【正文】 2)分 數(shù)學(xué)思維素質(zhì)主要表現(xiàn)在敏捷性、獨(dú)創(chuàng)性、經(jīng)濟(jì)性、靈活性、概括性和對(duì)數(shù)學(xué)有一種明顯的＿等方面三、名詞解釋第21題(5)分遞歸策略第22題(5 分概念同化第23題(5)分?jǐn)?shù)的概念四、論述題第24題(15)分結(jié)合實(shí)際，論述數(shù)學(xué)教學(xué)在素質(zhì)教育中的意義和作用五、問(wèn)答題第25題(10)分簡(jiǎn)述數(shù)學(xué)游戲教學(xué)的基本原則。通常所謂的“降維法”，把多元問(wèn)題化為一元問(wèn)題，把空間問(wèn)題轉(zhuǎn)化為平面上的問(wèn)題，把平面上的問(wèn)題轉(zhuǎn)化為直26首先，數(shù)學(xué)是基礎(chǔ)性學(xué)科，對(duì)其它學(xué)科的研究與發(fā)展奠定了堅(jiān)實(shí)的基礎(chǔ)。最后，數(shù)學(xué)具有不可取代的教育價(jià)值。（2）數(shù)與計(jì)算的教學(xué)有利于滲透辯證唯物主義的觀點(diǎn) 在數(shù)與計(jì)算中有很多相互依存、對(duì)立統(tǒng)一的關(guān)系。（3）掌握一定的數(shù)與計(jì)算的知識(shí)將使人終身受益（4）數(shù)與計(jì)算是科學(xué)技線上的問(wèn)題，都體現(xiàn)了遞歸策略。22就是以間接經(jīng)驗(yàn)為基礎(chǔ)，通過(guò)他人語(yǔ)言工具的利用和表述，揭示新概念的本質(zhì)屬性的學(xué)習(xí)方式。24（一）數(shù)學(xué)學(xué)習(xí)可以促進(jìn)人的全面發(fā)展（二）數(shù)學(xué)教學(xué)有利于開(kāi)發(fā)人的潛在智力（三）數(shù)學(xué)影響人的行為品格（四）數(shù)學(xué)教學(xué)內(nèi)容和教學(xué)過(guò)程都蘊(yùn)涵著培養(yǎng)和發(fā)展人的素質(zhì)的極大價(jià)值，為人的素質(zhì)發(fā)展提供了極為有利的條件。（一）趣味性原則 趣味性是游戲的主要特征。（二）自由性和規(guī)則性原則 自由性不僅指游戲形式是自由的，而且游戲的內(nèi)容也是自由的。但并不排斥游戲的規(guī)則。（三）開(kāi)放性原則 開(kāi)放性，既指游戲者心態(tài)和游戲者間關(guān)系的開(kāi)放，也指游戲形式和內(nèi)容的開(kāi)放。（五）。第三篇：英語(yǔ)教學(xué)法考試復(fù)習(xí)資料英語(yǔ)教學(xué)法上冊(cè) effect did the formation of the European Common Market have on the teachingof foreign languages in Europe?( feedback 3即功能概念法產(chǎn)生的背景) is a functionalnotional syllabus?（ feedback 4 第一句不要） What is Communicative Competence?Dell Hymes added the term “municative petence ” to the language of Applied Linguistics , it includes appropriacy, accuracy, short, a child bees able to use the language to do things for himself, and to measurehis success or failure by the response of petence is called municative Task 6 下方的 feedback 那個(gè)表格（交際能力發(fā)展因素） Which features distinguish spoken text from written text?(口頭語(yǔ)與書(shū)面文本的區(qū)別)【】 would say spoken language is simpler than written is argued by researchers that in terms of productive skills(writing and speaking skills), the two modes of language, written and spoken, indicate two different kinds of plexity: the spoken language is plex in the way clauses are linked together, while the written language is plex at the level of second feature to distinguish written language from spoken language is the heavier lexical density, which makes writing seem more third feature is the tendency to use nouns instead of verbs in written fourth important difference es from the fact that writing is often less dependent on immediate context that AuthenticityWe usually describe a text in a foreign language as authentic if it is written for native speakers to read or spoken for native speakers to listen is not simplified in any way for the convenience of learners of the can include a very wide variety of texts, authenticity in the language classroom includes the use of authentic materials, designing authentic classroom activities, and the teacher speaking authentically to the The Nature of Communicative Activities(問(wèn)答題) feedback1—6斜體字英語(yǔ)教學(xué)法下冊(cè) feedback 2個(gè)名詞解釋①Deductive Grammar Teaching②Inductive Grammar TeachingDenotationThe most specific or direct meaning of a word, in contrast to its figurative, implied or associated meanings.(For example ,the word “professional” has its denotation of“belong to one profession”.)ConnotationA quality or idea that a word makes you think of is more that its basic meaning.(For example, the word “professional” has its connotation of“being skillful ” and “excellence”.) What does “Knowing a word ” mean?( feedback)Active wordsActive words are in our active knowledge, we are able to use them in speaking and wordsPassive words are in our passive can recognize them in written and spoken context and understand from the contexts what they RegisterResgister means language includes three aspects: formal, neutral and example: is informal, “children” is neutral, “offspring” is are the benefits of a lesson plan?(答案見(jiàn)該頁(yè)第二個(gè)Feedback) What are the main factors that influence a lesson plan?There are 3 kinds of factors that influence on lesson plans, they are physical conditions, human factors, syllabusamp。testing: change of syllabus might lead to the adjustment of a teaching plan。) How to estabish a good relationship between students and teachers? should treat our students the way we ourselves want to be treated, and we should not treat our students in any way that we ourselves do not want to be treated.( 黑粗體字部分) following conditions positively affect the relationship between people and thus have a stimulating effect on one’s performance(7): ﹡feeling mutual respect and trust﹡feeling we make useful contributions﹡feeling that what we do makes sense﹡feeling appreciated and encouraged﹡not feeling embarrassed by our shortings﹡not feeling treatened by aggression（） up a good relationship with your students cannot be achieved in a few hours’ time: a relationship and building it up lasts as long as you are teacher and even 設(shè)計(jì)教案的模板可參考 第四篇：教學(xué)法復(fù)習(xí)資料：是實(shí)現(xiàn)職業(yè)教育目的的和學(xué)校培養(yǎng)目標(biāo)的重要手段，是連續(xù)宏觀層次的職業(yè)教育目的、培養(yǎng)微觀層次的教學(xué)、訓(xùn)練等教育實(shí)踐活動(dòng)的橋梁。：理論教學(xué)和實(shí)踐教學(xué)。：是基于某一專(zhuān)業(yè)領(lǐng)域的方向，關(guān)于教育學(xué)的理論與實(shí)踐的一門(mén)科學(xué)，它是教學(xué)論具體化的體現(xiàn)，涉及單個(gè)或多個(gè)科目。：教師、學(xué)生、教學(xué)內(nèi)容、教學(xué)情境。：農(nóng)村、農(nóng)民、農(nóng)業(yè)。三產(chǎn)：農(nóng)業(yè)、工業(yè)、服務(wù)業(yè)?！械嚷殬I(yè)教育。：；；。：：；；只有這方面良好的對(duì)接，學(xué)生畢業(yè)后才能較好地適應(yīng)工作崗位。14.“雙師型”教師：既能進(jìn)行理論教學(xué)又能進(jìn)行試訓(xùn)指導(dǎo)的技師。，其課程內(nèi)容應(yīng)以過(guò)程知識(shí)為主、陳述性知識(shí)為輔，即以實(shí)際應(yīng)用的經(jīng)驗(yàn)知識(shí)和策略的習(xí)得為主，以適度夠用的概念和原理的理解為輔。；2促進(jìn)個(gè)體發(fā)展的功能；。教學(xué)原則是主觀的。兩者區(qū)別體現(xiàn)在教學(xué)規(guī)劃是教學(xué)原則的組成細(xì)節(jié)，每一條教學(xué)原則都包括若干具體的教學(xué)規(guī)劃，因此教學(xué)規(guī)劃與教學(xué)原則是部分與整體的從屬關(guān)系。：學(xué)歷證書(shū)、職業(yè)資格證書(shū)。：行為主義學(xué)習(xí)理論、認(rèn)知主義學(xué)習(xí)理論、行動(dòng)向?qū)W(xué)習(xí)理論和構(gòu)建學(xué)習(xí)理論。：職業(yè)性原則、實(shí)踐性原則、系統(tǒng)性原則、可接受性原則、直觀性原則、生產(chǎn)與教學(xué)相結(jié)合原則。：能力，必要的理論知識(shí)和較強(qiáng)的實(shí)踐能力。：以“適度，必須，夠用”為原則。：：承擔(dān)育人責(zé)任的動(dòng)力；：履行教學(xué)任務(wù)的基礎(chǔ)；：教會(huì)學(xué)生的藝術(shù)。要注重學(xué)會(huì)學(xué)習(xí)、學(xué)會(huì)合作，以養(yǎng)成科學(xué)的思維習(xí)慣；社會(huì)能力：指具備從事職業(yè)活動(dòng)所需要的行為規(guī)范及價(jià)值觀念，要注重學(xué)會(huì)共處、學(xué)會(huì)做人，以確立積極的人生態(tài)度。：經(jīng)濟(jì)收入和社會(huì)地位的問(wèn)題。：民主平等性原則、尊重性原則、個(gè)性化原則。：教學(xué)評(píng)價(jià)是指圍繞教學(xué)目標(biāo)，制定科學(xué)的指標(biāo)參數(shù)，運(yùn)用可操作的科學(xué)手段，通過(guò)系統(tǒng)地搜集與教學(xué)有關(guān)的信息資料并進(jìn)行分析、整理，對(duì)教學(xué)活動(dòng)，教學(xué)過(guò)程和教學(xué)效果做出價(jià)值判斷的過(guò)程。：公平性、可信度、有效度、選擇性、難度、經(jīng)濟(jì)性。：絕對(duì)評(píng)價(jià)法、相對(duì)評(píng)價(jià)法、個(gè)體差異評(píng)價(jià)法、量化評(píng)價(jià)法、質(zhì)性評(píng)價(jià)法。：專(zhuān)業(yè)能力：賴以生存的核心本領(lǐng)；方法能力：基本的方法能力；社會(huì)能力：素質(zhì)高低的標(biāo)志。：初級(jí)技能（五級(jí)）、中級(jí)技能（四級(jí)）、高級(jí)技能（三級(jí)）、技師（二級(jí)