tpo9.docx
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tpo9.docx
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tpo9阅读文本答案解析+翻译
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下面是小马过河整理的托福tpo9阅读文本答案解析+翻译,同学们可在线免费下载托福TPO全套试题word或者PDF格式,希望对大家备考托福阅读考试有所帮助。
托福TPO9阅读文本答案解析+翻译:
ReflectioninTeaching
托福tpo9阅读原文
Teachers,itisthought,benefitfromthepracticeofreflection,theconsciousactofthinkingdeeplyaboutandcarefullyexaminingtheinteractionsandeventswithintheirownclassrooms.EducatorsT.WildmanandJ.Niles(1987)describeaschemefordevelopingreflectivepracticeinexperiencedteachers.Thiswasjustifiedbytheviewthatreflectivepracticecouldhelpteacherstofeelmoreintellectuallyinvolvedintheirroleandworkinteachingandenablethemtocopewiththepaucityofscientificfactandtheuncertaintyofknowledgeinthedisciplineofteaching.
WildmanandNileswereparticularlyinterestedininvestigatingtheconditionsunderwhichreflectionmightflourish–asubjectonwhichthereislittleguidanceintheliterature.TheydesignedanexperimentalstrategyforagroupofteachersinVirginiaandworkedwith40practicingteachersoverseveralyears.Theywereconcernedthatmanywouldbe“drawntothesenew,refreshing”conceptionsofteachingonlytofindthatthevoidbetweentheabstractionsandtherealitiesofteacherreflectionistoogreattobridge.Reflectiononacomplextasksuchasteachingisnoteasy.”Theteachersweretakenthroughaprogramoftalkingaboutteachingevents,movingontoreflectingaboutspecificissuesinasupported,andlateranindependent,manner.
WildmanandNilesobservedthatsystematicreflectiononteachingrequiredasoundabilitytounderstandclassroomeventsinanobjectivemanner.Theydescribetheinitialunderstandingintheteacherswithwhomtheywereworkingasbeing“utilitarian…andnotrichordetailedenoughtodrivesystematicreflection.”Teachersrarelyhavethetimeoropportunitiestoviewtheirownortheteachingofothersinanobjectivemanner.Furtherobservationrevealedthetendencyofteacherstoevaluateeventsratherthanreviewthecontributoryfactorsinaconsideredmannerby,ineffect,standingoutsidethesituation.
Helpingthisgroupofteacherstorevisetheirthinkingaboutclassroomeventsbecamecentral.Thisprocesstooktimeandpatienceandeffectivetrainers.Theresearchersestimatethattheinitialtrainingoftheteacherstovieweventsobjectivelytookbetween20and30hours,withthesamenumberofhoursagainbeingrequiredtopracticetheskillsofreflection.
WildmanandNilesidentifythreeprinciplesthatfacilitatereflectivepracticeinateachingsituation.Thefirstissupportfromadministratorsinaneducationsystem,enablingteacherstounderstandtherequirementsofreflectivepracticeandhowitrelatestoteachingstudents.Thesecondistheavailabilityofsufficienttimeandspace.Theteachersintheprogramdescribedhowtheyfounditdifficulttoputasidetheimmediatedemandsofothersinordertogivethemselvesthetimetheyneededtodeveloptheirreflectiveskills.Thethirdisthedevelopmentofacollaborativeenvironmentwithsupportfromotherteachers.Supportandencouragementwerealsorequiredtohelpteachersintheprogramcopewithaspectsoftheirprofessionallifewithwhichtheywerenotcomfortable.WildmanandNilesmakeasummarycomment:
“Perhapsthemostimportantthingwelearnedistheideaoftheteacher-as-reflective-practitionerwillnothappensimplybecauseitisagoodorevencompellingidea.”
TheworkofWildmanandNilessuggeststheimportanceofrecognizingsomeofthedifficultiesofinstitutingreflectivepractice.Othershavenotedthis,makingasimilarpointabouttheteachingprofession’sculturalinhibitionsaboutreflectivepractice.ZeichnerandListon(1987)pointouttheinconsistencybetweentheroleoftheteacherasa(reflective)professionaldecisionmakerandthemoreusualroleoftheteacherasatechnician,puttingintopracticetheideasoftheirs.Morebasicthantheculturalissuesisthematterofmotivation.Becomingareflectivepractitionerrequiresextrawork(Jaworski,1993)andhasonlyvaguelydefinedgoalswith,perhaps,littleinitiallyperceivablerewardandthethreatofvulnerability.Fewhavedirectlyquestionedwhatmightleadateachertowanttobecomereflective.Apparently,themostobviousreasonforteacherstoworktowardreflectivepracticeisthatteachereducatorsthinkitisagoodthing.Thereappeartobemanyunexploredmattersaboutthemotivationtoreflect–forexample,thevalueofexternallymotivatedreflectionasopposedtothatofteacherswhomightreflectbyhabit.
托福tpo9阅读试题
1.Theword“justified”inthepassage(paragraph1)isclosestinmeaningto
A.supported
B.shaped
C.stimulated
D.suggested
2.Accordingtoparagraph1,itwasbelievedthatreflectioncouldhelpteachers
A.understandintellectualprinciplesofteaching
B.strengthentheirintellectualconnectiontotheirwork
C.usescientificfacttoimprovedisciplineandteaching
D.adoptamoredisciplinedapproachtoteaching
3.Theword“flourish”inthepassage(paragraph2)isclosestinmeaningto
A.continue
B.occur
C.succeed
D.apply
4.Allofthefollowingarementionedabouttheexperimentalstrategydescribedinparagraph2EXCEPT:
A.Itwasdesignedsothatteacherswouldeventuallyreflectwithouthelpfromothers.
B.Itwasusedbyagroupofteachersoveraperiodofyears.
C.Itinvolvedhavingteacherstakepartindiscussionsofclassroomevents.
D.Itinvolvedhavingteachersrecordinwritingtheirreflectionsaboutteaching.
5.Accordingtoparagraph2,WildmanandNilesworriedthattheteacherstheywereworkingwithmightfeelthat
A.thenumberofteachersinvolvedintheirprogramwastoolarge
B.theconceptsofteacherreflectionweresoabstractthattheycouldnotbeapplied
C.theideasinvolvedinreflectionwereactuallynotnewandrefreshing
D.severalyearswouldbeneededtoacquirethehabitofreflectingontheirteaching
6.Theword“objective”inthepassage(paragraph3)isclosestinmeaningto
A.unbiased
B.positive
C.systematic
D.thorough
7.Accordingtoparagraph3,whatdidtheteachersworkingwithWildmanandNilesoftenfailtodowhentheyattemptedtopracticereflection?
A.Correctlycalculatetheamountoftimeneededforreflection.
B.Providesufficientlydetaileddescriptionsofthemethodstheyusedtohelpthemreflect.
C.Examinethoughtfullythepossiblecausesofeventsintheirclassrooms.
D.Establishrealisticgoalsforthemselvesinpracticingreflection.
8.Howisparagraph4relatedtootheraspectsofthediscussionofreflectioninthepassage?
A.Itdescribesandcommentsonstepstakentoovercomeproblemsidentifiedearlierinthepassage.
B.Itchallengestheearlierclaimthatteachersrarelyhavethetimetothinkabouttheirownorothers'teaching.
C.Itidentifiesadvantagesgainedbyteacherswhofollowedthetrainingprogramdescribedearlierinthepassage.
D.Itexplainstheprocessusedtodefinetheprinciplesdiscussedlaterinthepassage.
9.Theword“compelling”inthepassage(paragraph5)isclosestinmeaningto
A.commonlyheld
B.persuasive
C.original
D.practical
10.Accordingtoparagraph6,teachersmaybediscouragedfromreflectingbecause
A.itisnotgenerallysupportedbyteachereducators
B.thebenefitsofreflectionmaynotbeapparentimmediately
C.itisimpossibletoteachandreflectonone'steachingatthesametime
D.theyhaveoftenfailedintheirattemptstobecomereflectivepractitioners
11.Whichofthesentencesbelowexpressestheessentialinformationinthehighlightedsentenceinthepassage(paragraph3)?
Incorrectchoiceschangethemeaninginimportantwaysorleaveoutessentialinformation
A.Thepracticeofbeingreflectiveisnolongersimplyahabitamongteachersbutsomethingthatisexternallymotivated.
B.Mostteachersneedtoexplorewaystoformthehabitofreflectionevenwhennoexternalmotivationexists.
C.Manyaspectsofthemotivationtoreflecthavenotbeenstudied,includingthecomparativebenefitsofexternallymotivatedandhabitualreflectionamongteachers.
D.Therehasnotbeenenoughexplorationofwhyteacherspracticereflectionasahabitwithorwithoutexternalmotivation.
12.Lookatthefoursquaresthatindicatewherethefollowingsentencecouldbeaddedtothepassage.However,changingteachers’thinkingaboutreflectionwillnotsucceedunlessthereissupportforreflectionintheteachingenvironment.
Helpingthisgroupofteacherstorevisetheirthinkingaboutclassroomeventsbecamecentral.【A】Thisprocesstooktimeandpatienceandeffectivetrainers.【B】Theresearchersestimatethattheinitialtrainingoftheteacherstovieweventsobjectivelytookbetween20and30hours,withthesamenumberofhoursagainbeingrequiredtopracticetheskillsofreflection.
【C】WildmanandNilesidentifythreeprinciplesthatfacilitatereflectivepracticeinateachingsituation.【D】Thefirstissupportfromadministratorsinaneducationsystem,enablingteacherstounderstandtherequirementsofreflectivepracticeandhowitrelatestoteachingstudents.Thesecondistheavailabilityofsufficienttimeandspace.Theteachersintheprogramdescribedhowtheyfounditdifficulttoputasidetheimmediatedemandsofothersinordertogivethemselvesthetimetheyneededtodeveloptheirreflectiveskills.Thethirdisthedevelopmentofacollaborativeenvironmentwithsupportfromotherteachers.Supportandencouragementwerealsorequiredtohelpteachersintheprogramcopewithaspectsoftheirprofessionallifewithwhichtheywerenotcomfortable.WildmanandNilesmakeasummarycomment:
“Perhapsthe
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