[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"$fFP4B8Maqr1K9sgUFfaTq4FkQhdXLpCpe4DivwB3kuw4":3},{"answer":4,"createTime":5,"id":6,"options":7,"origin":12,"question":19,"related":20,"source":30,"type":31},[],"2025-11-19 02:07:00",236549394,[8,9,10,11],"课程评价","课程管理","课程实施","课程设计",{"count":13,"courseId":14,"courseImg":15,"courseName":16,"workId":17,"workName":18},123,"789c332f542083b9c825bf26aa321191","https:\u002F\u002Ftihai-oss-cloud.itihey.com\u002Fimg\u002Fbb062ff6068e05b64e1dc4486da29b2a.jpg","课程与教学论","exam_168060342","2025年秋季学期《课程与教学论》清考试卷","以一定的方法、途径对课程的计划、活动以及结果等有关问题的价值或特点做出判断的过程是( )",[21,32,41,50,59,62,71,80,89,96],{"answer":22,"createTime":5,"id":23,"options":24,"question":29,"source":30,"type":31},[],236549390,[25,26,27,28],"教材","学习经验","学习活动","教学活动",""教育的基本手段是提供学习经验,而不是向学生展示各种事物."这表明泰勒认为课程内容即( )","v1",0,{"answer":33,"createTime":5,"id":34,"options":35,"question":40,"source":30,"type":31},[],236549391,[36,37,38,39],"教学目标","培养目标","教育目的","课程目标","一个国家、一个地区对各级各类学校教育培养人的质量规格的总体设计,反映国家、社会对教育的总体要求和期望,具有抽象性、概括性、原则性强的特定,对各级各类学下都具有广泛的适应性的是( )",{"answer":42,"createTime":5,"id":43,"options":44,"question":49,"source":30,"type":31},[],236549392,[45,46,47,48],"教师的职业道德素养","学科的教学目的和任务","教学进度以及有关教学法的基本要求","知识的范围、深度的结构","课程标准是各学科的纲领性指导文件,其规定内容不包括()",{"answer":51,"createTime":5,"id":52,"options":53,"question":58,"source":30,"type":31},[],236549393,[54,55,56,57],"忠实观","生成观","动态观","形成观","认为实施过程也是指定课程的一部分的是( )",{"answer":60,"createTime":5,"id":6,"options":61,"question":19,"source":30,"type":31},[],[8,9,10,11],{"answer":63,"createTime":5,"id":64,"options":65,"question":70,"source":30,"type":31},[],236549395,[66,67,68,69],"个别性","整合性","整体性","连续性","课程的纵向结构指的是对课程要素先后次序的安排,是之实现课程结构的顺序性和( )",{"answer":72,"createTime":5,"id":73,"options":74,"question":79,"source":30,"type":31},[],236549396,[75,76,77,78],"理想课程","理解课程","实施课程","经验课程","是课程专家按照课程理论和当时社会发展及儿童发展的需要所确定的,有关课程应该如何设计,以及应该达到什么样的水平和标准的想法.也可以认为它是课程开发应当追求的目标",{"answer":81,"createTime":5,"id":82,"options":83,"question":88,"source":30,"type":31},[],236549397,[84,85,86,87],"情感","态度","价值观","知识","麦克尼尔认为常用的课程组织要素包括概念、原理、技能和( )",{"answer":90,"createTime":5,"id":91,"options":92,"question":95,"source":30,"type":31},[],236549398,[69,93,94,67],"顺序性","实践性","在学习经验的组织方面,泰勒则提出了三个指标,其中不包括( )",{"answer":97,"createTime":5,"id":98,"options":99,"question":101,"source":30,"type":31},[],236549399,[8,100,39,10],"课程组织","指一定学段的学校课程力图最终达到的标准、或预期结果.它指导、规范着课程与教学从设计到实施再到评价的全过程"]