2019年教師資格上半年《英語學(xué)科知識(shí)與教學(xué)能力（高中》試題答案

2019年教師資格上半年《英語學(xué)科知識(shí)與教學(xué)能力（高中》試題答案

二、簡(jiǎn)答題(本大題1小題，20分)

31.【答題要點(diǎn)】

優(yōu)點(diǎn)：?PPT的使用能夠?qū)⒔滩膬?nèi)容生動(dòng)活潑地呈現(xiàn)在學(xué)生面前，使靜態(tài)、枯燥的語言材料變得直觀、具體，富有感染力，從而調(diào)動(dòng)學(xué)生深入學(xué)習(xí)的積極性，激發(fā)學(xué)生的學(xué)習(xí)興趣;?PPT的使用可以豐富教學(xué)內(nèi)容和形式，提供有利于學(xué)生觀察、模仿、嘗試、體驗(yàn)真實(shí)語言的語境，使英語學(xué)習(xí)更好地體現(xiàn)真實(shí)性和交際性特征。

問題：?使用PPT有時(shí)候會(huì)本末倒置，分散學(xué)生的注意力，比如學(xué)生的注意力可能被一張漂亮的圖案等吸引，在一定程度上反而造成了相反的效果。?使用PPT時(shí)在一定程度上增加了教師的工作量，即制作PPT, 并且一味地追求使用PPT有時(shí)會(huì)使教師忽略課程的重點(diǎn)和難點(diǎn)。

建議：? 教師在使用PPT時(shí)，要注意目的性、恰當(dāng)性、合理性，PPT的使用不能替代師生課堂上真實(shí)的語言交流、思維碰撞、情感互動(dòng)和人際交往活動(dòng)。?教師應(yīng)當(dāng)有針對(duì)性地選擇課型，在制作PPT時(shí)不要忽視可見的內(nèi)容和對(duì)知識(shí)點(diǎn)的重視。

三、教學(xué)情境分析題(本大題1小題，30分)

32.【答題要點(diǎn)】

(1)該教師采用的評(píng)價(jià)屬于質(zhì)性評(píng)價(jià)范疇下的表現(xiàn)性評(píng)價(jià)。

(2)該評(píng)價(jià)表主要作用有：第一、克服了傳統(tǒng)學(xué)業(yè)測(cè)驗(yàn)的弊端，實(shí)現(xiàn)多元化評(píng)價(jià);第二、有助于發(fā)揮學(xué)生學(xué)習(xí)主體性;第三、有助于教師關(guān)注學(xué)生對(duì)知識(shí)的綜合運(yùn)用能力。

(3)改進(jìn)措施有：第一、增加評(píng)價(jià)維度并且細(xì)化每個(gè)維度的評(píng)價(jià)標(biāo)準(zhǔn)以增加其效度;第二、將“笑臉”改為具體的評(píng)價(jià)語言;第三、增加評(píng)價(jià)主體。評(píng)價(jià)主體不僅是教師，還可以是學(xué)生甚至家長(zhǎng)。

四、教學(xué)設(shè)計(jì)題(本大題1小題，40分)

33.【答題要點(diǎn)】

Teaching type: Reading class

Teaching contents: This lesson is from senior high school, and it mainly talks about the life of Mark Twain. Before becoming a writer, Mark Twain tried different jobs and went to different places, which laid a good foundation for Mark Twain’s writing career.

Teaching Objectives:

(1) Knowledge objectives

① Students are able to know the experiences of Mark Twain before he became a writer.

(2) Ability objectives:

① Students are able to express the journey of the Mark Twain.

② Students are able to find the different places Twain went to and different works he did.

(3) Emotional objectives:

① Students are able to learn more about the famous American writer-----Mark Twain

Teaching key and difficult points:

Teaching Key point:

Students can find the life experiences of Mark Twain through reading.

Teaching Difficult point:

Students can retell the story of Mark Twain in their own words.

Teaching Procedures:

Step1: Pre-reading (6 minutes)

Introduce Mark Twain to students through pictures and tell students the life and the works of Mark Twain.

(Justification:The introduction of Mark Twain will help students know more about Mark Twain, which laid a good foundation for next step .)

Step2: While-reading (9 minutes)

1. Ask students to answer the question: where did the name “Mark Twain ”come from.

2. Ask students to finish the chart after reading the 2nd paragraph.

(Justification: Students will have a better understanding to the life experiences of Mark Twain, and their logical thinking will be greatly improved.)

Step3: Post-reading (5 minutes)

1. Retell the passage according to the chart above.

2. Discuss their feeling to Mark Twain after reading this passage.

(Justification: Retelling will improve student’s speaking ability. Discussing their feeling will help students to build up the interest in English learning and learn some qualities from Mark Twain.)

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