[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"$f4isGhjleN9D9LiXTamRFu2_IjgxECcHj507B9F03G3A":3},{"answer":4,"createTime":5,"id":6,"options":7,"origin":12,"question":19,"related":20,"source":30,"type":31},[],"2025-10-06 18:58:29",219656533,[8,9,10,11],"立即纠正","忽略不计","批评指责","适时引导",{"count":13,"courseId":14,"courseImg":15,"courseName":16,"workId":17,"workName":18},20,"53e1d2ef4961cca8eea3e23969ad2cb9","https:\u002F\u002Ftihai-oss-cloud.itihey.com\u002Fimg\u002F03a579384a6dc297c89809b582fcc767.png","默认课程","work_46269265","24级高教--第三章--作业","教师应如何对待学生话语失误",[21,32,41,50,53,62,71,80,87,96],{"answer":22,"createTime":5,"id":23,"options":24,"question":29,"source":30,"type":31},[],219656527,[25,26,27,28],"教学反思能力","设计创意能力","群体控制能力","科研能力","王老师在教授《The colourful world》时,没有直接告诉学生颜色单词,而是带来了彩虹糖,让学生边品尝边说出对应的颜色单词,如"I eat a red candy.".学生们兴趣盎然.这主要体现了王老师注重( )","v1",0,{"answer":33,"createTime":5,"id":34,"options":35,"question":40,"source":30,"type":31},[],219656529,[36,37,38,39],"教师的话语能力","对待学生话语失误的适时引导策略","教师的表演基本功","教师的归纳能力","在《Making friends》的对话练习中,学生小李把"My name is Li Lei."说成了"I name is Li Lei.".张老师没有立刻打断纠正,而是微笑着说"Oh, your name is Li Lei. Nice to meet you, Li Lei.".张老师的做法主要体现了( )",{"answer":42,"createTime":5,"id":43,"options":44,"question":49,"source":30,"type":31},[],219656531,[45,46,47,48],"信息化基本功","表演基本功","绘制简笔画基本功","歌唱基本功","陈老师计划在《Plants around us》单元中教"tree, flower, grass"等词.她准备在黑板上一笔画出一棵大树、一朵小花和一丛青草的简笔画来引入词汇.这主要展示了陈老师的( )",{"answer":51,"createTime":5,"id":6,"options":52,"question":19,"source":30,"type":31},[],[8,9,10,11],{"answer":54,"createTime":5,"id":55,"options":56,"question":61,"source":30,"type":31},[],219656535,[57,58,59,60],"记忆; 认知","分类; 设计创意","演绎; 互动","归纳; 观察","刘老师发现班上学生在学习《Different families》时,对"father, mother, brother, sister"的关系混淆.她让学生带来全家福照片,制作成"家庭树"在课堂上分享.这主要是为了培养学生的( )能力,也体现了教师的( )能力",{"answer":63,"createTime":5,"id":64,"options":65,"question":70,"source":30,"type":31},[],219656537,[66,67,68,69],"执行能力","认知能力","话语能力","研究能力","小学英语教师能够根据课堂实际情况,灵活调整教学节奏和活动顺序,这主要依赖于其( )",{"answer":72,"createTime":5,"id":73,"options":74,"question":79,"source":30,"type":31},[],219656539,[75,76,77,78],"获得教师资格证书","完成学校布置的教学任务","具有使命感和持续发展的热情","掌握所有的教学技能","教师树立"事业观"的核心在于( )",{"answer":81,"createTime":5,"id":82,"options":83,"question":86,"source":30,"type":31},[],219656542,[27,84,85,25],"互动能力","表现和操作能力","高老师在每节课后都会简短记录"本节课最成功的环节"、"一个有待改进的地方"和"明天可以尝试的新点子".这长期坚持的习惯最能有效提升其( )",{"answer":88,"createTime":5,"id":89,"options":90,"question":95,"source":30,"type":31},[],219656545,[91,92,93,94],"语言规范化","角色化运用","情景化表达","母语使用策略","在教授《Useful numbers》时,孙老师不仅教数字,还创设了"拨打电话"、"询问年龄"、"询问班级"等多个微型情景进行操练.这主要运用了语言基本功中的( )",{"answer":97,"createTime":5,"id":98,"options":99,"question":100,"source":30,"type":31},[],219656547,[68,84,48,46],"为了让学生理解"The kite is flying high."中的"high",吴老师不仅用手势向上延伸,还跳起脚尖,做出努力向上够的动作.这展示了吴老师的( )"]