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OFFICIAL9 Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some answer choices do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.Wildman and Niles have conducted research on reflection in teaching

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Reflection in Teaching
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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 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 theirs. 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.

13.Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some answer choices do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.Wildman and Niles have conducted research on reflection in teaching

A.Through their work with Virginia teachers, Wildman and Niles proved conclusively that reflection, though difficult, benefits both teachers and students.

B.Wildman and Niles found that considerable training and practice are required to understand classroom events and develop the skills involved in reflection.

C.Wildman and Niles identified three principles that teachers can use to help themselves cope with problems that may arise as a result of reflection.

D.Wildman and Niles concluded that teachers need sufficient resources as well as the cooperation and encouragement of others to practice reflection.

E.There are numerous obstacles to implementing reflection in schools and insufficient understanding of why teachers might want to reflect.

F.Whether teachers can overcome the difficulties involved in reflection may depend on the nature and intensity of their motivation to reflect.

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正确答案:BDE
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BDE 该文结构在托福阅读中比较特殊,算是研究综述,主要介绍两个人对教育反思实践的研究。 首段说教育反思的重要性。 二段说W和N对于实施反思教育的条件的研究。 三段仍是对于实施反思教育的条件的研究,强调sound ability to understand classroom events in an objective manner。 四段继续三段,强调通过训练才能实现教育反思。 五段介绍W和N发现的实施教育反思的三原则:领导支持,时间空间,团队氛围。 末段说W和N强调困难,其他人的研究强调动机的重要。 引导句是对正篇文章的概括。 A(through)选项错,原文只是说reflection对老师有好处,跟学生无关,不选。 B(Wildman and Niles found)选项对应原文第四段,正确。 C(Wildman and Niles identify)选项似乎对应五段,具有一定迷惑性,原文强调团队,强调领导支持,没说个人可以搞定,所以这个选项错,不选。 D(Wildman and Niles conclude)选项对应原文第五段的三个principal,正确。 E(There are)选项对应原文第六段两个部分内容,正确。 F(Whether)选项似乎对应原文六段后半段,但原文只说到motivation, 没说到nature 和intensity,不选。

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