文档内容
2 0 2 5 年 全 国 教 师 资 格
主讲老师 安凉
粉笔教师教育 粉笔教师目
录
content
第一章 教学要素分析
简答
1 教材分析、学情分析
第二章 教学设计概述 了解
2
概念、原则
第三章 教学设计内容分析
教学设计
3
教学内容、教学目标、教学重难点、教学过程第一节 教材分析
第一章
简答
教学要素分析
第二节 学情分析第一节 教材分析
一、教材在英语教学中的作用
（1）有利于更好地激发学生学习英语的兴趣。
（2）有利于培养学生的综合语言运用能力。
（3）在一定程度上保证教学内容、教学过程和教学方法的科学合理性，不仅有利于教师节
省备课时间和精力，还有利于教师在教学中创造性地使用教材，从而更好地提高自身的专业
发展能力。
（4）有利于推广新的教学思想和教学方法。
（5）有利于教学大纲或课程标准的有效实施。二、教材的使用建议
教材是实现教学目标的重要材料和手段。在教学中，教师要善于根据教学的需要，对教材加
以适当的取舍和调整。
（1）根据所在地区的教学实际需要、学生现有水平、课时安排等，教师可对教材内容做适
当的补充和删减，但对教材所做的补充和删减不应影响教材的完整性和系统性。
（2）根据实际教学目的和学生学习需求，教师可对教材中的部分内容和活动进行替换；也
可根据需要添加活动步骤，比如增加准备或提示性的步骤，从而降低学习难度；还可适当扩
展教学内容或延伸原有的教学活动，比如增加主题相同、水平相当的阅读篇目，在阅读理解
的基础上展开对话、讨论活动，增加词汇学习或写作活动等，从而满足学生的需求。（3）根据学生周围的现实生活，教师可对教材编排顺序做适当的调整。比如，现实生活中
发生了某一重要事件，该事件与教材中某个单元的话题相关但进度不同步，在不影响教材的
延续性和渐进性的前提下，可以提前学习这个单元，使学习内容与生活中发生的事件同步。
（4）由于客观条件、学生现有水平以及具体教学实际情况的差异，教师还可对教材做其他
方面的调整。比如，有时教材推荐或建议的教学方法不一定适应实际教学的需要。在这种情
况下，教师可以做出适当调整，采用最适合实际教学的方法。第二节 学情分析
（一）学习风格的概念
学习风格就像每个人的签名一样独特，它受到先天和后天因素的影响，具有生物学遗传和后
天发展的特点，是学习者在学习过程中经常采用的习惯性学习方式和倾向。
（二）学习风格的分类
学习风格是一种自然的感知、认知和情感上的倾向，一般可以从感知方式、认知方式、个性
特点、接收信息的方式及加工信息的方式等维度进行分类。1. 感知方式
（1）视觉型（Visual type）
即喜欢用眼睛学习。视觉型学习者善于通过“看”来接收信息，直观、生动的视觉材料
能在他们脑海中形成清晰的形象。
（2）听觉型（Auditory type）
即喜欢用耳朵学习。听觉型学习者善于通过“听”来接收信息，听口头解释就能获得良
好的学习效果。
（3）动觉 / 触觉型（Kinesthetic/Tactile type）
即喜欢通过实践和直接经验来学习。动觉 / 触觉型的学习者喜欢通过参与活动、自己动
手或亲身体验来获得知识。2. 认知方式
（1）场依赖型与场独立型（Field-dependent type & Field-independent type）
往往依靠外部提供的有关信息，倾向于从整体上认知事物，他们易受外界因
素的干扰，不善于独立分析问题。
往往依靠自己内部具有的知识框架，倾向于自己独立分析问题，他们不易受
外界因素干扰，能洞察出超越事物本身的事物间的相互关系，能够很容易地把重要细节从复
杂的背景中区分出来，善于借助视觉和直觉线索。2. 认知方式
（2）思考型与冲动型（Reflective type & Impulsive type）
一般能够约束自己的行为，能够抗拒外界诱惑。他们在碰到问题时倾向于深思
熟虑，用充足的时间考虑、审视问题，权衡各种问题解决的方法，然后从中选择一个满足多
种条件的最佳方案，因而较少犯错误。他们在学习过程中的思维方式以反省为特征，逻辑性
强，有较强的批判性，乐于在合作的情境中学习。
则倾向于很快地检验假设，根据问题的部分信息或未对问题做透彻的分析就仓
促地凭借自己的直觉推测答案，他们反应速度较快，但容易出现错误。冲动型学习者在学习
过程中的思维方式以冲动为特征，直觉性强，乐于在竞争的情境中学习。2. 认知方式
（3）整体型与细节型（Global type & Particular type）
学习时喜欢抓住重点或者大意，全面看待问题，思维的深刻性、准确性较低，
直觉性、模糊性较高。他们即使遇到不认识的词汇或不懂的概念，也能很好地与别人进行交
流。他们能从几个角度对问题进行预测和观察，并将其与其他问题联系起来考虑。
关注具体的规则和细节，善于记住具体的信息，而且擅长逻辑分析和对比，善
于以精细的逻辑形式理解各种信息，经常把宽泛的概念分解成若干小的单位来学习，擅长发
现事物之间的差异。在语言学习中，细节型学习者关注语法规则，对新的词组和单词比较敏
感。 tolerance of ambiguity【模糊容忍度】2. 认知方式
（4）左脑型与右脑型（Left-brain type & Right-brain type）
左脑型学习者喜欢用“放大镜”来学习，喜欢关注细节，有很强的逻辑性和分析能力，擅长
学习数学。
右脑型学习者善于用“广角镜头”来学习，喜欢抓大意，相信直觉，有很强的灵活性，喜欢
音乐和艺术。3. 个性特点
（1）外向型（Extrovert type）
外向型学习者关注外部世界，他们开朗、热情，喜欢与人交流，兴趣广泛，给别人以较好的
印象。在课堂上，他们愿意参与游戏、对话、小组讨论、角色扮演等交际性活动。
（2）内向型（Introvert type）
内向型学习者一般关注内部世界，能够集中注意力，喜欢独处，不愿意与人多接触，兴趣不
多，但对个人喜欢的领域却很精通，沉默寡言，不善于表达自己的思想。在课堂上，他们喜
欢独立思考，喜欢自己独立完成任务，或者与比较熟悉的同学做两人的学习活动。4. 接收信息的方式（学习方式）
（1）封闭型（Closure-oriented type）
封闭型学习者善于决策和行动，他们善于制订计划并在规定的期限内完成任务，希望掌控并
且尽快完成学习任务。他们学习刻苦，有决心，不易受挫折，能够认真地对待所有的学习任
务，能够在规定的时间内完成任务，而且会提前为学习任务做准备。
（2）开放型（Open-oriented type）
开放型学习者善于收集信息，不急于下结论，通常会在广泛地获取信息和经验的基础上才下
结论。他们喜欢灵活、顺其自然的学习方式，喜欢放松地享受学习过程，把学习当成娱乐，
能从学习中获得乐趣。5. 加工信息的方式
（1）随机直觉型（Random-intuitive type）
随机直觉型学习者面向未来，爱推测可能性，善于发现事物的主要规律，常以随机的方式处
理事情，喜欢抽象思考。比如，要求随机直觉型学习者给出 5 个例子，他们往往会给出 4
个或 6 个，他们不喜欢循规蹈矩的程序化的授课方式。
（2）具体程序型（Concrete-sequential type）
具体程序型学习者面向现在，他们只关心眼前的任务，喜欢按部就班的学习活动，善于使用
各种记忆策略，学习上讲究先后步骤，会严格遵照指令办事，往往将教师的话当成真理，刨
根问底。比如，要求具体程序型学习者给出 5 个例子，他们往往会严格遵照指令给出 5 个。
课堂上，具体程序型学习者喜欢分解式的课堂任务，一次完成一个步骤，而且希望能够在每
个步骤中及时得到反馈。1. 视觉型 A. Introvert type A. 碰到问题时倾向于深思熟虑，权衡各种问题解决的方法
2. 听觉型 B. Global type B. 不易受外界因素干扰，倾向于自己独立分析问题
3. 动觉型 C. Reflective type C. 喜欢抓住重点或者大意，全面看待问题
4. 场依赖型 D. Field-independent type D. 凭借直觉推测答案，反应速度较快，但容易出现错误
5. 场独立型 E. Impulsive type E. 善于通过“看”来接收信息
6. 思考型 F. Kinesthetic/Tactile type F. 关注具体的规则和细节，善于记住具体的信息
7. 冲动型 G. Particular type G. 易受外界因素的干扰，不善于独立分析问题
8. 整体型 H. Visual type H. 愿意参与课堂交际性活动
9. 细节型 I. Auditory type I. 善于通过“听”来接收信息
10. 外向型 J. Extrovert type J. 喜欢独处，不愿意与人多接触，喜欢自己独立完成任务
11. 内向型 K. Field-dependent type K. 喜欢通过参与活动、自己动手或亲身体验来获得知识第二章 教学设计概述 了解
教学设计：指教师根据正确的教学思想和教育原理，按照一定的教学目的和要求，针对具体
的教学对象和教材，对英语教学的整个过程及其具体环节、总体结构和有关层面所做出的预
期的、行之有效的策划。
教学设计的原则：
一、目的性（Aim）：一堂课要有明确的教学目标
二、多样性 (Variety)：输入材料、输入方式、教学安排及练习形式的多样化
三、灵活性 (Flexibility)：设计额外的教学活动或设计更多的活动选择
四、可习得性 (Learnability)：难度要在学生的学习能力范围之内
五、联系性 (Linkage)：每一个教学步骤都是相互联系的真题回顾-2024上初中
根据提供的信息和语言素材设计教学方案，用英文作答。
33. 设计任务：阅读下面的学生信息和语言素材，设计一节英语写作课教学方案。
教案没有固定格式，但须含下列要点：
① Teaching objectives
② Teaching contents
③ Key and difficult points
④ Major steps and time allocation
⑤ Activities and justifications
教学时间：40 分钟
学生概况：某城镇普通中学九年级（初中三年级）学生，班级人数为 40 人。多数学生已经
达到《义务教育英语课程标准（2022 年版）》三级水平。学生课堂参与积极性一般。语言素材：
Subject: Can you help?
From: Fran
Dear Knowledgeable,
My best friend, Mei, has a problem. There is a really important English speech contest for our
whole city next month. Our classmates want her to represent the class in the school contest.
Everyone is sure she will win. It’s probably true. Mei is very clever and can speak English really
well. In fact, she always comes top in the school exams. The problem is that she’s very shy. She
doesn’t want to let her friends down, but she’s terrified of speaking in front of other people. She’s
my best friend, so she can tell me that she’s shy. But she can’t tell everyone that. I don’t think they
would believe her. I can’t think of any good advice to give her, but you always come up with good
solutions to people’s problems. What do you think I should tell Mei? What do you think I should
tell the rest of the students?
Fran真题回顾-2024上高中
根据提供的信息和语言素材设计教学方案，用英文作答。
设计任务：请阅读下面的学生信息和语言素材，设计一节英语诗歌欣赏课的教学方案。教
33.
案没有固定格式，但须包含下列要点：
①
Teaching objectives
②
Teaching contents
③
Key and difficult points
④
Major steps and time allocation
⑤
Activities and justifications
教学时间： 分钟
40
学生概况：某城镇普通中学高中三年级学生，班级人数 人。多数学生已经达到《普通高中
40
英语课程标准（ 年版 年修订）》的相应学业质量水平。学生课堂参与积极性较高。
2017 2020语言素材：2024 2024 2023 2023 2022 2022 2021 2021 2020 2019 2019
年份
下 上 下 上 下 上 下 上 下 下 上
课型 听说 写作 听说 听说 阅读 听说 语法 阅读 口语 阅读
初中 /
时间 20 40 20 20 15 15 20 20 15 20
课型 阅读 阅读 写作 写作 听力 口语 读写 写作 阅读 阅读
高中 /
时间 40 40 20 20 20 15 20 20 15 20
规律解读：
1.初中考阅读、听说、口语、写作、语法；
2.高中考阅读、写作、听力、口语；
3.时间 15/20/40 分钟。I. Teaching Contents 教学内容
II. Teaching Objectives 教学目标
III. Teaching Key and difficult points 教学重难点
IV. Teaching Procedures/Steps
Step1 Lead-in (×mins)
① Teaching objectives (Justification:...)
Step 2 Pre-/ Presentation (×mins)
② Teaching contents
Activity1...
③ Key and difficult points
(Justification:...)
④ Major steps and time allocation Step 3 While-/ Pracice (×mins) 主要教学步骤
Activity1... 设计意图
⑤ Activities and justifications
(Justification:...)
Step4 Post- / Production (×mins)
Activity1...
(Justification:...)
Step5 Summary and homework (×mins)
(Justification:...)P192
第三章 教学设计内容分析P192
1.Teaching contents
● I. Teaching Contents
呈现要素：课型＋主题
方式一：
This is a reading lesson. It talks about______.
方式二：
The given reading material introduces/shows______.A Song Changed Her Life Forever
When was a teenager, she used to fight over almost everything with her family. But
five years ago, while she she full of feelings
about returning home on the radio. It made Sarah back in
the U.S. She came to realize how much she actually missed all of them.
Country music is a traditional kind of music from
the southern states of America. Nashville, Tennessee is the home of country music. Many songs
these days are just about modern life in the U.S., such as the importance of money and success,
but not about belonging to a group. However, country music brings us back to the “good old
days” when people were kind to each other and trusted one another. It reminds us that the best
things in life are free-laughter, friends, family, and the beauty of nature and the countryside.
Sarah hasn’t been to Nashville yet, but it is her dream to go there one day. She has already
read a lot about the place and done some research on it. She knows that there is a Country
Music Hall of Fame Museum in Nashville. There are also always a lot of great country music
concerts with famous musicians and singers, like Garth Brooks. Sarah has already listened to
most of his songs. “Garth is one of the most successful musicians in American history. He has
sold more than 120 million records. I hope to see him sing live one day!”1.Teaching Contents
● This is a reading lesson. It talks about the country music.
● This is a reading lesson. It talks about the country music, including its background
information, Sarah’s love for it and her dream to go to the home of country music.
● This is a reading lesson. It talks about how country music has changed a girl’s life.P193
一、确立教学目标的依据
教学目标的确定，源于课程标准的要求。《义务教育英语课程标准（2022 年
版）》以及《普通高中英语课程标准（2017 版）》将学科核心素养的发展目标
设定为四个方面，即语言能力（Language competence）、文化意识
（Cultural awareness）、思维品质（Thinking quality）、学习能力
（Learning ability）。P193
语言能力：
【知识学习】语音、词汇、句型、语法、语篇等；
【语篇理解】、【语言运用】
文化意识：中外文化理解、鉴赏;
正确的价值观、必备品格的形成与发展
思维品质：理解、分析、比较、推断、批判、评价、创造
学习能力：乐学与善学、合作与探究P193
二、设计教学目标的原则
教学情境分析/简答
01
学生主体性原则
02
全面性原则
03
可测性原则
04
层次性原则P194
三、教学目标的四要素
● 3.教学目标的四要素
A B C D
Audience Behavior Condition Degree
行为主体 行为动词 行为条件 表现程度
例：Students will express their own opinions about wildlife protection through
group discussion correctly and fluently.P195
1. Language competence
【听说课、阅读课、口语课】
1. Students can know/understand/grasp/remember the new words and phrases, such as
________ and the new sentence patterns, such as ____________.
2. Through listening/reading, students will understand the main idea of the
listening/reading/speaking material/ passage and be able to use the target language to talk
about ______.
【写作课】
1. Students can know the main idea of the passage and the structure/form of the writing.
2. Students can write a passage with a certain topic ______.P194
【词汇课】
1. Students will understand/remember/recite/know/grasp the meaning of the new words,
such as _______, and new sentences _________.
2. Students can use the new words to talk about ________ correctly.
【语音课】
Students will know/grasp the pronunciation rule of the letter(s) _________ and use it to
communicate with others correctly.
【语法课】
1. Students can understand/remember/know/grasp/get the meaning and usage of the new
grammar ________.
2. Students can use this grammar to talk about _________ correctly/read the material more
easily and quickly.P196
2. Cultural awareness
(1) Students can be interested in learning and exploring Chinese and foreign culture.
(2) Students can compare Chinese and foreign culture and identify with Chinese culture.
(3) Students can respect cultural diversity and differences.
(4) Students can have a sense of national identity, cultural confidence, correct values and
positive emotional attitude.
(5) Students can have good qualities of self-confidence and self-improvement.P197
3. Thinking quality
(1) Students can sort out and summarize the information in the passage/material.
(2) Students can analyze and infer the logical relationship of the passage/material.
(3) Students can use English to think independently and creatively.
(4) Students can correctly understand and judge the thematic meaning and viewpoint of the
passage/material.
(5) Students can infer the author’s attitude and view from the passage/material.P197
4. Learning ability
(1) Students can increase their interest in learning English.
(2) Students will be willing to take part in the class activities and cooperate with other group
members.
(3) Students will be more confident and willing to share their own ideas with others in public.
(4) Students can make clear learning objectives and plans and arrange learning tasks
reasonably.
(5) Students can actively use English to communicate and not afraid of difficulties.Teaching objectives:
Language competence
(1) Students can know/understand/grasp/remember the new words and phrases, such as ________ and the
new sentence patterns, such as ____________.
(2) Through reading, students will understand the main idea of the reading material/ passage and be able to
use the target language to talk about ______.
Cultural awareness
(3) Students can have correct values and positive emotional attitude.
Thinking quality
(4) Students can sort out and summarize the information in the passage/material.
Learning ability
(5) Students will be willing to take part in the class activities and cooperate with other group members.A Country Music Song Changed Her Life Forever
When Sarah was a teenager, she used to fight over almost everything with her family. But
five years ago, while she was studying abroad in England, she heard a song full of feelings
about returning home on the radio. It made Sarah think about her family and friends back in
the U.S. She came to realize how much she actually missed all of them. Ever since then, she
has been a fan of American country music. Country music is a traditional kind of music from
the southern states of America. Nashville, Tennessee is the home of country music. Many
songs these days are just about modern life in the U.S., such as the importance of money and
success, but not about belonging to a group. However, country music brings us back to the
“good old days” when people were kind to each other and trusted one another. It reminds us
that the best things in life are free-laughter, friends, family, and the beauty of nature and the
countryside. Sarah hasn’t been to Nashville yet, but it is her dream to go there one day. She
has already read a lot about the place and done some research on it. She knows that there is a
Country Music Hall of Fame Museum in Nashville. There are also always a lot of great country
music concerts with famous musicians and singers, like Garth Brooks. Sarah has already
listened to most of his songs. “Garth is one of the most successful musicians in American
history. He has sold more than 120 million records. I hope to see him sing live one day!”Teaching objectives
1. Students can know the new words and expressions/ sentence patterns, such as “fight over, belong to,
successful”and so on.
2. Through reading, students will understand the main idea of the reading material and be able to use the
target language to talk about country music.
3. Students can have correct values and positive emotional attitude.
4. Students can sort out and summarize the information in the material.
5. Students will be willing to take part in the class activities and cooperate with other group members.P197
• 教学重点（Teaching important/key points）：
语言能力
指教材内容中最基本、最重要的知识和技能，即
基础知识和基本技能，也可称之为课程内容的核
文化意识
心知识，是学生必须掌握的知识。
• 教学难点（Teaching difficult points）：指学 思维品质
生不易理解的知识、不易掌握的技能技巧，是教
师较难讲清楚、学生容易犯错的那部分教材内容。
学习能力P198
【例】阅读课、听说课
● III. Teaching Key and Difficult Points
Key and difficult points:
(1)Key point(s)
Help students know the meaning and usage of the new words/phrases and sentence pattern.
Let students get the content of this lesson through listening/ reading.
(2)Difficult point(s)
How to talk about/describe the new topic correctly and fluently.
To improve the confidence of speaking English.
Objectives:以学生为主体；具体Q & A粉笔教师教育 粉笔教师
