2015年长春市中小学教师继续教育英语英语模块二测试答案讲解

2015年长春市中小学教师继续教育英语英语模块二测试答案

教师通过协调课堂内的各种人际关系而有效地实现预定教学目标的过程称为( )。

a. 课堂控制

b. 课堂管理正确

c. 课堂规范

d. 课堂纪律

群体发展的最高阶段是( )。

a. 松散群体

b. 集体正确

c. 联合群体

d. 正式群体

课堂中某些占优势的态度与情感的综合状态称之为（）。

a. 课堂管理

b. 课堂纪律

c. 课堂规范

d. 课堂气氛正确

把动机分为认知内驱力、自我提高内驱力和附属内驱力的是( )

a. 奥苏贝尔正确

b. 斯金纳

c. 桑代克

d. 布鲁纳

课堂上有两个学生正在交头接耳，这时，教师可以采取( )的处理

方法最为适宜。

a. 有意忽视

b. 言语提醒

c. 暂时隔离

d. 非言语暗示正确

研究表明，距离的远近，交往的频率，态度的相似性，个性的互补以及

外形等因素是影响人际吸引和排斥的( )。

a. 主要因素正确

b. 辅助因素

c. 外部互动因素

d. 环境因素

教师对课堂行为所施加的准则与控制称之为（）。

a. 课堂纪律正确

b. 课堂管理

c. 课堂控制

班级里小集团属于( )。

a. 联合群体

b. 非正式群体正确

c. 松散群体

d. 正式群体

课堂气氛往往有其独特性，不同的课堂往往有不同的气氛，即使是同一

个课堂，也会形成不同教师的( )。

a. 教学氛围

b. 教学方法

c. 教学风格

d. 气氛区正确

课堂教学效率的高低取决于( )三大要素的相互协调。

a. 教师、学生、纪律

b. 教师、学生、课堂情境正确

c. 教师、教学设备、学生

d. 班风、纪律、学生

课堂教学结构包括教学时间的合理利用、课程表的编制和（）。

a. 教学过程的规划正确

b. 教学方法的选择

c. 教学方法的实施

d. 教学内容设计

学生在课堂上常表现为注意力不集中，做小动作，提问时没有人发言等，

这样的课堂气氛属于( )。

a. 对抗的

b. 积极的

c. 不能确定

d. 消极的正确

以个人好恶、兴趣爱好为联系纽带具有强烈情感色彩的群体是（）。

a. 联合群体

b. 正式群体

c. 松散群体

d. 非正式群体正确

利用已有的知识经验，从问题提供的各种信息中寻找最佳答案的思维方式是( )。

a. 抽象思维

b. 聚合思维正确

c. 发散思维

合作是实现课堂管理促进功能的（）。

a. 重要表现

b. 必要条件正确

c. 主要过程

d. 辅助条件

下列教师促成的纪律属于结构创设的是（）。

a. 同情

b. 规定限制正确

c. 协助

d. 理解

群体规范即约束群体成员的（），它是群体内部各成员间保持思想、情绪、态度和行为一致性的基本保证。

a. 活动范围

b. 纪律

c. 方向和范围

d. 行为准则正确

"过于安静，学生紧张拘谨，由于惧怕教师而反应迟钝、呆板、被动回答

问题；课堂纪律较松散，学生心不在焉。”这种课堂气氛是( )。

a. 失控型

b. 对抗型

c. 积极型

d. 消极型正确

学生只能坐着用耳朵听，眼睛看，不能动口动手这是学生对( ) 领导方式的典型反应。

a. 监督式

b. 放任型

c. 民主型

d. 集权式正确

课堂情境结构包括班级规模的控制、课堂常规的建立和( )。

a. 学生的学习方式

b. 教室的布置

c. 教师的行为表现

d. 学生座位的分配正确

班级中能力强的学生常常聚集在一起，而能力差的则组成另一个群体，

影响他们结为同伴群体的因素是( )。

a. 接近性

c. 竞争性

d. 相似性正确

学生、学习过程和学习情境三大要素相对稳定的组合模式称之为( )。

a. 教学结构

b. 班级结构

c. 学习结构

d. 课堂结构正确

人际关系的形成与变化，主要取决于交往双方（）。

a. 需要满足的程度正确

b. 修养和处世方法

c. 身份与地位

d. 交往方式与方法

竞争有可能会使一部分学生过度紧张和焦虑，容易造成( )的课堂气氛。

a. 完全失控

b. 紧张或敌对正确

c. 非常积极

d. 非常消极

竞争指个体或群体充分实现自身的潜能，力争按优胜标准使自己的成绩

超过对手的适度竞争，不但不会影响学生问的人际关系，而且还会( )。

a. 提高学习和工作效率正确

b. 促成团结协作

c. 养成竞争意识

d. 导致教师管理公正

"将心比心”运用了( )这一心理机制。

a. 心胸豁达

b. 人际吸引

c. 移情正确

d. 期望

课堂管理始终制约着教学和评价的有效进行，具有（）。

a. 思想教育作用

b. 促进和维持功能正确

c. 维持动机作用

d. 培养纪律功能

人际吸引的特征表现为认知协调、情感和谐和( )。

a. 行动一致正确

b. 态度一致

c. 观点趋同

d. 相互理解与扶持

当某教师在课堂时，学生不声不响，而当离校或离开课堂以后，学生纪

律立即松懈。与这种课堂纪律有关的教师领导类型最可能是( )。

a. 民主型

b. 集权型正确

c. 无法确定

d. 放任型

课堂上人际关系出现双方相互亲近，认知协调，情感和谐，行动一致。

这是一种( )。

a. 合作的人际关系

b. 沟通的人际关系

c. 平等的人际关系

d. 吸引的人际关系正确

学生由于喜欢某个教师而喜欢上该教师所教的课程。这是( )。

a. 近因效应

b. 首因效应

c. 光环或晕轮效应正确

d. 定型效应

在班主任轮换时，有些老师通常感到很难接替一位优秀班主任的工作，

却能顺利地接任一个新班，你认为可能的原因是( )。

a. 学校领导的类型

b. 对同学和家长的态度

c. 对教师的定型期望正确

d. 班干部的不同类型

群体规范通过从众使学生保持认知、情操和行为上的一致，并为学生的课堂行为划定了（）。

a. 方向

b. 方向和范围正确

c. 纪律约束

d. 范围

长时间地集中学习同一学科或同一类学科，使大脑皮层的同一部位接受同一种刺激，会导致（）。

a. 疲劳和厌烦正确

b. 过度学习

c. 自发复习

d. 兴趣形成

决定个体的外显行为，并使其与他人的行为有稳定区别的综合心理特征称之为( )

a. 气质

b. 性格

c. 人格正确

d. 倾向性

人际关系是人与人之间在相互交往过程中所形成的比较稳定的心理关系或（）。

a. 互助关系

b. 友谊关系

c. 感情关系

d. 心理距离正确

注重创造"自由空气”，鼓励自由发表意见，不把自己的意见强加于人的教师领导风格称为（）。

a. 放任型领导

b. 参与式领导正确

c. 专制型领导

d. 监督式领导

编制课程表时，尽量将文科与理科、形象性的学科与抽象性的学科( )。

a. 分类安排

b. 随机安排

c. 集中安排

d. 交错安排正确

分配学生座位时，教师最值得关心的是（）。

a. 学生听课效果

b. 后进生的感受

c. 对课堂纪律的影响

d. 人际关系的影响正确

影响着群体与每个成员行为发展变化的力量的总和就是( )。

a. 群体凝聚力

b. 群体压力

c. 群体动力正确

d. 群体规范

课堂气氛也会使许多学生追求某种行为方式，从而导致学生间发生( )。

a. 遵守纪律

b. 互相监督

c. 互相帮助

d. 连锁性感染正确

有的心理学家把表现为破坏课堂秩序、不遵守纪律和不道德行为学生的行为称作（）。

a. 多动型问题行为

b. 冲动型问题行为

c. 扰乱性的问题行为正确

d. 自律障碍行为

不能遵守公认的正常儿童行为规范和道德标准，不能正常与人交往和参与学习的行为称之为（）。

a. 违纪行为

b. 问题行为正确

c. 多动行为

d. 强迫行为

最早研究群体动力的心理学家是( )。

a. 普雷斯顿

b. 科尔伯格

c. 勒温正确

d. 苛勒

课堂常规是每个学生必须遵守的最基本的日常( )。

a. 课堂纪律

b. 课堂行为准则正确

c. 课堂约定

d. 课堂行为

教育行为的三种过程是( )

a. 学习过程、教学过程和思考过程

b. 学习过程、教学过程和管理过程

c. 学习过程、教学过程和评价--反思过程正确

d. 学习过程、教学过程和互动过程

约束群体内成员的行为准则称之为（）。

a. 群体凝聚力

b. 群体规范正确

c. 群体气氛

d. 群体压力

某个学生在课堂上故意弄出响声以引起教师的注意，这时，采取( )的处理方法最为适宜。

a. 言语提醒

b. 暂时隔离

c. 有意忽视正确

d. 非言语暗示

班级、小组、共青团属于（）。

a. 一般群体

b. 正式群体正确

c. 非正式群体

d. 特殊群体

学生"品德差、学习差，几乎没有合作行为，而且谁也不知道该做什么”，这是学生对（）领导方式的典型反应。

a. 民主型

b. 放任自流型正确

c. 仁慈专断型

d. 强硬专断型

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