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答案与解析
1.DD项属于计划策。
2.A目前，世界各国的课程改革都将课程功能的转变作为首要目标，我国基础教育课程改革的核心目标就是围绕课程功能的转变展开的。
3.B要求学生知图形的两个简单性质，这种教学要求属于初步认识。
4.A努力因素归属于内部、不稳定维度，任务难度因素归属于外部、稳定维度，运气因素归属于外部、不稳定维度。
5.D
6.A
7.B卢梭认为教育的任务应该使儿童“归于自然”，他在《爱弥儿》中提到，自然教育的最终培养目标是与“公民”“国民”相对立的“自然人”。 8.B从课程内容的固有属性来划分，课程可分为学科课程与活动课程；从课程内容的组织方式来划 分，课程可分为分科课程与综合课程；从对学生的学习要求的角度来划分，课程可分为必修课程和选修课程；从课程的呈现方式来划分，课程可分为显性课程和隐性课程。
9.DA、B、C三项都为行为动词，D项为目标动词。
10.D小学低年级儿童的自我评价还具有很大的具体性，往往更注重自己的外部行为和动作。至中高年级，儿童的自我评价开始从外表深入到个性的内部品质，其抽象性、概括性明显提高。
11.Al922年，在北洋军阀统治下，留美派主持的全国教育联合会以美国学制为蓝本，颁布了“壬戌学制”。而壬寅学制、癸卯学制、壬子癸丑学制都是以日本学制为蓝本的。
12.C1897年，盛宣怀创办的南洋公学，分为四院，其中的外院即为小学，它是我国最早的公立小学堂 (这可算作中国公立小学的始祖)。
13.C题干的描述体现了实验法的内涵。
14.C题干的描述体现了课堂总结的复述法。
15.B苏 格拉底问答法分为三步：第一步称为苏格拉底讽刺，他认为这是使人变得聪明的一个必要的步骤，因为除非一个人很谦逊，“自知其无知”，否则他不可能学到真 知；第二步称为定义，在问答中经过反复诘难和归纳，从而得出明确的定义和概念；第三步称为助产术，引导学生自己进行思索，自己得出结论。
16.B相对性评价有利于在群体内做出横向比较，故常作为选拔和甄别的依据。
17.B皮亚杰认为，l0岁是儿童从律道德向自律道德转化的分水岭。
18.B复式教学是把两个或两个以上不同年级的学生编在一个教室里，由一位教师分别用不同的教材，在一节课里对不同年级的学生进行教学的一种特殊组织形式。它适用于学生少、教师少、校舍和教学设备较差的农村以及偏远地区。
19.C数学是人类的一种文化，它的内容、思想、方法和语言是现代文明的重要组成部分。
20.D近代洋务运动以来，称学校为“学堂”；维新变法时期，才正式改称“学堂”为“学校”。
21 (1)发挥课堂主渠道作用，培养学生良好的学习习惯； (2)课堂中正确引导； (3)注重激励与表扬，对学生进行正强化教育； (4)开展丰富多彩的活动，在活动中培养学生良好的学习习惯； (5)发挥家长的作用，形成家庭与学校共同培养学生学习习惯的合力； (6)分层渐进，注重对学生进行个别辅导； (7)建立小学生良好学习习惯评价体系。
22小学生记忆发展的特点主要表现在以下三个方面： (1)小学生的有意记忆明显增强：从无意注意为主转变为有意记忆为主，是小学生记忆发展的第一个特点； (2)小学生的意义记忆迅速发展：从机械记忆为主向意义记忆为主过渡，是小学记忆发展的第二个特点； (3)小学生的抽象逻辑记忆水平逐步提高：从具体形象记忆向抽象逻辑记忆的方向发展，是小学生记忆发展的第三个特点。 (4)短时记忆的容量发展迅速：小学生短时记忆的容量发展迅速。
23(1)合理安排学习的课程； (2)在课堂教学诸环节上，也应注意疲劳的预防； (3)确保小学生的休息、睡眠，休息是消除疲劳的重要措施； (4)要注意小学生的营养问题。
24(1)现代班级管理观要求以学生为本建立班级管理新机制，尊重学生的人格和主体性，充分发挥学生自身的聪明才智，发扬学生在班级自我管理中的主人翁精神，强调师生合作、生生合作。
(2)该班主任最初在进行班级管理时并没有以学生为本，而是坚持专制型的领导方式。这种领导方式属于支配性领导，无视学生的个别差异，以僵硬的对策为基 础，只给予统一强制的指导，或一味地斥责、威胁。坚持以教师为中心，班主任一直在从事程式化的教育教学工作，他们最关心的是两件事：一是如何使学生在考试 中取得好成绩，确保班级成绩在学校中的排名；二是如何让学生服从老师，以维护教师的权威不受侵害。学生必须被动地按照教师的要求去做，缺乏自主性。从而引 起了学生的不满与抗议。
(3)班主任后来成功是因为他改变了原来的班级管理方式，建立了民主型的领导方式，这种领导方式属于综合性的指导，能够灵活地适应学生的个别差异，以此为 基础引出学生的自发行为，促进班级同学的思想在合作中进行交流。“让学生一起商量班级管理主题班会”“组织学生开展小组竞赛”“一起为班级建设提建议” “增强双方沟通”体现了以满足学生的发展为目的，确立学生在班级中的主体地位，有目的地训练学生进行班级管理的能力。 ，
25(1)班级管理不仅仅是班主任的工作，班主任要对班级实施有效的教育与管理，必须要争取课、校内外各种教育力量的配合，调动各方面的积极因素。 (2)组织和培养优秀班集体是班主任工作的中心环节，班主任应有计划、有组织地在短时间内有效地组建班集体。具体包括确定班集体的发展目标、建立班集体的核心队伍、建立班集体的正常秩序、组织形式多样的教育活动、培养正确的舆论和良好的班风。
(3)班主任进行班级管理并不是只靠规章制度就能管理好的，这些规章制度是班主任开展工作的重要保证，然而，最重要的是维持正常的班级秩序，形成良好的舆论和班风。
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.
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