《中学高级职称职评考试英语试题2007年教师职务评审考核.【模板范本】.doc》由会员分享，可在线阅读，更多相关《中学高级职称职评考试英语试题2007年教师职务评审考核.【模板范本】.doc（17页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、中学高级职称职评考试英语试题2007年教师职务评审考核 一、填空题(每空1分，共10分。） 1、教师这个角色从根本上来说，就是“作为人的教师”和“作为教师的人”的( ）。 2、教师的爱是以对学生的（ ）为前提的。 3、教育究其实质是一种生命对( ）的相互对接与交融. 4、教师具有科学精神与人文素养具体表现为一个完善合理的素质结构：高尚优良的人格、不断完善的（ )结构和不断完善的能力结构。 5、今后信息技术教育的主流教学方式是( ）。 6、教师发展规划的第一步是（ ）. 7、建立良好的师生关系要靠师生双方共同努力，而教师起着（ )作用。 8、教师个体在无能力解决自己的心理问题时，应求助于专家进行
2、心理（ )、心理咨询、心理治疗。 9、教师自主发展有三条可行性路径:反思、合作、（ ）。 10、教师发展和学生发展之间要有某种桥梁，这桥梁就是（ ）。 二、选择题（下列各小题的4个备选项中只有1项是正确的，请选出填入括号内.每小题2分，共20分。） 1、下列诸项中不属于教师职业特点的一项是（ )。 A、艺术性 B、创造性 C、示范性 D、速效性 2、教师工作的核心是( ）。 A、教书育人 B、广博学习 C、教育科研 D、精心备课 3、热爱学生是教师职业道德的（ )。 A、方法 B、途径 C、本质 D、形式 4、有德之人，在无人监督时，总是非常小心谨慎地不做任何不道德之事，这叫做( ）. A、慎
3、微 B、慎重 C、慎独 D、诚实 5、“其身正，不令而行；其身不正，虽令不从”。说这句话的中国古代教育家是( ）。 A、孔子 B、孟子 C、荀子 D、老子 6、我国的中小学教师职业道德规范颁布于（ ）。 A、1995 B、1997 C、1999 D、2001 7、影响教师教育教学活动成效的最直接因素是（ ）。 A、语言表达能力 B、非语言表达能力C、教育技术运用能力 D、管理学生能力 8、校园文化属于哪一类课程资源（ )。 A、素材性资源 B、条件性资源C、隐性资源 D、显性资源 9、在心理咨询中，咨询者和来访者之间是一种( ）关系。 A、医患 B、伙伴 C、师生 D、主从 10、在教学反思过
4、程的诸阶段中,反思最集中地体现在（ ）。 A、具体经验阶段 B、观察分析阶段C、重新概括阶段 D、积极验证阶段 三、判断题（请判断下列各小题对或错，并在括号内填上或.每小题2分,共20分。） ( ）1、在新课程背景下,教师的“知识传授者”角色仍然是值得肯定的. （ ）2、今天，在我国“教师是专业工作者尚未得到法律的认可。 （ ）3、教师的劳动是一种集体劳动. （ ）4、教师职业道德可以产生直接的功利效益。 （ ）5、要树立学生是消费者，就是教育服务的顾客的观念. ( ）6、实施新课程，我们要彻底否定教师的权威。 ( ）7、把教师对学生的爱与“母爱并列起来,不免掩盖了教师职业情感的专业化特征.
5、（ )8、科学精神与人文精神具有本质上的同一性。 （ )9、教师的职业倦怠是其教师生涯发展历程中的一个自然现象. （ ）10、“教学相长”是必然的，无条件的。 四、简答题(每小题6分,共30分）。 1、“教师专业化”的基本含义是什么? 2、新课程改革背景下，为什么教师要有多元学科知识结构？ 3、新课程的实施需要教师强化哪些能力? 4、教师和谐融洽的人际关系有什么意义？5、教师心理健康的标准是什么？ 五、论述题(每小题10分，共20分）。 1、请结合自己的切身体会谈谈新课程对教师素质发展提出了哪些新的要求？ 2、结合实际说明教师能力培养与发展的有效途径与方式. 新课程与教师素质发展试题参考答案
6、一、填空题 1、统一体 2、尊重 3、生命 4、知识 5、信息技术与学科教学整合 6、自我认识 7、主导 8、诊断 9、共生(在与学生的互动过程中实现教学相长） 10、教学 二、选择题 1、D 2、A 3、C 4、C 5、A6、B 7、A 8、C 9、B 10、B 三、判断题 1、 2、 3、 4、 5、6、 7、 8、 9、 10、 四、简答题 1、（1）既包括学科专业性,也包括教育专业性；（2）国家有教师教育的专门机构、教育内容和措施；（3）国家有对教师资格和教师机构的认定制度和管理制度；（4)教师专业发展是一个持续不断的过程。 2、（1）新课程内容的社会化，要求教师具有多元学科知识结构；
7、（2）新课程的综合化要求教师必须具备多元知识结构和学科知识的整合能力. 3、（1）教育科研能力；(2)交往与合作能力;（3)课程资源开发与整合能力；（4）信息技术与学科教学整合能力。 4、(1）有利于教师身心的健康;（2）增加教师之间互帮互学的机会;（3）促进教与学的活动；（4)有利于学校组织效能的发挥。 5、（1）热爱教师职业,认同自己的教师职业角色；（2）和谐的人际关系和正确的自我意识；（3）坚韧与自制；（4）有效调节不良情绪；(5）好学与创新。 五、论述题 1、（1）关注专业化理论发展；（2)关注教师的情意和职业道德素质的发展；(3）关注教师的人文知识素养和多元知识结构的发展;（4）关注
8、教师专业技能和研究能力的发展；（5)关注教师心理素质的发展；（6）关注教师学习意识的提高和自主发展能力的提高。 2、（1)各种形式的培训、交流与研讨；（2)多渠道获取信息；（3）行动研究;（4）建立开放的教师教育体系。二、课程标准(共10分） 1 英语课程的性质和任务是什么？ 2在教学实践中,你是如何评价学生英语学习成绩？为什么？ 三、教材教法（共30分） 1请根据所给材料设计出一个简案。（材料见附页,计分20分) 2请你简述：（计分10分） 1) 你的设计依据和意图； 2） 你的设计有什么特点； 3） 对教学中有可能出现的问题进行反思,并提出应措施. 四、基础知识（共50分） （一）听力部分
9、（10） 第一节（共5小题,每小题1分） 1。 What can the woman be? A。 A teacher。 B. A doctor。 C。 A student。 2. What can we learn from this conversation？ A。 Lucy is probably sick. B. Lucy is actually a warm person. C。 Lucy always feels cold。 3. Why did the woman go to the hospital？ A。 To have a physical examination. B.
10、To see a doctor。 C。 To see her sick mother. 4. When does the last bus usually leave? A. At 6:00。 B。 At 6：30 C. At 5：30。 5. Who spoke to Helen？ A. Her teacher。 B. Her father. C。 Her boss。 第二节（共5小题，每小题1分) 听第6段材料,回答第6至7题 6. Which part did the old lady hurt? A。 Her head. B. Her leg. C。 Her arm。 7. How s
11、hould they deal with the old lady? A. Carry her to the hospital。 B。 Carry her in the shade of the tree。 C。 Leave her where she is. 听第7段材料，回答第8至10题 8。 What are the two speakers talking about? A. A visit to their relatives. B。 A call to their close friends. C. A plan for the party. 9. Why was the woma
12、n thinking of calling on Ann? A。 Because Ann just got out of the hospital. B。nbp; Because she hasnt seen her since Ann moved to a new house。 C。 Because Ann just got a new house。 10。 They will have a little party at Ricks， wont they? A. Yes， as they are very happy together. B. No， as Rick doesnt feel
13、 well。 C. We dont know。 (二） 完型填空(20%） Acting is such an overcrowded profession that the only _11_ that should be given to a young _12_ thinking of going on to the stage is “Dont！” But it is useless to try to _13_ someone who feels that he must act, although the chances of his becoming famous are sli
14、ght。 The _14_ way to begin is to go to a drama school. _15_ only students who show promise and gift are accepted, and the course lasts two years. _16_ the young actor or actress takes up work with a theatrical company， usually as an assistant stage manager。 This _17_ doing everything that there is t
15、o do in the _18_： printing very _19_ work indeed -the hours are long and the pay is tiny。 Of course， some people have unusual _20_which lead to fame and success without this long and hard _21_。 Connie Pratt， for example， was just an ordinary girl working in a bicycle factory. A film producer happene
16、d to catch sight of her one morning _22_at a bus stop， as he drove past in his car。 He stopped and got out to speak to the girl。 He asked _23_ she would like to go to the film studio to do a (n） _24_, and she thought he was _25_ 。 Then she got _26_ and said she would call the police。 It _27_ the pro
17、ducer twenty minutes to make Connie believe that he was _28_. The test was successful。 And within a few weeks she was playing the _29_ part opposite one of the most famous actors of the day。 _30_ chances like this happen once in a blue moon. 11。 A。 warning B。 advice C。 answer D. help 12。 A。 man B. w
18、oman C. person D. actor 13。 A. discourage B. distrust C。 disappoint D. prevent 14。 A。 simple B。 familiar&nsp; C。 standard D。 normal 15。 A。 Possibly B。 Usually C. Fortunately D。 Equally 16. A。 When B. Then C. Till D。 Finally 17。 A. contains B. includes C. means D。 needs 18. A. stage B。 company C. sch
19、ool D。 theatre 19。 A。 difficult B。 hardly C。 easy D。 comfortable 20。 A。 conditions B. methods C. gifts D. chances 21. A. working B。 studying C. training D。 exercising 22。 A。 talking B. waiting C。 singing D. playing 23. A. why B. when C. if D. how 24. A。 test B. job C。 performance D. actress 25。 A. m
20、istaking B. joking nbsp； C。 strange D. funny 26。 A. worried B. surprised C。 nervous D。 angry 27。 A。 lasted B。 wasted C. took D. used 28。 A。 serious B。 sorry C. right D. curious 29。 A。 interesting B。 leading C. important D。 small 30。 A。 Such B. Though C。 So D. But (三）阅读理解（20分） A In the United States，
21、 teaching is very important. If teachers do not teach well, students complain. If many students do not understand， people think that the teacher does not do a good job. The teacher has big responsibility to make sure students understand。 In a sense， students are consumers and the teacher is offering
22、 services. Students have the right to evaluate their teachers, and they usually do so at the end of each course. That evaluation includes lots of aspects of teaching， such as explanation， preparation， using good examples, answering questions, and organization of classes. Students are supposed to rea
23、d required textbooks and recommended books before class。 Without reading them， they will find it very difficult to understand the class。 Basic courses on doing research and writing papers are taught at the beginning of the program。 They teach things very concretely and clearly。 Students are expected
24、 to apply what they have learned to their studies. Classes are usually divided into lectures and seminars。 There are some lecture classes， where the teacher just gives a lecture， and students ask questions at the end。 Most graduae level classes are lectures and discussions. Participating in discussi
25、ons is very important。 Higher level classes involve very little lecturing. They emphasize discussion and presentation by the students。 31. According to the passage, good teachers should_。 A. try to please their students B. treat their students as consumers C。 understand their students well D。 make s
26、ure their students understand 32. Teachers are evaluated by students mainly on_. A. how well they perform in class B。 how carefully they prepare their lessons C。 how fluently they express themselves in class D. how hard they work in and after class 33。 What are students expected to do before attendi
27、ng a class? A. Go over the lessons thoroughly. B。 Understand the textbooks well. C。 Do the reading assignments。 D. Prepare an outline for discussion。 34。 When a program starts, students should first_. A. learn how to do research and write papers B. have some learning experience C. learn about the co
28、urse concretely and clearly D. know how to participate in discussions 35. Higher level classes are taught mainly through_. A。 giving a lot of lectures to students B. involving students in discussions C。 asking students questions in class D。 answering students questions in class B New YorkAmerica has
29、 been experiencing the longest economic increase in its history. Incomes have risen， unemployment has fallen, and cities such as New York are bursting with new office buildings. But just a short walk from Manhattans skyscrapers， George Brown sits on the sidewalk， cooking a lunch of rice and bits of
30、fish over a can of cooking fuel。 Brown is homeless-one of the 2。3 million people in the US who end up on the street. During the day, Brown collects aluminum cans and sells them for five cents a piece. At night， he sleeps on the street。 “I have been on the street about eight or nine years, something
31、like that，” said the 62-year-old former construction worker. Brown admits hes had problem with alcohol and has smoked cocaine。 But he says he still wants a more stable housing arrangement。 He could afford it just with the money he earns by collecting cans and small pieces of metal， if only truly low
32、income housing were available. However， he sees no hope of finding affordable housing in New York city rosemore than 27 per cent between 1984 and 1999， from US 549 to Us 700 a month. One of the side effects of the strong economy is that rents have been going up. The majority of people who experience
33、 homelessness really just need some affordable housing help. But few housing projects have been built for the poor. Many smelly apartments in the city now rent for US 1,500 a month or more。 Brown, the www。ckzl。net homeless New Yorker, says he has a daughter who lives in the city but he rarely sees h
34、er。 She is angry about his drinking and wont allow it in her house。 Smiling， he says he has seven grandchildren whom hed like to see more often。 36。 What kind of life does George Brown lead? A. Homeless and dangerous。 B. Homeless and childish. C. Homeless and miserable. D. Homeless and sleepless 37.
35、 From George Browns life we can find that _。 A. old Americans lead a hard life。 B。 old Americans want to live alone。 C。 American cities are full of poor people。 D. bad habits play a role in poor peoples life. 38. It can be inferred from this passage that _。 A。 America is short of housing companies B
36、。 The poor cant benefit from the increasing economy C. Poor people in America will become rich D。 Housing companies will become rich 39. If this passage comes from a paper, on which page would it be? A。 Society。 B。 Science C。 Economy D。 Business 40. What character does George Brown have？ A. Selfish.
37、 B。 Lazy。 C. Warm-hearted D。 Open-hearted C In a time of low academic achievement by children in the United States， many Americans are turning to Japan， a country of high academic achievement and economic success， for possible answers。 However， the answers provided by Japanese preschools are not the
38、 ones Americans expected to find。 In most Japanese preschools, surprisingly little emphasis is put on academic instruction。 In one investigation， 300 Japanese and 210 American preschool teachers, child development specialists， and parents were asked about various aspects of early childhood education
39、. Only 2 percent of the Japanese respondents （答问卷者)listed ”to give children a good start academically as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top threechoices。 To prepare children for successful ca
40、reers in first grade and beyond, Japanese schools do not teach reading， writing， and mathematics， but rather skills such as persistence, concentration， and the ability to function as a member of a group。 The vast majority of young Japanese children are taught to read at home by their parents。 In the
41、 recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixtytwo percent of the more individually oriented （强调个性发展的）Americans listed group
42、experience as one of their top three choices。 An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education. Like in America， there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims， s
43、uch as early musical training or potential development. In large cities， some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a universitybased program, it will increase the childrens chances of eventually being admitted to top-rated sch