英语四级阅读段落信息匹配训练5.docx
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英语四级阅读段落信息匹配训练5.docx
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英语四级阅读段落信息匹配训练5
2019年12月英语四级阅读段落信息匹配训练(5)
段落信息匹配题是四六级改革之后的新题型,很多同学还不是很熟悉,以下是小编为同学们整理的英语四级长篇阅读段落信息匹配题练习,希望对各位有所协助。
PromoteLearningandSkillsforYoungPeopleandAdults
A)Thisgoalplacestheemphasisonthelearningneedsofyoungpeopleandadultsinthecontextoflifelonglearning.Itcallsforfairaccesstolearningprogramsthatareappropriate,andmentionslifeskillsparticularly.
B)Educationisaboutgivingpeopletheopportunitytodeveloptheirpotential,theirpersonalityandtheirstrengths.Thisdoesnotmerelymeanlearningnewknowledge,butalsodevelopingabilitiestomakethemostoflife.Thesearecalledlifeskills——includingtheinnercapacitiesandthepracticalskillsweneed.
C)Manyoftheinnercapacities——oftenknownaspsych0—socialskills——cannotbetaughtassubjects.Theyarenotthesameasacademicortechnicallearnin9.Theymustratherbemodeledandpromotedaspartoflearning,andinparticularbyteachers.Theseskillshavetodowiththewaywebehave—towardsotherpeople,towardsourselves,towardsthechallengesandproblemsoflife.
Theyincludeskillsincommunicating,inmakingdecisionsandsolvingproblems,innegotiatingandexpressingourselves,inthinkingcriticallyandunderstandingourfeelings.
D)Morepracticallifeskillsarethekindsofmanualskillsweneedforthephysicaltasksweface.Somewouldincludevocationalskillsundertheheadingoflifeskills——theabilitytolaybricks.sewclothes,catchfishorrepairamotorbike.Theseareskillsbywhichpeoplemayearntheirlivelihoodandwhichareoftenavailabletoyoungpeopleleavingschool.Infact,veryoftenyoungpeoplelearnpsycho-socialskillsastheylearnmorepracticalskills.Learningvocationalskillscanbeastrategyforacquiringbothpracticalandpsycho-socialskills.
E)Weneedtoincreaseourlifeskillsateverystageoflife,solearningthemmaybepartofearlychild—hoodeducation.ofprimaryandsecondaryeducationandofadultlearninggroups.LifeskillscanbeputintothecategoriesthattheJacquesDelorsreportsuggested;itspokeoffourpillarsofeducation,whichcorrespondtocertainkindsoflifeskills—Learningtoknow:
Thinkingabilities:
suchasproblem—solving,criticalthinking,decisionmaking,understandingconsequences.Learningtobe:
Personalabilities:
suchasmanagingstressandfeelings,self-awareness,self-confidence.Learningtolivetogether:
Socialabilities:
suchascommunication,negotiation,teamwork.Learningtodo:
Manualskills:
practicingknow-howrequiredforworkandtasks.
F)Intoday’sworldalltheseskillsarenecessary,inordertofacerapidchangeinsociety.Thismeansthatitisimportanttoknowhowtogoonlearningaswerequirenewskillsforlifeandwork.Inaddition,weneedtoknowhowtocopewiththefloodofinformationandturnitintousefulknowledge.Wealsoneedtolearnhowtohandlechangeinsocietyandinourownlives.
G)Lifeskillsarebothconcreteandabstract—practicalskillscanbelearneddirectly,asasubject.Forexample,alearnercantakeacourseinlayingbricksandlearnthatskill.Otherlifeskills,suchasself-confidence,self-esteem,andskillsforrelatingtoothersorthinkingcriticallycannotbetaughtinsuchdirectways.Theyshouldbepartofanylearningprocess,whereteachersorinstructorsareconcernedthatlearnersshouldnotjustlearnaboutsubjects,butlearnhowtocopewithlifeandmakethemostoftheirpotential.
H)Sotheselifeskillsmaybelearntwhenlearningotherthings.Forexample:
Learningliteracymayhaveabigimpactonself-esteem,oncriticalthinkingoroncommunicationskills;Learningpracticalskillssachasdrivin9,healthcareortailoringmayincreaseself-confidence,teachproblem—solvingprocessesorhelpinunderstandingconsequences.
I)Whetherthisistruedependsonthewayofteachin9—whatkindsofthinkin9,relationshipbuildingandcommunicationtheteacherorfacilitatormodelsthemselvesandpromotesamongthelearners.
Itwouldrequiremeasuringtheindividualandcollectiveprogressinmakingthemostoflearningandoflife,orassessinghowfarhumanpotentialisbeingrealized,orestimatinghowwellpeoplecopewithchange.Itiseasiertomeasurethedevelopmentofpracticalskills,forinstancebycountingthenumberofstudentswhoregisterforvocationalskillscourses.However,thisstillmaynottellushoweffectivelytheseskillsarebeingused.
J)Thepsych0.socialskillscannoteasilybemeasuredbytestsandscores,butbecomevisibleinChangbehavior.Progressinthisareahasoftenbeennotedbyteachersonreportswhichtheymaketotheparentsoftheirpupils.Theteacher’sexperienceoflife,ofteachingandofwhatcanbeexpectedfromeducationinthebroadestsenseserveasastandardbywhichthegrowthanddevelopmentofindividualscanbeassessedtosomeextent.Thiskindofassessmentisindividualandmayneverappearininternationaltablesandcharts.
K)Thecurrentchallengesrelatetothesedifficulties:
Weneedtorecognizetheimportanceoflifeskills bothpracticalandpsycho-social aspartofeducationwhichleadstothefulldevelopmentofhumanpotentialandtothedevelopmentofsociety.Thelinksbetweenpsycho—socialskillsandpracticalskillsmustbemoreclearlyspelledout,sothateducatorscanpromotebothtogetherandfindeffectivewaystodothis.Sincelifeskillsaretaughtaspartofawiderangeofsubjects,teachersneedtohavetraininginhowtoputthemacrossandhowtomonitorlearners’growthintheseareas.
Indesigningcurriculaandsyllabusesforacademicsubjects,theremustbeabalancebetweencontentteachingandattentiontotheaccompanyinglifeskills.Amoreconsciousanddeliberateefforttopromotelifeskillswillenablelearnerstobecomemoreactivecitizensinthelifeofsociety.
L)Governmentsshouldrecognizeandactivelyadvocateforthetransformationalroleofeducationinrealizinghumanpotentialandinsocio—economicdevelopment.Ensurethatcurriculaandsyllabusesaddresslifeskillsandgivelearnerstheopportunitytomakereal-lifeapplicationsofknowledge,skillsandattitudes.Showhowlifeskillsofallkindsapplyintheworldofwork,forexample,negotiatingandcommunicationskills,aswellpracticalskills.Throughinitialandin-serviceteachertraining,increasetheuseofactiveandparticipatorylearning/teachingapproaches.Examineandadapttheprocessesandcontentofeducationsothatthereisabalancebetweenacademicinputandlifeskillsdevelopment.Makesurethateducationinspectorslooknotonlyforacademicprogressthroughteachingandlearning,butalsoprogressinthecommunication,modelingandapplicationoflifeskills.Advocateforthelinksbetweenprimaryand(early)secondaryeducationbecauselearninglifeskillsneedseightornineyearsandrecognizethattheprospectofeffectivesecondaryeducationisanincentivetochildren,andtheirparents,tocompleteprimaryeducationsuccessfully.
M)Fundingagenciesshouldsupportresearch,exchangeanddebate.nationallyandregionally, onwaysofstrengtheninglifeskillseducation.Supportinnovative(创新的)teachertraininginordertocombinelifeskillspromotionintosubjectsacrossthecurriculumandasafundamentalpartofwhatschoolandeducationareabout.Recognizethelinksbetweenprimaryandsecondaryeducationinensuringthatchildrendevelopstronglifeskills.Support,therefore,theearlyyearsofsecondaryeducationaspartbasiceducation.
N)Assupporttogovernmentsandincooperationwithotherinternationalagencies,UNESC0:
Workstodefinelifeskillsbetterandclarifywhatitmeanstoteachandlearnthem.Assistseducation.policymakersandteacherstodevelopandusealifeskillsapproachtoeducation.Advocatesforthelinksbetweenalifeskillsapproachtoeducationandbroadersocietyandhumandevelopment.
46.Therecognitionoflifeskillsaspartofeducationwillpromotethedevelopmentofhumanpotentialandsociety.
47.Theabilitiestomakethemostoflifeconsistoftheinnercapacitiesandthepracticalskills.
48.Theprogressinpsycho—socialskillscanbemeasuredbychangedbehavior.
49.Governmentsshouldexamineandadapttheprocessesandcontentofeducationsoastobalancetheacademicinputandlifeskillsdevelopment.
50.AccordingtoJacquesDelors,fourpillarsofeducationincludelearningtoknow,learningtobe,learningtolivetogetherandlearningtodo.
51.Thefundingagenciesshouldlinkprimaryeducationandsecondaryeducationtomakesurethatchildrendevelopstronglifeskills.
52.Learningliteracymayexertaninfluenceonself-esteem,criticalthinkingandcommunicationskills.
53.OnefunctionofUNESCOistohelpeducationalpolicymakersandteacherstodevelopandusealifeskillsapproachtoeducation.
54.Learningvocationalskillscanbeanapproachtoacquiringbothpracticalandpsycho—socialskills.
55.Theabilitiestomanagestressandfeelings,self-awareness,self-confidencearepersonalabilities.促动年轻人和成年人的学习和技能
A)这个目标以“终生学习”为背景,将重点放在年轻人和成年人的学习需要上。
它提倡应有公平的机会去学习适当的课程,还特别提到生活技能。
B)教育要给人们发展潜能、个性和优势提供机会。
【47】这并不但仅意味着学习新知识,还指培养水平,充分地利用人生。
内在水平和我们需要的实用技能,这些都被称为生活技能。
C)绝大部分的内在水平——经常被称作“心理社会技能”——是不能作为学科来教授的。
它与学术或技术的学习不同,但必须作为学习的一部分来塑造和促动,尤其要由教师来做。
这些技能应该和我们的行为方式相关——我们如何对待他人,对待我们自己,对待生活的挑战和问题。
它们包括沟通,决策和解决问题,协商和自我表达,批判性思考和理解我们的情感等方面的技能。
D)更实际的生活技能是那些我们实行体力劳动时需要的手工技能,包括生活技能里的职业技能,例如铺砖、缝纫、捕鱼或是修理摩托车的水平。
这些是人们谋生的技能,也是离开学校的年轻人经常能够学习到的技能。
事实上,年轻人在学习更实际的技能时,通常也就是在学习心理社会技能。
【54】学习职业技能是能够同时掌握实际技能和心理社会技能的一种策略。
E)在生活的每个阶段,我们都要提升自身的生活技能,所以,学习这些技能也许是早期儿童教育、中小学教育和成年教育的一部分。
生活技能可被归入JacquesDelors报告所提出的分类;【50】该报告谈纠了教育的四个支在,这和某些生活技能相呼应:
学习了解:
思考水平,例如解决问题、批判性思维、决策、理解推理。
学习生存:
【55】个人水平,例妇应付压力和情绪、自我了解、自信。
学习共存:
社会水平,例如沟通、谈判、团队协 作。
学习动手:
手工技能,具备完成工作和任务所需要的技能。
F)在当今世界,为了面对社会的迅速变化,所有这些技能都是必要的
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