2011-2012教学法考试题型和复习范围 - 副本
教材教法考试题型及答案
教材教法考试题型及答案一、单项选择题1. 教材编写的主要依据是（）。
A. 教育政策B. 课程标准C. 教学大纲D. 学生需求答案：B2. 教学方法选择的主要依据是（）。
A. 教师的个人偏好B. 教学内容C. 学生的年龄特点D. 教学环境答案：B3. 以下哪项不是教学设计的基本要素？（）。
A. 教学目标B. 教学内容C. 教学媒体D. 学生评价答案：D4. 教学评价的主要目的在于（）。
A. 选拔优秀学生B. 检查学生学习成果C. 促进学生全面发展D. 惩罚学习不努力的学生答案：C5. 以下哪项不是有效的课堂管理策略？（）。
A. 明确规则和期望B. 及时反馈和奖励C. 忽视学生的小错误D. 公平公正地处理问题答案：C二、多项选择题6. 教材编写应遵循的原则包括（）。
A. 科学性B. 系统性C. 实用性D. 创新性答案：ABCD7. 教学方法的类型包括（）。
A. 讲授法B. 讨论法C. 案例教学法D. 自学法答案：ABCD8. 教学设计中应考虑的因素包括（）。
A. 学生的知识背景B. 教学资源的可用性C. 教学目标的明确性D. 教学环境的适宜性答案：ABCD9. 教学评价的功能包括（）。
A. 诊断功能B. 反馈功能C. 激励功能D. 导向功能答案：ABCD10. 有效的课堂管理策略包括（）。
A. 建立良好的师生关系B. 制定明确的课堂规则C. 灵活运用教学技巧D. 忽视学生的需求答案：ABC三、判断题11. 教材编写应完全依据教师的个人经验和偏好。
（）答案：错误12. 教学方法的选择应与教学内容和学生特点相匹配。
（）答案：正确13. 教学设计中不需要考虑教学媒体的选择。
（）答案：错误14. 教学评价只关注学生的知识掌握情况。
（）答案：错误15. 课堂管理策略中，忽视学生的小错误可以减少课堂冲突。
（）答案：错误四、简答题16. 简述教材编写的一般流程。
答案：教材编写的一般流程包括确定编写目标、收集和分析资料、设计教材结构、编写教材内容、审阅和修改、试用和反馈、最终定稿等步骤。
12级教专业材教法试卷 A
考试方式：闭卷 考试时间：120分钟 卷面总分：100分 一、填空（每空1分，共8分） 1. 语文课程是一门学习 的综合性实践性课程。
2. 着眼于语文课程培养学生语文运用能力的实用功能和课程的实践性特点。
3. 就横向结构而言，则从语文课程的基本内容出发，形成了 、过程和方法、情感态度和价值观三维目标体系。
4.在文化的价值取向上，语文教学要正确处理多元文化与 之间的关系。
5. 是语文教学的出发点和归宿，是语文教学的灵魂与核心。
6. 提高阅读的实效性，要抓住三个关键的环节：一是准确深入的文本解读，二是独具匠心的 ，三是灵活机动的教学实施。
7. 语识是对 进行认识和言说的结果。
8. 教学过程可以分解为三个阶段：教学定向、 、教学反思。
二、名词解释题（每小题3分，共12分）1.语文素养2.语文教材内容3.教学过程4. 魏书生“课堂教学六步法””否则划×。
每题1分，共 10分）（）（）（）,诸如语法教学、写作训练等，该只是了解和欣（）（）（）( ）（）（）（）四、简答题（每小题5分，共20分）2.请简述三种不同性质的语文实践活动3.请简述语文教材的双重价值4. 请简要介绍语文教学设计包含的基本要素五、分析评论题（50分）10分）2.下面是孙犁小说《荷花淀》的教学过程设计，请排出合理的顺序，并结合语文阅读教学过程的相关原理说明理由。
（10分）A速读课文，找出战斗发生的时间、地点、作战双方人物，概括情节梗概。
B品读课文1）欣赏语言美：找出文中集中的几处对话，分角色朗读，体会人物的心理和性格；2）欣赏环境美：找出文中的环境描写段，通过诵读体会景语中的情语，讨论环境描写的作用；C尝试写一段个性化的人物对话或一段饱含情感的景物描写D 残酷的中日战争中炮火硝烟的视频资料3.下面是一位老师为《陈太丘与友期》设计的教学目标，请作出简要评价，并15分）教学目标设计：1.掌握文中重点文言实词、文言虚词和常见的文言句式2.了解课文极富特点的写人手法陈太丘与友期行，期日中，过中不至，太丘舍去，去后乃至。
2012教师统考中学数学教材教法
教材教法试题库一填空（1）有效的数学学习活动不能单纯地依赖模仿与记忆, 动手实践、自主探索与合作交流是学习数学的重要方式。
（2）《义务教育数学课程标准》的基本理念指出：义务教育阶段的数学课程应突出体现基础性、普及性和发展性，使数学教育面向全体学生实现：人人学有价值的数学；人人都能获得必要的数学；不同的人在数学上得到不同的发展.(3) 学生是数学学习的主人，教师是数学学习的组织者、引导者与合作者（4）《标准》中所陈述课程目标的动词分两类。
第一类，知识与技能目标动词,包括了解或认识、理解、掌握、灵活运用；第二类，数学活动水平的过程性目标动词,包括经历或感受、体验或体会、探索。
(5)数学教学活动必须建立在学生的认知发展水平和已有知识经验的基础上.教师应激发学生的学习积极性，向学生提供充分从事数学活动的机会，帮助他们在自主探索和合作交流的过程中真正理解和掌握数学知识技能、数学思想和方法，获得广泛的数学活动经验。
（6）评价的主要目的是为了全面了解学生的数学学习历程，激励学生的学习和改进教师的教学；应建立评价目标多元化、评价方法多样化的评价体系，对学生的数学学习评价要关注学生数学学习的结果，更要关注他们的学习过程.（7）初中数学新课程的四大学习领域是数与代数、空间与图形、统计与概率、实践与综合应用。
（8）《标准》中陈述课程目标的动词分两类。
第一类，知识与技能目标动词，第二类，数学活动水平的过程性目标动词。
（9）学生的数学学习内容应当是现实的、有意义的、富有挑战性的,这些内容有利于学生主动地进行观察、实验、猜测、验证、推理与交流等数学活动.（10）学生是数学学习的主人，教师是数学学习的组织者、引导者与合作者(11）《标准》中所陈述课程目标的动词分两类。
第一类,知识与技能目标动词，包括了解或认识、理解、掌握、灵活运用，第二类，数学活动水平的过程性目标动词，包括经历或感受、体验或体会、探索。
（12)《义务教育数学课程标准》的具体目标是知识与技能、数学思考、解决问题、情感与态度。
2011-2012全国教师资格考试真题 word版 可编辑.
2011 年(下半年全国教师资格考试《教育知识与能力》(初、高中真题试卷一、单项选择题1.1632 年,捷克的著名教育家夸美纽斯(。
这是近代最早的一部教育学著作。
在这本著作中,他提出了普及初等教育,主张建立适应学生年龄特征的学校教育制度,论证了班级授课制度,规定了广泛的教学内容,论述了教学原则,高度评价了教师的职业,强调了教师的作用。
A、《大教学论》B、《学记》C、《普通教育学》D、《教育论》2.有的人观察能力强,有的人动手能力强,有的人善于口头演讲,有的人善于书面写作。
这说明人的发展具有(A、能动性B、阶段性C、个别差异性D、不平衡性3.提出“产婆术”的教育家是(A、苏格拉底B、柏拉图C、亚里斯多德D、昆体良4.某教师引导学生依据个人的奋斗目标,选出有针对性的格言作为自己的座右铭,用以自律自励,不断提高自我修养,该教师的行为体现的德育方法是(A、修养B、锻炼C、陶冶D、制度(5.一名调皮的学生屡次扰乱课堂,教师请其站到教室后面,教师运用了(A、正强化B、负强化C、惩罚D、消退6.一位初中语文教师教学生用列课文结构提纲、画网络的方法促进学习,这里所教的学习策略是(A、复述策略D、组块策略B、组织策略C、精制策略7.当我们看完电影走到大街上,明亮的阳光刺得睁不开眼,过一会儿就感觉自如了,这种现象是(A、明适应C、视觉后像D、感觉对比B、暗适应8.一初中生在地理学习中学会画概念地图的方法后,将这种方法运用到生物学习中去,这是一种(A、负迁移C、特殊迁移D、逆向迁移B、一般迁移9. 1904 年,清政府颁布了由张之洞、张百熙等人制定的《奏定学堂章程》,史称(,这个学制体现的是张之洞的“中学为体,西学为用”的思想,吸收了日本明治维新新时期的学制形式,也保留了一定的封建科举制度的残余,该学制最大的特点是修业年限长,从小学堂到大学堂需要21 年,至通儒院需要26 年。
这是我国正式实施的第一个学制。
A、六三三学制B、五四学制C、壬寅学制D、癸卯学制10.当教师提问“一个四边形,每边边长都是1,面积是否是1?”许多同学肯定的回答是1,刘晓翔却回答说,如果把它压扁,变成一条线,面积就差不多成了0,这体现了发散思维的(A、流畅性B、变通性C、独特性D、独立性11.在比较讲授法和讨论法的教学效果时,教师分别选用两个班级,一班采用讲授法,一班运用讨论法,两班学生在智力、学业基础等方面尽量保持均衡,期末时测量其成绩差异。
教学法考试题型和复习范围
英语学科教学论考试题型和复习范围I. Abbreviations:TTT: Teacher Talking TimeSTT: Student Talking TimeESA: Engage Study ActivatePPP: Presentation Practice ProductionTBLT: Task-Based Language TeachingCLT: Communicative Language TeachingTPR: Total Physical ResponseSLT: Situational Language TeachingNLP: Neuro Linguistic ProgrammingCLL: Cooperative Language LearningLexical ApproachNatural ApproachII. Definitions:nguage acquisition and language learning：language acquisition: gaining use of a language without any conscious learning.Natural order of language learning: listening - speaking - reading - writingSecond language learning: more complexUnconscious learning in natural circumstancesContact with the language for the purpose of communicationprehensible input3.development error:4.stereotype5.attention span6.schemarmation gap8.skimming and scanning9.corpus10.gist listening11.plateau effect12.rough-tune13.interactional speech and transactional speech14.parallel writing15.strategy and skill16.accuracy and fluency17.overgeneralization18.scanning and skimmingIII. Short questions:1.List at least four principles of teaching listening.Principle 1: The tape recorder is just as important as the tape.Principle 2: Preparation is vital.Principle 3: Once will not be enough.Principle 4: Students should be encouraged to respond to the content of a listening, not just to the language.Principle 5: Different listening stages demand different listening tasks.Principle 6: Good teachers exploit listening texts to the full.2.List at least four principles of teaching speaking.1. Be aware of the differences between second language and foreignlanguage learning contexts.2. Give students practice with both fluencyand accuracy.3. Provide opportunities for students to talk by using group work or pairwork, and limiting teacher talk – diverse roles.4. Plan speaking tasks that involve negotiation for meaning.5. Design classroom activities that involve guidance and practice in bothtransactional and interactional speaking.3.List at least four principles of teaching reading.Principle 1: reading is not a passive skill.Principle 2: students need to be engaged with what they are reading.Principle 3: students should be encouraged to respond to the content of a reading text, not just to the language.Principle 4: prediction is a major factor in reading.Principle 5: match the task to the topic.Principle 6: good teachers exploit reading texts to the full.4.List at least four principles of teaching writing.1. Understand your students’ reasons for writing.2. Provide opportunities for students to write – practice writing.3. Make feedback and correction helpful and meaningful.4. Clarify for yourself, and for your students, how their writing will beevaluated.5.List at least three special features about teaching listening.1. Tapes go at the same speed for everybody.2. Students have to be encouraged to listen for general understanding first ratherthan trying to pick out details immediately.3. Spoken language has a number of unique features.6.List at least four aspects that should be included in a teaching plan.1. Who – detailed information about the students.2. What – what do the teacher and students want to do?3. How – how should the teacher and students do it?4. To predict what might go wrong and how it can be dealt with.7.List at least four teaching methods and approaches that have influenced currentteaching practice.1.Grammar-translation method2.Audio-lingualism3.Task-Based Learningmunicative Language Teaching5.PPP8.List at least four differences between teaching adults and teaching children.9.List at least three reading skills that students need to acquire and explain each ofthem.1. To scan the text for particular bits of information they are searching for.2. To skim a text to get a general idea.3. To read for detailed comprehension.10.List at least four areas that teachers should consider when choosing textbooks.1.price2.availabilityyout and design4.methodology5.skills6.syllabus7.topic8.stereotyping9.teacher’s guide11.List at least four seating arrangements in the class.Orderly rowsCircles and horseshoesSeparate tablesCircleSolowork12.List at least four pieces of equipment that you can make use of in an English class.1.the board2.the computer3.the dictionary4.the overhead projector 投影仪13.List two popular information-gap activities.1.―Describe and Draw‖2.Jigsaw activity3.Family tree activity4.Story-telling activity14.List three types of writing rubrics.1.Non-weighted rubric2.Weighted rubric3.Holistic rubric15.List the four alternatives that Neville Grant suggests when the teacher finds thetext not appropriate.1.he or she might simply decide to omit the lesson.2.replace the textbook lesson with one of the teacher’s own.3.add to what is in the book.4.for the teacher to adapt what is in the book.16.List at least four characteristics of good learners.1. a willingness to listen2. a willingness to experiment3. a willingness to ask questions4. a willingness to think about how to learn5. a willingness to accept correction17.List at least two magazines you know concerning the teaching of English.Success in English TeachingHow to Teach EnglishThe Practice of English Language TeachingPractical English Language TeachingCelce-Murcia, M. (ed.) 2001. Teaching English as a Second or Foreign Language. Third Edition. Boston, Ma: Heinle & HeinleNunan, D. 1999. Second Language Teaching and Learning. Boston, MA: Heinle & Heinle.Richards J. and W. Renandya (eds.) 2002. Methodology in Language Teaching. Cambridge: Cambridge University Press.18.What are the four stages of choosing a textbook?1.analysis2.piloting3.consultation4.gathering opinions19.List at least three advantages of encouraging students to speak English in class.20.What is the natural order of language acquisition?1.They are usually exposed to language which they more or less understandeven if they can’t produce the same language spontaneously themselves.2.They are motivated to learn the language in order to be able to communicate.3.They have the opportunities to use the language they are learning, thus givingthemselves chances to flex their linguistic muscles—and check their own progress and abilities.21.What is the purpose of ―activate‖ activities?The purpose is to get students using languag e as freely and ―communicatively‖ as they can.22.What is the purpose of ―engage‖ activities?The purpose is to arouse the students’ interest, thus involving their emotions. 23.List at least two principles of giving instructions.1.They must be kept as simple as possible.2.They must be logical.24.What are the three basic level distinctions of language learners?1.beginner, those who don’t know any English2.intermediate suggests a basic competent in speaking and writing and anability to comprehend fairly straightforward listening and reading.3.advanced those whose level of English is competent, allowing them to readunsimplified fact and fiction and communicate fluently with native speakers. IV. Discussions:1.What is accuracy? What is fluency? How to give students practice in bothaccuracy and fluency? State your point of view.Accuracy: the extent to which students’ speech matches what people actually say when they use the target language.Fluency: the extent to which speakers use the language quickly and confidently, with few hesitations or unnatural pauses, false starts, word searches, etc.❑Avoid interruptions and offer fluency-building practice.❑Making mistakes is a natural part of learning a new language.2.What are the key elements in a lesson plan? How to design an effective lessonplan and make it feasible in the process of teaching? State your point of view.3.What should the teacher do if the students are uncooperative in the languageclassroom?1.Talk to individuals2.Write to individualse activities4.Enlist help5.Make a language-learning contract4.Explain the differences between teaching adults and teaching children.5.Explain the theoretical basis of audiolingualism and its influence on languageteaching.It is based heavily on behaviorist theories of learning. These theories suggested that much learning is the result of habit formation through conditioning. (long repetition-drill stages).Influence:☺Priority is given to spoken rather than written language.☺Language learning is basically a matter of developing a set of habits through drilling.☺It focuses on teaching the language, not about the language. It aims to develop students’ language skills through drills and practice.☹Language learning was not purely the formation of habits. For example, students are soon able to say things they have never heard or practiced before.☹In audiolingualism students are not exposed to real or realistic language.6.Explain the boomerang sequence of classroom teaching.In this sequence the teacher is answering the needs of the students. They are not taught language until and unless they have shown that they have a need for it. In some ways, this makes much better sense because the connection between what students need to learn and what they are taught is more transparent. However it places a greater burden on the teacher since he or she will have to be able to find good teaching material based on the problems thrown up at the Activate stage. It may also be moreappropriate for students at intermediate and advanced levels since they have quite a lot of language available for them at the Activate stage.From PPT: ―Boomerang‖ procedure❑Engage: students and teacher discuss issues concerning job interviews. What makes a good interviewee? What sort of thing does the interviewer want to find out? The students get interested in the discussion.❑Activate: the teacher describes an interview situation which the students are going to act out in a role-play. The students plan the kind of questions they are going to ask and the kind of answers they might want to give. Then they role-play the interviews. While they are doing this, the teacher makes a note of English mistakes they make and difficulties they have.❑Study: when the role-play is over, the teacher works with the students on the grammar and vocabulary which caused them trouble during the role-play. They might compare their language with more correct usage and try to work out or discover where they went wrong. They might do some controlled practice of the language.❑Activate: some time later, students role-play another job interview, bringing in the knowledge they gained in the study phase.7.How to overcome student boredom in classroom teaching?1.Both for the teacher’s sanity (明智，清醒)and the students’continuinginvolvement, teachers need to violate their own behavior patterns. Each time teachers break one of their own rules, in other words, they send a ripple through the class.2.The need for surprise and variety within a fifty-minute lesson is alsooverwhelming.3.Good teachers find a balance between predictable safety and unexpectedvariety.8.Explain instrumental motivation and integrative motivation. Which is of greatersignificance in foreign language teaching and learning?1.Integrative motivation: students felt most warmly about a language and whowanted to integrate into the culture of its speakers where more highly motivated (and learnt more successfully).2.Instrumental motivation: students who were only learning language as a meansto an end.9.In teaching speaking, how to transfer from control to communication in teachingspeaking?10.What’s special about teaching adults?Adults come to lessons with a long history of learning experience. Those experiences—both bad and good—will have helped them to form strong opinions about how teaching and learning should be carried out. They also come with theirown record of success or failure.Adults are frequently more nervous of learning than younger pupils are.Adults can be disruptive and exhausting.Adults as a group have much to recommend them.Adults have much less ongoing daily discipline problems.11.How do you understand authenticity in language teaching and learning?12.What can the teacher do if the students are not willing to talk in class?Use pair work.Use acting out and reading aloud.Use role-play.Use the tape recorder.Allow them to speak in a controlled way at first.13.What can the teacher do if the students keep using their own language in class?Talk to them about the issues.Encourage them to use English appropriately.Only respond to English use.Create an English environment.Keep reminding them.14.Why do students make mistakes?In the first place, the students’ own language may get in the way. This is most obviously the case with ―false friends‖—those words which sound or look the same but mean something different.Grammatical considerations matter too.Interference from the students’ own language makes mistakes.There is a category which a number of people call ―developmental‖ errors.Some mistakes are deep-seated and need constant attention.Some seem to be more like ―slips‖ made while students are simultaneously processing information and they are therefore easier to correct quickly.15.What should the teacher do if students in the class are all at different levels?Use different materials for different groups or levels.Do different tasks with the same material.Ignore the problem.Make use of the students: better students can help weaker ones.Many teachers, faced with students at different levels, adopt a mixture of solutions like the ones we have suggested here.16.Study the following pictures carefully. How can such materials be used inclassroom teaching according to the ESA sequence? (7 points)。
2012年11月基本功法规试题上交 第二套及答案
2012年初中教师基本功教育法规试卷一、填空（每题4分，5个题共20分）1.学校应当根据未成年学生身心发展的特点，对他们进行社会生活指导、心理健康辅导和青春期教育。
学校应当与未成年学生的父母或者其他监护人互相配合，保证未成年学生的睡眠、娱乐和体育锻炼时间，不得加重其学习负担。
2.义务教育必须贯彻国家的教育方针，实施素质教育，提高教育质量，使适龄儿童、少年在品德、智力、体质等方面全面发展，为培养有理想、有道德、有文化、有纪律的社会主义建设者和接班人奠定基础。
3.改变课程内容“难、繁、偏、旧”和过于注重书本知识的现状，加强课程内容与学生生活以及现代社会和科技发展的联系，关注学生的学习兴趣和经验，精选终身学习必备的基础知识和技能。
4.《国家中长期教育改革和反正规划纲要（2010-2020）》的“20字”工作方针是：优先发展、育人为本、改革创新、促进公平、提高质量。
5. 汉语言文字为学校及其他教育机构的基本教学语言文字。
应当推广使用全国通用的普通话和规范字。
二、选择（每题3分，10个题共30分）（一）单项选择1.教育教学工作应当符合（B）和学生身心发展特点，面向全体学生，教书育人，将德育、智育、体育、美育等有机统一在教育教学活动中。
A 、国家教育方针B、教育规律C、教学计划D、教学大纲2.新修订的《中华人民共和国义务教育法》施行时间为（A）。
A. 2006 .9.1B. 2007.1.1C. 2007.9.13.教师享有法律规定的权利，履行法律规定的义务，忠诚于B的教育事业。
A.国家B.人民C.党4.基础教育课程改革要：整体设置九年一贯的课程和课时比例，并设置综合课程，以适应不同地区和学生发展的需求，体现课程结构的B、综合性和选择性。
A. 丰富性B. 均衡性C.科学性5.未成年人思想道德建设的主要任务是从确立远大志向做起，（B）。
A.养成良好的学习习惯B.树立和培养正确的理想和信念C.培养明辨大是大非的能力D.树立克服困难的和挫折的勇气与信心（二）多项选择1.李某是一名教师，可以行使的权利有：（ABC）A.通过教职工代表大会或者其他形式，参与学校的民主管理B.参加进修或者其他方式的培训。
《义务教育语文课程标准(2011版)》测试题 - 副本
《义务教育语文课程标准（2011版）》学习提纲一、填空题。
1.语言文字是人类最重要的（）和信息载体，是人类文化的重要组成部分。
2.学生是学习的（）。
语文课程必须根据学生身心发展的特点，爱护学生的好奇心、求知欲，积极倡导（）、（）、（）的学习方式。
3.课程目标（）年一贯整体设计。
按（）、（）、（）、（）四个学段，分别提出“学段目标与内容”，体现语文课程的整体性和阶段性。
4.学段目标与内容从（）、（）、（）、（）四个方面提出要求。
课程标准还提出了（）的要求，以促进学生语文素养全面协调地发展。
5.口语交际是（）与（）双方互动的过程。
教学活动主要应在（）中进行。
6.语文课程标准给出了教学建议：（一）充分发挥师生双方在教学中的（）和（）；（二）教学中努力体现语言课程的（）和（）；（三）重视（）、（）、（）的正确导向；（四）重视培养学生的（）和（）。
7.各个学段的阅读教学都要重视（）和（）。
8.写作是运用语言文字进行（）和（）的重要方式，（）是语文素养的综合体现。
9.综合性学习应贴近（），应突出学生的（），应强调（）。
10.写作的评价，应按照不同学段的目标要求，综合考察学生写作水平的发展状况。
第一学段主要评价学生的（）；第二学段是习作的起始阶段，要鼓励学生（）；第三、四学段要通过多种评价，促进学生（）、（）地表达。
各学段对作文的评价还须关注学生（）的情况。
11. （）与（）的统一，是语文课程的基本特点。
12.语文课程致力于培养学生的语言文字（）能力，提升学生的综合素养，为学好其他课程打下基础13. 语文课程应注重引导学生（）、（），重视语言文字（）的实践，在实践中领悟文化内涵和语文应用规律。
14. 能主动进行（）学习，激发想象力和创造潜能，在实践中学习和运用语文。
15. 学会汉语拼音。
能说（）。
认识（）左右常用汉字。
能正确工整地书写汉字，并有一定的速度。
16. 具有独立阅读的能力，学会运用多种阅读方法。
有较为丰富的积累和良好的（），注重（），发展感受和（）的能力。
2012年教师资格证12年统考真题解读
2012年下半年中学教师资格考试真题解读(统考)来源:国家教师资格考试网 2013年3月7日【学而优则进，233网校以成！】2012年下半年国家教师资格考试（中学）真题解读2013上半年中小学和幼儿园教师资格考试将于2013年3月17日进行，国家教师资格考试网对2012年下半年的教师资格统考真题进行分析解读，以为广大考生提供参考。
一、考情概况题型分值题目个数每题分值辨析32 4 8材料分析36 2 18单选42 21 2简答40 4 10总计150 31表1 2012年下半年考试题型、题量和分值分布表1总结了2012年下半年中学《教育知识与能力》考试的题型、分值与题量。
根据表1，我们可以对每种题型分值所占比例进行分析，见图1.图1 2012年两次考试每种题型所占比例统考大纲中规定，单项选择题所占比例约为30%，非选择题约为70%。
通过以上分析，单项选择题所占比例为28%，非选择题所占比例为72%，与大纲一致。
二、大纲中八大模块所占比例分析国家教师资格考试网对2012年下半年统考中学《教育知识与能力》进行了全面分析，总结出考试大纲中规定的八大模块所占的分值及比例，如图2、图3。
图2 2012年下半年《中学教育知识与能力》统考中八大模块所占分值图3 2012年下半年《中学教育知识与能力》统考中八大模块所占比例通过对2012年下本年考试的题型分析，我们发现，上图中教育基础知识和基本原理、中学教学、中学生学习心理、中学德育四个模共沾65.4%的分值，中学课程、中学生发展心理、中学生心理辅导、中学班级管理与教师心理四个模块共沾34.6%的分值。
而大纲中对这两个比例的规定分别是68%和32%。
考试分值分布与大纲规定基本一致。
由从以上两图可知，2012年下半年中学教育知识与能力的考题中，分值比重在前四位的是中学生学习心理、中学德育、中学生发展心理、中学教学四个模块，教育基础知识和基本原理排在第5位，前五个模块的分值占到了总分的81.4%的比例，我们总结（1）在中学教育知识与能力的考试中，大纲中规定的出题比例最高的四个模块的比重较大，另一个比重较大的还有中学生发展心理这一模块。
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英语学科教学论考试题型和复习范围
I. Abbreviations:
II. Definitions:
nguage acquisition and language learning
prehensible input
3.development error
4.stereotype
5.attention span
6.schema
rmation gap
8.skimming and scanning
9.corpus
10.gist listening
11.plateau effect
12.rough-tune
13.interactional speech and transactional speech
14.parallel writing
15.strategy and skill
16.accuracy and fluency
17.overgeneralization
III. Short questions:
1.List at least four principles of teaching listening.
2.List at least four principles of teaching speaking.
3.List at least four principles of teaching reading.
4.List at least four principles of teaching writing.
5.List at least three special features about teaching listening.
6.List at least four aspects that should be included in a teaching plan.
7.List at least four teaching methods and approaches that have influenced current
teaching practice.
8.List at least four differences between teaching adults and teaching children.
9.List at least three reading skills that students need to acquire and explain each of
them.
10.List at least four areas that teachers should consider when choosing textbooks.
11.List at least four seating arrangements in the class.
12.List at least four pieces of equipment that you can make use of in an English class.
13.List two popular information-gap activities.
14.List three types of writing rubrics.
15.List the four alternatives that Neville Grant suggests when the teacher finds the
text not appropriate.
16.List at least four characteristics of good learners.
17.List at least two magazines you know concerning the teaching of English.
18.What are the four stages of choosing a textbook?
19.List at least three advantages of encouraging students to speak English in class.
20.What is the natural order of language acquisition?
21.What is the purpose of “activate” activities?
22.What is the pu rpose of “engage” activities?
23.List at least two principles of giving instructions.
24.What are the three basic level distinctions of language learners?
IV. Discussions:
1.What is accuracy? What is fluency? How to give students practice in both
accuracy and fluency? State your point of view.
2.What are the key elements in a lesson plan? How to design an effective lesson
plan and make it feasible in the process of teaching? State your point of view.
3.What should the teacher do if the students are uncooperative in the language
classroom?
4.Explain the differences between teaching adults and teaching children.
5.Explain the theoretical basis of audiolingualism and its influence on language
teaching.
6.Explain the boomerang sequence of classroom teaching.
7.How to overcome student boredom in classroom teaching?
8.Explain instrumental motivation and integrative motivation. Which is of greater
significance in foreign language teaching and learning?
9.In teaching speaking, how to transfer from control to communication in teaching
speaking?
10.What’s special about teaching adults?
11.How do you understand authenticity in language teaching and learning?
12.What can the teacher do if the students are not willing to talk in class?
13.What can the teacher do if the students keep using their own language in class?
14.Why do students make mistakes?
15.What should the teacher do if students in the class are all at different levels?
16.Study the following pictures carefully. How can such materials be used in
classroom teaching according to the ESA sequence? (7 points)。