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阅读理解A(44)未来老师  

2011-10-31 07:56:01|  分类: 阅读理解 |  标签: |举报 |字号 订阅

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阅读理解A(44)未来老师 - 佳中 - 佳中Blog
 阅读理解A】                                   (44)        

    未来老师

                                                           命题:   佳中

 

 


        Prospective teachers are urged to develop their own personal philosophies of education. 

How youmanage your classroom, the content, the method, and the values you stress will be based 

on your personal belief system — your philosophy of education. Pre-service teachers should at 

least be aware of the options available when developing a preferred teaching style/philosophy.

In teaching, one exhibits behavior that is compatible with one’s personal educational view. 

Instructional practices must fit the teacher’s personality, and the teacher must believe in the 

effectiveness of the practices used.

      Other teaching styles might be more effective in certain situations, and therefore 

experienced teachers often draw from styles other than their preferred personal styles. In fact, 

perhaps the best goal for an experienced teacher is to become a “healthy eclectic” who can 

comfortably use a number of teaching styles in order to meet learners’ needs more completely. 

As long as this eclectic strategy serves the instructional purpose well, and as long as the teacher 

has the ability to explain to the students how they can succeed under various teaching styles, the 

use of various styles can be advantageous. However, if the use of various styles is merely trying 

technique after technique with no knowledge of how these techniques relate to teaching 

philosophies, the result could be said to be a state of unhealthy eclecticism, which should be 

avoided.

      Various state teacher certification programs include a course in the academic study of 

educational philosophy. When the prospective teachers enrolled in such courses have previously 

assessed behavioral emphases and preferences underlying a philosophical position, such courses 

are infinitely more valuable. Our purpose is to provide prospective teachers with a working 

framework to help them avoid the meaningless stereotypes associated with various educational 

philosophies. Effective teaching is not a matter of authoritarian versus non-authoritarian 

methodologies, older versus newer theories, or controlled classrooms versus non-controlled

classrooms. Rather, responsible use of any teaching style/philosophy yields benefits for learners, 

whereas irresponsible use of any teaching style/philosophy yields the reverse.

       Classroom teachers do borrow from different philosophical systems, primarily as a means to 

ensure variety in methods of instruction. However, a philosophical position is actually indicated by 

emphases and preferences that translate themselves into behavior. Thus, it is the behavioral 

emphasis or preference that should be identified to reveal the underlying set of philosophical 

assumptions. Despite the tendency of many students when they have just completed an academic 

study of educational philosophy to rely on the term “eclectic,” it seems highly unlikely that many 

educators are true eclectics. In fact, few teachers would apply all methodologies with equal 

degrees of enthusiasm. The behavioral emphases and preferences for a certain cluster of 

methodologies are keys to determining a philosophical position.              

                                                                                                                                         (449 words)

 

 1. As is advocated in the passage, a prospective teacher should

     [A] teach in the classroom in the light of his personal educational philosophy.

     [B] exhibit his personality as he desires.

     [C] manage classroom with a preferred teaching style.

     [D] base his personal belief system on instructional practices.

 2. By “a healthy eclectic”, the author means that a teacher should

     [A] comfortably use his preferred teaching style in the classroom.

     [B] accumulate teaching experience in his own instructional practices.

     [C] borrow from various teaching styles for his own teaching purposes.

     [D] apply different teaching techniques in different situations.

3. According to the author, effective teaching lies principally in

     [A] authoritarian methodologies, newer theories and controlled classrooms.

     [B] avoidance of meaningless stereotypes associated with various educational philosophies.

     [C] previously assessed behavioral emphases and preferences.

     [D] the teacher’s responsibility in using any teaching style/philosophy.

4. The author stresses in the last paragraph that, in developing a philosophical position, one should

     [A] apply all methodologies with great enthusiasm.

     [B] complete an academic study of educational philosophy.

     [C] identify behavioral emphases and preferences from various teaching methodologies.

     [D] rely on the conception of eclecticism.

5. In discussing the problem, the author focuses on the theme:

     [A] teachers’ personality and their teaching styles.

     [B] teaching experience and educational philosophies.

     [C] classroom methods and their effectiveness.

     [D] teaching philosophies and instructional practice.


                      阅读理解A(44)未来老师 - 佳中 - 佳中Blog
 

答案解析

1.   【答案】  A

      【考点】  具体细节。     针对第一段命题。

      【解析】  作者在第一段中阐述说应该鼓励未来教师建立自己的教学观(Prospective 

        teachers are urged to develop their own personal philosophies of education),并按照自己

       的教学思想实施教学(In teaching, one exhibits behavior that is compatible with one’s 

       personal education view)。A项的意思与上述相符,为本题的正确答案。

            B项的意思是“随心所欲地显示教师的个性”,这显然是错的;C项的意思是“以自己喜欢的

      教学风格实施教学”,这与文中所述“draw from styles other than their preferred personal style”

      不符;D项的意思是“将个人的教学观建立在教学实践基础上”,作者在文中没有表达这个意

      思。

 

2. 【答案】 C

    【考点】 词语理解。     针对第二段命题。

    【解析】  作者在第二段中说,除了要建立自己的教学观外,有经验的教师会将他人的教学经

      验融入到自己的教学方法中(experienced teachers often draw from styles other than their 

      preferred personal styles),做到自如地应用数种教学观来满足教学的需要,成为“healthy 

      eclectic”。作者在文中所说的 “healthyeclectic” 指的就是那些能在自己的教学中借鉴他人的教

      学经验为自己教学服务的人,因此C项是本题的正确答案。

              A项错在 “his own preferred teaching styles”,应该是 “a number of teaching styles”;D项

      的意思是   “在不同的情况下采用不同的教学手段”,没有反映出“healthy eclectic"的含义。

 

3. 【答案】 D

    【考点】 概念含义。     针对第三段命题。

    【解析】   本题实际上测“effective teaching”的含义。  作者在第三段结尾处说,有效的教学并

      不是权威或非权威的教学法的问题,也不是能否控制课堂教学的问题,而是教师选用能给学

      生好处的教学法的责任性(responsible use of any teaching style/philosophy yields benefits 

      for learners),可见有效教学的关键在于教师选用教学法的责任性,D项是本题的正确答案。

                A项是作者否定的观点;B项和C项都不是作者在文中强调的进行有效教学的关键所在。

 

4.【答案】 C

   【考点】 作者观点。     针对第四段命题。

   【解析】  作者在第一段说未来教师应该建立自己的教学观,但未来教师应该如何建立自己的

    教学观呢?作者在最后一段强调说。一种教学观的形成是由emphases和preference所体现的,

    因此未来教师在学习各种教学法后应该从中选择出自己所强调和偏爱的观点和方法,这对于

    形成自己的教学观是至关重要的(The behavioral emphases and preferences for a certain 

    cluster of methodologies are keys to determining a philosophical position)。据此可以断定C

    项是本题的正确答案。

           作者同时也指出没有教师能做到对所有的教学法投入同样的热情(apply all methodologies

    with equal degrees of enthusiasm),大多数教师是不可能成为真正折衷主义者的(it seems 

    highly unlikely that many educators are true eclectics),据此可以排除C项和D项。

 

5.【答案】 D

   【考点】 主旨大意。     针对全文命题。

   【解析】  这是一道主旨大意题也是一道归纳题。全文围绕未来教师应该建立自己的教学观以

     及如何建立自己的教学观并按照自己的教学观实施教学展开讨论,也就是说是从教学观和教

     学实践谈论文章的主题,因此D项是本题的正确答案。

             A项“教师的个性和教学观”和C项“课堂教学及其有效性”显然不是文章的主题。B项“教学

     经验和教学观”则应该是一篇谈论不同的教学经验会形成不同教学观的文章,而文章只是提到

     吸取他人的教学经验,并没有谈论自己的教学经验与教学观的关系。


                                 阅读理解A(44)未来老师 - 佳中 - 佳中Blog


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