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2016下半年教師資格證考試高中英語(yǔ)真題及答案
教師資格是國(guó)家對(duì)專門從事教育教學(xué)工作人員最基本的要求。教師資格制度是國(guó)家對(duì)教師實(shí)行的一種特定的職業(yè)許可制度。以下是小編精心整理的下半年教師資格證考試高中英語(yǔ)真題及答案，希望對(duì)大家有所幫助。
一、單項(xiàng)選擇題(本大題共30小題，每小題2分，共60分)
在每小題列出的四個(gè)備選項(xiàng)中選擇一個(gè)最佳答案。請(qǐng)用28鉛筆把答題卡上對(duì)應(yīng)題目的答案字母按要求涂黑。錯(cuò)選、多選或未選均無(wú)分。
1. Which of the following shows the proper rhythmical pattern of the sentence?
2. In terms of manner of articulation, the sounds [p], [b], [t], [d], [k], [g] are__________.
A. affricates
B. fricatives
C. bilabial
D. oral stops
3. The producers of oil and other __________ commodities have an advantage.
A. fragile
B. nonperishable
C. waterproofed
D. stainless
4. Being__________ of money, she managed to save enough for a holiday.
A. economic
B. economical
C. economics
D. economies
5. Farmers are allowed to grow small gardens of their own and they sell their vegetables__________ the black market.
A. on
B. at
C. in
D. for
6. --I'll be away on a business trip. Would you mind looking after my cat?
--Not at all.__________.
A. I've no time
B. I'd like it
C. I'd rather not
D. I'd be happy to
7. Can you imagine the difficulty I had __________ language obstacles I first studied abroad?
A. to overcome
B. overcoming
C. overcome
D. overcame
8.__________your valuable help, we couldn't have finished the experiment ahead of time.
A. If it were not for
B. Had it not been for
C. Were it not for
D. If it has not been for
9. In a factory, Li, the guide, is interpreting for a group of foreign guests. When they have finished visiting one workshop, he would like the group to follow him to the next workshop. He says,“”.
A. This way, please
B. Come here
C. Follow me
D. Move on
10. The relationship between "furniture" and "desk" is__________.
A. hyponymy
B. antonymy
C. synonymy
D. homonymy
11. The core concept of the New Curriculum is __________.
A. promoting the professional teachers' development
B. letting the students choose the course independently
C. advocating the constructivist learning
D. for every student's development
12. Which of the following belongs to the communicative approach?
A. Focus on accuracy.
B. Focus on fluency.
C. Focus on strategies.
D. Focus on comprehension.
13. In a pre-listening activity, students need to learn to cope with some ambiguity in listening and realize that they can still learn even when they do not understand every single word. The aim of this activity is to develop the skill of__________.
A. listening for specific information
B. listening for gist
C. listening for structure
D. listening for vocabulary
14. Which of the following statements is NOT a way of presenting new vocabulary?
A. Defining.
B. Using real objects.
C. Writing a passage by using new words.
D. Giving explanations.
15. When teachers teach pronunciation to students, which suggestion is useless?
A. Use hands and arms to conduct choral pronunciation practice.
B. Move around the classroom when doing choral practice.
C. Try to use visual aids.
D. Rely on explanations.
16. What can cloze help to train in terms of writing?
A. Unity of texts.
B. Indention of texts.
C. Compilation of texts.
D. Use of cohesive devices.
17. What stage can the following grammar activity be used at?
The teacher asked students to arrange the words of sentences into different columns raarked subject, predicate, object, object complement, adverbial and so on.
A. Presentation.
B. Practice.
C. Production.
D. Preparation.
18. When a student said "Yesterday I goed to see a friend of mine", which of the following ways for correcting errors is not encouraged?
A. Oh, yes. I see you went to see a friend of yours.
B. You goed to see your friend?
C. No, not goed. You should say went.
D. Say it again, please.
19. The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions. Here the teacher is playing the role of a (an)__________.
A. assessor
B. prompter
C. participant
D. controller
20. When students engaged in group work, the teacher gave feedback after each group had stated their opinion and shown their output. This is called__________.
A. instructing
B. observing
C. monitoring
D. evaluating
請(qǐng)閱讀Passage l，完成第21—25小題。
Passage 1
Crash. Shatter. Boom. Crash. Shatter. Boom. Smattering of silly dialogue. Pretty girl screams:
"Dad! " Crash. Shatter. Boom. Silly dialogue. "DAD!!! " Crash. Shatter. Boom.
What? Oh, sorry. We were falling into a trance there.
Which is, dear moviegoer, what may happen to you during Michael Bay's Transformers: Age of Extinction, the fourth Transformers film and lasts 165 minutes, which is precariously close to the three-hour mark that Bay undoubtedly will reach--by our sophisticated calculations, and at the current growth rate, with his sixth installment.
But let's not get ahead of ourselves. Despite what you've just read, this film will likely be a massive hit because by now, if you're buying a Transformers ticket, you surely know what you're getting into, and you want more, more, more. And Bay is the Master of More.
Or just take it from the l 1-year-old sitting next to me, who reserved any audible judgment--he, too was in a trance, though maybe from sugar intake--until the moment he saw a Transformer become a dinosaur. Overwhelmed by the pairing, he proclaimed, "That's the sickest thing I've ever seen in my life." It was as if peanut butter and jelly had been tasted together for the first time.
This time, there's a whole new human cast. Most important, Mark Wahlberg has replaced Shia LaBeouf as well, Main Human Guy.
A significant part of the movie also takes place in China--clearly a nod to the franchise's huge market in the country.
In any case, we begin in Paris, Texas, where Cade Yeager (Wahlberg), a struggling inventor, is desperately seeking a big discovery. He's also a widowed dad, and super-protective (as the movie incessantly reminds us) of his high-school daughter, Tessa (Nicola Peltz, blond and pretty and ineffective, though the one-note script does her no favours).
One day, Cade buys a rusty old truck. Examining it back home, he soon discovers it's none other than Optimus Prime, the Autobot hero, seriously damaged.
As Cade works on fixing him up, his assistant, wisecracking surfer-dude Lucas, has the dumb idea of calling the authorities. What he doesn't know is that the government is plotting to destroy all remaining Autobots in favour of a man-made army of Transformers. He's being helped in this endeavour by the shadowy KSI Corporation, run by the nasty-but-complicated Joshua Joyce (Stanley Tucci).
So now, it's evil humans that pitted against the trustworthy Autobots. So much for gratitude.
There's also a subplot involving Tessa and her secret boyfriend, Shane (Jack Reynor, underused),whose Irish accent leads Cade to dismissively call him "Lucky Charms"--at least until the two bond in battle.
The obvious question: Is it too much for its own good? Bay is very talented at all things visual,the 3-13 works well and the robots look great. But the final confrontation alone lasts close to an hour. At some point, you may find yourself simply in a daze, unable to absorb any further action into your brain.
21. What can be inferred from the first paragraph?
A. The girl can't understand the movie she was seeing.
B. The girl felt scared about the movie she was seeing.
C. The movie the girl seeing was very thrilling.
D. The girl couldn't find her father.
22. What does the word "trance" (Para. 2) mean?
A. Unconsciousness.
B. Fascination.
C. Scare.
D. Confusion.
23. What did the author mean by saying "... and you want more, more, more. And Bay is the Master of More." (Para. 4)?
A. The audiences are hard to satisfy.
B. Bay is good at producing massive hit.
C. Only Bay can bring audience massive hit.
D. Bay knows about the audience's mind.
24. What is the main idea of the last paragraph?
A. The audiences don't like the final confrontation.
B. The disadvantages of Transformers 4 are more obvious than advantages.
C. Putting into too much what the director skilled poses negative effect.
D. The director Bay only focuses on the 3-D works.
25. Which of the following statement is wrong?
A. The sixth Transformer may last for 3 hours.
B. The government in the movie wants to set up a man-made army of Transformers.
C. In the movie, KSI Corporation stands by the government.
D. Joshua Joyce has reported the news about Autobot hero to the government.
請(qǐng)閱讀Passage 2，完成第26～30小題。
Passage 2
The British Medical Journal recently featured a strong response to what was judged an inappropriately lenient reaction by a medical school to a student cheating in an examination.
Although we have insufficient reliable data about the extent of this phenomenon, its prevention, or its effective management, much can be concluded and acted upon on the basis of common sense and concepts with face validity.
There is general agreement that there should be zero tolerance of cheating in a profession based on trust and one on which human lives depend. It is reasonable to assume that cheaters in medical school will be more likely than others to continue to act dishonestly with patients,colleagues, insurers, and government.
The behaviours under question are multifactorial in origin. There are familial, religious, and cultural values that are acquired long before medical school. For example, countries, cultures, and subcultures exist where bribes and dishonest behaviour are almost a norm. There are secondary schools in which neither staff nor students tolerate cheating and others where cheating is rampant;there are homes which imbue young people with high standards of ethical behaviour and others which leave ethical training to the harmful influence of television and the market place.
Medical schools reflect society and cannot be expected to remedy all the ills of a society. The selection process of medical students might be expected to favour candidates with integrity and positive ethical behaviour--if one had a reliable method for detecting such characteristics in advance. Medical schools should be the major focus of attention for imbuing future doctors with integrity and ethical sensitivity. Unfortunately there are troubling, if inconclusive, data that suggest that during medical school the ethical behaviour of medical students does not necessarily improve;indeed, moral development may actually stop or even regress.
The creation of a pervasive institutional culture of integrity is essential. It is critical that the academic and clinical leaders of the institution set a personal example of integrity. Medical schools must make their institutional position and their expectations of students absolutely clear from day one. The development of a school's culture of integrity requires a partnership with the students in which they play an active role in its creation and nurturing. Moreover, the school's examination system and general treatment of students must be perceived as fair. Finally, the treatment of infractions must be firm, fair, transparent, and consistent.
26. What does the author say about cheating in medical schools?
A. Extensive research has been done about this phenomenon.
B. We have sufficient data to prove that prevention is feasible.
C. We are safe to conclude that this phenomenon exists on a grand scale.
D. Reliable data about the extent, prevention and management of the phenomenon is lacking.
27. According to the author, it is important to prevent cheating in medical schools because__________.
A. the medical profession is based on trust
B. there is zero tolerance of cheating in medicine
C. the medical profession depends on the government
D. cheating exists extensively in medical schools
28. What does the author say about the cause(s) of cheating?
A. Family, culture and society play an active part.
B. Bad school environment is the leading cause of student cheating.
C. Parents are always to blame for their children's cheating behaviour.
D. Cheating exists primarily because students learn bad things from TV.
29. According to the author, what precautions should medical schools take to prevent students from cheating?
A. Medical schools should establish a firm moral standard to weed out applicants with low integrity.
B. Medical schools should make efforts to remedy the ills of a society.
C. Medical schools should teach future doctors integrity and ethical values.
D. There is nothing medical schools can do to improve the ethical behaviour of their students.
30. The author will probably agree with which of the following statements?
A. Medical schools should make exams easier for the students to alleviate the fierce
competition.
B. Prominent figures in the medical institution should create a set of moral standards to be applied in medical schools.
C. Medical students should play an active role in the creation and preservation of a culture of integrity.
D. Those students who cheat in the exams should be instantly expelled from school.
二、簡(jiǎn)答題(本大題1小題，20分)
根據(jù)題目要求完成下列任務(wù)。用中文作答。
31.簡(jiǎn)述語(yǔ)法教學(xué)中演繹法和歸納法的教學(xué)過(guò)程及其優(yōu)缺點(diǎn)。
三、教學(xué)情境分析題(本大題1小題，30分)
根據(jù)題目要求完成下列任務(wù)，用中文作答。
32.下面是某教師的課堂教學(xué)片段：
T: What did your mum do yesterday, Wang Lin?
S: My mum buyed the dress for me.
T: Oh, that is nice. Your mum bought it for you, did she?
S: Yes.
T: Where did she buy it?
S: She buyed it in town.
T: Oh, she bought it in town for you. Well, it is very nice.
請(qǐng)根據(jù)所給材料回答下列三個(gè)問(wèn)題。
(1)學(xué)生在對(duì)話中的語(yǔ)言錯(cuò)誤是什么?(6分)
(2)該教師采用什么方式來(lái)糾正學(xué)生的錯(cuò)誤?效果如何?(12分)
(3)教師還可以采用哪些方式糾錯(cuò)?請(qǐng)舉例說(shuō)明。(12分)
四、教學(xué)設(shè)計(jì)題(本大題1小題，40分)
根據(jù)提供的信息和語(yǔ)言素材設(shè)計(jì)教學(xué)方案，用英文作答。
33.設(shè)計(jì)任務(wù)：請(qǐng)閱讀下面學(xué)生信息和語(yǔ)言素材.設(shè)計(jì)一個(gè)25分鐘的閱讀訓(xùn)練活動(dòng)。
教案沒(méi)有固定格式.但須包含下列要點(diǎn)：
teaching objectives
teaching contents
key and difficult points
major steps and time allocation
activities and justifications
教學(xué)時(shí)間：25分鐘
學(xué)生概況：某城鎮(zhèn)普通中學(xué)高中一年級(jí)學(xué)生，班級(jí)人數(shù)40人。多數(shù)學(xué)生已經(jīng)達(dá)到《普通高中英語(yǔ)課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》五級(jí)水平。學(xué)生課堂參與積極性一般。
語(yǔ)言素材：
The Road to Modern English
At the end of the 16th century, above five to seven million people spoke English. Nearly all of them lived in England. Later in the next century, people from England made voyages to conquer other parts of the world and because of that, English began to be spoken in many other countries.
Today, more people speak English as their first, second or a foreign language than ever before.
Native English speakers can understand each other even if they don't speak the same kind of English. Look at this example:
British Betty: Would you like to see my flat?
American Amy: Yes, I'd like to come up to your apartment.
So why has English changed over time? Actually all languages change and develop when cultures meet and communicate with each other. At first, the English language spoken in England between about AD 450 and 1150 was very different from the English spoken today. It was based more on German than the English we speak at present. Then gradually between about AD 800 and1150, English became less like German because those who ruled England spoke first Danish and later French. These new settlers enriched the English language and especially its vocabulary. So by the 1600s Shakespeare was able to make use of a wider vocabulary than ever before. In 1620 some British settlers moved to America. Later in the 18th century some British people were taken to Australia too. English began to speak in both countries.
Finally by the 19th century the language was settled. At that time two big changes in English spelling happened: first Samuel Johnson wrote his dictionary and later Noah Webster wrote The American Dictionary of English language. The latter gave a separate identity to American English spelling.
English now is also 'spoken as a foreign or second language in South Asia. For example, India has a very large number of fluent English speakers because Britain ruled India from 1765 to 1947.
During that time English became the language for government and education. English is also spoken in Singapore and Malaysia and countries in Africa such as South Africa. Today the number of people learning English in China is increasing rapidly. In fact, China may have the largest number of English learners. Will Chinese English develop its own identity? Only time will tell.
真題答案及解析：
一、單項(xiàng)選擇題
1.【答案】A。解析：考查句子重讀。一般來(lái)說(shuō)，句子中的實(shí)詞需要重讀，比如名詞、主要?jiǎng)釉~(不包括be動(dòng)詞)、形容詞、副詞、數(shù)詞等。虛詞多數(shù)情況下不重讀，比如代詞、介詞、冠詞、連詞等。另外，句子中要重讀的詞若為雙音節(jié)或多音節(jié)詞，重音一般就落在該詞的重讀音節(jié)上，像本句中的expensive就是這種情況。
2.【答案】D。解析：考查輔音的分類。根據(jù)發(fā)音方式不同，英語(yǔ)的輔音可以分為：塞音(stop)、鼻音(nasal)、擦音(fricative)、近音(approximant)、邊音(lateral)、塞擦音(affricate)等。[p]，[b]，[tl，[d]，[k],[g]屬于氣息非常強(qiáng)烈的通過(guò)口腔的爆破音，也稱作塞音。
3.【答案】C。解析：考查形容詞辨析。fragile“易碎的”，stainless“不銹的，無(wú)瑕疵的”，nonperishable“不易壞的”，waterproofed“防水的.不透水的”。句意為“產(chǎn)石油和其他不易壞物品的生產(chǎn)商有優(yōu)勢(shì)”。故選C。
4.【答案】B。解析：考查形近詞辨析。economics意為“經(jīng)濟(jì)學(xué)”，economies意為“經(jīng)濟(jì)”，economic意為“經(jīng)濟(jì)上的”，economical意為“節(jié)儉的，合算的.經(jīng)濟(jì)的”。根據(jù)句意“由于節(jié)儉，她設(shè)法存夠了度假的錢”可知選B。
5.【答案】A。解析：考查介詞搭配。on the market意為“上市，出售中”，句意為“農(nóng)夫們被允許在自己的菜園耕種.并將蔬菜拿到黑市上去賣”。
6.【答案】D。解析：考查交際用語(yǔ)。根據(jù)句意，可將此對(duì)話翻譯為“——我將要出差了，你介意幫我照顧我的貓嗎?——一點(diǎn)也不介意，我很樂(lè)意”。故選D。
7.【答案】B。解析：考查慣用搭配。have difficulty(in)doing sth意為“做某事有困難”，the difficulty I had over—coming language obstacles在整個(gè)句子中作賓語(yǔ).I had overcoming language obstacles是省略了關(guān)系代詞that的定語(yǔ)從句.關(guān)系代詞在句中充當(dāng)賓語(yǔ)。故選B。
8.【答案】B。解析：考查虛擬語(yǔ)氣。本題是與過(guò)去事實(shí)相反的虛擬語(yǔ)氣，如果省略if，句子要倒裝，倒裝時(shí)要將助動(dòng)詞提前.故選B。
9.【答案】A。解析：該題考查在具體語(yǔ)境中恰當(dāng)?shù)皿w運(yùn)用語(yǔ)言的能力。導(dǎo)游為外賓帶路時(shí)，較為禮貌和合適的說(shuō)法應(yīng)該是“This way，please.”。故選A。
10.【答案IA。解析：考查語(yǔ)義學(xué)中的涵義關(guān)系�！癶yponymy”指“上下義關(guān)系”，“antonymy”指“反義關(guān)系”，synonymy指“同義關(guān)系”，“homonymy"指“同音/形異義”�！凹揖摺焙汀白雷印钡年P(guān)系屬于上下義關(guān)系。fumiture是desk的上義詞(superordinate)，desk是furniture的下義詞(hyponym)。故選A。
11.【答案】D。解析：考查新課標(biāo)內(nèi)容。新課標(biāo)的主要核心內(nèi)容是為了學(xué)生的一切發(fā)展。故選D。
12.【答案】B。解析：考查交際法相關(guān)知識(shí)。交際法注重語(yǔ)言的流利性，故選B。
13.【答案】B。解析：考查聽(tīng)力教學(xué)。在聽(tīng)前活動(dòng)中，學(xué)生需要學(xué)會(huì)應(yīng)對(duì)聽(tīng)力過(guò)程中模糊不清的內(nèi)容，并且需要意識(shí)到當(dāng)他們不能完全理解每一個(gè)單詞的時(shí)候仍然可以學(xué)習(xí)。這屬于培養(yǎng)學(xué)生聽(tīng)主旨的能力，A為聽(tīng)細(xì)節(jié).B為聽(tīng)主旨，C為聽(tīng)結(jié)構(gòu)，D為聽(tīng)詞匯。故選B。
14.【答案】C。解析：考查詞匯教學(xué)。呈現(xiàn)新詞匯的方法可以是下定義、實(shí)物展示、解釋等。四個(gè)選項(xiàng)中只有C項(xiàng)不合適。
15.【答案】D。解析：考查語(yǔ)音教學(xué)。當(dāng)教師在教學(xué)生發(fā)音的時(shí)候，不可以依賴于解釋。
16.【答案】D。解析：考查寫(xiě)作教學(xué)。在寫(xiě)作方面，完形填空能幫助學(xué)生掌握cohesive device"銜接手段”的使用。
17.【答案】B。解析：考查語(yǔ)法教學(xué)內(nèi)容。做句子成分分析常用于語(yǔ)法練習(xí)階段。故選B。
18.【答案】C。解析：考查糾錯(cuò)方式。C項(xiàng)直接指出學(xué)生錯(cuò)誤，容易打擊學(xué)生的自信心。A項(xiàng)是重述法，B項(xiàng)是強(qiáng)調(diào)暗示法，D項(xiàng)是重復(fù)法，都是對(duì)學(xué)生錯(cuò)誤的一種含蓄的糾正。
19.【答案】D。解析：考查課堂管理中教師的角色。教師是課堂教學(xué)的調(diào)控者(controller)、促進(jìn)者(prompter)、參與者(panicipant)、組織者(organizer)、評(píng)估者(assessor)、資源提供者(resource.provider)。此處體現(xiàn)的是教師在課堂上的調(diào)控能力.故選D。
20.【答案】D。解析：考查評(píng)價(jià)行為的概念。教師在每組陳述完觀點(diǎn)后，給出自己的評(píng)價(jià)和反饋信息，這是評(píng)價(jià)為(evaluating)。
Passage l
21.【答案】C：解析：聯(lián)系下文可知，本文的主題是電影《變形金剛4》，第一段講到，接連不斷的爆裂聲、粉碎聲、轟隆聲撕裂著最簡(jiǎn)單的對(duì)白。小姑娘狂呼“爸爸!”由此推知，這部電影場(chǎng)面宏大，效果搶眼，非常震撼人心。
22.【答案】B。解析：文章第一段講到一個(gè)女孩觀看《變形金剛4》時(shí)異常激動(dòng)，不斷呼喊“爸爸!”可見(jiàn)，她對(duì)該部電影非常著迷，“We were fal]ing into a trance there.”即“只因此刻我們太入迷了。”B項(xiàng)fascination意為“著迷，入迷”.與trance意思一致，因而可代替trance。
23.【答案】B。解析：要推斷該句的意思，關(guān)鍵是要理解其中more代替的是什么，根據(jù)該句中的“this film will likely be a inassive hit可知.more相當(dāng)于“more hit”，那么“And Bav is the Master ofMore.”意為“邁克爾·貝是能夠創(chuàng)造這些震撼的一位大師。”選項(xiàng)中，B項(xiàng)“邁克爾.貝擅長(zhǎng)制造巨大的震撼”。符合原文文意，且作者在文中多次提到影片震撼人心的效果.可見(jiàn)，他意在肯定該部影片導(dǎo)演的實(shí)力。
24.【答案】C。解析：文章最后一段開(kāi)頭講到“，nle obvious question：Is it too much for its own good?”。即有個(gè)問(wèn)題顯而易見(jiàn)：是不是在自己的優(yōu)勢(shì)方面費(fèi)時(shí)過(guò)多?接著展開(kāi)來(lái)講，影片最后的對(duì)峙持續(xù)了有將近一個(gè)小時(shí)，雖然場(chǎng)面宏大，效果震撼。但持續(xù)時(shí)間太長(zhǎng)，以至于觀眾到最后感覺(jué)眼花繚亂，再也看不下去。該段中心句是第一句，也就是導(dǎo)演在自己擅長(zhǎng)的方面投入太多。進(jìn)而產(chǎn)生了負(fù)面影響。C項(xiàng)正確。
25.【答案】D。解析：A項(xiàng)意為“《變形金剛6》可能會(huì)持續(xù)3小時(shí)”，這與文章第三段部分內(nèi)容相對(duì)應(yīng)，故正確;B項(xiàng)意為“影片中.政府想要打造人造變形金剛部隊(duì)。”這與第十一段中“What he doesn’t know is that the govelllment is plotting to destrov all remaining Autobots in favonr of a man.made army of Transformers.”部分內(nèi)容對(duì)應(yīng)：C選項(xiàng)意為“影片中，KSI公司支持政府的行動(dòng)”.這與第十一段中“He’s being helped in this endeavour by the shadowy KSI Corporation”相對(duì)應(yīng)：D項(xiàng)意為“約書(shū)亞.喬伊斯向政府報(bào)告了擎天柱的消息”，文中并未提到，故不正確。
Passage 2
26.【答案】D。解析：根據(jù)文章第一段第二句“…we have insufficient reliable data about the extent ofthis phe.nomenon，its prevention，or its effective management…”可知，到目前為止，我們還不是很了解醫(yī)學(xué)院作弊現(xiàn)象的嚴(yán)重程度，也不甚明了該如何對(duì)此類現(xiàn)象進(jìn)行預(yù)防和管理。既然目前所掌握的數(shù)據(jù)是不充足的，那么選項(xiàng)A、B、C所說(shuō)的都不符合文章的原意，故均為錯(cuò)誤選項(xiàng)。故選D。
27.【答案】A。解析：作者在第二段說(shuō)，人們一致認(rèn)為，醫(yī)學(xué)的基礎(chǔ)就是誠(chéng)信。在醫(yī)學(xué)院作弊的學(xué)生通常比其他人更容易做出欺騙病人、同事和政府的事情。因此.醫(yī)學(xué)以誠(chéng)信為本的性質(zhì)就決定了對(duì)醫(yī)學(xué)院的作弊行為應(yīng)該堅(jiān)決打擊。B項(xiàng)說(shuō)的是打擊作弊行為的結(jié)果.而不是原因。C項(xiàng)“醫(yī)學(xué)依靠政府”.D項(xiàng)“醫(yī)學(xué)院中作弊行為普遍存在”.都不符合文章內(nèi)容。
28.【答案】A。解析：作者在討論作弊現(xiàn)象的根源時(shí)，結(jié)論是，作弊現(xiàn)象存在的原因是多方面的。學(xué)生在上醫(yī)學(xué)院之前受到的家庭、社會(huì)和文化的熏陶在很大程度上決定他們是否會(huì)在考試中作弊。也就是選項(xiàng)A的內(nèi)容。選項(xiàng)B、C、D的說(shuō)法雖然都有道理，但是都過(guò)于絕對(duì)。學(xué)校的環(huán)境、家長(zhǎng)的教育、電視的影響，雖然都起到一定作用.但是都不能說(shuō)是決定性的。
29.【答案】C。解析：A項(xiàng)“醫(yī)學(xué)院應(yīng)該確立明確的道德標(biāo)準(zhǔn)，淘汰道德素質(zhì)低下的申請(qǐng)者”是錯(cuò)誤選項(xiàng)。因?yàn)槲恼抡劦饺绾握鐒e申請(qǐng)醫(yī)學(xué)院學(xué)生的道德素質(zhì)的時(shí)候.作者用的是虛擬語(yǔ)氣“if one had a reliable method for detecting such characteristics in advance”.即如果能有可靠的標(biāo)準(zhǔn).能預(yù)先了解學(xué)生的道德水平，醫(yī)學(xué)院在錄取的時(shí)候應(yīng)該照顧那些恪守道德準(zhǔn)則的學(xué)生�？梢�(jiàn)目前并沒(méi)有這樣的標(biāo)準(zhǔn)可循。B項(xiàng)和文章的內(nèi)容相反，因?yàn)槲恼旅鞔_地說(shuō)“Medical schools…cannot be expected to reinedy all the ills of a society.”。D項(xiàng)不正確，因?yàn)槲恼碌谋疽馐�，醫(yī)學(xué)院的學(xué)生在學(xué)期間，道德素質(zhì)不僅不會(huì)提高。而且可能下降。但是作者并沒(méi)有說(shuō).醫(yī)學(xué)院在提高學(xué)生素質(zhì)方面無(wú)計(jì)可施，而是敦促學(xué)校采取相應(yīng)措施，增強(qiáng)未來(lái)醫(yī)師們的道德感.故選C。
30.【答案】C。解析：C項(xiàng)和文章最后一段的“The development of a school’s culture of integrity requires a partnership with the students in which they play an active role in its creation and nurturing”相呼應(yīng)。A項(xiàng)不正確.因?yàn)樽髡邲](méi)有建議醫(yī)學(xué)院應(yīng)該降低考試難度。B項(xiàng)的敘述不準(zhǔn)確.因?yàn)樽髡叩谋疽馐轻t(yī)學(xué)界的杰出人物應(yīng)該樹(shù)立楷模，而不是讓他們?cè)O(shè)定一套人人遵循的行規(guī)。D項(xiàng)不正確，作者僅提議醫(yī)學(xué)院對(duì)違反道德準(zhǔn)則學(xué)生的處罰應(yīng)該是堅(jiān)決、公正、透明和統(tǒng)一的。作者并沒(méi)有明確倡議一旦有作弊行為就將其開(kāi)除出校。
二、簡(jiǎn)答題
31.【參考答案】
采用演繹法教授語(yǔ)法，教師首先直接講解語(yǔ)法規(guī)則并舉例說(shuō)明，然后讓學(xué)生進(jìn)行各種替換練習(xí)、句子練習(xí)等訓(xùn)練。這種教學(xué)方式講解清楚，易于理解。比較適合具有強(qiáng)烈學(xué)習(xí)動(dòng)機(jī)的學(xué)習(xí)者。但是在這種方式下，學(xué)生對(duì)教師的依賴性比較強(qiáng)，學(xué)到的語(yǔ)言知識(shí)也容易遺忘。演繹法注重形式而非使用，學(xué)生處于被動(dòng)學(xué)習(xí)的狀態(tài)。采用歸納法教授語(yǔ)法.教師讓學(xué)生首先接觸含有語(yǔ)法規(guī)則的語(yǔ)境.然后根據(jù)上下文的信息歸納出語(yǔ)法規(guī)則。這種方法可以增加學(xué)生和語(yǔ)言的接觸，有助于激發(fā)學(xué)生的參與。使學(xué)生理解語(yǔ)法所適用的語(yǔ)境、所表達(dá)的含義以及所承載的功能，分析歸納總結(jié)語(yǔ)言使用規(guī)律，深化學(xué)生對(duì)用法的理解，有助于學(xué)生分析能力和注意力的培養(yǎng)。但是使用歸納法教授語(yǔ)法，對(duì)學(xué)生和教師的要求都很高，學(xué)生必須能夠主動(dòng)學(xué)習(xí)，愿意動(dòng)腦筋，否則會(huì)對(duì)規(guī)則的印象不深.難以鞏固。
三、教學(xué)情境分析題
32.【參考答案】
(1)該學(xué)生犯了13語(yǔ)語(yǔ)法錯(cuò)誤，用錯(cuò)了動(dòng)詞過(guò)去式的形式。即My mum buyed the dress for me.buyed→bought，She buyed it in town.buyed→bought。
(2)該教師采用了重述法(Recasts)來(lái)糾正學(xué)生的錯(cuò)誤。教師對(duì)學(xué)生語(yǔ)言表達(dá)中的錯(cuò)誤進(jìn)行了含蓄糾正。即先進(jìn)行部分肯定之后用正確的語(yǔ)言重述學(xué)生的表達(dá)，不指出錯(cuò)誤，而通過(guò)不同的語(yǔ)氣(如反問(wèn))、語(yǔ)調(diào)、眼神、動(dòng)作等，讓學(xué)生自己意識(shí)到自己的錯(cuò)誤。此糾錯(cuò)技巧對(duì)于糾正學(xué)生口語(yǔ)中的語(yǔ)法錯(cuò)誤比較有效。
(3)①直接糾錯(cuò)法(Explicit Correction)
當(dāng)學(xué)生出現(xiàn)語(yǔ)言錯(cuò)誤時(shí)，教師打斷語(yǔ)言訓(xùn)練或?qū)嵺`活動(dòng)，對(duì)其錯(cuò)誤予以正面糾正(說(shuō)出正確的語(yǔ)言形式。并讓學(xué)生改正)。這種糾錯(cuò)方式常用于旨在讓學(xué)生掌握正確的語(yǔ)言形式而進(jìn)行的機(jī)械操練或側(cè)重語(yǔ)言精確輸出的各種練習(xí)中。教師可用以下課堂用語(yǔ)：You should say…/No，you shouldn’t say that…/Read after me./Pay attention
to…/Oh，you mean…，We don’t say…in English，we say…等，例如：
T：What did you do last night?
S：I go to see a movie with my parents.
T：Oh.You should say“I went to see a movie with my parents”.
S：Oh.sorry.1 went to see a movie with my parents.
②強(qiáng)調(diào)糾錯(cuò)法(Pinpointing)
教師重復(fù)學(xué)生的話.有意重讀并拖長(zhǎng)出錯(cuò)部分的發(fā)音或用升調(diào)以表示特別強(qiáng)調(diào)。這種方法常用于學(xué)生的自我糾錯(cuò)。這樣既能糾正學(xué)生的口語(yǔ)錯(cuò)誤，保證學(xué)生順利進(jìn)行口頭敘述，又能顧及學(xué)生的自尊心，促進(jìn)他們參與口語(yǔ)活動(dòng)的積極性。例如：
T：Where did you go on vacation this summer?
S：I go to Hong Kong for my vacation.
T：You go to Hong Kong?
S：Oh.1 went to Hong Kong for my vacation.
�、壑貜�(fù)糾錯(cuò)法(Repetition)
教師發(fā)現(xiàn)學(xué)生的語(yǔ)言錯(cuò)誤后，可以要求學(xué)生重新回答，并使用“Once more./Pardon?/Repeat please."等對(duì)學(xué)生加以引導(dǎo)。例如：
S：Xiao Liu is watch TV.
T：He is watch TV?Pardon?
S：Xiao Liu is watching TV.
T：Right!Go on please.
教師在糾正學(xué)生的口語(yǔ)錯(cuò)誤時(shí)，不應(yīng)僅限于一種糾錯(cuò)方法。在選擇糾錯(cuò)的方式上，應(yīng)綜合考慮教學(xué)效果，學(xué)習(xí)者的語(yǔ)言水平、性格特點(diǎn)以及情感因素，做到多種糾錯(cuò)方法靈活運(yùn)用。除以上幾種方法外，還有追問(wèn)法、等待法、反饋法等多種糾錯(cuò)法。
總之.在英語(yǔ)課堂上教師應(yīng)對(duì)學(xué)生口語(yǔ)錯(cuò)誤的嚴(yán)重程度以及產(chǎn)生錯(cuò)誤的原因認(rèn)真進(jìn)行分析，充分把握好糾錯(cuò)的時(shí)機(jī)，采取靈活多樣的糾錯(cuò)策略，幫助學(xué)生克服因出現(xiàn)錯(cuò)誤而造成的語(yǔ)言障礙，發(fā)展自我糾錯(cuò)能力，提高口語(yǔ)水平。
四、教學(xué)設(shè)計(jì)題
33.【參考設(shè)計(jì)】
Class Type: Reading class
Teaching Contents: The Road to Modern English
Teaching Objectives:
(1) Knowledge objective
Students can learn the development of English and the reasons that English has changed over time.
(2) Ability objective
Students can master predict the content of the text according to the tide and improve their reading abilities through the process of skimming and scanning.
(3) Emotional objective
Students can have a deeper impression of the popularity of English, realize the importance of learning English and have a higher motivation to learn it.
Teaching Key and Difficult Points:
How to make students predict before reading, get the general idea and the specific information while reading.
Major Steps:
Step 1 Pre-reading (6 minutes)
Activity 1 Guessing game
The teacher asks students to guess the meanings of the sentences which are written in old English.
As fair art thou, my bonnie lass,
So deep in luve am I;
And I will luve thee still, my dear,
Till a' the seas gang dry.
Then the teacher explains the background knowledge of the sentences.
(Justification: The guessing game can arouse students' interest in the topic and activate the class attnosphere.
Students will realize that the old English is different from modern English when talking about the meaning of these sentences written in old English, which will get them mentally prepared for the reading comprehension.)
Activity 2 Prediction
Ask students to make a prediction according to the title of the text.
(Justification: Students' predictions will get their mind closer to the theme of the text to be read and make their reading more intriguing and purposeful.)
Step 2 While-reading (12 minutes)
Activity I Skimming
The teacher asks students to read the text, check if they have made the right predictions and try to match the general idea of each paragraph.
Choose one or two groups to show their understanding, give comments and make a summary:
Paragraph 1Many people all over the world speak English.
Paragraph 2Why has English changed over time?
Paragraph 3English is now spoken in South Asia.
Paragraph 4Native speakers can understand each other even if they don' t speak the same kind of English.
Paragraph 5Finally by the 19th centurythe language was settled.
Then the teacher checks the answers.
(Justification: This step will help students confirm or reject their predictions and get the main idea of the text.)
Activity 2 Filling in the blanks
The teacher asks students listen to the recording of the text, underline the phrases that have something to do with the time and then fill in the form.
Then the teacher checks the answers.
(Justification: In the process of filling the form, students' reading skill of scanning for the detailed information will be improved, and it will help student understand the text logically.)
Step 3 Post-reading (7 minutes)
Activity 1 Retelling
T: Suppose you are an English teacher, and you have to give a brief introduction of the development of modern English to your students.
Then the teacher asks one of them to show his/her retelling.
Activity 2 Group discussion
The teacher lets students discuss the question why has English changed over time in groups and asks some of them to share their opinions in class.(The answers may vary. But it doesn't matter what their answers may be. The most important thing is to encourage them to express their own thoughts.)
The teacher then makes a summary and emphasizes the importance of learning English.
(Justification: Retelling will make students have a better understanding of the text, and the group discussion will encourage them to express their opinions freely.)
拓展：
教師資格證《中學(xué)教育知識(shí)與能力》考試真題
一、單項(xiàng)選擇題(本大題共21小題，每小題2分，共42分)
1.在教育史上，重視實(shí)科教育，主張學(xué)生學(xué)習(xí)的自覺(jué)性，強(qiáng)調(diào)教育為完美生活做準(zhǔn)備的的教育家是()。
A.夸美紐斯 B.赫爾巴特 C.斯賓塞 D.杜威
2.在兒童身心發(fā)展存在縞素發(fā)展期，某一時(shí)期某一方面的發(fā)展特別迅速而在其他階段相對(duì)平穩(wěn)。這一現(xiàn)象體現(xiàn)了兒童身心發(fā)展的那一階段?()
A.順序性 B.階段性 C.個(gè)別差別差異性 D.不平衡性
3.明確提出“長(zhǎng)善救失” “教學(xué)相長(zhǎng)” “不陵節(jié)而施”“臧息相輔”等重要的思想的文獻(xiàn)是( )
A.《論語(yǔ)》 B.《學(xué)記》 C.《孟子》 D.《大學(xué)》
4.在教育目的價(jià)值取向問(wèn)題上，主張教育是為了使人增長(zhǎng)智慧，發(fā)展才能，生活更加從充實(shí)幸福的觀點(diǎn)屬于( )
A.個(gè)人本位論 B.社會(huì)本位論 C.知識(shí)本位論 D.能力本位論
5.世界各國(guó)的學(xué)制存在著差異，但在入學(xué)年齡，中小學(xué)分段等方面卻又較高的一致性。這說(shuō)明學(xué)制的建立主要依據(jù)( )。
A.社會(huì)政治經(jīng)濟(jì)制度 B.生產(chǎn)力發(fā)展水平
C.青少年身心發(fā)展規(guī)律 D.名族和文化傳統(tǒng)
6.學(xué)生在小學(xué)教學(xué)課程中通過(guò)測(cè)量或拼圖學(xué)習(xí)三角形的內(nèi)角和為180度，在中學(xué)教學(xué)課程中通過(guò)證明學(xué)習(xí)三角形的內(nèi)角和為180度。這種課程內(nèi)容的組織形式是( ).
A.直線式 B.螺旋式 C.縱向式 D.橫線式
7.某沿海城市在義務(wù)教育階段的學(xué)校全面開(kāi)設(shè)海洋教育課程，這種課程屬于( )。
A.國(guó)家課程 B.地方課程 C.校本課程 D.生本課程
8.李老師在語(yǔ)文課上，按照組織教學(xué)，檢查復(fù)習(xí)，講授新教材，鞏固新教材，布置課外作業(yè)的程序進(jìn)行教學(xué)。這體現(xiàn)了哪一類型的課的結(jié)構(gòu)( )
A.單一課 B.綜合課 C .練習(xí)課 D.復(fù)習(xí)課
9.古希臘哲學(xué)家蘇格拉底創(chuàng)立了“產(chǎn)婆術(shù)”。它體現(xiàn)的主要教學(xué)方法是( )。
A.講授法 B.討論法 C.談話法 D.演示法
10.有同學(xué)在班上丟了30元壓歲錢，如何解決這個(gè)問(wèn)題呢?王老師通過(guò)講“負(fù)荊請(qǐng)罪”的故事，教育拿了錢的同學(xué)像廉頗將軍一樣知錯(cuò)能改，不久犯錯(cuò)誤的同學(xué)把錢偷偷的歸還了失主。王老師采用的德育方法是( )。
A.榜樣示范法 B.品德評(píng)價(jià)法 C.實(shí)際鍛煉法 D.個(gè)人修養(yǎng)法
11.班主任陳老師通過(guò)生杏的酸澀和熟杏的香甜來(lái)教育一位早戀的初三女生，告訴她，談戀愛(ài)和吃杏子是一樣的道理。中學(xué)生還沒(méi)有生長(zhǎng)成熟，此刻若談戀愛(ài)，就如同吃生杏子一般，只能又苦又澀：只有到成熟后再去品嘗，才會(huì)香甜可口，無(wú)比幸福。從而使這位女生從早戀中走了出來(lái)。這體現(xiàn)了德育的那一原則?( )
A.知行統(tǒng)一原則 B.長(zhǎng)善救失原則 C.有的放矢原則 D.疏導(dǎo)原則
12.學(xué)習(xí)游泳之前，小蘭通過(guò)閱讀書(shū)籍記住了一些與游泳相關(guān)的知識(shí)。小蘭對(duì)游泳知識(shí)的記憶是( )。
A.陳訴性記憶 B.程序性記憶 C.瞬時(shí)記憶 D.短時(shí)記憶
13.小軍由于“銳角三角形”知識(shí)掌握不好而影響了“鈍角三角形”知識(shí)的掌握，這種現(xiàn)象屬于( )。
A.縱向遷移 B.橫向遷移 C.順應(yīng)遷移 D.重組遷移
14.小馬上課時(shí)害怕回答問(wèn)題，他發(fā)現(xiàn)自己坐在教室后排時(shí)可減少老師提問(wèn)的次數(shù)，于是，他總坐在教室后排，下列哪種強(qiáng)化方式導(dǎo)致了小馬愿意坐在后排?( )
A.正強(qiáng)化 B.負(fù)強(qiáng)化 C.延遲強(qiáng)化 D.替代強(qiáng)化
15.小星判斷道德問(wèn)題時(shí)，不僅能依據(jù)規(guī)則，而且能出于同情和關(guān)心做出判斷，根據(jù)皮壓杰道德認(rèn)知發(fā)展理論，小星的道德認(rèn)知發(fā)展處于( )。
A.自我中心階段 B.權(quán)威階段 C.可逆階段 D.公正階段
16.中學(xué)生曉楠極端爭(zhēng)搶好勝，性格急躁，富有競(jìng)爭(zhēng)意識(shí)，外向，常常處于緊張狀態(tài)，很難使自己放松，小楠的人格屬于( )。
A.A型人格 B.B型人格 C.C型人格 D.D型人格
17.小強(qiáng)期中考試失利，但是他沒(méi)有氣餒，而是認(rèn)真分析了失敗原因，找到了問(wèn)題，確定了新的方向，小強(qiáng)這種對(duì)待挫折的方式是( )。
A.宣泄 B.升華 C.補(bǔ)償 D.認(rèn)知重組
18.中學(xué)生小艾上學(xué)前總是反復(fù)檢查書(shū)包，如果不檢查，他就難受，明知該帶的文具都帶了，就是控制不住，小強(qiáng)這種對(duì)待挫折的方式是( )。
A.抑郁癥 B.焦慮癥 C. 強(qiáng)迫癥 D.恐懼癥
19.華老師認(rèn)為課堂管理是教學(xué)的一部分，[億師學(xué)整理]課堂管理本身可以教給學(xué)生一些行為準(zhǔn)則，使學(xué)生從他律走向自律，使學(xué)生逐步走向成熟，這主要說(shuō)明課堂管理具有那一項(xiàng)功能( ).
A.維持功能 B.導(dǎo)向功能 C.發(fā)展功能 D.調(diào)節(jié)功能
20.每學(xué)期開(kāi)學(xué)前，王老師總是根據(jù)自己所教班級(jí)人數(shù)，課時(shí)量以及備課資料知否充分等來(lái)安排自己的教學(xué)方式與教學(xué)進(jìn)度，根據(jù)布勒與布朗的觀點(diǎn)，王老師處于教師成長(zhǎng)的哪個(gè)階段?( )。
A.關(guān)注生存 B.關(guān)注情境 C.關(guān)注學(xué)生 D.關(guān)注自我
21.老師經(jīng)常自覺(jué)的對(duì)自己的講課過(guò)程進(jìn)行分析，進(jìn)行全面深入的歸納和總結(jié)，以不斷的改善自覺(jué)的教學(xué)行為，提高自覺(jué)的教學(xué)水平，李老師的做法基于下列哪種專業(yè)發(fā)展方式( )
A.教學(xué)實(shí)施 B.教學(xué)研究 C.自我發(fā)展 D.教學(xué)反思
二、辨析題(本大題共4題，每小題8分，共32分)判斷正誤，并判斷理由。
22.教學(xué)具有自身的發(fā)展規(guī)律，不受社會(huì)發(fā)展的制約。
23.知識(shí)越多，能力越強(qiáng)。
24.接受學(xué)習(xí)一定是意義學(xué)習(xí)。
25.根據(jù)科爾伯格的觀點(diǎn)，道德發(fā)展的階段性是固定的，相同年齡階段的人都能達(dá)到同樣的發(fā)展水平。
三、簡(jiǎn)答題(本大題共4小題，每小題10分，共40分)
26.簡(jiǎn)述班主任培養(yǎng)班集體的主要方法?
27.我國(guó)新一輪基礎(chǔ)教育課程改革的具體目標(biāo)有哪些?
28.簡(jiǎn)述短時(shí)記憶特點(diǎn)。
29.簡(jiǎn)述學(xué)校心理輔導(dǎo)的原則。
四、材料分析題(本大題共2小題，每小題18分，共36分)閱讀材料，并回答問(wèn)題
30.材料：
周老師總是認(rèn)真的給學(xué)生寫(xiě)評(píng)語(yǔ)，把它作為教育學(xué)生的途徑，他給班上一名淘氣學(xué)生寫(xiě)了一首打油詩(shī)：“小趙同學(xué)有頭腦。就是不愛(ài)用正道;上課愛(ài)做小動(dòng)作，插 話接舌瞎胡鬧;學(xué)習(xí)態(tài)度不大好，學(xué)習(xí)成績(jī)不大妙;你若聰明應(yīng)知道，有才不用是草包，勸你來(lái)期趕緊改，否則成績(jī)更糟糕�！毙≮w閱后哈哈大笑，也回老師一打油 詩(shī)：“老師寫(xiě)的好，老師寫(xiě)的妙;小趙一定改，決不當(dāng)草包;不做小動(dòng)作，頭腦用正道;[億師學(xué)提供]若是做不好，隨你老師敲!”
小張迷戀 電腦游戲，周老師用心良苦，巧妙把他比喻為電腦，給他的評(píng)語(yǔ)是：“該主機(jī)硬盤超過(guò)80G，內(nèi)存2G，運(yùn)行絕大多數(shù)游戲非常流暢，反應(yīng)靈敏;顯卡強(qiáng)大，畫(huà)面 質(zhì)量甚高;整體配置非常優(yōu)良，但該機(jī)音效設(shè)定不良，常常該發(fā)聲沒(méi)有聲音，要安靜時(shí)卻發(fā)出雜音;另外屏保時(shí)間設(shè)定過(guò)短，老師一分鐘沒(méi)動(dòng)作，就進(jìn)入休眠狀態(tài)， 修理修理，還是好用的。”后來(lái)，小張改掉了迷戀游戲的毛病，對(duì)電腦硬件也產(chǎn)生了興趣。
小黃語(yǔ)文水平高，但有些浮躁，周老師給他的評(píng)語(yǔ)如 下：“汝生于書(shū)香門第，通達(dá)明理，開(kāi)朗樂(lè)觀，時(shí)有非常之事，亦曾處之泰然，好學(xué)善守。然汝時(shí)有蹉跎之意，數(shù)情煩甚。若不熟讀圣賢之書(shū)，以致學(xué)識(shí)淺薄，泯然 眾人，豈不哀哉，痛哉!”小黃閱后，心服口服，決心靜下來(lái)，堅(jiān)持勤奮讀書(shū)。
問(wèn)題：
(1)周老師給學(xué)生寫(xiě)的評(píng)語(yǔ)體現(xiàn)了那些德育原則?
(2)請(qǐng)結(jié)合材料加以分析。
31.材料：
小明和小羅今年高三，是一對(duì)好朋友。兩人在處理問(wèn)題的認(rèn)知風(fēng)格方面有較大差異。小明在學(xué)習(xí)上遇到問(wèn)題時(shí)，常常利用個(gè)人經(jīng)驗(yàn)獨(dú)立的對(duì)其進(jìn)行判斷，喜歡用概 況與邏輯的方式分析問(wèn)題，很少受到同學(xué)與老師建議的影響。而小羅遇到問(wèn)題時(shí)常常表現(xiàn)與小明相反，他更愿意傾聽(tīng)老師和同學(xué)們的建議，并以他們的建議作為分析 問(wèn)題的依據(jù)。另外，他還善于觀察言觀色，關(guān)注社會(huì)問(wèn)題。
問(wèn)題：
(1)結(jié)合材料分析小明和小羅的認(rèn)知風(fēng)格差異。
(2)假如你是他們的老師，如何根據(jù)認(rèn)知風(fēng)格差異展開(kāi)教學(xué)?
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