“12.5％法”
【分析题】
案例：张老师在上初中一年级《徒手画校园》一课时，抓住“写生”一词给学生讲解，“写生”是学习这节课的关键。张老师通过学生想知道写生是怎么回事来引起学生的学习兴趣：首先让学生通过仔细观察自己的文具，徒手画自己的文具；再让学生去校国写生，观察花草植物，通过自己的观察了解植物的结构，思考写生的取景构图：最后从学生中找出几住结构特征较明显的同学出来当模特，大家一起给模特摆好坐姿，坐好后，让学生以真人为例讲解绘画要点。学生的兴趣明显上升，作业的质量也得到了保证。
（1）这位教师引导学生主要运用了什么学习方式？
（2）该教学设计有哪些优点？
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参考解析
【分析题】
病例摘要：女性，65岁，退休工人，因与家人生气时突然昏迷4小时来诊 。
患者于4个多小时前因家庭琐事与家人争吵，正生气时突然剧烈头痛，继之很快昏迷不省人事，曾吐过一次，呈喷射性，吐出食物，无大小便失禁、抽搐和咬破舌头等 。
既往有高血压病史10余年，未进行系统治疗，既往无类似病史，无心、脑、肝和肾疾病及糖尿病史，无药物过敏史 。无烟酒嗜好，家族史中父亲因高血压病死亡 。
查体：T36℃，P80次／分，R20次／分，BP165/100mmHg 。
昏迷，双眼向右侧凝视，瞳孔等大正圆，对光反射灵敏 。颈软无抵抗，肺（-），心界叩诊不大，心率80次／分，律齐，未闻及杂音，腹（-） 。左侧上下肢瘫痪，左侧Babinski征(+) 。
实验室检查：Hb124g/L，WBC6 .8×10
/L，N68％，L32%，PLT240×10/L 。
患者于4个多小时前因家庭琐事与家人争吵，正生气时突然剧烈头痛，继之很快昏迷不省人事，曾吐过一次，呈喷射性，吐出食物，无大小便失禁、抽搐和咬破舌头等 。
既往有高血压病史10余年，未进行系统治疗，既往无类似病史，无心、脑、肝和肾疾病及糖尿病史，无药物过敏史 。无烟酒嗜好，家族史中父亲因高血压病死亡 。
查体：T36℃，P80次／分，R20次／分，BP165/100mmHg 。
昏迷，双眼向右侧凝视，瞳孔等大正圆，对光反射灵敏 。颈软无抵抗，肺（-），心界叩诊不大，心率80次／分，律齐，未闻及杂音，腹（-） 。左侧上下肢瘫痪，左侧Babinski征(+) 。
实验室检查：Hb124g/L，WBC6 .8×10
/L，N68％，L32%，PLT240×10/L 。【分析题】
设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语阅读教学方案。教案没有固定格式，但须包含下列要点：
●teaching objectives
●teaching contents
●key and difficult points
●major steps and time allocation
●activities and justifications
教学时间：20分钟
学生概况：某城镇普通高中一年级（第二学期）学生，班级人数40人，多数学生已经达到《普通高中英语课程标准（实验）》六级水平。学生课堂参与积极性一般。
语言素材：
Good teacher
To be a good teacher，you need some of the gifts of a good actor；you must be able to hold the attention and interest of your audience；you must be a clear speaker，with a good，strong，pleasing voice which is fully under your control；and you must be able to act what you are teaching，in order to make its meaning clear.
Watch a good teacher，and you will see that he does not sit still before his class: he stands the whole time he is teaching；he walks about，using his arms，hands and fingers to help him in his explanations，and his face to express feelings. Listen to him，and you will hear the loudness，the quality（音色）and the musical note of his voice always changing according to what he is talking about.
The fact that a good teacher has some of the gifts of a good actor doesn't mean that he will indeed be able to act well on the stage，for there are very important differences between the teacher's work and the actor's.The actor has to speak words which he has learnt by heart；he has to repeat exactly the same words each time he plays a certain part，even his movements and the ways in which he uses his voice are usually fixed beforehand（预先）.What he has to do is to make all these carefully learnt words and actions seem natural on the stage.
A good teacher works in quite a different way. His audience takes an active part in his play: they ask and answer questions, they obey orders, and if they don't understand something, they say s0. The teacher therefore has to meet the needs of his audience, which is his class. He cannot learn his part by heart, but must invent it as he goes along.
I have known many teachers who were fine actors in class but were unable to take part in a stage-play because they could not keep strictly to what another had written.
