in the ocean

Type of the activityThe exploitation of the text

Classroom organization of the activityPersonal work /Individual

Teacher’ s roleOrganizes and guides

Students’ roleRead with skills to find out the key information of the text.Teacher working time2 min

Student working time4 min

Teaching 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 feedback

After 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 activityPut the events in the correct order.Objective(s)of the activityHelp the students understand the content and structure of the text.Type of the activityListening

Classroom organization of the activityGroup work.Teacher’s roleInstructor , manager

Students’ roleActive participant in class activity

Teacher working time1 min

Student working time4 min

Teaching 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 feedback

When the students have finished their work, the teacher invites some to show their decision.

第二篇：英语学科教学论

(一)1.What is the goal of foreign language teaching?

To help the learner master the target language in the shortest possible time

By mastering the target language, we mean that the learner is able to have successful communications with others in the target language.2.What is the nature of FLTM?

FLTM is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the nature and laws of foreign language teaching.It examines the practices and procedures in foreign language teaching;studies approaches, methods and techniques;and studies principles and beliefs that underline them.3.Why do we call FLTM is an interdisciplinary science?

It involves a lot of disciplines such as philosophy, linguistics, psychology, pedagogy, Anthropology, Sociology.So we call it an interdisciplinary science

4.What are the main features of traditional linguistics?(purpose, beliefs, approach and contents)Purpose: to help understand classic works

beliefs: the written form of language superior to the spoken form.approach:a prescriptive approach

Contents: Classification of all the words into 8 parts of speech and the study of the syntax of Greek

5.What are the main features of American structuralism?(beliefs, approach and contents)beliefs: speech was primary and writing was secondary.approach:a descriptive and inductive approach

Contents:

1.A language was a habit of verbal behavior which consisted of a series of stimuli and responses.2.To acquire a language was to form a habit of verbal behavior and learning a language was learning a habit.6.What is Chomsky’s explanation of the first language acquisition process?

Linguists should study the linguistic competence, not the performance, of the native speaker and try to set up a system of rules that will generate an infinite number of grammatical sentences.7.What is the main feature of functional linguistics?

the meaning of any single word is to a high degree dependent on its context.The context of situation must have an important position in a descriptive linguistic model.Linguistic events should be accounted for at three primary levels: substance)the material of language), form(organization)and context(relations of the form to non-linguistic features of the situation).Three dimensions: field, tenor, and mode.8.What is the basic theory of Gestalt psychology?

Contents: the area of perception, aiming at the exploration of the relationship between parts and whole in people’s perceptual experience.beliefs: people perceives objects and scenes as organized wholes before they noticed their component parts

9.What is the basic theory of psychoanalysis?

Contents: the analysis of the unconscious mind.beliefs: unconscious mental processes influence conscious thought and action.10.What is the basic theory of behaviorism?

Important figures:

1.John B.Watson(American psychologist)

Contents: nonhuman animal’s behavior and the external environmental conditions.beliefs: Behavior was the only proper subject of study in psychology ,because only behavior, not the mind, could be observed publicly and objectively

Important figures:

2.B.F.Skinner, the leader of behaviorism

Contents: learning

To characterize learning in terms of stimuli and responses

To identify basic learning processes

Beliefs: learning processes can be divided into two kinds: classical conditioning and operant conditioning.11.What is the basic theory of cognitive psychology?

contents：to explain observable behavior by reference to hypothetical mental structures.beliefs: experimental subjects do not simply make passive, mechanic responses to stimuli.Rather they are very active in identifying the meaning of stimuli and in expecting the consequences of their responses.12.What are the main six theories of second language acquisition? What are the main features? The habit-formation theory习惯-形成理论

According to behaviorists, language is regarded as a set of linguistic habits and the linguistic habits are formed through identifying and strengthening the associations between stimuli and responses.Learning a second language means the formation of a new set of linguistic habits.Imitation and practice play an important role in the process of habit-formation.Errors should be predicted, avoided and should be corrected.Positive transfer/ negative transfer/ contrastive analysis

The hypothesis of linguistic universals 语言共性说

There exists certain linguistic properties which are true to all the natural languages in the world.Noam Chomsky : a particular language;core grammar and peripheral grammar

Hoseph H.Greenberg: different languages

The acculturation theory 文化认同说

Individuals of one culture have to go through the process of modification in attitudes, knowledge, and behavior in order to function well in another culture.Social and psychological distances determine the degree of acculturation success

The discourse theory话语交际说

In the late 1970s

E.Hatch:focus his research on the process of second language acquisition

Only through communication discourses can the learner acquire the second language

The monitor theory 监调理论

The cognitive theory 认知理论

Cognitive psychology: learning is a cognitive process

The second language learning should be regarded as the acquisition of a complex cognitive skill, and its internal representations include procedures for selecting appropriate vocabulary,grammatical rules, and pragmatic conventions governing language use.Learners’ language performance improves along with the reconstructing of the internal representations.The task of language acquisition is very complex because it involves constant practice and integration of different aspects of the task until automaticity is reached

(二)1.What are the main features and objectives of the Grammar-Translation Method?

1).Main features:

① Main content: grammar

② Arrangement of the teaching materials: grammar system

③ Purpose of teaching activities: mastering grammatical rules.④ Major focus: reading and writing

⑤ Main medium of instruction: the native language

⑥ Principal practice technique: translation

2).objectives:

To enable the learners to read and translate its literature by requiring students to memorize grammatical rules.2.What are the main features and objectives of the Direct Method?

1).Main features:

① Arrangement of the teaching materials: situations or topics

② Purpose of teaching activities: developing oral communication skills

③ Major focus: speaking and listening

④ Main medium of instruction: the target language

2).Objectives:

To develop the students’ ability to communicate in the target language.To enable the students to think in the target language

To develop the four basic language skills

To help students to have correct pronunciation from the beginning of the course.3.What are the main features and objectives of the Oral Approach?

1).Main features:

① Language teaching begins with the spoken language.② New language points are introduced and practiced situationally.③ Vocabulary selection procedures are followed to ensure that an essential general service

vocabulary(基本的常用词汇）is covered.④ Items of grammar are graded following the principle that simple forms should be taught

before complex ones and should be taught inductively.⑤ Reading and writing are introduced once a sufficient lexical and grammatical basis is

established.⑥Main medium of instruction: the target language

2).objectives:

To enable the learners to get a practical command of the four basic skills of language.Accuracy in both pronunciation and grammar is regarded as crucial, and errors are to be avoided at all costs.4.What are the main features and objectives of the Audio-lingual Method?

1).Main features:

① separation of language skills into listening, speaking, reading and writing, and emphasis

on the teaching of listening and speaking before reading and writing.② Use of dialogues as the chief means of presenting the language.③ Emphasis on certain practice techniques: mimicry(imitation), memorization and pattern

drills.(mim-mem method)

① Discouraging the use of the mother tongue in the classroom

② Use of language laboratory.2).objectives:

To enable the learners to use the target language communicatively.The primary stress is laid on oral proficiency, which means the students should achieve accurate pronunciation and correct grammar.5.What are the main features and objectives of The Cognitive Approach？

1).Main features:

④It insists that learning is based on understanding and language learning is a creative

process.So meaningful learning and meaningful practice are emphasized.⑤ It gives equal importance to all the four skills.But listening and reading should precede

speaking and writing.⑥ It holds that mistakes are unavoidable in the creative use of language.What the teacher

should do is to analyze the mistakes so that they could find the cause and do some remedial work accordingly.2).objectives:

To develop in the students the same type of abilities possessed by native speakers.6.What are the main features and objectives of The Communicative Approach?

1).Main features:

① An emphasis on learning to communicate through interaction in the target language.② The introduction of the authentic texts into the learning situation.③ The provision of opportunities for learners to focus, not only on language but also on the

learning process itself

④ An enhancement of the learner’s own personal experiences as important contributing

elements to classroom learning.⑤ Am attempt to link classroom language learning with language activation outside the

classroom.2).objectives:

To develop the students’ communicative competence.It includes:

a.Knowledge of the grammar and vocabulary of the language.b.Knowledge of rules of speaking

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 the language appropriately.(三)

To develop students’ overall language ability, what are the five aspects mentioned in the National English Curriculum?

Language, language skills, learning, affect and culture.

第三篇：英语学科教学论教案

英语学科教学论作业

级：

号：

名：方09级（8）班294010305 玉 洁

班学姓

Background information: Students: 32 freshmen of Biology Major Lesson duriation: 50 mins Teaching objections: By the end of the lesson, students should be able to: 1.2.ask and answer questions about the importance of English learning.talk about the importance of English learning with their own words and make their own dialogues.3.4.5.pse interview strategries to find out information and take notes.present the interview results confidently to other students.learn to be a good listener and brave to ask questions in English.Teaching contents: Do you think English is important to you? The biggest thing is? Make a big difference What type of career are you thinking of? Teaching aids: blackboard, chalk, tapes, white papers with dialogue` Type of the lesson: oral English Teaching procedures: Step1.Review(10 mins)a)b)Warm up:let students listen to the dialogue on the tape.Ask some easy questions about the dialogue.c)d)Let them read the dialogue and get the main idea.Learn to use some sentences to talk about the importantce of English learning.e)Students practice the dialogue with their partner and try to make a new dialogue.Step 2.Learn the new sentence structures(10 mins)a)Use the structures: Do you think English is very important to you? What type of career are you thinking of? b)Pair-work: one ask the questions, the other answers them.Step 3.A task: use what is learnded to do an interview(10 mins)a)b)Group-work: an interview volunteers to present the results.Step 4.More practice(15 mins)a)

let student talk with their classmates.b)

volunteer to present the result.c)

Teacher gives feedback.Optional activities and homework:（5mins）

Optional activitiy: work in pairs and find out the advantages of English learningand ask why.Homework: write a short passages to introduce the advantages of English learning.Reflection:(to be spoken immediately after the lesson).

第四篇：微格教学与英语学科教学论

微格教学与英语学科教学论

崔 奇

科学技术的飞速发展，国际间的竞争形式，对人类自身的认识加深，以及当前素质教育培养创新人才的精神实质，决定了英语学科教育改革的历史必然性，并使英语学科教学论研究向新的广度和深度发展。微格教学的研究成果，说明了基本的教学技能是形成综合教学能力的基础，并对教学技能的形成规律问题进行进一步的探讨，填补了对教学能力深层问题研究的空白，为英语学科教学论向更深层次和更实用的方向发展创造了条件。

一、师范院校英语学科教学论面临的主要问题

英语学科教学论是英语师范专业的一门必修的骨干课程，它是师范院校英语专业与其他外语学院英语专业区别开来的主要特征，它从一个重要的方面体现出师范院校的办学特 色。英语学科教学论是从英语教学实践里发展起来的，要回到英语教学实践中去，一方面起指导教学实践的作用，使教学实践遵循一定的理论顺利进行;另一方面要接受教学实践的验证，并在教学实践里获得进一步的发展和提高。英语学科教学论的生命力存在于英教学实践之中，但是，在师范院校英语学科教学论的发展过程中，出现了理论教学与教学实践脱节的问题。

1．问题的提出

在英语学科教学论课程中，问题的焦点集中在如何提高师范生的英语实践能力上。师范毕业生掌握大量的英语知识却不能更好地讲授给学生。长期以来，培养师范生的基本方式是:(1)教师进行课程教学;(2)师范生完成书面作业;(3)教育见习与实习。有人说，院校培养出来的学生“"半成”，需要在教学实践中深加工。这种情况的产生主要是学科教学论课程的发展没有跟上教学的发展。在相当长的时期内，人类对教育的研究一直停留在宏观研究的水平上。宏观研究的方法给教学行为带来的描述是定性的、模糊的，从而使对教师职业行为的研究长期停留在经验型的水平上。因此，教师的成长主要依赖于经的积累或师徒式的培养，是一种漫长的、淘汰率很高的、以学生的学习失败为代价的、再生能力很差的、优化程度不高的“自然成长”方式。

2．问题的解决

采用教学技能的分类理论指导培训教师时，教师的成长机理就大为改观，它已不再是一个缓慢的过程。相对传统的教学模式，可以实现以下几个变化:

(1)在优秀教师的“自然成长”加入“人工塑适”的成份，给予操作性的技术指导，使在某一水平面上能快进快出，加速成长。

(2)变教学经验行为的积累与学习，为技术行为的培训与掌握，明确教学技术行为的要素、方法与效果评价。

(3)变整体上的一般性要求为具体的分解训练。

如上三点解决办法正是微格教学法的主要特征。

二、微格教学方法的采用

微格教学(Micro teaching)是一种利用现代化教学技术手段来培训教师的实践性较强的教学方法。通常，让学生分成若干小组，在导师指导下，每位学生进行10一20分钟教学，并当场将实况摄录下来。然后，在指导教师引导下，学生反复观看录制成的视听材料，同时 讨论、评议，最后由导师小结。微格教学是一个控制的实践系统，它丰富、发展了学科教学论课程。

微格教学的创始人(W.Allen)认为，微格教学是“一个缩小了的、可控制的教学环境，它使准备成为教师的人有可能集中掌握特定的技能、教学内容。”英国微格教学研究专家G·布朗(G·Brown)认为微格教学“是一个简化了的、细分的教学，从而使学生易于掌握。”北京教育学院微格教学课题组经过多年的实践和探索认为 “微格教学是一个控制的实践系统，它使师范生有可能集中解决某一特定的教学行为或在有控制的条件下学习，它是建筑在教育教学理论、视听理论和技术基础上，系统训练教师教学技能的方法。”

1.微格教学的基本特点

第一，技能单一集中性。传统的教师培训方法，通常用整节课的教学方法。微格教学就是将复杂的教学过程细分为容易掌握的单项技能，导入技能、讲解技能、提问技能、强化技能、演示技能、组织技能、结束技能等等，'每一项技能都成为可描述、可观察和可培训的，并能逐项进行分析研究和训练的。因为对某一项技能深入、细致地研究训练，容易达到掌握、提高的目的。

第二，目标明确可靠性。微格教学中的课堂教学技能以单一的形式逐一出现，使培训目标很明确，容易控制。课堂教学过程是各项教学技能的综合运用，只有每项细分的技能都反复培训、熟练掌握才能形成完美的综合艺术。微格教学培训系统是一个受控制的实践系统，要重视每一项教学技能的分析研究，使培训者在受控制的条件下朝明确的目标发展，最终提高课堂教学能力。

第三，反馈及时全面性。传统的教学反馈是靠听者在课堂上仔细观察和笔记，然后将观察到的和记下的情况反馈给执教者。但执教者通常会回忆不起自己上课时的某些细节，因为他们对自己的教学没有直观的感受。微格教学利用了现代视听设备作为记录手段，真实而准确记录了全过程。这样，对执教者而言，课后所接受到的反馈信息有来自于指导教师的，也有来自于听课的同伴的。更为重要的是来自于自己的教学信息，由于执教者能全面观察到本人上课的全过程，所以说微格教学的反馈是及时而全面的。

第四，角色转换多元性。微格教学冲破了传统的教师培训模式，运用了现代化的摄像技术，对于课堂教学技能研究既有理论指导，又有观察、示范、实践、反馈、评议筹内容。在微格教学的教学理论研究的技能分析示范阶段，指导教师展示的不仅仅是理论，而且有示范录像。学员所接受到的信息，既有教学技能方面的理论分析，又有可观察到的形象化的录像示范。这时，被培训者要听、要看、还要与自己原有的教学实践进行分析，为了接受多种的信息量，既调动了视听等多种感官，也激发了学习积极性。在微格教学课程中，每个人从学习者到执教者，再转为评议者，如此不断的变换角色，反复的从理论到实践，经过实践再进行理论分析、比较研究，这种角色转换多元化的培训，既体现了教学方法、教学模式的改进，又体现了新形势下的教育观念的更新。

2·微格教学对英语学科论的贡献

英语学科教学论在英语教育宏观教学活动中研究英语的教学规律，涉及教师素质的内容，往往是对教师所应具有的教学能力进行原则要求式的论述，缺乏对教学能力结构层次和培养途径的研究。传统的教师培训模式往往是采用灌输或师徒传代的方式。在教师培训中，教师要学习与专业相关的文化知识课和教学理论课，而在教育学、心理学和教学法课程中通常是理论、原则较多，被培训者只是被动的听讲，单一的扮演着学习者的角色。微格教学方法有利于被培训者的自我完善;同时被培训者通过教案的实施、讨论、改进、再实践，可以加深对教学内容体系及某些技能的理解和掌握，丰富技能的应用方法，协调完善教学技能与教内容、教学过程之间的关系，从而为教学的求艺创新奠定了基础。微格教学的研究成果说明了基本的教学技能是形成综合教学能力的基础，并对英语学科教学中 应有哪些技能，各项技能是什么以及教学技能的形成规律问题进行了较深入的研究。微格教学方法丰富、完善了英语学科教学论。

(作者系中国电教协会徽格教学专业委员会会员)

第五篇：语文课程与教学论试题答案

语文课程与教学论期末试题答案

一、简答题

1、简述古代语文课程与教学内容

答：先教蒙学读物，集中识字；然后学习以“四书”、“五经”为主题的儒家经典；以文学作为补充读物和写作范本，文选读本是我国古代用来进行读写训练的主要教材。

2、古代语文课程与教学的主要经验

答：（1）识字教学。集中识字，为读写打基础。

（2）阅读教学。

（3）写作教学。注重基本功训练；多读多写多改；作文从仿写入手；先放后收。

3、古代语文课程与教学的主要问题和弊端

答：主要问题：（1）语文教学的性质和目的问题；（2）教学内容问题；

（3）教学方法问题。

四大弊端：（1）脱离语言实际；（2）脱离应用实际；（3）忽视文学教育；

（4）忽视知识教育。

4、话题作文与“供料作文”区别：

答：（1）从审题上说，话题作文的话题，作用是引发和开启学生的思考和想象，写作内用给学生以最大的选择性，而供料作文的主题必须与材料相吻合；（2）从文体上说，话题作文淡化了文本意识，供料作文有较强的文体要求；（3）从结构角度看，供料作文中的“料“是必须使用的，而话题作文所提供的材料可以引用也可以不引用。话题作文的开放性和灵活性，给学生提供了展示才华的舞台

5、语文教学的指导思想

答：（1）充分发挥师生双方在教学中的主动性和创造性（2）努力体现语文的实践性和综合性（3）重视情感态度和价值观的正确导向（4）正确处理基本素养与创新能力的关系（5）遵循学生的身心发展规律和语文学习规律选择教学策略

6、练习法的一般程序

答：（1）教师设计练习题，向学生说明联系的内容和方法（2）指导学生开展练习活动（3）通过答问等方式了解和收集反馈信息（4）调解和校正练习活动，保证教学计划的实施（5）检测评定练习成绩，强化练习效果

7、写作教学过程

答：为全面促进学生个性发展，鼓励学生大胆创新，写作教学有了新的导向（1）教师引导，学生定向；(2)教师指导，学生写作；(3)教师批改，学生参与；(4)交流评讲，互相沟通。

8、语文教材的功能和要素

答：（1）德智启迪（2）语文历练(3)语文积累(4)知识扩展

（1）范文系统，语文教材主体（2）知识系统，听说、汉语、文体、文学（3）实践活动系统（4）助读系统

9、语文教学设计的主要内容

（1）确定教学目标（2）安排教学内容（3）组织教学过程（4）选择教学方法（5）创设教学情境（6）板书或演示设计（7）编写教学方案（8）组织教学评价

二、论述题

1、试论普通高中语文课程总目标

总目标根据发展学生完美个性的教育思想进行设计，鲜明地体现了课程改革的基本理念。在过程的描述中整合了知识与能力、过程与方法、情感态度与价值观，也是对必修和选修课程目标的整合和概括。

（1）积累整合。能围绕所选择的目标加强语文积累，在积累过程中注重梳理。（2）感受欣赏。感受艺术和科学中的美，提升审美境界。侧重于情感、态度、价值观等方面的要求，对优秀作品的感受和欣赏。

（3）思考领悟。通过阅读和思考，领悟其丰富内涵。学习方式独立思考，提高思想觉悟。

（4）应用拓展。注重跨领域学习，拓展语文学习范围，通过广泛的实践来提高语文综合运用能力。

（5）发现创新。强调培养和发展学生的创新意识和创新能力。

2、谈话法和讨论法的基本要求

谈话法：师生相互问答为主要方式来组织课堂教学活动。

（1）讲究教师提问的艺术（2）正确评价学生的回答（3）正确对待学生的提问（4）正确处理面向集体提问和指名回答的关系。

讨论法：由学生之间的交流与师生之间的交流共同组成（1）明确目的（2）调动学生的主动性和积极性（3）教师要有民主的态度。

3、综合性学习的主要特点

（1）主要体现为语文知识的综合运用、听说读写能力的整体发展、语文课程与其他课程的沟通、书本学习与实践活动的紧密结合（2）应强调合作精神，注意培养学生策划、组织、协调和实施的能力（3）应突出学生的自主性，重视学生主动积极的参与精神，主要由学生自行设计和组织活动，特别注重探索和研究的过程（4）提倡跨领域学习，与其他课程相结合（整体性、自主性、开放性）

4、实施综合性学习的基本方式

为了实施探究性学习，还需要一些相应的方式和方法。

（1）与综合性学习相适应的基本学习方式是探究性学习（2）利用教材资源进行综合性学习（3）充分利用和广泛开发教学资源（4）尊重学生的兴趣和爱好（5）面向全体学生，承认个别差异

5、综合性学习与教师素质

综合性学习是学生的学习，强调自主性。但是教师的指导是成功的保证，知道正确与否决定着学习成效的大小与有无。

（1）具有扎实的专业知识和广博的相关学科知识。才能较好地理解综合性学习的基本内涵，才能在指导学生综合性学习中左右逢源（2）掌握一定的教育学和心理学知识。首先是要提高自身素质，才能了解学生身心活动和发展规律，教育活动才不至于陷入盲区（3）放手让学生自己解决问题，除了必要的指导外教师不要过多地干涉学生，要相信学生的能力，相信学生依靠自己的能力可以解决所遇到的问题（4）加强计划性。教师要对每一阶段的综合性学习有一个整体考虑，作出整体规划（5）现代教育技术运用能力。一个合格的教师必须掌握计算机和网络知识，能利用计算机收集教学资源，制作和展示课件，不断丰富和改进教学方式