初中英语新课程标准理论测试题及答案
英语课程标准理论测试题
一、填空题（每空1分，共30分）
1、义务教育阶段的英语课程具有和双重性质。
2、英语课程总目标是以、、、
和等五个方面共同构成的。
3、重视英语教学中语言的和。
4、自觉实践法的教学原则有、、、
、。
5、正确地开展课外活动应该有利于“师生之间建立起一种超越
的纽带”，有利于激发的积极性，有利于增加的机会。6、教师在开展课外活动中扮演的角色有角色、角色、角色。
7、日常教学之余可以组织的课外活动形式有、英语读书报告会、
、英语晚会、组织各种。
8、学生的经验是一种，它包括学生已有的知识水平、认知结构和社会阅历等，是我们教学的起点，因为新知识的获取必须以学生
为基础。
9、文化意识教学应遵循的原则：的原则，原则，原则，原则，原则。
二、选择题（每题2分，共16分）
1、下列各项中不是英语教材的编写体现的原则是（）。
A、思想性原则
B、科学性原则
C、趣味性原则
D、直观性原则。
2、下列选项中不是英语课程评价的功能的是（）
A、导向功能
B、反馈功能
C、启发功能
D、促进功能
3、下列选项中不属于形成性评价应注意的原则的是（）。
A、激励性的原则
B、教师主导性的原则
C、简单易操作的原则
D、公平、公正的原则。
4、下述各选项中：①独立性②选择性③调控性④创造性⑤自我意识性，属于学生的主体性的有（）
A、②③④⑤
B、①②③④
C、①③④⑤
D、①②③④⑤
5、对于社会语言情景所包含的四个方面的描述错误的是（）。
A、一是真实的社会语言情景和用实物、图画、手势、动作以及语言创设的社会语言情景；
B、二是话语范围，如正在进行的溢于言语活动的范围，包括语言活动的功能、话题和语言知识点等；
C、三是话语进程，谈话的参加者和他们所扮演的角色身份激起在思想表达中的关系；
D、四是说话方式，是通过口头交际还是书面交际的形式，是对话、问答还是叙述等。
6、英语课程标准包括前言、课程目标、（）实施建议四部分内容。
A、分级标准
B、课程内容
C、课程思想
D、课程理念
7、教师应切实提高英语教学中语言的工具性和实用性，有下列几种说法①选择最佳的教学方法，达到最高的教学效率②课堂与情景密切结合的教学原则③外语教学过程现实化的原则④利用各种游戏和小组竞赛⑤开展内容广泛，形式多样的英语课外活动。其中正确的是（）
A、①③④
B、③④⑤
C、①②⑤
D、①④⑤
8、学生的情感作为重要的课程资源，其开发的途径主要有三个方面，其中不正确的是（）。
A、激发学生的学习兴趣
B、尊重学生的个体差异
C、教师和学生互相交流、携手合作，共同开发自身以外的课程资源
D、大力提倡合作学习
三、简答题
1、英语课程的基本理念是什么？（9分）
2、英语课程标准提出的教学建议是什么？（12分）
3、英语课程标准对评价提出了哪些建议？（15分）
四、论述题（18分）
如何在教学实践中做到以学生为本？
英语课程标准理论测试题参考答案
一、填空题
1、工具性、人文性
2、语言技能、语言知识、情感态度、学习策略、文化意识
3、工具性、实用性
4、交际性、自觉性、直观性、功能—情景性、口语领先
5、课堂教育范围、学生学习外语、外语实践
6、激发者角色、观察者角色、咨询者角色
7、短剧表演、英语角活动、竞赛活动
8、课程资源、已有的经验
9、尊重、平等；真实、实用；兴致、趣味；实践、互动；比较、融合
二、选择题
1、D
2、C
3、B
4、D
5、C
6、A
7、D
8、D
三、简答题
1、英语课程的基本理念是什么？
注重素质教育，体现语言学习对学生发展的价值]
面向全体学生，关注语言学习者的不同特点和个体差异
整体设计目标，充分考虑语言学习的渐进性的持续性
强调学习过程，重视语言学习的实践性和应用性
优化评价方式，着重评价学生的综合语言运用能力
丰富课程资源，拓展英语学习的渠道
2、英语课程标准提出的教学建议是什么？
面向全体学生，为每个学生学习英语奠定基础
注重语言实践，培养学生的语言运用能力
加强学习策略指导，提高学生自主学习能力
培养学生的跨文化交际意识，发展跨文化交际能力
结合实际教学需要，创造性地使用教材
合理利用各种教学资源，提高学生的学习效率
组织生动活泼的课外活动，促进学生的学习
不断提高专业水平，努力适应课程的要求
3、英语课程标准对评价提出了哪些建议？
充分发挥评价的积极导向作用
体现学生在评价中的主体地位
依据课程目标要求确定评价内容与标准
注意评价方法的合理性和多样性
形成性评价要有利于监控和促进教与学的过程
终结性评价要注重考查学生的综合语言运用能力
注意处理教学与评价的关系
小学的评价应以激励学生学习为主合理设计和实施初中毕业学业考试
四、论述题
如何在教学实践中做到以学生为本？
根据新课程标准的要求，教师要转变在教学中的角色，不应仅仅是知识的传授者，还应成为学生学习的促进者、指导者、组织者、帮助者、参与者和合作者。教学的过程是教师与学生交流的互动过程，教师需要根据课程的目标、学习活动的要求、学习过程的需要以及学生的需要扮演不同的角色。教师要有意识地引导学生发展自主学习能力，使学生真正成为学习的主体。
要做到以学生为本，教师还应充分了解学生不同的学习经历、学习水平和学习风格，尊重学生的个体特点，充分挖掘学生的不同潜能，与学生建立真诚、理解和信任的关系，因材施教，为学生提供多样化的发展空间。对学生在学习过程中出现的问题应给予有针对性的指导。
又如在写作的练习中，一些老师给出的情境离学生的生活圈子很遥远，或中是学生不愿意触及的事物，这样学生无论是在思考还是在练习过程中都会受到限制。所以教师在设置一些对话或是写作的情境时，应尽量选择贴近学生生活，并且调动学生兴趣的主题或是背景来作为题材。
面向全体学生的核心思想是使每一个学生都得到发展。义务教育是全民教育的一部分。义务教育不是精英教育，其目的不是为了培养特殊的尖子生或少数高材生。因此，义务教育阶段的英语课程应该是为每一个学生开设的。我们设计的教学目标也应该是绝大多数学生能够达到的。当然，在保证课程面向每一个学生的同时，我们也应该积极地创造条件，满足那些有更多学习潜力的学生的需要。
面向全体学生，这看似是一个很宏观很难驾驭的问题，但在日常的教学活动中，教师可以通过注意一些小细节来达到照顾到全体学生的效果。
中小学生由于身心发育还没完全成熟，所以很容易受教师行为的影响。所以教师不仅要表扬和奖励成绩好的学生，更要鼓励成绩差的学生。这样才能有利于全体学生的共同进步。
初三英语模拟试题及答案
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(完整版)初中英语试题及答案
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初中英语中考模拟试题及答案(1)
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初中英语测试题(全套含答案).
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