提醒：點(diǎn)這里加小編微信（領(lǐng)取免費(fèi)資料、獲取最新資訊、解決考教師一切疑問！）

答案與解析
1.DD項(xiàng)屬于計(jì)劃策。
2.A目前，世界各國的課程改革都將課程功能的轉(zhuǎn)變作為首要目標(biāo)，我國基礎(chǔ)教育課程改革的核心目標(biāo)就是圍繞課程功能的轉(zhuǎn)變展開的。
3.B要求學(xué)生知圖形的兩個(gè)簡(jiǎn)單性質(zhì)，這種教學(xué)要求屬于初步認(rèn)識(shí)。
4.A努力因素歸屬于內(nèi)部、不穩(wěn)定維度，任務(wù)難度因素歸屬于外部、穩(wěn)定維度，運(yùn)氣因素歸屬于外部、不穩(wěn)定維度。
5.D
6.A
7.B盧梭認(rèn)為教育的任務(wù)應(yīng)該使兒童“歸于自然”，他在《愛彌兒》中提到，自然教育的最終培養(yǎng)目標(biāo)是與“公民”“國民”相對(duì)立的“自然人”。 8.B從課程內(nèi)容的固有屬性來劃分，課程可分為學(xué)科課程與活動(dòng)課程；從課程內(nèi)容的組織方式來劃 分，課程可分為分科課程與綜合課程；從對(duì)學(xué)生的學(xué)習(xí)要求的角度來劃分，課程可分為必修課程和選修課程；從課程的呈現(xiàn)方式來劃分，課程可分為顯性課程和隱性課程。
9.DA、B、C三項(xiàng)都為行為動(dòng)詞，D項(xiàng)為目標(biāo)動(dòng)詞。
10.D小學(xué)低年級(jí)兒童的自我評(píng)價(jià)還具有很大的具體性，往往更注重自己的外部行為和動(dòng)作。至中高年級(jí)，兒童的自我評(píng)價(jià)開始從外表深入到個(gè)性的內(nèi)部品質(zhì)，其抽象性、概括性明顯提高。
11.Al922年，在北洋軍閥統(tǒng)治下，留美派主持的全國教育聯(lián)合會(huì)以美國學(xué)制為藍(lán)本，頒布了“壬戌學(xué)制”。而壬寅學(xué)制、癸卯學(xué)制、壬子癸丑學(xué)制都是以日本學(xué)制為藍(lán)本的。
12.C1897年，盛宣懷創(chuàng)辦的南洋公學(xué)，分為四院，其中的外院即為小學(xué)，它是我國最早的公立小學(xué)堂 (這可算作中國公立小學(xué)的始祖)。
13.C題干的描述體現(xiàn)了實(shí)驗(yàn)法的內(nèi)涵。
14.C題干的描述體現(xiàn)了課堂總結(jié)的復(fù)述法。
15.B蘇 格拉底問答法分為三步：第一步稱為蘇格拉底諷刺，他認(rèn)為這是使人變得聰明的一個(gè)必要的步驟，因?yàn)槌且粋€(gè)人很謙遜，“自知其無知”，否則他不可能學(xué)到真 知；第二步稱為定義，在問答中經(jīng)過反復(fù)詰難和歸納，從而得出明確的定義和概念；第三步稱為助產(chǎn)術(shù)，引導(dǎo)學(xué)生自己進(jìn)行思索，自己得出結(jié)論。
16.B相對(duì)性評(píng)價(jià)有利于在群體內(nèi)做出橫向比較，故常作為選拔和甄別的依據(jù)。
17.B皮亞杰認(rèn)為，l0歲是兒童從律道德向自律道德轉(zhuǎn)化的分水嶺。
18.B復(fù)式教學(xué)是把兩個(gè)或兩個(gè)以上不同年級(jí)的學(xué)生編在一個(gè)教室里，由一位教師分別用不同的教材，在一節(jié)課里對(duì)不同年級(jí)的學(xué)生進(jìn)行教學(xué)的一種特殊組織形式。它適用于學(xué)生少、教師少、校舍和教學(xué)設(shè)備較差的農(nóng)村以及偏遠(yuǎn)地區(qū)。
19.C數(shù)學(xué)是人類的一種文化，它的內(nèi)容、思想、方法和語言是現(xiàn)代文明的重要組成部分。

20.D近代洋務(wù)運(yùn)動(dòng)以來，稱學(xué)校為“學(xué)堂”；維新變法時(shí)期，才正式改稱“學(xué)堂”為“學(xué)校”。

21 (1)發(fā)揮課堂主渠道作用，培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣； (2)課堂中正確引導(dǎo)； (3)注重激勵(lì)與表揚(yáng)，對(duì)學(xué)生進(jìn)行正強(qiáng)化教育； (4)開展豐富多彩的活動(dòng)，在活動(dòng)中培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣； (5)發(fā)揮家長(zhǎng)的作用，形成家庭與學(xué)校共同培養(yǎng)學(xué)生學(xué)習(xí)習(xí)慣的合力； (6)分層漸進(jìn)，注重對(duì)學(xué)生進(jìn)行個(gè)別輔導(dǎo)； (7)建立小學(xué)生良好學(xué)習(xí)習(xí)慣評(píng)價(jià)體系。

22小學(xué)生記憶發(fā)展的特點(diǎn)主要表現(xiàn)在以下三個(gè)方面： (1)小學(xué)生的有意記憶明顯增強(qiáng)：從無意注意為主轉(zhuǎn)變?yōu)橛幸庥洃洖橹?，是小學(xué)生記憶發(fā)展的第一個(gè)特點(diǎn)； (2)小學(xué)生的意義記憶迅速發(fā)展：從機(jī)械記憶為主向意義記憶為主過渡，是小學(xué)記憶發(fā)展的第二個(gè)特點(diǎn)； (3)小學(xué)生的抽象邏輯記憶水平逐步提高：從具體形象記憶向抽象邏輯記憶的方向發(fā)展，是小學(xué)生記憶發(fā)展的第三個(gè)特點(diǎn)。 (4)短時(shí)記憶的容量發(fā)展迅速：小學(xué)生短時(shí)記憶的容量發(fā)展迅速。

23(1)合理安排學(xué)習(xí)的課程； (2)在課堂教學(xué)諸環(huán)節(jié)上，也應(yīng)注意疲勞的預(yù)防； (3)確保小學(xué)生的休息、睡眠，休息是消除疲勞的重要措施； (4)要注意小學(xué)生的營養(yǎng)問題。

24(1)現(xiàn)代班級(jí)管理觀要求以學(xué)生為本建立班級(jí)管理新機(jī)制，尊重學(xué)生的人格和主體性，充分發(fā)揮學(xué)生自身的聰明才智，發(fā)揚(yáng)學(xué)生在班級(jí)自我管理中的主人翁精神，強(qiáng)調(diào)師生合作、生生合作。
(2)該班主任最初在進(jìn)行班級(jí)管理時(shí)并沒有以學(xué)生為本，而是堅(jiān)持專制型的領(lǐng)導(dǎo)方式。這種領(lǐng)導(dǎo)方式屬于支配性領(lǐng)導(dǎo)，無視學(xué)生的個(gè)別差異，以僵硬的對(duì)策為基 礎(chǔ)，只給予統(tǒng)一強(qiáng)制的指導(dǎo)，或一味地斥責(zé)、威脅。堅(jiān)持以教師為中心，班主任一直在從事程式化的教育教學(xué)工作，他們最關(guān)心的是兩件事：一是如何使學(xué)生在考試 中取得好成績(jī)，確保班級(jí)成績(jī)?cè)趯W(xué)校中的排名；二是如何讓學(xué)生服從老師，以維護(hù)教師的權(quán)威不受侵害。學(xué)生必須被動(dòng)地按照教師的要求去做，缺乏自主性。從而引 起了學(xué)生的不滿與抗議。
(3)班主任后來成功是因?yàn)樗淖兞嗽瓉淼陌嗉?jí)管理方式，建立了民主型的領(lǐng)導(dǎo)方式，這種領(lǐng)導(dǎo)方式屬于綜合性的指導(dǎo)，能夠靈活地適應(yīng)學(xué)生的個(gè)別差異，以此為 基礎(chǔ)引出學(xué)生的自發(fā)行為，促進(jìn)班級(jí)同學(xué)的思想在合作中進(jìn)行交流。“讓學(xué)生一起商量班級(jí)管理主題班會(huì)”“組織學(xué)生開展小組競(jìng)賽”“一起為班級(jí)建設(shè)提建議” “增強(qiáng)雙方溝通”體現(xiàn)了以滿足學(xué)生的發(fā)展為目的，確立學(xué)生在班級(jí)中的主體地位，有目的地訓(xùn)練學(xué)生進(jìn)行班級(jí)管理的能力。 ，

25(1)班級(jí)管理不僅僅是班主任的工作，班主任要對(duì)班級(jí)實(shí)施有效的教育與管理，必須要爭(zhēng)取課、校內(nèi)外各種教育力量的配合，調(diào)動(dòng)各方面的積極因素。 (2)組織和培養(yǎng)優(yōu)秀班集體是班主任工作的中心環(huán)節(jié)，班主任應(yīng)有計(jì)劃、有組織地在短時(shí)間內(nèi)有效地組建班集體。具體包括確定班集體的發(fā)展目標(biāo)、建立班集體的核心隊(duì)伍、建立班集體的正常秩序、組織形式多樣的教育活動(dòng)、培養(yǎng)正確的輿論和良好的班風(fēng)。
(3)班主任進(jìn)行班級(jí)管理并不是只靠規(guī)章制度就能管理好的，這些規(guī)章制度是班主任開展工作的重要保證，然而，最重要的是維持正常的班級(jí)秩序，形成良好的輿論和班風(fēng)。

261．Teaching Objectives： 1．Objective of cognition：listen and speak correctly：Who′S this boy／girl?He′S my…／She’S my…：Understand correctly and use interjections：Cool，Great，Wow；and spoken English：Really?
2．Objective of ability：apply correctly the sentence structure：Who′S this boy／girl?and answer correctly；Introduce one′S family members smoothly．
3．Objective of emotion：increase the ability of communication，cooperation，and acting among students；learn about the family members of other students． 11．Key points and Difficulty： Key points：to be familiar with and master the sentence structure：Who′’S this boy／girl? Difficulty：to apply correctly oral words：Come on!Really?and brother，really，watch and pronounce them correctly．
Ⅲ．Preparations before class 1．Radio taps，pictures，headwear，wall map of teaching which are related to this class 2．A picture of one’S family members drawn by oneself 3．Four invitation lists 4．CAI courseware Ⅳ．Teaching Process Step l? Warm up 1．Teacher and students say and do together as followed which they have learned in the last class：Let，s chant： A B C D E F G，???? Father mother and me， C D E F G A B，???? Sing and dance under the tree． 2．Everyday spoken dialogue Hello,How are you? How old are you? Where are you from? Nice to meet you. Purpose of design:create a relaxed and happy teaching atmosphere, grasp students'concentration, attract students to take part in activities. Greetings and dialogues between students can both shorten the distance between students and the teacher, and cultivate students' communication ability.
Step 2 Presentation 1. After spoken dialogue ,the teacher pastes“全家福”on the blackboard. The teacher introduces :This is my dad/mum/sister...on the picture. Ss (students) introduce their family members : This is my father (dad)/mother (mum)/sist'er/brother... Game 1 :sit in the right seat The teacher shows word cards, for example:father( dad), the students find out corresponding picture immediately. Let the fastest student paste his picture on the correct place on the blackboard, and shout loudly:I'm...This is my dad. Students with better ability of expressions can further introduce with the teacher's help, for example:He's from China. He's a teacher. Purpose of design:make students have a happy experience from the very beginning by this game, so that they can forget they are learning English, and absorb the language used in the game unconsciously.
1. Sentence structure:Who's this boy/girl? The teacher pays attention on the pronunciation of "this", let students notice the difference between this and that. T: (cite the old sentence structure) Who's that woman? Ss : She's my mother. T:Who's that man?? Ss : He's my father. (cite the new sentence structure,stress the difference between this and that) T:Who's this boy? (notice the tone of the speech sounds) Ss : He's my brother. T : Who's this girl? Ss : She's my sister. Then students practise by follow:Who's this boy/girl? Boys and girls ask and answer with each other,present the result. Purpose of design : by the function of pictures, guide the new knowledge. Using sentence as a unit has advantageto develop students' ability of applying English directly. Intimating the practice of reading language is to cultivate students' language skills and habits.
2. Sentence structure Come on! Let's watch TV. The teacher draws the frame of TV on the frame of the picture. T:Come on! (gesture) Boys and girls. Let's watch TV. (make an act as TV) Students understand ,the teacher noticesthe pronunciation of "watch". Guide students to speak out the corresponding answer. Ss : Good ! Great ! Wonderful ! Game 2 : dating A student invites his friend to watch TV with a inviting list. As long as his friend answers one of words among Good! Great! Wonderful, his fiend can go with him. Require students to act out. S1 :Come on! XXX. Let's watch TV. S2 : Great ! Purpose of design:integrate pictures again, use circumstances to lead in the new sentence structure. Cultivate students' ability of inviting in English, and expression in process of communication. Step 3 Practice Game 3 :practice of reorganization and reading Let students recognize and read the words on the family tree in groups, the group which reads correctly most is the winner. Game 4 : Guess who he is? Let one student draw anyone (family member or friend) on the blackboard, the teacher reminds students of main characteristics of the person. In the game of "Let's practice" " ,the teacher points the person in the picture and asks : Is she/he your mom/dad/brother/sister....？ When asking, Teacher reminds students using "Yes, No" to answer. Notice the pronunciation of brother, sister. Example :S1 :Who's that girl? S2 : Guess ! S1 :Is she your sister? S2 : No, she's my morn. Play the radio tape, make students listen to the tape, see the wall map, and learn about some contents of the dialogue. Notice the teaching of modal particle, for example : Great ! Cool ! Really? Wow, how funny ! Step4 Assignments 1. Understand the meaning of the picture The teacher guide students to understand the meaning through guessing the meaning of picture and creating dialogue. T: Let's make dialogue A :Who's this boy? B : He's my ... Who's this boy/girl? He's my.../She's my ...
2. Teach the topic requirements, and guide operating method. Require students to label the order number of corresponding icon according to the radio contents and order. Play the radio, guide students to label the number.

推薦：
教師資格證考試輔導(dǎo)內(nèi)部資料、內(nèi)部測(cè)試題
教師資格證保過班，十余年年教學(xué)培訓(xùn)經(jīng)驗(yàn)，帶你一起沖刺考點(diǎn)！  

提醒：點(diǎn)這里加小編微信（領(lǐng)取免費(fèi)資料、獲取最新資訊、解決考教師一切疑問?。?/p>