托福TPO9閱讀第二篇原文及答案解析
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托福TPO9閱讀原文Part2
Reflection in Teaching
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.
Paragraph 1: 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.
托福TPO9閱讀題目Part2
1. The word "justified" in the passage is closest in meaning to
○supported
○shaped
○stimulated
○suggested
2. According to paragraph 1, it was believed that reflection could help teachers
○understand intellectual principles of teaching
○strengthen their intellectual connection to their work
○use scientific fact to improve discipline and teaching
○adopt a more disciplined approach to teaching
Paragraph 2: 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.
3. The word "flourish" in the passage is closest in meaning to
○ continue
○ occur
○ succeed
○ apply
4. All of the following are mentioned about the experimental strategy described in paragraph 2 EXCEPT:
○It was designed so that teachers would eventually 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 record in writing their reflections about teaching.
5. According to paragraph 2, Wildman and Niles worried that the teachers they were working with might feel that
○ the number of teachers involved in their program was too large
○ the concepts of teacher reflection were so abstract that they could not be applied
○ the ideas involved in reflection were actually not new and refreshing
○ several years would be needed to acquire the habit of reflecting on their teaching
Paragraph 3: 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.
6. The word "objective" in the passage is closest in meaning to
○ unbiased
○ positive
○ systematic
○ thorough
7. According to paragraph 3, what did the teachers working with Wildman and Niles often fail to do when they attempted to practice reflection?
○Correctly calculate the amount of time needed for reflection.
○Provide sufficiently detailed descriptions of the methods they used to help them reflect.
○Examine thoughtfully the possible causes of events in their classrooms.
○Establish realistic goals for themselves in practicing reflection.
Paragraph 4: 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.
8. How is paragraph 4 related to other aspects of the discussion of reflection in the passage?
○It describes and comments on steps taken to overcome problems identified earlier in the passage.
○It challenges the earlier claim that teachers rarely have the time to think about their own or others' teaching.
○It identifies advantages gained by teachers who followed the training program described earlier in the passage.
○It explains the process used to define the principles discussed later in the passage.
Paragraph 5: 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."
9. The word "compelling" in the passage is closest in meaning to
○ commonly held
○ persuasive
○ original
○ practical
Paragraph 6: 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.
10. According to paragraph 6, teachers may be discouraged from reflecting because
○ it is not generally supported by teacher educators
○ the benefits of reflection may not be apparent immediately
○ it is impossible to teach and reflect on one's teaching at the same time
○ they have often failed in their attempts to become reflective practitioners
11. Which of the sentences below expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information
○The practice of being reflective is no longer simply a habit among teachers but something that is externally motivated.
○Most teachers need to explore ways to form the habit of reflection even when no external motivation exists.
○Many aspects of the motivation to reflect have not been studied, including the comparative benefits of externally motivated and habitual reflection among teachers.
○There has not been enough exploration of why teachers practice reflection as a habit with or without external motivation.
Paragraph 4: 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.
Paragraph 5: ■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."
12. Look at the four squares [■] that indicate where the following sentence could be added to the passage.
However, changing teachers' thinking about reflection will not succeed unless there is support for reflection in the teaching environment.
Where could the sentence best fit?
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
●
●
●
Answer Choices
○Through their work with Virginia teachers, Wildman and Niles proved conclusively that reflection, though difficult, benefits both teachers and students.
○Wildman and Niles found that considerable training and practice are required to understand classroom events and develop the skills involved in reflection.
○Wildman and Niles identified three principles that teachers can use to help themselves cope with problems that may arise as a result of reflection.
○Wildman and Niles concluded that teachers need sufficient resources as well as the cooperation and encouragement of others to practice reflection.
○There are numerous obstacles to implementing reflection in schools and insufficient understanding of why teachers might want to reflect.
○Whether teachers can overcome the difficulties involved in reflection may depend on the nature and intensity of their motivation to reflect
托福TPO9閱讀答案Part2
參考答案：
1. ○1
2. ○2
3. ○3
4. ○4
5. ○2
6. ○1
7. ○3
8.○1
9. ○2
10. ○2
11. ○3
12. ○3
13. Wildman and Niles found that
Wildman and Niles concluded that
There are numerous obstacles to
托福TPO9閱讀翻譯Part2
參考翻譯：教學(xué)中的反思
教師被認為受益于反思實踐--有意識地更深入思考、仔細地檢查發(fā)生在他們自己教室里的事件和相互影響。教育家T o 懷爾德曼和J. o奈爾斯(1987)描述了一個在資深教師中開展反思實踐的方案。這是合理的，因為人們認為反思的實踐可以幫助老師們更加理性地對待他們的角色和從事的事業(yè)，并可以讓他們能在教學(xué)準則中處理科學(xué)事實的缺乏和知識的不確定。
懷爾德曼和 奈爾斯都特別喜歡研究在哪種情況下反思可能大量出現(xiàn)--一個幾乎沒有任何文獻指導(dǎo)的課題。他們給弗吉利亞的一組教師設(shè)計了一個實驗策略，并在幾年內(nèi)研究了這一組的40位教師。他們擔(dān)心很多人可能認為沉浸在這種全新的教育概念中的結(jié)果就是，發(fā)現(xiàn)教師反思的抽象概念和現(xiàn)實之間的鴻溝太大而無法逾越。要反思像教學(xué)這樣復(fù)雜的事件不是容易的。老師們都參加了關(guān)于教學(xué)事件計劃的討論，緊接著在工作人員的協(xié)助下去反思具體問題，然后是獨立反思。
懷爾德曼和奈爾斯 觀察到系統(tǒng)教學(xué)反思需要一種以客觀的方式來理解教室里發(fā)生事件的能力。他們起初認為參與研究的教師們太功利，并不是足夠豐富和詳細以促使系統(tǒng)反思的產(chǎn)生。教師們很少有機會和時間去客觀地觀察他們自己和其他老師的教學(xué)。更深的研究發(fā)現(xiàn)教師們更愿意評價事件而不是站在事件之外洞察一個事件的促進因素。
幫助這組教師修訂他們關(guān)于課堂事件的認識變成了關(guān)鍵問題。這個過程需要時間和耐心以及有效的受訓(xùn)者。研究者認為訓(xùn)練同一個教師使他客觀地看待事情需要大約20到30小時，而反思技巧的練習(xí)同樣需要這么多時間。
懷爾德曼和 奈爾斯確定了促進在教學(xué)環(huán)境中實現(xiàn)反思行為的3個原則。第一就是來自教學(xué)系統(tǒng)管理層的支持，這使得教師們明白反思實踐的必要條件，并知道它與教學(xué)之間的聯(lián)系。第二就是需要足夠的時間和空間。項目中的教師們抱怨說讓他們放棄別人當(dāng)時的要求而為自己騰出時間去提升自己的反思能力是很困難的。第三就是以其他教師的支持為基礎(chǔ)的親密無間的環(huán)境。項目中的教師同樣需要支持和鼓勵以幫助他們?nèi)?yīng)付他們職業(yè)生活中的不如意的方面。懷爾德曼和奈爾斯作出了一個總結(jié)性的評論："或許我們學(xué)到的最重要的觀點就是教師不會因為這是好的，或者甚至是不可或缺的觀念而自發(fā)地開展教學(xué)反思。"
懷爾德曼 和奈爾斯 的工作表明認識進行反思的某些困難的重要性。也有其他人知道這個，并指出相似的關(guān)于反思行為的教學(xué)職業(yè)文化阻礙。Zeichner 和Liston(1987)指出作為一個決策者的教師和作為一個將其他人觀念付諸實施的教師之間，存在著角色上的不一致。比文化問題更基本的是動機問題。成為一個反思教學(xué)的執(zhí)行者需要額外的付出(Jaworski,1993)而且只有一個模糊的目標，甚至不僅沒有顯而易見的回報，反而有易受責(zé)難的威脅。很少人直接質(zhì)疑什么可能讓一個教師想變成反思型教師。顯然，使教師朝著反思行為奮斗的最直接的原因是師資培訓(xùn)者認為這是一件很好的事情。關(guān)于反思的動力存在許多未知的問題，例如外部驅(qū)動的反思的價值與通過習(xí)慣進行反思的價值是不同的。
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