《教學設計》形成性考核作業(yè)參考答案

promote the extension of strictly administering the party grass-roots, but also the educational practice of the mass line of the party and three-three special education results achieved further inherited and expanded. To realize two a learning education is a necessary solution to the present problems of party construction. Strengthen problem consciousness and insisted on problem-oriented, is full of strictly administering the party since the partys 18 a distinctive feature, a successful experience. Secretary Wang noted that some party members still have political awareness, lack of political responsibility issues, party awareness and consciousness of the problem belief does not really believe, slim does not actually fix problems, outspoken, and jump on the assessment of the partys policies, and so on. Bi Lifu Secretary pointed out that a quarter of the economic situation is very serious, there is pressure on environment, seasonal factors and other objective reasons, but mainly subjective problem, is the problem of party members and cadres. Some depressed, negative slack, not responsible, . Double six, one, and two took the lead, build energy burst, Hongshan district, economic prosperity, eco-livable, civilized and harmonious island. It certainly can not be separated from the whole area 646 grass-roots party organizations and 14,146 members of broad participation and support. Through the two study and education, so that every cell of the party health, every organization is strong, so that all members of the vanguard and exemplary role, all the fighting bastion role of grass-roots party organizations into full play so that we can cross the Rapids, overcome all difficulties and the smooth realization of the Thirteen-Five goal. Second, basic learning, focus on learning education must understand the learning content and learning styles Foundation learning these four words are important information inside is very large, capture profound work truth in life. For example, I often say that the good Carpenter NAO Carpenter, why do some carpenters made furniture to have everybody likes it, Carpenter we are not willing to look for him? are apparently two people high and low technology, dig into the deep is firmer when both of his apprentices are not solid, there is no good that way. Luban art of story primary school are learn had, first after six mark test practice conduct, and practice cultivation, and practice perseverance, and practice patience, then with seven days seven night mill axe theory armed, and unity action, seriously learning XI General Secretary on reform development stable, and Interior diplomatic defense, and rule party ruling army of important thought, seriously learning to XI comrade for General Secretary of Central ruling acting political new concept new thought new strategy, seriously learning XI General Secretary study in Inner Mongolia important speech spirit, Guide party members and a deep understanding of a series of important speeches rich connotation and core ideas, which began so thoroughly Marxist positions 教學設計形成性考核作業(yè)參考答案頁碼標注格式說明：“Px”為第幾頁，“+x”為正數(shù)第幾頁，“-x”為倒數(shù)第幾頁第一章教學設計的一般原理一、 概念解釋1、 教學：P2+10P2+12；2、 教學系統(tǒng)：P3+4P3+8；3、 教學設計：P5+6P5+12;4、 傳播理論:P8-6P8-2;二、簡答題1、 簡述學校教學工作的任務：(三個任務)P4+5P45；2、 簡述教學設計的意義及其要素：意義P5+13P5+17;要素（六點）P5-12P6+5；3、 簡述學習理論對教學設計的影響：P11+8P11+15；P11-8P11-3；P12+6P12+9；4、 簡述教學理論對教學設計的影響：P12-14P12-12；5、 簡述教學設計的基本特征和一般任務：基本特征四點P13+2P14-12；四個任務P14-10P17+16；三、論述題1、 結(jié)合教學實踐試述教學設計的一般程序：P17-8P18+9;2、 論述教學設計與教師傳統(tǒng)備課活動的主要區(qū)別：提供“教師傳統(tǒng)備課活動.doc”作參考;3、 試述教學設計對設計者的基本要求：P18+10P19-12。第二章教學設計模式一、概念解釋1、教學設計模式：P22-8P22-4；2、教學設計的過程模式：P23-3P24+1；二、 簡答題1、教學設計模式的發(fā)展可劃分為哪四個階段？P25+15；P26+9；P26-14；P26-1P27+7。2、教學設計的“史密期-雷根模式”包括哪幾個方面的內(nèi)容？P30-10P30-1。3、巴納賽的教學設計模式包括哪幾個方面的內(nèi)容？P31-2P32-4。4、 加涅和布里格斯的教學設計模式包括哪幾個階段？P34+13P34-1。5、梅里爾的“部分呈現(xiàn)”教學設計模式包括哪幾個方面的內(nèi)容？P35+2P35+11。6、肯普的教學設計模式包括哪幾個方面的內(nèi)容？P27+18P28+4。三、論述題1、試述教學設計模式的功能。P23+4P23-4。2、試述教學設計模式的要素：安德魯斯和古德森14要素P24+10P24+16；瑞奇6要素P24+18P24+26；史密斯和雷根4 要素P24+29P24+30；3、試述教學設計模式的構(gòu)成環(huán)節(jié)。狄克和凱瑞的十構(gòu)成環(huán)節(jié)：P24-5P24-1；加涅和布里格斯九構(gòu)成環(huán)節(jié)：P25+2P25+4；作者認為八個基本環(huán)節(jié)：P25+5P25+8；第三章教學過程中學習者的分析一、概念解釋1、認知發(fā)展P38-2PP39+1；2、學習需求P42+7P42+8；3、學習動機P45+45P45；4、學習方式P53-7P53-6；二、簡答題1、四個階段P39+6P39+92、四步P44-14P44-13、五個關系P53-2P54+2；4、四條P54+7P54+20；5、P56+6P56+8；6、P57+6P57+8。三、論述題1、試述激發(fā)學習動機的技術。答：從四個方面入手P48+2P49-1。2、試述研究性學習的教學設計要求。答：四個方面P54-2P55-5。第四章教學的目標與內(nèi)容設計一、概念解釋1、 教學目標：P61+9；2、 教育目的：P61-9P61-8；3、 培養(yǎng)目標：P61-6P61-4；4、 課程目標：P61+15P61+17;5、 形成性目標：P68+15P68+18;6、 行為目標：P67+2P67+3;7、 表現(xiàn)性目標：P69+15P69+17。二、簡答題1、 教學目標的功能有哪些？三個方面P63+4P63+5；P63-3P63-2；P64-3P64-2。2、 教學目標的各層次是怎樣的關系？P62+5P62-5；3、 教學目標的基本取向有哪些？P65-11P65-9；4、 新的課程標準中將課程目標劃分為哪幾類？三類P83-14P84+16；5、 教學目標的來源有哪幾個方面？P84-6P84-3；6、 確定教學目標的步驟有哪些？四步P88-9P89+8；7、 行為目標的表述包括哪幾個要素？P89+14P90+1；8、 教學內(nèi)容選擇的取向主要有哪些？比較典型取向有七種：P90-10P90-8。三、論述題1、試述霍恩斯坦的教學目標分類。四個領域；每個領域的目標劃分為五個層次或五個類型。P76-7P83+15。2、試述教學內(nèi)容選擇的準則。三條準則P95+3P97-3。3、試述教學內(nèi)容的組織。P98+14P100-1。第五章 教學的過程、方法與組織形式設計一、概念解釋1、教學過程：P102-9P102-1；2、教學方法：P118-5P118-3；3、教學組織形式：P132+7P132+11二、簡答題1、簡述教學過程的本質(zhì)表現(xiàn)。三個方面P107-10P109-7；2、簡述教學過程的主要功能。三大功能P109-4P111+11。3、簡述教學過程的基本矛盾。三對基本矛盾P105+11P105+12。5、 簡述教學方法分類的意義。P119+15P119-5。5、簡述運用講授式教學方法對教師的基本要求。P127-4P128+17。6、 簡述運用問題探究式教學方法的主要步驟。五步P129表5-4-1。7、 簡述現(xiàn)代信息技術在課堂教學中的主要功能。P130-11P131+14。8、 簡述班級教學組織形式的主要優(yōu)點與不足。P133+10P133-3。三、論述題1、 結(jié)合具體教學內(nèi)容，試述中小學常規(guī)教學過程設計的基本環(huán)節(jié)。六個基本環(huán)節(jié)P111-10P114+5。2、結(jié)合教學實踐談談你對教學最優(yōu)化思想的理解： P114+6P115-8。3、結(jié)合自己的教學實踐闡述教師選擇教學方法的主要依據(jù)：P125+10P126-3；第六章 教學的情境與活動設計一、概念解釋1、 教學情境:P140-2P141+1；2、 教學環(huán)境:P155-11P155-7；3、 評價活動:P165-8P165-4;4、 目標設計:P163-5P163-4;5、 前期分析:P163+5P163+8;6、 教學策略設計: P165+5P165+7;二、簡答題1、簡述教學情境的觀念：P140-2P141+1；2、簡述設計教學情境應注意的問題：（五個）P153-7P155+18；3、簡述教學環(huán)境的功能和設計內(nèi)容：功能P159+11P161+19；設計P161+20P162+8；4、 課外活動的內(nèi)容分類、組織形式和指導原則：內(nèi)容分類P178+2P180+17；組織形式P180+18P182+15；指導原則P183+13P185+8；三、論述題1、教學情境對學生的學習有哪些意義和功能？結(jié)合實際談談你對教學情境的認識？意義P142+11P146+9；功能P146+10P151+17；你對教學情境的認識（略）2、教學情境的設計有哪些方式？試列舉若干應用的實例。P151-10P153-9；3、試述教學設計對設計者的基本要求：。4、應用課外活動的設計原則設計一個課外活動的方案。P182+21P183+13；第七章教學媒體的選擇與運用概念解釋1、教學媒體：P187+4P187+5；2、整合：P199+5P199+7；3、問題表：P194-2P195+1；4、經(jīng)驗之塔：P196-13P196-10；5、教育媒體：P187-5P187-1；二、簡答題1、 教學媒體有哪些性質(zhì)和功能？性質(zhì)P188+2P191-10；功能P191-9P192+4；2、選擇教學媒體有哪些依據(jù)？P192+6P193+11。3、使用教學媒體有哪些原則？P198+6P200+12。4、多媒體教學的設計過程有哪些步驟？P214+14P224-1。5、教學媒體的教學特征有哪些？P203-5P206+14。三、論述題1、試述教學媒體設計的心理學依據(jù)。P200+15P203-7。2、試述選擇媒體的經(jīng)驗方法。P193-14P198+5；第八章教學評價設計一、概念解釋1、教學評價P226-4P226-2；2、形成性評價P231-4P231-2；3、總結(jié)性評價P232+7P232+7；4、過程評價P232+13P232+14；5、檔案袋評價P240-4P240-3；6、診斷性評價P231-13P231-10；7、絕對評價P230+19P230+21；8、回憶性題目P253+6P253+10；9、結(jié)構(gòu)化回答題目P253-14P253-12；10、識別性題目P253+12P253+17；二、簡答題1、教學設計的形成性評價通常包括哪幾個步驟？ P237-3P239+102、多元智能理論的主要內(nèi)容？ P247+9P247-33、學習結(jié)果評價的主要內(nèi)容？P245+6P246-1；4、多元智能評價觀的主要內(nèi)容？ P247-1P248+7；5、學習結(jié)果的評價通常包括哪幾項內(nèi)容？P245+6P246-1；三、論述題1、試述教學評價的觀念、功能和種類。觀念P226-4P226-2；功能P228-4P229-1；種類P230+1P233+2；2、試述教學評價的原則和評價在教學設計中的地位與作用。原則P233+3P234+12；地位與作用P234+13P235+13；3、試編寫一份教學設計成果形成性評價的方案。（略）4、如何進行學習過程的評價？依據(jù)本章的內(nèi)容試編寫一份檔案評價的方案。答：P240+1P245+5。5、試述學習結(jié)果評價的內(nèi)容，試編寫一份學習結(jié)果評價方案。答：P245+6P246-1；6、試述多元智能的內(nèi)容和多元智能評價的五條指導原則。內(nèi)容P247+9P247-3五條指導原則P248+9P248-12；7、試述常規(guī)教學撿查及評價的改革、方法。答：P248-6P251-1。第九章教學設計案例一、簡答題1、 試述教學藝術的共性特征和個性特點。共性特征P282+16P284-4；個性特點P284-5P286+17；2、 簡敘制約教師教學藝術發(fā)展的內(nèi)在因素。P286-13P289-8；3、 簡敘教師教學藝術及其風格形成與發(fā)展所經(jīng)歷的主要階段。P289-6P293+11；二、論述題1、結(jié)合實例說明教師教學藝術發(fā)展過程中創(chuàng)造性教學階段的主要特點。P291-4P292+11。涉及重大決策事項、重要人事任免、重大項目安排和大額度資金使用等，具有決策、行政執(zhí)法、行政許可、部門管理等決策、審批、自由裁量、事務管理決定權(quán)的領導崗位。To sum up, is divided into 9 main parts: 1. with regard to persisting and developing socialism with Chinese characteristics. 18 since the XIOn more than one occasion, General Secretary of the historical origin and development process of socialism with Chinese characteristics, the road of socialism with Chinese characteristics, System Info, system, uphold and develop the understanding of socialism with Chinese characteristics is determined to have been profoundly expounded, further strengthened the party and the people adhere to and develop the confidence and determination of the socialism with Chinese characteristics. XI General Secretarys speech in this regard include the peoples yearning for a better life, that is our goal, closely focus on the development of socialism with Chinese characteristics study and publicize the spirit of party 18, the unwaveringly adhere to the development of socialism with Chinese characteristics, the persistence and good use of Mao Ze-Dongs thought of soul. 2. with regard to the Chinese dream of realizing the great rejuvenation of the Chinese nation. 18 closing soon, the new Central collective leadership when they visited the exhibition of the road to recovery, XI, General Secretary of the solemn declaration the great rejuvenation of the Chinese nation, the greatest dream of the Chinese nation in modern times. Zhihou, on more than one occasion, General Secretary expounded the scientific connotation of Chinese dream, realize the Chinese dream must take the road, carry forward the spirit and cohesion of Chinese forces, gradually formed the China dream, a strategic thought. And practice with the Chinese dream, reflects the history of the new session of the CPC Central Committee, and conforms to the development trend and the people hope, embodies the greatest common divisor and the consensus of Chinese people at home and abroad, inspiring all peoples forging ahead in unity, the spirit of unswervingly follow the road of socialism with Chinese characteristics flags and high melody. This aspects XI General Secr