第一篇：英語教學(xué)法考試題型

Part I.Definitions 定義

Part II.Choose the best choice單選

Part III.Multiple choices多選

Part IV.Decide the following sentence true [T] or false [F] 正誤判斷 Part V.Problems and solutions 教學(xué)事件問題和解決方法 Part VI.Answering the following questions 回答問題

Part VII.Lesson Planning 教案設(shè)計

第二篇：英語教學(xué)法考試

1． In the past century, language teaching and learning practice has been influenced

by three different views on language.What are they? What is their main idea of language?

1)Structural view: Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx.To learn a language is to learn its vocabulary and structural rules.2)Functional view: Language is a linguistic system as well as a means for doing things.Learners learn a language in order to be able to do things with it(use it).To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions

3)Interactional view: Language is a communicative tool to build up and maintain social relations between people.Learners need to know the rules of a language and where, when and how it is appropriate to use them.2． List different views on language learning.Behaviorist theoryCognitive theoryConstructivist theorySocio-constructivist theory 3． What are the qualities of a good language teacher?

ethic devotion, professional quality and personal styles.How can one become a good language teacher?

Wallace?s Reflective model

Stage 1: language development Stage 2: learning, practice, reflectiongoal:development of professional

1).learn from others' experience

2).learn received knowledge

3).learn from one's own experience

pseudo practice and The real classroom teaching

4． What is communicative competence?

Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Five components of communicative competence:Linguistic competence, Pragmatic competence , Discourse competence, Strategic competence, Fluency

5． What is CLT? Comment on CLT.Communicative Language Teaching is an approach to teaching of foreign language that emphasize interaction as both the means and ultimate goal of learning a language.It is also referred to as “communicative approach to the teaching of foreign” or simply the “communicative approach”.6． What is TBLT? Comment on TBLT.Task-based Language Teaching，TBLT is a further development of CLT.It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching。

Task is meant the hundred and one things people do in everyday life,at work.at play and in between.4 component:a purpose,a context,a process,a product.7． What are the limitations of CLT & TBLT under the Chinese foreign language setting? Problems with CLT :

1.The very first and forceful argument is whether it is culturally appropriate

2.The second problem of CLT relate to the design the syllabus for teaching purpose in the

classroom.3.The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learners.Constraints of TBLT

The first is it may not be effective for presenting new language items

The second constraint is Time as teachers have to prepare task-based activities very carefully.The third is the culture of learning

The forth is Level of difficulty

8． Design a teaching plan by adopting CLT.9． Design a teaching Plan by adopting TBLT.10． The main components of the English teaching objectives in the National English Curriculum.The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.11． What is a lessen plan? Why is it important?

A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it

Proper lesson plan is essential for both novice and experienced teachers.Language teachers benefit from lesson planning in a number of ways.1.Makes teachers aware of the aims and language contents of the lesson, so as to plan the activities and choose the techniques accordingly;

2.Helps teachers distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another;

3.Gives teachers the opportunity to anticipate potential problems so that they can be prepared;

4.4.Gives teachers, esp.novice ones, confidence in class;

5.Raises teachers? awareness of the teaching aids needed;

11.List the principles for good lesson planning.1.Aim: 2.Variety:3.Flexibility 4.Learnability 5.Linkage

12． What is bottom-up model and top-down model? How to apply them to language learning? Bottom-up model Reading follows a linear process from the recognition of letters to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text.2.Top-down model One?s background knowledge plays a more important role than new words and structures in reading comprehension.Reading is ?a psycholinguistic guessing game?13． List the principles for teaching speaking.1)Balancing accuracy-based with fluency-based practices 2)Contextualizing practice

3)Personalizing practice 4)Building up confidence 3)Maximizing meaningful interactions

5)Helping ss develop speaking strategies 6)Making the best use of classroom learning environment to provide sufficient language input and practice for students(159)

14． List the principles and models for teaching reading.Principles for teaching reading(184)1.The selected texts and attached tasks should be accessible to the ss.2.Tasks should be clearly given in advance.3.Tasks should be designed

to encourage selective and intelligent reading for the main meaning rather than ss? understanding of trivial details.4.Tasks should help develop ss? reading skills rather than test their reading comprehension.5.The teacher should help ss develop reading strategies and reading ability in general.6.The teacher should provide enough guidance and assistance at the beginning but gradually withdraw guidance as ss progress.Models for teaching reading 1.Bottom-up model 2.Top-down model3.Interactive model

15． What is the communicative approach to writing? What is the process

approach to writing? Try to comment on them.Ss are motivated by authentic writing tasks that have some communicative elements.With different audiences and different purposes, the writing piece could vary greatly.Writing activities can be “writing for learning”, “writing for communication” and somewhere between.The ?process approach?（過程研究法is defined as 'an approach to the teaching of writing which stresses the creativity of the individual writer, and which pays attention to the development of good writing practices rather than the imitation of models'.16.What is the simple integration and what is the complex integration?

Simple integration: integration within the same medium(either oral or written), from receptive to productive skills

Complex integration: constructing a series of activities that use a variety of skills

Why integrate the four skills?

When we communicate, we often use more than a single language skill.What skills do we need in our daily communication? Integrating the skills means that we are working at the level of realistic communication, which is the aim of communicative approach and an integral part of essential conditions for language learning.16． What are the limitations of integrating the skills?

Benefit: help the development of ss? communicative competence;

Limitations: 1.no separate focus on individual aspects of vocabulary, grammar and skills

2.Integration can be demanding of the teacher.3.The problem of designing suitable materials that take into account ss? different skill levels.17． Design a 45-minute teaching plan for any type of lesson, such as listening, speaking, reading,and writing.題型

1.10個選擇題，20分

2.10個填空題，20分

3.簡答題，3個，15分

4.寫教案。45分

第三篇：教師資格證考試教學(xué)法重點題型

教學(xué)法（單選）

1、教學(xué)方法的表達手段是語言

2、當(dāng)代教育的一個重大課題是教會學(xué)生學(xué)習(xí)

3、教學(xué)方法的物質(zhì)手段是實物

4、教學(xué)方法依存的形式是活動

5、進行教學(xué)改革最容易著手的是教學(xué)方法的改革

6、斯金納提出的教學(xué)理論是程序教學(xué)理論

7、布魯納所提倡的學(xué)習(xí)方法是發(fā)現(xiàn)學(xué)習(xí)法

8、心理學(xué)家維特海默、苛勒、科夫卡提出的學(xué)習(xí)理論是格式塔學(xué)習(xí)理論

9、場學(xué)習(xí)理論的主要代表人物是德國的拓?fù)湫睦飳W(xué)家勒溫

10、聯(lián)結(jié)學(xué)習(xí)理論的主要代表人物是美國的心里學(xué)家桑代克

11、加涅認(rèn)為學(xué)習(xí)的最主要的外部條件是教學(xué)設(shè)計

12、美國著名的心理學(xué)家、教育學(xué)教羅杰斯教學(xué)理論的突出特點是以學(xué)生為中心

13、教學(xué)過程最優(yōu)化教學(xué)理論的代表人物是前蘇聯(lián)教育家巴班斯基

14、認(rèn)為人類和高級動物的學(xué)習(xí)，根本不是對個別刺激的個別反應(yīng)、而是對整個情境做有反應(yīng)過程、這種學(xué)說被稱為頓悟說

15、社會學(xué)習(xí)理論的代表人物是班杜拉

16、符號（信號）學(xué)習(xí)理論的主要代表人物是美國心理學(xué)家托爾曼

17、美國心理學(xué)家布魯姆提出的學(xué)習(xí)理論是掌握學(xué)習(xí)理論

18、中國社會科學(xué)院盧仲衡提出的教學(xué)模式是自學(xué)輔導(dǎo)教學(xué)模式

19、湖南師范大學(xué)鄭和鈞及其研究人員所提出的教學(xué)模式是協(xié)同教學(xué)模式

20、暗示教學(xué)模式的提出者是洛扎諾夫

21、教學(xué)論專家瓦、根舍因提出來的教學(xué)模式是范例教學(xué)模式

22、教學(xué)模式創(chuàng)新必須具備的軟環(huán)境是正確的教育觀念

23、江蘇省南通師范就第二附屬小學(xué)特級教師李吉林老師創(chuàng)建的教學(xué)模式是情境教學(xué)模式

24、教學(xué)模式的生命力所在是它的優(yōu)效性

25、上海北京東路小學(xué)在教育教學(xué)改革實踐中提出的教學(xué)模式是互動教學(xué)模式

26、教師敘述事實材料或描繪所講對象向?qū)W生傳遞知識的一種教學(xué)方法是講述法

27、演示教學(xué)的主要特點是直觀性強

28、教師深入分析和論證事實，對事實和問題作出科學(xué)結(jié)論的方法是講演法

29、根據(jù)練習(xí)的目的的不同進行分類，練習(xí)應(yīng)包括掌握知識的練習(xí)、形成技能技巧的練習(xí)和發(fā)現(xiàn)和發(fā)展?jié)撃芫毩?xí)

30、教師根據(jù)教學(xué)目的要求，向?qū)W生提出問題，引導(dǎo)學(xué)生概括已有的知識、經(jīng)驗，積極思考，從而使學(xué)生得出結(jié)論、獲得新知識和技能的教學(xué)方法是談話法 31、20世紀(jì)70年代興起于美國的學(xué)習(xí)方法是合作學(xué)習(xí)

32、衡量默讀能力的主要標(biāo)準(zhǔn)是對內(nèi)容的理解

33、研究性學(xué)習(xí)強調(diào)以學(xué)生為主

34、在理解和不漏內(nèi)容的情況下，快速吸取書中內(nèi)容的讀書方法是速讀

35、根據(jù)艾賓浩斯曲線，遺忘具有先快后慢的規(guī)律，因此，復(fù)習(xí)必須及時

36、教師在課堂教學(xué)活動開始時，有意識、有目的地引導(dǎo)學(xué)生進入新的學(xué)習(xí)情境的一種技能是導(dǎo)入技能

37、用線條、箭頭、符號等組成某種文字圖形的板書方式是圖示式板書

38、備課最深入、最具體的一步是編寫教案

39、教師在課堂上利用幻燈、實驗、圖畫、掛圖、游戲等各種手段導(dǎo)入的教學(xué)稱為情境式導(dǎo)入

40、意在引導(dǎo)學(xué)生從不同方向、不同角度、不同側(cè)面進行思考的提問方式是擴展式提問

41、教師采用講故事、做游戲、放錄像等方式結(jié)尾稱為趣味式結(jié)尾

42、根據(jù)學(xué)生的回答進行追問，一直達到理想結(jié)果的提問方法是跟蹤式提問法

43、教育中應(yīng)用最為廣泛的評價方法是紙筆測驗（多選）

1、影響教學(xué)方法內(nèi)容和結(jié)構(gòu)的前提條件主要有教學(xué)目標(biāo)、教學(xué)內(nèi)容、教學(xué)對象、教學(xué)氛圍、教師素質(zhì)

2、教學(xué)方法的內(nèi)容要素主要有語言、實物、活動

3、桑代克根據(jù)對動物的研究提出的學(xué)習(xí)規(guī)律是效果律、練習(xí)律、準(zhǔn)備律

4、班杜拉認(rèn)為人類觀察學(xué)習(xí)的過程包括注意過程、保持過程、動作再現(xiàn)過程、動機過程

5、范例教學(xué)內(nèi)容確定的基本原則是基本性原則、基礎(chǔ)性原則、范例性原則

6、教學(xué)模式設(shè)計的步驟主要包括設(shè)計預(yù)期教學(xué)目標(biāo)、設(shè)計教學(xué)結(jié)構(gòu)、設(shè)計教學(xué)方法、設(shè)計對教學(xué)結(jié)果的測量與評價

7、講授法具體可劃分為講述法、講解法、講讀法、講演法

8、課后復(fù)習(xí)的主要方法有回憶、看書、整理筆記、看參考書

9、合作學(xué)習(xí)的基本理念有互相觀、目標(biāo)觀、師生觀、形式觀、情境觀

10、理答的形式有提示、探究、轉(zhuǎn)引、回問、延伸

11、根據(jù)提問的信息交流形式，提問可以分為特指式提問、泛指式提問、重復(fù)式提問、反詰式提問、自答式提問

12、成長記錄袋評價的基本特點是全面性、科學(xué)性、開放性、反思性

13、紙筆測驗的特點包括可操作性、可比較性、測驗范圍較廣

14、多媒體教學(xué)課件的主要特點是操作方便、豐富的表現(xiàn)力、交互性強、共享性好

15、多媒體教學(xué)課件的基本類型有操練復(fù)習(xí)型、個別化指導(dǎo)型、模擬實驗型、教學(xué)游戲型、模擬探索型

16、現(xiàn)代教學(xué)媒體選擇的方法有問卷選擇法、矩陣選擇法、流程圖選擇法（名詞解釋）

1、教學(xué)方法：教學(xué)方法是在教學(xué)過程中教師和學(xué)生為實現(xiàn)教學(xué)目的、完成教學(xué)任務(wù)而采取的各種活動方式、手段和程序的總稱。

2、教學(xué)氛圍：教學(xué)氛圍指的是對教學(xué)活動產(chǎn)生直接影響的課堂內(nèi)外部氛圍、場景等。

3、啟發(fā)式教學(xué)：啟發(fā)式教學(xué)就是以學(xué)生的全面發(fā)展和主動發(fā)展為目標(biāo)，通過教師的啟發(fā)誘導(dǎo)與學(xué)生的主動探究，實現(xiàn)知情意和諧發(fā)展的過程。

4、教學(xué)模式：教學(xué)模式是在一定的教育思想觀念或教學(xué)理論指導(dǎo)下建立起來的較為穩(wěn)定的教學(xué)活動的結(jié)果框架和活動程序。

5、讀書指導(dǎo)法：讀書指導(dǎo)法是在教師的指導(dǎo)下學(xué)生閱讀課本或課外讀物，以獲得知識、鞏固知道、形成能力的一種方法。

6、演示法：演示法是教師在課堂上通過展示各種實物、直觀教具，或進行示范性實驗，讓學(xué)生通過觀察獲得感性認(rèn)識，掌握知識的一種教學(xué)方法。

7、調(diào)研學(xué)習(xí)法：調(diào)研學(xué)習(xí)法就是調(diào)查研究學(xué)習(xí)法的簡稱，它是指學(xué)生親自去熟悉和了解學(xué)習(xí)對象的一種學(xué)習(xí)方法。

8、研究性學(xué)習(xí)：研究性學(xué)習(xí)是指學(xué)生基于自身興趣，在教師指導(dǎo)下，從自然、社會和學(xué)習(xí)自身生活中選擇和確定研究專題，主動地獲得知識、應(yīng)用知識、解決問題的學(xué)習(xí)活動。（研究性學(xué)習(xí)的實質(zhì)和概念為一體）

9、教學(xué)技能：教學(xué)技能是教師在教學(xué)過程中，運用與教學(xué)有關(guān)的知識與經(jīng)驗，促進學(xué)生學(xué)習(xí)，達成教學(xué)目標(biāo)的能力和技巧。

10、評價方法：評價方法是指收集教學(xué)的信息、對評價對象進行價值判斷時所采用的工具和手段的總稱。

11、成長記錄袋：成長記錄袋是顯示學(xué)生學(xué)習(xí)成就信息的一連串表現(xiàn)、作品、評價結(jié)果以及其他相關(guān)記錄和資料的匯集。

12、合作評價：合作評價是指多個評價主體從多角度、多渠道獲取關(guān)于學(xué)生的多方面信息以判斷學(xué)生發(fā)展情況的評價活動方式。

13、教學(xué)媒體：教學(xué)媒體是指在教學(xué)過程中，教師與學(xué)生之間傳遞以教學(xué)為目的的信息所使用的媒介工具。

14、網(wǎng)絡(luò)教學(xué)：網(wǎng)絡(luò)教學(xué)是基于信息技術(shù)支持的采用新型教學(xué)模式和教學(xué)方法的教學(xué)形式。

（簡答簡述題）：

1、教學(xué)方法制約著學(xué)生哪些方面的發(fā)展：1教學(xué)方法影響學(xué)生的精神面貌，制約學(xué)生個性心理的發(fā)展2教學(xué)方法影響學(xué)生的學(xué)習(xí)方法，制約學(xué)生智力的發(fā)展3教學(xué)方法影響學(xué)生的學(xué)習(xí)負(fù)擔(dān)，制約學(xué)生身體的發(fā)展

2、中小學(xué)教學(xué)方法的特點是什么： 1發(fā)展性2情感性3主體性4多樣性5技術(shù)性

3、簡要回答選擇教學(xué)方法的依據(jù)：1依據(jù)教學(xué)的具體目的與任務(wù)2依據(jù)教材內(nèi)容和學(xué)習(xí)性質(zhì)、特點3依據(jù)學(xué)生的實際情況4依據(jù)教學(xué)原則5依據(jù)教師的素質(zhì)條件6依據(jù)教學(xué)目標(biāo)7依據(jù)學(xué)校的實際情況8依據(jù)教學(xué)實踐和效率的要求

4、簡要回答教學(xué)方法發(fā)展的基本趨勢：1由以教為中心逐漸轉(zhuǎn)移到以學(xué)位中心2教學(xué)方法由單一化發(fā)展到多樣化3各種教學(xué)方法從彼此孤立發(fā)展到相互結(jié)合

5、布魯納結(jié)構(gòu)課程和發(fā)展教學(xué)理論的基本主張是什么？1學(xué)習(xí)的過程包括“三種幾乎同時發(fā)生的過程”。2認(rèn)為學(xué)生的認(rèn)知經(jīng)歷著“動作表征、映像表征、符號表征”三個發(fā)展階段。3要讓學(xué)生學(xué)習(xí)學(xué)科知識的基本結(jié)構(gòu)。4教學(xué)促進學(xué)生智力的發(fā)展。5注意對兒童的早期教育。6注意學(xué)生的內(nèi)部動機。7強調(diào)發(fā)現(xiàn)學(xué)習(xí)的方法。

6、簡述贊科夫的教學(xué)新體系原則。1高難度進行教學(xué)原則2高速度進行教學(xué)原則3理論知足起主導(dǎo)作用原則4使學(xué)生理解學(xué)習(xí)過程的原則5使全班學(xué)生包括差生都得到發(fā)展的原則

7、簡述羅杰斯以學(xué)生為中心的教學(xué)觀：1“以學(xué)生為中心”的培養(yǎng)目標(biāo)2“以學(xué)生為中心”的教學(xué)目標(biāo)3建立新型師生關(guān)系4“以學(xué)生為中心”的教學(xué)過程觀

8、選擇和運用教學(xué)模式應(yīng)注意的問題是什么？1綜合性2發(fā)展性3遞補性

9、簡要說明嘗試教學(xué)模式的教學(xué)程序：1出示嘗試題2自學(xué)課本3嘗試練習(xí)4學(xué)生討論5教師講解

10、簡要回答構(gòu)建教學(xué)模式應(yīng)遵循的基本原則。1創(chuàng)新的原則2滿足學(xué)生心理需要原則3全程參與全員參與的原則4突出學(xué)生主體原則5開放的原則6實踐探究原則

11、簡要回答“嘗試回授—反饋調(diào)節(jié)”教學(xué)模式的教學(xué)程序：1誘導(dǎo)——啟發(fā)誘導(dǎo)，創(chuàng)設(shè)問題情境2嘗試——探究知識的嘗試3歸納——歸納結(jié)論，納入知識系統(tǒng)4變式——變式練習(xí)的嘗試5回授——回授嘗試效果，組織質(zhì)疑和講解6調(diào)節(jié)——單元教學(xué)結(jié)果的回授調(diào)節(jié)

12、簡要回答暗示教學(xué)模式的教學(xué)策略：1創(chuàng)設(shè)優(yōu)雅的教學(xué)外部環(huán)境2學(xué)前動員3采用各種暗示手段

13、中小學(xué)教學(xué)的基本方法有哪些？1以語言傳遞信息為主的教學(xué)方法2以直觀感知為主的教學(xué)方法3以實際訓(xùn)練為主的教學(xué)方法

14、中小學(xué)學(xué)習(xí)的基本方法有哪些？1.讀書學(xué)習(xí)法2.討論學(xué)習(xí)法3.調(diào)研學(xué)習(xí)法4.實踐學(xué)習(xí)法5.循環(huán)學(xué)習(xí)法

15、運用讀書指導(dǎo)法的要求有哪些？1讀書要明確目的2讀書要學(xué)會使用工具書3讀書要動腦筋4讀書要不恥下問5讀書要學(xué)用一致5讀書要有創(chuàng)造

16、學(xué)習(xí)方法指導(dǎo)內(nèi)容包括哪些方面：1創(chuàng)設(shè)學(xué)習(xí)條件的方法指導(dǎo)（創(chuàng)設(shè)良好的學(xué)習(xí)環(huán)境、創(chuàng)設(shè)良好的學(xué)習(xí)條件、進行體育鍛煉）2心理調(diào)節(jié)的方法指導(dǎo)3掌握知識的方法指導(dǎo)4學(xué)習(xí)各環(huán)節(jié)的方法指導(dǎo)5學(xué)習(xí)各具體學(xué)科的方法指導(dǎo)

17、指導(dǎo)學(xué)生提高上課效率包括哪些方面：1課前準(zhǔn)備（用品、知識、體力、心理）2專心聽3仔看4善于想5敢于問6勤于解7重點記

18、簡要回答教學(xué)技能的特點：1.教學(xué)技能具有目標(biāo)指向性2.教學(xué)技能的形式是以知識經(jīng)驗為基礎(chǔ)3.教學(xué)技能是學(xué)習(xí)與訓(xùn)練的結(jié)果4.教學(xué)技能具有不可操作性

19、備課包括哪些內(nèi)容？備課的內(nèi)容包括做好三項工作，寫出三種計劃:三項工作即鉆研教材、了解學(xué)生、考慮教法。三種計劃即學(xué)期或?qū)W年教學(xué)進度計劃、單元教學(xué)計劃、課時計劃。

20、鉆研課程標(biāo)準(zhǔn)應(yīng)該包括哪些內(nèi)容？1通過整個課程標(biāo)準(zhǔn)，保證課程標(biāo)準(zhǔn)的學(xué)科體系2了解相關(guān)的課程標(biāo)準(zhǔn)，了解各學(xué)科之間的橫向聯(lián)系3精度課程標(biāo)準(zhǔn)的每一部分。

21、運用提問技能應(yīng)遵循哪些原則？1目標(biāo)性原則2啟發(fā)性原則3明確性原則4適宜性原則5多樣性原則6普遍性原則

22、在理答教學(xué)過程中，教師運用哪些方法進行提示？1在實際的教學(xué)中，教師可以通過提供或縮小學(xué)生的思考范圍2引出部分答案3提供與問題答案相關(guān)的舊知識4指明思考問題的方向5把一個較大的問題分解成幾個較小的問題6從難度較大的問題退回難度相對較小的問題等方法進行提示

23、中小學(xué)基本的評價方法有哪些？1紙筆測驗2課堂觀察3學(xué)生成長記錄袋評價

24、簡述紙筆測驗命題的原則：1體現(xiàn)多維目標(biāo)2適當(dāng)確定各學(xué)習(xí)領(lǐng)域的比例3試題選擇與試卷呈現(xiàn)方式豐富多彩

25、課堂觀察學(xué)生學(xué)習(xí)狀態(tài)包括哪些方面？1學(xué)生的參與狀態(tài)2學(xué)生的交往狀態(tài)3學(xué)生的思維狀態(tài)4學(xué)生的情緒狀態(tài)5學(xué)生問題的生成狀態(tài)

26、如何實施課堂觀察？1明確觀察對象和觀察內(nèi)容2確定觀察內(nèi)容的基本維度

27、簡要回答建立成長記錄袋的基本步驟1確定評價目的和目標(biāo)2選擇記錄的工具3收集資料，組成成長記錄袋和形成性反饋

28、簡述當(dāng)前教學(xué)媒體發(fā)展的主要趨勢：是傳統(tǒng)教學(xué)媒體與現(xiàn)代教學(xué)媒體的融合，逐漸形成一個完整的教學(xué)媒體體系。教學(xué)日益多媒化、綜合化，即日益注意綜合運用多種媒體進行教學(xué)，以不斷提高教學(xué)的效率和效益。

29、多媒體教學(xué)課件有哪些主要特點？1豐富的表現(xiàn)力2交互性強3共享性好

30、簡述網(wǎng)絡(luò)教學(xué)的功能和作用1網(wǎng)絡(luò)教學(xué)改變學(xué)習(xí)方式 2網(wǎng)絡(luò)教學(xué)有利于突出表現(xiàn)教材中的難點和重點3網(wǎng)絡(luò)教學(xué)促進的教學(xué)內(nèi)容和目標(biāo)結(jié)構(gòu)的變革4網(wǎng)絡(luò)教學(xué)可以節(jié)約和優(yōu)化社會資源（綜合應(yīng)用題）：

1、結(jié)合實際分析素質(zhì)教育對中小學(xué)教學(xué)改革的新要求。答：1突出“啟發(fā)式”教學(xué)思想{堅持“啟發(fā)式”教學(xué)指導(dǎo)思想，按照引導(dǎo)學(xué)生主動積極學(xué)習(xí)的要求來選用和設(shè)計教學(xué)方法，是實施素質(zhì)教育進行教學(xué)方法改革的一個重點}2強調(diào)教學(xué)生學(xué)會學(xué)習(xí){教會學(xué)生學(xué)習(xí)是學(xué)生素質(zhì)發(fā)展的內(nèi)在策略，是提高學(xué)業(yè)成績的根本途徑之一，也是教育面向現(xiàn)代化，面向世界，面向未來的重要對策之一}3注重研究學(xué)法{實施素質(zhì)教育，改革教學(xué)方法就應(yīng)以過去只研究教學(xué)逐步過渡到即研究教法，又研究學(xué)法，使教與學(xué)統(tǒng)一起來}4促使學(xué)生知情意和諧發(fā)展{教學(xué)方法改革要注意培養(yǎng)學(xué)生的積極情感和良好學(xué)習(xí)態(tài)度，注重激情引趣}5實現(xiàn)教學(xué)方法最優(yōu)化{教學(xué)方法的改革或優(yōu)化不在于剔除或偏愛哪些方法，而在于如何依據(jù)不同的制約因素對教學(xué)方法作出最佳選擇

2、結(jié)合實際分析啟發(fā)式教學(xué)的基本理念1教學(xué)目的觀：全面發(fā)展與主動發(fā)展的全面統(tǒng)一2教學(xué)過程觀：啟發(fā)式教學(xué)過程是教師主導(dǎo)與學(xué)生主體雙邊互動的過程，是知情意和諧發(fā)展的過程，是解決知與不知矛盾統(tǒng)一的過程，是教會學(xué)生學(xué)習(xí)的過程，是傳授知識與發(fā)展能力相統(tǒng)一的過程，是認(rèn)識與實踐相統(tǒng)一的過程。3教學(xué)對象觀：學(xué)生具有發(fā)展的潛能，是潛在的主體；在堅持學(xué)生具有共同性的基礎(chǔ)上，承認(rèn)學(xué)生存在著差異性。4教師觀：教師是知識的傳播者、轉(zhuǎn)化者，是積極的學(xué)習(xí)者、研究者和創(chuàng)造者。5知識觀：堅持知識的獲得過程是傳授與發(fā)現(xiàn)過程的統(tǒng)一，是現(xiàn)代啟發(fā)式教學(xué)知識觀的重要特征。

3、結(jié)合實際分析研究性學(xué)習(xí)的基本特點。1研究性以項目、課題、主題或問題為載體，超越嚴(yán)密的學(xué)科知識體系和書本中心。{發(fā)現(xiàn)問題、提出問題并在一定程度上探究問題，是研究性學(xué)習(xí)的基本活動。}2研究性學(xué)習(xí)是一種以“研究”或“探究”為中心的實踐性學(xué)習(xí)活動，強調(diào)學(xué)生綜合實踐能力、情感、態(tài)度和價值觀的發(fā)展。{研究學(xué)習(xí)活動包括觀察、考察、歸納、實驗等等。通過這些活動，發(fā)展學(xué)生的開放的學(xué)習(xí)環(huán)境中收集處理信息的能力、發(fā)現(xiàn)問題的能力、探究能力和解決問題的能力。}3研究性學(xué)習(xí)是重視學(xué)習(xí)過程而不是偏重結(jié)果的學(xué)習(xí)活動，強調(diào)學(xué)生經(jīng)歷和體驗研究或探究的過程。{在學(xué)習(xí)過程和學(xué)習(xí)結(jié)果問題上，研究性學(xué)習(xí)重視學(xué)習(xí)過程，讓學(xué)生經(jīng)歷和體驗研究過程，形成問題意識和探究意識，以及實事求是的科學(xué)態(tài)度和科學(xué)精神}

4、結(jié)合實際分析中小學(xué)教師為什么要掌握教學(xué)技能(意義）答：1有利于教學(xué)效率和質(zhì)量的提高。教學(xué)技能綜合反映了教師的教學(xué)能力和教學(xué)水平，如教師深入地鉆研教材、分析教材，正確地把握教材知識的重點、難點；運用生動形象的語言，深入淺出的講解；控制課堂教學(xué)節(jié)奏，調(diào)動學(xué)生的情緒和興趣等等。這對教學(xué)效果、效率和質(zhì)量具有決定性意義2有利于促進學(xué)生能力的發(fā)展。如教師從不同角度、不同方面，運用不同的方式提出各種問題，能夠促進學(xué)生思維能力、分析和判斷能力的提高和發(fā)展；通過演示教學(xué)，能夠促進學(xué)生觀察能力、想象能力的發(fā)展；聯(lián)系實際進行結(jié)課，可以培養(yǎng)學(xué)生運用理論知識解決實際問題的能力等3有利于教學(xué)方法的創(chuàng)新。教師具有一定教學(xué)技巧，就能夠打破常規(guī)，擺脫傳統(tǒng)教學(xué)方法的束縛和羈絆，用新穎的形式、巧妙的方法、奇特的實例去展示教學(xué)過程的矛盾，引起學(xué)生的認(rèn)知沖突，刺激學(xué)生產(chǎn)生疑問和探索的欲望

5、結(jié)合實際分析教學(xué)評價方法改革的基本趨勢。答：1以質(zhì)性評價統(tǒng)整替代量化評價。{隨著評價內(nèi)容的綜合化，以量化的方法評價學(xué)生的發(fā)展?fàn)顩r所表現(xiàn)的僵化、簡單化和表面化的局限日益突出。質(zhì)性的評價范式抓住學(xué)生發(fā)展中最有意義、最根本的內(nèi)容加以評價，起到了促進學(xué)生綜合發(fā)展的目的}2評價的功能由側(cè)重甄別、選拔轉(zhuǎn)向側(cè)重發(fā)展。{淡化甄別與選拔，關(guān)注學(xué)生的發(fā)展是新課程評價功能轉(zhuǎn)變的關(guān)鍵點}3評價體現(xiàn)以人為本的思想，尊重學(xué)生的個性特點與個別差異。{發(fā)展性學(xué)生評價要求改變劃一的評價方式，重視學(xué)生在評價中積極的、個性化反應(yīng)。突出強調(diào)在評價中尊重學(xué)生的個別差異和個別特點}4強調(diào)評價問題的情境性和真實性。{測驗的試題不能孤立于學(xué)生的生活情境和問題情境，要富有真是性}5強調(diào)評價主體的多元化。{評價主體的多元化有助于避免單一的評價帶來的誤差，可以更全面地了解學(xué)生}6強調(diào)評價方式的多樣化。{評價方式的多樣化是新課程改革對學(xué)生評價的客觀要求。}

第四篇：英語教學(xué)法考試題目

英語教學(xué)法考試題目及答案

1.In the past century, language teaching and learning practice has been influenced by three different views on language.What are they? What is their main idea of language?

1)Structural view: Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx.To learn a language is to learn its vocabulary and structural rules.2)Functional view: Language is a linguistic system as well as a means for doing things.Learners learn a language in order to be able to do things with it(use it).To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions 3)Interactional view: Language is a communicative tool to build up and maintain social relations between people.Learners need to know the rules of a language and where, when and how it is appropriate to use them.1． List different views on language learning.Behaviorist theory Cognitive theory Constructivist theory Socio-constructivist theory 2． What are the qualities of a good language teacher? ethic devotion, professional quality and personal styles.How can one become a good language teacher? Wallace?s Reflective model

Stage 1: language development Stage 2: learning, practice, reflection goal:development of professional

1).learn from others' experience 2).learn received knowledge

3).learn from one's own experience pseudo practice and The real classroom teaching

3． What is communicative competence? Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Five components of communicative competence:Linguistic competence, Pragmatic competence , Discourse competence, Strategic competence, Fluency 4． What is CLT? Comment on CLT.Communicative Language Teaching is an approach to teaching of foreign language that emphasize interaction as both the means and ultimate goal of learning a language.It is also referred to as “communicative approach to the teaching of foreign” or simply the “communicative approach”.5． What is TBLT? Comment on TBLT.Task-based Language Teaching，TBLT is a further development of CLT.It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching。

Task is meant the hundred and one things people do in everyday life,at work.at play and in between.4 component:a purpose,a context,a process,a product.6． What are the limitations of CLT & TBLT under the Chinese foreign language setting? Problems with CLT :

1.The very first and forceful argument is whether it is culturally appropriate

2.The second problem of CLT relate to the design the syllabus for teaching purpose in the classroom.3.The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learners.Constraints of TBLT

The first is it may not be effective for presenting new language items

The second constraint is Time as teachers have to prepare task-based activities very carefully.The third is the culture of learning The forth is Level of difficulty

7． The main components of the English teaching objectives in the National English Curriculum.The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.8． What is a lessen plan? Why is it important?

A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it

Proper lesson plan is essential for both novice and experienced teachers.Language teachers benefit from lesson planning in a number of ways.1.Makes teachers aware of the aims and language contents of the lesson, so as to plan the activities and choose the techniques accordingly;

2.Helps teachers distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another;

3.Gives teachers the opportunity to anticipate potential problems so that they can be prepared;

4.4.Gives teachers, esp.novice ones, confidence in class;5.Raises teachers? awareness of the teaching aids needed;

11.List the principles for good lesson planning.1.Aim: 2.Variety: 3.Flexibility 4.Learnability 5.Linkage

9． What is bottom-up model and top-down model? How to apply them to language learning? Bottom-up model Reading follows a linear process from the recognition of letters to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text.2.Top-down model One?s background knowledge plays a more important role than new words and structures in reading comprehension.Reading is ?a psycholinguistic guessing game?

10． List the principles for teaching speaking.1)Balancing accuracy-based with fluency-based practices 2)Contextualizing practice 3)Personalizing practice 4)Building up confidence 3)Maximizing meaningful interactions 5)Helping ss develop speaking strategies 6)Making the best use of classroom learning environment to provide sufficient language input and practice for students(159)

11． List the principles and models for teaching reading.Principles for teaching reading(184)1.The selected texts and attached tasks should be

accessible to the ss.2.Tasks should be clearly given in advance.3.Tasks should be designed to encourage selective and intelligent reading for the main meaning rather than ss? understanding of trivial details.4.Tasks should help develop ss? reading skills rather than test their reading comprehension.5.The teacher should help ss develop reading strategies and reading ability in general.6.The teacher should provide enough guidance and assistance at the beginning but gradually withdraw guidance as ss progress.Models for teaching reading 1.Bottom-up model 2.Top-down model 3.Interactive model 12． What is the communicative approach to writing? What is the process approach to writing? Try to comment on them.Ss are motivated by authentic writing tasks that have some communicative elements.With different audiences and different purposes, the writing piece could vary greatly.Writing activities can be “writing for learning”, “writing for communication” and somewhere between.The ?process approach?（過程研究法is defined as 'an approach to the teaching of writing which stresses the creativity of the individual writer, and which pays attention to the development of good writing practices rather than the imitation of models'.16.What is the simple integration and what is the complex integration? Simple integration: integration within the same medium(either oral or written), from receptive to productive skills

Complex integration: constructing a series of activities that use a variety of skills

Why integrate the four skills? When we communicate, we often use more than a single language skill.What skills do we need in our daily communication? Integrating the skills means that we are working at the level of realistic communication, which is the aim of communicative approach and an integral part of essential conditions for language learning.13． What are the limitations of integrating the skills? Benefit: help the development of ss? communicative competence;

Limitations: 1.no separate focus on individual aspects of vocabulary, grammar and skills 2.Integration can be demanding of the teacher.3.The problem of designing suitable materials that take into account ss? different skill levels.14． Design a 45-minute teaching plan for any type of lesson, such as listening, speaking, reading, and writing.

第五篇：《信息科技英語》考試題型

《信息科技英語》考試題型

I.Dictation: fill in the blanks based on what you have heard.（本大題共10小題，每小題2分，共20分）基于課件中的視頻和音頻。

II.Vocabulary: translate the following terms into English.（本大題共20小題，每小題1分，共20分）基于課件中的VOCABULARY部分。

III.Reading comprehension: answer the questions based on what you read.（本大題共6小題，共20分）選自課外材料。

IV.Figure-based Writing: write an article at least 200 words long, exposing ******* below.General requirements on expository essay shall be observed.（本大題共1小題，共20分）基于課件中對若干圖表所作的說明。

V.Translation: translate the following passage into Chinese.Faithfulness and smoothness shall be observed.（本大題共1小題，共20分）基于教材上的PASSAGE及其參考譯文。