Colonizing the Americas via the Northwest Coast
Reflection in Teaching
【單詞】
interaction：n. 互動(dòng)，一起活動(dòng)，合作帮碰，相互影響
reflective：adj. 反射的浑彰，反映的，反省性的抹蚀，深思熟慮的
paucity：n. 少量剿牺，缺乏，不足
justify：v. 證明…有理环壤，為…辯護(hù)
practising：adj. 在從事職業(yè)的晒来，在從事活動(dòng)的
void：adj. 無效的，空的郑现，職位空缺的湃崩；n. 太空，空位懂酱，空隙竹习，空虛感；v. 使無效列牺，宣布作廢整陌，取消
drawn to：被吸引到，沉浸在
program：n. 程序瞎领，節(jié)目泌辫，計(jì)劃，安排
sound：adj. 明智的九默，合理的震放；透徹的，全面的驼修；完好的殿遂，未受傷的诈铛；睡眠酣暢的
objective：adj. 目標(biāo)的，客觀的
utilitarian：adj. 功利的墨礁，實(shí)用的幢竹，功利主義的
reveal：v. 揭露，泄露恩静，顯露
contributory：adj. 促成的焕毫，促進(jìn)的，起作用的
considered：adj. 經(jīng)過仔細(xì)考慮的驶乾，經(jīng)過深思熟慮的邑飒，被尊重的
evaluate：v. 評(píng)價(jià)，估價(jià)级乐，估計(jì)數(shù)值
in effect：有效疙咸，實(shí)際上，事實(shí)上
revise：v. 修訂唇牧，修正罕扎，改變
facilitate：v. 幫助，促進(jìn)丐重，助長(zhǎng)腔召，使容易
collaborative：adj. 協(xié)作的，合作的
institute：v. 建立扮惦，制定臀蛛，開始，著手
technician：n. 技師崖蜜，技術(shù)人員
inconsistency：n. 不一致浊仆，不協(xié)調(diào)
defined：adj. 有定義的，明確的豫领，清晰的
perceivable：adj. 可知覺的抡柿，可感知的
vulnerability：n. 脆弱性，易傷性等恐，致命性
as oppose to：與……相對(duì)
externally：adv. 從/在外部
practical：adj. 實(shí)踐的洲劣，實(shí)際的，可實(shí)現(xiàn)的
【長(zhǎng)難句】
- 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.
這是合理的课蔬，因?yàn)槿藗冋J(rèn)為反思的實(shí)踐可以幫助老師們更加理性地對(duì)待他們的角色和從事的事業(yè)囱稽，并可以讓他們能在教學(xué)準(zhǔn)則中處理科學(xué)事實(shí)的缺乏和知識(shí)的不確定。
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 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.
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.”
他們起初認(rèn)為參與研究的教師們太功利二跋，并不是足夠豐富和詳細(xì)以促使系統(tǒng)反思的產(chǎn)生战惊。
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.
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.
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.”
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.
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.
【錯(cuò)題】
1.The word “justified” in the passage is closest in meaning to
A. supported
B. shaped
C. stimulated
D. suggested
你的答案：C正確答案：A
【原文參考】
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.
【解析】
justify: 以…為證明。A是支持扎即；B是發(fā)展吞获，成形况凉；C是刺激；D是暗示衫哥，建議茎刚。 想到j(luò)ust有正義之意，所以A的support正確撤逢。原句說觀點(diǎn)justify前面的東西×肝耄看下兩者的內(nèi)容蚊荣，之前說老師們benefit from reflection，后面說reflective practice幫助了老師莫杈，所以兩者的意思應(yīng)該相同互例，也就是justify是正向詞，BCD都是中性筝闹，所以都不對(duì)媳叨。
3.The word “flourish” in the passage is closest in meaning to
A. continue
B. occur
C. succeed
D. apply
你的答案：B正確答案：C
【原文參考】
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.
【解析】
flourish: 繁盛，繁榮关顷。A是繼續(xù)糊秆；B是出現(xiàn)；C是成功议双；D是運(yùn)用痘番。所以C的succeed正確。原文說這兩個(gè)人對(duì)調(diào)查有興趣平痰，調(diào)查是關(guān)于reflection在某些情況下怎么樣的汞舱。這個(gè)單憑本句甚至是所在段落都不是很好猜，但全文都在說reflection很好宗雇，所以也應(yīng)該是個(gè)好詞昂芜，A繼續(xù)B發(fā)生D應(yīng)用申請(qǐng)都不靠譜。
9.The word “compelling” in the passage is closest in meaning to
A. commonly held
B. persuasive
C. original
D. practical
你的答案：D正確答案：B
【原文參考】
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.”
【解析】
compelling: 引人注目的赔蒲，令人信服的泌神。A是通常持有的；B是有說服力的嘹履；C是原始的腻扇；D是實(shí)際的。所以persuasive有說服力的正確砾嫉。原文說我們學(xué)到的最重要的東西是幼苛，不會(huì)僅僅因?yàn)檫@是一個(gè)好的注意，甚至是compelling的注意而發(fā)生焕刮。句中compelling和good之間是遞進(jìn)關(guān)系舶沿，所以應(yīng)該是比好更好墙杯，ACD都無法表達(dá)這個(gè)意思。
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.
你的答案：BCE正確答案：BDE
【解析】
該文結(jié)構(gòu)在托福閱讀中比較特殊括荡，算是研究綜述高镐，主要介紹兩個(gè)人對(duì)教育反思實(shí)踐的研究。 首段說教育反思的重要性畸冲。 二段說W和N對(duì)于實(shí)施反思教育的條件的研究嫉髓。 三段仍是對(duì)于實(shí)施反思教育的條件的研究，強(qiáng)調(diào)sound ability to understand classroom events in an objective manner邑闲。 四段繼續(xù)三段算行，強(qiáng)調(diào)通過訓(xùn)練才能實(shí)現(xiàn)教育反思。 五段介紹W和N發(fā)現(xiàn)的實(shí)施教育反思的三原則：領(lǐng)導(dǎo)支持苫耸，時(shí)間空間州邢，團(tuán)隊(duì)氛圍。 末段說W和N強(qiáng)調(diào)困難褪子，其他人的研究強(qiáng)調(diào)動(dòng)機(jī)的重要量淌。 引導(dǎo)句是對(duì)正篇文章的概括。
A（through）選項(xiàng)錯(cuò)嫌褪，原文只是說reflection對(duì)老師有好處呀枢，跟學(xué)生無關(guān)，不選渔扎。 B（Wildman and Niles found）選項(xiàng)對(duì)應(yīng)原文第四段硫狞，正確。 C（Wildman and Niles identify）選項(xiàng)似乎對(duì)應(yīng)五段晃痴，具有一定迷惑性残吩，原文強(qiáng)調(diào)團(tuán)隊(duì)，強(qiáng)調(diào)領(lǐng)導(dǎo)支持倘核，沒說個(gè)人可以搞定泣侮，所以這個(gè)選項(xiàng)錯(cuò)，不選紧唱。 D（Wildman and Niles conclude）選項(xiàng)對(duì)應(yīng)原文第五段的三個(gè)principal活尊，正確。 E（There are）選項(xiàng)對(duì)應(yīng)原文第六段兩個(gè)部分內(nèi)容漏益，正確蛹锰。 F（Whether）選項(xiàng)似乎對(duì)應(yīng)原文六段后半段，但原文只說到motivation, 沒說到nature 和intensity,不選绰疤。
