进军美利坚tpo阅读疑难解答帖

caoxuemeiUID: 2629828

其实我觉得 楼主可以尝试把 已经解决的问题 方法总结归纳下 发在首页 这样就可以节约不少时间了
zenglingyuan 发表于 2010-7-28 09:34

呵呵，好主意。在忙ps,一定想着这个事情。

dandan17UID: 2812933

REFLECTION IN TEACHING
Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.

Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be "drawn to these new, refreshing conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy." The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.

Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian...and not rich or detailed enough to drive systematic reflection." Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.

Helping this group of teachers to revise their thinking about classroom events became central. This process took time and patience and effective trainers. The researchers estimate that the initial training of the same teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.

Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: "Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea."

The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession's cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of others. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect-for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit.


Wildman and Niles have conducted research on reflection in teaching
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Answer Choices
1.      Through their work with Virginia teachers, Wildman and Niles proved conclusively that reflection, though difficult, benefits both teachers and students.
2.     Wildman and Niles found that considerable training and practice are required to understand classroom events and develop the skills involved in reflection.
3.      Wildman and Niles identified three principles that teachers can use to help themselves cope with problems that may arise as a result of reflection.
4.      Wildman and Niles concluded that teachers need sufficient resources as well as the cooperation and encouragement of others to practice reflection.
5.      There are numerous obstacles to implementing reflection in schools and insufficient understanding of why teachers might want to reflect.
6.      Whether teachers can overcome the difficulties involved in reflection may depend on the nature and intensity of their motivation to reflect.                        
答案是2，4，6      ,2,4没问题，主要是5，6选项。我觉得文中并没提到nature and intensity of their motivation 而且5哪里不对呢？

anitaxjaUID: 2758421

The transition from forest to treeless tundra on a mountain slope is often a dramatic one. Within a vertical distance of just a few tens of meters, trees disappear as a life-form and are replaced by low shrubs, herbs, and grasses. This rapid zone of transition is called the upper timberline or tree line. In many semiarid areas there is also a lower timberline where the forest passes into steppe or desert at its lower edge, usually because of a lack of moisture.

which of the following can be inferred from paragraph 1 about oth the upper and lower timberlines?
A. Both are treeless zones.
B. Both mark forest boundaries.
C. Both are surrounded by desert areas.
D. Both suffer from a lack of moisture.

答案是B，但我选择的是A，不知道那句话暗示了B是正确选项呢？看了好几遍都没明白。谢谢大家！
（此题出处：TPO第一套，第一篇阅读，Q3）

反衬UID: 2328867

The transition from forest to treeless tundra on a mountain slope is often a dramatic one. Within a vertical distance of just a few tens of meters, trees disappear as a life-form and are replaced by l ...
anitaxja 发表于 2010-7-29 16:27

这道题目关键是要读懂题干： 题干的关键字是both，表明考的是两者的共性。

那么你自然要回去找两种timberline的共同点。共同点往往是同义表达。

The transition from forest to treeless tundra on a mountain slope is often a dramatic one. Within a vertical distance of just a few tens of meters, trees disappear as a life-form and are replaced by low shrubs, herbs, and grasses. This rapid zone of transition is called the upper timberline or tree line. In many semiarid areas there is also a lower timberline where the forest passes into steppe or desert at its lower edge, usually because of a lack of moisture.


我把关键字都标出来了。这个就是阅读理解的真正过程。如果你看了很久都没有看懂，原因可能是你只关注了具体单词的含义，却没有关注词汇之间的关系。

这道题目应该这样去理解：
读到第一句话Transition的时候，我们应该把transition认为是一个抽象概念。而读第二句话的时候，应该带着transition这个未解之谜来读，看看第二句与第一句的关系。很明显，第二句中出现了trees disappear and are replaced这些动作，很明显，这是对于transition的具体解释。第三句将这种transition定义为timberline了，这样也就可以把A选项排除了。因为A说的是tree-less zone，而很明显，原文的timeberline并不是无树，而是 a zone of transition。第四句用also这个词给出了同类现象lower timberline，而transition 又再次出现，只不过换成了pass into这个词。lack of moisture这个细节只在最后出现，不是两者共性。

因此，共性就是transition。

再抽象一点： 第一句抽象，提出一种自然现象，第二句具体解释，第三句将自然现象定义为一个术语，第四句提出自然现象的同类现象。题目考这两个现象的共性。

但是这道题的最难的一点是读懂原文与答案的对应关系。但其实这个貌似很难的问题的解决方案却非常简单。症结在于，我们对于词汇的理解不够准确。
其实boundary 就是border: the official line that divides one area of land from another。根据boundary这个词的含义，我们就不难看出，其实原文中的timberline其实就是一个zone，divides forest from other plants.

结论：1. 读原文要重句间关系，轻具体含义。
2.背单词不仅要提高数量，还要提高质量。

anitaxjaUID: 2758421

恩，又读了几遍，有点理解你的意思了。

十分感谢反衬的点拨！：）

anitaxjaUID: 2758421

恩，又读了几遍，有点理解你的意思了。

十分感谢反衬的点拨！：）

反衬UID: 2328867

恩，又读了几遍，有点理解你的意思了。

十分感谢反衬的点拨！：）
anitaxja 发表于 2010-7-30 11:23

不客气。

dandan17UID: 2812933

反衬  能不能帮我看一下我那道题目，谢谢

反衬UID: 2328867

反衬  能不能帮我看一下我那道题目，谢谢
dandan17 发表于 2010-7-30 14:30

答案是245吧。6不对哦

我是chineseladyUID: 2662783

:loveliness:

dandan17UID: 2812933

174# 反衬 文勇的解析书里答案就是2,4,6  而且S的讲解版里也是。附件里是文勇的解答。我不是很懂，我原来也觉得2,4,5对

wcw25709275UID: 2764419

Paragraph 4: Nomadism also subjects pastoralist communities to strict rules of portability. If you are constantly on the move, you cannot afford to accumulate large material surpluses. Such rules limit variations in accumulated material goods between pastoralist households (though they may also encourage a taste for portable goods of high value such as silks or jewelry). So, by and large, nomadism implies a high degree of self-sufficiency and inhibits the appearance of an extensive division of labor. Inequalities of wealth and rank certainly exist, and have probably existed in most pastoralist societies, but except in periods of military conquest, they are normally too slight to generate the stable, hereditary hierarchies that are usually implied by the use of the term class. lnequalities of gender have also existed in pastoralist societies, but they seem to have been softened by the absence of steep hierarchies of wealth in most communities, and also by the requirement that women acquire most of the skills of men, including, often, their military skills.
10 According to paragraph 4, all of the following are true of social inequality in pastoralist societies EXCEPT:
○ It exists and has existed to some degree in most pastoral societies.
○ It is most marked during periods of military conquest.
○ It is expressed in the form of a rigid hierarchy based largely on heredity.
○ It is usually too insignificant to be discussed in terms of class differences.
为什么答案是C而不是B  文中第四行 不是写着except in periods of military conquest了吗？？
So, by and large, nomadism implies a high degree of self-sufficiency and inhibits the appearance of an extensive division of labor
Nomadism also subjects pastoralist communities to strict rules of portability
这两句啥意思？？
希望高人解答~~~

wcw25709275UID: 2764419

忘了说了  上一楼的是 TPO14的 Pastoralism in Ancient Inner Eurasia

wcw25709275UID: 2764419

依然是TPO14 Pastoralism in Ancient Inner Eurasia

Nomadism also subjects pastoralist communities to strict rules of portability. ■ If you are constantly on the move, you cannot afford to accumulate large material surpluses. ■ Such rules limit variations in accumulated material goods between pastoralist households (though they may also encourage a taste for portable goods of high value such as silks or jewelry). ■ So, by and large, nomadism implies a high degree of self-sufficiency and inhibits the appearance of an extensive division of labor.■ Inequalities of wealth and rank certainly exist, and have probably existed in most pastoralist societies, but except in periods of military conquest, they are normally too slight to generate the stable, hereditary hierarchies that are usually implied by the use of the term class. Inequalities of gender have also existed in pastoralist societies, but they seem to have been softened by the absence of steep hierarchies of wealth in most communities, and also by the requirement that women acquire most of the skills of men, including, often, their military skills.


12.Look at the four squares [■] that indicate where the following sentence could be added to the passage
There is a good reason for this.
Where would the sentence best fit? Click on a square to add the sentence to the passage.
为什么答案是A  这个this 指的是什么~~？

反衬UID: 2328867

174# 反衬  文勇的解析书里答案就是2,4,6  而且S的讲解版里也是。附件里是文勇的解答。我不是很懂，我原来也觉得2,4,5对
dandan17 发表于 2010-7-30 19:28

晕，他那个解释和 没解释基本没区别嘛。