Two, three and nine are wrong, and everything else is right.

Third, 1, a, close to student life; B, in line with the learning objectives, we should take into account the students' existing knowledge level and life experience, not beyond the students' reality, that is, taking into account the students' "nearest development zone"; C, stimulate students' interest in learning.

2, a, create the best opportunity for cooperative learning; B, handle the relationship between cooperative learning and independent thinking; C. implement the evaluation and reward mechanism of classroom cooperative learning.

3, a, with the overall development of the evaluator as the goal; B, the description of the development characteristics of the assessed, the identification of the development level and even the necessary selection are all for the benefit of the subsequent development of the assessed; C, pay attention to process evaluation; D, pay attention to individual differences; E, emphasize the diversification of evaluation subjects.

4, a, goal gradient, pay attention to the difference of learning ability; Flexible method, pay attention to the difference of thinking mode; C, the way is open, paying attention to the difference of learning needs; D, the diversity of grades, focusing on the differences of learning advantages; E. evaluate personality and pay attention to the difference of learning efficiency.

4. Case 1. Teacher A broke through the scheduled plan and "taught creatively", which highlighted the value orientation of curriculum diversification and innovation; Teacher B's teaching is a kind of "transplant" teaching, which is actually trying to maintain strict or even harsh classroom order, that is, extreme classroom discipline, and to determine the so-called teacher authority through this prevention.

I agree with teacher a's practice.

Case 2: The new curriculum standard solemnly mentions "attaching importance to the correct orientation of emotion, attitude and values" in the "teaching suggestions". In the teaching of Sparrow, teachers let students show, meet, collide and sublimate their free thoughts. In the exchange of students' value orientation, teachers, on the basis of cherishing students' free feelings, timely give patient guidance with human feelings and persuasiveness, cultivate students' noble moral sentiment and healthy aesthetic taste through equal dialogue, and promote the healthy development of life. While advocating equal dialogue, we should "cherish students' unique feelings, experiences and understanding" and "pay attention to edification and influence", which can often "run through the daily teaching process" (Love Bao Er's hand, the answer is for reference only)