[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"$ftUYK_ly1-SEtHUlW6S7SLAEtTLiE3oritVUYkxTVeXQ":3},{"answer":4,"createTime":5,"id":6,"options":7,"origin":12,"question":13,"related":14,"source":18,"type":19},[],"2025-12-26 09:28:16",1071110645,[8,9,10,11],"新课标解读课例","初、高中英语单元整体教学课例","初、高中优质英语课例","优质班会课例",{},"《英语教育专业线上见习》课程为学习者提供了以下哪三种类型的课例?( )",[15,20,30,39,48,56,65,74,79,84],{"answer":16,"createTime":5,"id":6,"options":17,"question":13,"source":18,"type":19},[],[8,9,10,11],"v2",1,{"answer":21,"createTime":5,"id":22,"options":23,"question":28,"source":18,"type":29},[],1071110654,[24,25,26,27],"提供评价表,让学生对照评价表内的评分细则进行排练、自评、和互评","依照评价表对学生的戏剧表演进行打分与点评","在学生回答问题时评价学生语言表达的准确性、多样性等,并适时将学生回答的内容板书至黑板","利用简明易懂、较为丰富的肢体语言和面部表情给予学生评价与反馈","师范生在对郑裕玲老师的视听课进行评价时(3.3.5节,3分18秒)指出,郑裕玲老师采用了多种方式落实"教-学-评"一体化要求,以给予学生高质量且有温度的建议与指导,以下哪一项没有体现该特点?( )",0,{"answer":31,"createTime":5,"id":32,"options":33,"question":38,"source":18,"type":29},[],1071110662,[34,35,36,37],"以教师讲授为主","设计大量书面练习,以强化学生的记忆","设计多样化的听说实践活动,如角色扮演、小组讨论等","学生独立完成听力训练,教师不进行指导","根据新课标要求,在英语听说课上,教师应该怎样设计课堂活动?( )",{"answer":40,"createTime":5,"id":41,"options":42,"question":47,"source":18,"type":29},[],1071110681,[43,44,45,46],"以教师讲解听力口语的知识或技巧为主","强调背诵单词和课文","学生被动跟读听力音频","教师创设情境,引导学生在实际交流中运用英语听说技能","在英语听说课教学中,下列哪一项做法最符合新课标的要求?( )",{"answer":49,"createTime":5,"id":50,"options":51,"question":54,"source":18,"type":55},[],1071110694,[52,53],"对","错","教-学-评一体化的教学模式意味着教师只需在课堂上进行讲解并根据实时反馈动态调整教学策略,而无需在课后专门组织测试环节.( )",3,{"answer":57,"createTime":5,"id":58,"options":59,"question":64,"source":18,"type":29},[],1071110724,[60,61,62,63],"提高学生的词汇量","培养学生的阅读习惯和文化理解能力","提高学生的翻译技能","学生能记忆绘本情节、背诵台词","关于英语绘本教学课的主要教学目标,下列哪一项表述最准确?( )",{"answer":66,"createTime":5,"id":67,"options":68,"question":73,"source":18,"type":29},[],1071110794,[69,70,71,72],"教师应给予学生更多展示机会","教师应以播放视频为主,尽量减少讲解与互动环节,确保学生有足够的观影时间以更好理解视频内容","教师只需提供高质量的视听素材,学生的理解能力自然就会提高","评价体系应以学生对视听内容的记忆程度为主要标准,考核其能否复述全部细节","综合郑裕玲老师视听课(3.3节)的教学设计及评课专家建议,针对视听课的授课,以下哪个说法是正确的?( )",{"answer":75,"createTime":5,"id":76,"options":77,"question":78,"source":18,"type":55},[],1071110814,[52,53],"英语语法教学应与词汇、句型及篇章结构教学相结合,以提高学生的综合语言运用能力.( )",{"answer":80,"createTime":5,"id":81,"options":82,"question":83,"source":18,"type":55},[],1071110838,[52,53],"在英语听说课中,当学生进行听说训练时,教师可以忽视学生语音语调的准确性,只需确保他们能表达出基本的意思即可.( )",{"answer":85,"createTime":5,"id":86,"options":87,"question":92,"source":18,"type":19},[],1071110849,[88,89,90,91],"设计递进式的学习任务","创设连续的真实或模拟的情境","制定单一维度(如词汇、语法点等)的记忆计划","组织跨文化交际的主题讨论","在对英语教学进行单元整体设计时,下列哪三项做法有助于实现同步提升学生语言知识与语言技能的教学目标?( )"]