《2022年2020年中小学教师资格证考试综合素质大题归纳 .pdf》由会员分享，可在线阅读，更多相关《2022年2020年中小学教师资格证考试综合素质大题归纳 .pdf（15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、1 2020 年中小学教师资格证考试综合素质大题归纳（精品）目 录第一章 职业观念 .3 1、素质教育观的内涵？.3 2、素质教育的目标？.3 3、国家实施素质教育的基本要求？.3 4、学校开展素质教育的途径和方法？.4 学生观：.4 5、以人为本的学生观？.4 6、教育工作与中学生的共同发展？.5 教师观-中学教师职业的认识：.6 7、教师职业的基本特性？.6 8、教师职业的角色特点？.6 9、教师职业的劳动特征？.6 10、新课改背景下的教师观？.7 2 中学教师的专业发展：.8 11、教师专业发展的要求？.8 12、教师专业发展内容？.8 13、教师专业发展的途径？.8 14、教师专业发
2、展的方法？.9 15、教师专业发展的阶段理论？.9 16、教师专业发展的意识？.10 中学教师的专业素养：.10 17、中学教师的专业素养？.10 18、教师职业的责任与价值？.11 第二章 教育法律法规.12 1、教育法的功能？.12 2、教育法的基本原则？.12 第三章 教师职业道德.13 1、教师职业道德品质？.13 2、教师职业道德在中学教育活动中的意义？.13 3、教师职业道德的表现？.13 4、教师职业道德规范解读？.13 5、教师职业行为规范？.14 6、教师在教育活动中要处理好的几大关系？.14 文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10
3、文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D
4、2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3
5、Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N
6、10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J
7、6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6
8、T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B
9、8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N10文档编码:CM7B8J6D2C9 HG2K2P6T3Y6 ZZ9J8H1B8N103 第一章 职业观念1、素质教育观的内涵？（1）以提高国民素质为根本宗旨（2）是面向全体学生的教育（3）是促进学生全面发展的教育（4）是促进学生个性发展的教育（5）是以培养学生的创新精神和实践能力为重点的教育2、素质教育的目标？（1）促进学生身体的发育（2）促进学生心理的成熟化（3）造就平等的公民（4）培养个体的生存能力和基本素质（5）培养学生
10、自我学习的习惯、爱好和能力（6）培养学生的法律知识（7）培养学生的科学精神和态度3、国家实施素质教育的基本要求？（1）面向全体（2）促进学生全面发展（3）促进学生创新精神和实践能力的培养（4）促进学生生动、活泼、主动的发展（5）着眼于学生的终身可持续发展文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A
11、3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3
12、O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10
13、V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD
14、3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9
15、C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A
16、10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W94 4、学
17、校开展素质教育的途径和方法？（1）深化教育改革，为实施素质教育创造条件（2）优化结构，建设全面推进素质教育的高质量的教师队伍A.更新教师的教育观念B.提高教师的道德素养C.强化教师在职进修机制，进一步提高教师的待遇，优化学校管理（3）将教育目的落实到教学之中（4）教学内容要与生活实际紧密结合（5）调动学生的主动性和积极性学生观：5、以人为本的学生观？（1）以人为本的教育内涵A.以人为本的科学发展内涵（科学发展观的核心，全心全意为人民服务，最广大人民群众）B.以学生为本是以人为本的教育延展（面向全体学生，以学生作为教育活动的出发点，以促进学生全面发展为目标）（2）以人为本学生观的内涵A.学生是具
18、有独立意义的主体学生在教育活动中处于主体地位学生具有个体独立性，不以教师的意志为转移学生在教育活动中具有主体的需求与责权文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10
19、V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD
20、3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9
21、C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A
22、10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:
23、CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 H
24、R9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W95 B.学生是发展的人学生的身心发展具有规律性（顺序性、阶段性、不平衡性、互补性、个体差异性）学生具有巨大的发展潜能C.学生是具有个性与差异的人
25、人的全面发展是以承认学生差异和个性发展为基础学生的个性与差异要求切实贯彻因材施教的教育理念（3）中学生的发展特点A.身心发展具有鲜明的特点B.自我意识的进步与提升（主体性发展特点）C.在德智体美劳方面有鲜明的发展特点（4）全面发展学生观的基本要求A.身心发展的要求B.主体性发展的要求C.社会文化素质发展的要求6、教育工作与中学生的共同发展？（1）促进全体学生的工同发展要以教育机会均等为基本原则（入学机会，教育过程中机会均等）（2）有差异的学生共同发展A.性别差异促进男生、女生共同发展B.民族差异不同民族的学生共同发展C.地域差异不同地域的学生共同发展文档编码:CD3A3R9R1I3 HR9C3
26、O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10
27、V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD
28、3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9
29、C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A
30、10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:
31、CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 H
32、R9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W96 D.家庭背景不同家庭背景的学生共同发展E.身心发展水平不同身心发展水平的学生共同发展教师观-中学教师职业的认识：7、教师职业的基本特性？（1）教师职业具有一定的职业声望（2）教师需要经过严格的职前专业训练（3）教师具有专业自主性（4）教师职业有自己的专业标准（5）教师实践是现代教育科学重要的专业研究领域
33、8、教师职业的角色特点？（1）传道者角色（2）授业解惑者角色（3）示范者角色（4）管理者角色（5）朋友角色（6）研究者角色9、教师职业的劳动特征？（1）复杂性A.教育目的的全面性B.教育任务的多样性C.劳动对象的差异性（2）创造性文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C
34、3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A1
35、0V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:C
36、D3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR
37、9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8
38、A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码
39、:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W97 A.因材施教B.教学方法上的不
40、断更新C.教师需要教育机智（3）主体性和示范性A.主体性是指教师自身可以成为活生生的教育因素和具有影响力的榜样。B.示范性是指教师的言行举止，包括人品、才能、治学态度等都会成为学生学习的对象。（4）劳动时间的延续性和劳动空间的广延性（5）长期性和间接性A.长期性是指人才培养的周期比较长，教育影响具有滞后性B.间接性指教师的劳动不直接创造物质财富，而是以学生为中介实现教师劳动的价值（6）个体性与群体性从劳动手段角度来看，教师的劳动是以个体劳动的行驶进行的，同时，教师的劳动成果又是以集体劳动和多方面影响的结果。10、新课改背景下的教师观？（1）现代教师角色的转变A.教师由知识的传授者转变为学生学习
41、的引导者和学生发展的促进者B.教师从课程的忠实执行者转变为课程的建设者和开发者C.教师从“教书匠”转变为教育教学的研究者和反思的实践者文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1
42、 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9
43、文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R
44、1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3
45、T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2
46、W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R
47、9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W98 D.教师从学校的教师转变为社区型的开放的教师（2）教师行为的转变A.在对待师生关系上，新课改强调尊重、赞赏B.在对待教学上，新
48、课改强调帮助、引导C.在对待自我上，新课改强调反思D.在对待与其他教育者的关系上，新课改强调合作中学教师的专业发展：11、教师专业发展的要求？（1）学会学习，成为终身学习者（2）勤与反思，成为反思的实践者（3）恒于研究，成为教育教学的研究者（4）重视沟通，加强交往与合作能力（5）用于创新，加强创新精神和实践能力12、教师专业发展内容？（1）专业理想的建立（2）专业人格的形成（3）专业知识的拓展与深化（4）专业能力的提高（5）专业态度和动机的完善（6）专业自我的形成13、教师专业发展的途径？（1）职前培训文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:
49、CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 H
50、R9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK8A10V4P2W9文档编码:CD3A3R9R1I3 HR9C3O3Q3T1 ZK