本帖最后由 zxwhy825 于 2010-12-10 09:01 编辑
红色是 答案 蓝色 是我选的
3.The word flourishin the passage is closest in meaning to
○continue
○occur
○succeed
○apply
答案c我选的 b！！翻译里也是出现么
Flourish
vi. 繁荣,茂盛,活跃,手舞足蹈
vt. 挥舞,夸耀
n. 茂盛,兴旺,华饰
succeed
vi. 成功;继续,继承
vt. 继…之后,接着…发生
occur
4.All of the following are mentioned about the experimental strategy described inparagraph 2 EXCEPT:
○It was designed so that teachers wouldeventually reflect without help from others
○It was used by a group of teachers over a period of years.
○It involved having teachers take part in discussions of classroom events
○It involved having teachers recordin writing their reflections about teaching
7.According to paragraph 3, what did the teachers working with Wildman and Niles often fail to dowhen they attempted to practice reflection?
○Correctly calculate the amount of time needed for reflection
○Provide sufficiently detailed descriptions of the methods they used tohelp them reflect
○Examine thoughtfully the possible causes of events intheir classrooms
○Establish realistic goals for themselves inpracticing reflection
10.According to paragraph 6, teachers may be discouraged from reflecting because
○it is not generally supported by teachereducators
○the benefits of reflection may not be apparentimmediately
○it is impossible to teach and reflect on one's teaching at the same time
○they have often failed in their attempts to become reflectivepractitioners
还有summary 题
原文 EFLECTION INTEACHING
Teachers,it is thought, benefit from the practice of reflection, the conscious act ofthinking deeply about and carefully examining the interactions and events withintheir own classrooms. Educators T. Wildman and J. Niles (1987) describe ascheme for developing reflective practice in experienced teachers. This was justifiedby the view that reflective practice could help teachers to feel moreintellectually involved in their role and work in teaching and enable them tocope with the paucity of scientific fact and the uncertainty of knowledge inthe discipline of teaching.
Wildmanand Niles wereparticularly interested in investigating the conditions under which reflectionmight 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 with40 practicing teachers over several years. They were concerned that many wouldbe "drawn to these new, refreshing conceptions of teaching only to findthat the void between the abstractions and the realities of teacher reflectionis too great to bridge. Reflection on a complex task such as teaching is noteasy." The teachers were taken through a program of talking about teachingevents, moving on to reflecting about specific issues in a supported, and lateran independent, manner.
Wildmanand Niles observed that systematic reflection on teaching required a soundability to understand classroom events in an objective manner. They describethe initial understanding in the teachers with whom they were working as being"utilitarian...and not rich or detailed enough to drive systematicreflection." Teachers rarely have the time or opportunities to view theirown or the teaching of others in an objective manner. Further observationrevealed the tendency of teachers to evaluate events rather than review thecontributory factors in a considered manner by, in effect, standing outside thesituation.
Helpingthis group of teachers to revise their thinking about classroom events becamecentral. This process took time and patience and effective trainers. Theresearchers estimate that the initial training of the same teachers to viewevents objectively took between 20 and 30 hours, with the same number of hoursagain being required to practice the skills of reflection.
Wildmanand Nilesidentify three principles that facilitate reflective practice in a teachingsituation. The first is support from administrators in an education system,enabling teachers to understand the requirements of reflective practice and howit relates to teaching students. The second is the availability of sufficienttime and space. The teachers in the program described how they found itdifficult to put aside the immediate demands of others in order to givethemselves the time they needed to develop their reflective skills. The thirdis the development of a collaborative environment with support from otherteachers. Support and encouragement were also required to help teachers in theprogram cope with aspects of their professional life with which they were notcomfortable. Wildman and Nilesmake a summary comment: "Perhaps the most important thing we learned isthe idea of the teacher-as-reflective-practitioner will not happen simplybecause it is a good or even compelling idea."
Thework of Wildman and Nilessuggests the importance of recognizing some of the difficulties of institutingreflective practice. Others have noted this, making a similar point about theteaching profession's cultural inhibitions about reflective practice. Zeichnerand Liston (1987) point out the inconsistency between the role of the teacheras a (reflective) professional decision maker and the more usual role of theteacher as a technician, putting into practice the ideas of others. More basicthan the cultural issues is the matter of motivation. Becoming a reflectivepractitioner requires extra work (Jaworski, 1993) and has only vaguely defined goalswith, perhaps, little initially perceivable reward and the threat ofvulnerability. Few have directly questioned what might lead a teacher to wantto become reflective. Apparently, the most obvious reason for teachers to worktoward reflective practice is that teacher educators think it is a good thing.There appear to be many unexplored matters about the motivation to reflect-forexample, the value of externally motivated reflection as opposed to that ofteachers who might reflect by habit.
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