专业八级344.docx
- 文档编号:7777958
- 上传时间:2023-01-26
- 格式:DOCX
- 页数:36
- 大小:55.71KB
专业八级344.docx
《专业八级344.docx》由会员分享,可在线阅读,更多相关《专业八级344.docx(36页珍藏版)》请在冰豆网上搜索。
专业八级344
专业八级-344
(总分:
100.00,做题时间:
90分钟)
一、{{B}}PARTⅠLISTENINGCOMPREHENSION{{/B}}(总题数:
0,分数:
0.00)
二、{{B}}SECTIONA{{/B}}(总题数:
1,分数:
10.00)
Completethegap-fillingtask.SomeofthegapsbelowmayrequireamaximumofTHREEwords.Makesuretheword(s)youfillinis(are)bothgrammaticallyandsemanticallyacceptable.Youmayrefertoyournotes.
ConsiderationsofLearning-centeredTeaching
Ⅰ.Introduction
A.Goalofmostcourses:
toenhancestudents'understanding
—differentunderstandingcallsfordifferentteachingmethods
B.Mostformsofunderstandingareexpressedbynew{{U}}{{U}}1{{/U}}{{/U}}
—example:
"weight"for"heaviness"
C.Otherkindsoflearningbesidesunderstanding
1.Thekeylearningactivity:
{{U}}{{U}}2{{/U}}{{/U}}
2.Memorizingandrecalling{{U}}{{U}}3{{/U}}{{/U}}
3.Acquiringattitudesandvalues,etc.
—differentlearningcallsfordifferentteachingmethods.
Ⅱ.Waysofcategorizationandmodelingstudents
A.Holists:
studentswho{{U}}{{U}}4{{/U}}{{/U}}asawhole
B.Serialists:
studentswhobegin{{U}}{{U}}5{{/U}}{{/U}}
C.Visualisers:
studentswhodependonvisualmaterials
D.Verbalisers:
studentswhoprefertolisten,read,discuss,etc.
E.{{U}}{{U}}6{{/U}}{{/U}}:
studentswhobelievethattopracticeistounderstand
Ⅲ.Students'approachestolearning
A.{{U}}{{U}}7{{/U}}{{/U}}:
intendingtofurtherunderstandingandquestionideas
B.{{U}}{{U}}8{{/U}}{{/U}}:
intendingtomemorizeinformationandobeyinstructions
Ⅳ.Courseevaluationthroughfeedback
A.Feedbackrevealsaboutthelearnersandthe{{U}}{{U}}9{{/U}}{{/U}}.
B.Feedbackcanbequite{{U}}{{U}}10{{/U}}{{/U}}unlessbeingproperlyanalyzed.
Completethegap-fillingtask.SomeofthegapsbelowmayrequireamaximumofTHREEwords.Makesuretheword(s)youfillinis(are)bothgrammaticallyandsemanticallyacceptable.Youmayrefertoyournotes.
ConsiderationsofLearning-centeredTeaching
Ⅰ.Introduction
A.Goalofmostcourses:
toenhancestudents'understanding
—differentunderstandingcallsfordifferentteachingmethods
B.Mostformsofunderstandingareexpressedbynew{{U}}{{U}}1{{/U}}{{/U}}
—example:
"weight"for"heaviness"
C.Otherkindsoflearningbesidesunderstanding
1.Thekeylearningactivity:
{{U}}{{U}}2{{/U}}{{/U}}
2.Memorizingandrecalling{{U}}{{U}}3{{/U}}{{/U}}
3.Acquiringattitudesandvalues,etc.
—differentlearningcallsfordifferentteachingmethods.
Ⅱ.Waysofcategorizationandmodelingstudents
A.Holists:
studentswho{{U}}{{U}}4{{/U}}{{/U}}asawhole
B.Serialists:
studentswhobegin{{U}}{{U}}5{{/U}}{{/U}}
C.Visualisers:
studentswhodependonvisualmaterials
D.Verbalisers:
studentswhoprefertolisten,read,discuss,etc.
E.{{U}}{{U}}6{{/U}}{{/U}}:
studentswhobelievethattopracticeistounderstand
Ⅲ.Students'approachestolearning
A.{{U}}{{U}}7{{/U}}{{/U}}:
intendingtofurtherunderstandingandquestionideas
B.{{U}}{{U}}8{{/U}}{{/U}}:
intendingtomemorizeinformationandobeyinstructions
Ⅳ.Courseevaluationthroughfeedback
A.Feedbackrevealsaboutthelearnersandthe{{U}}{{U}}9{{/U}}{{/U}}.
B.Feedbackcanbequite{{U}}{{U}}10{{/U}}{{/U}}unlessbeingproperlyanalyzed.
(分数:
10.00)
填空项1:
__________________ (正确答案:
concepts)
解析:
[听力原文]
ConsiderationsofLearning-centeredTeaching
Goodmorning,everyone.Intoday'slecture,weshalldiscusssomeconsiderationsoflearning-centeredteaching.
Firstofall,I'dsay,mostcoursesoftodaytrytohelpstudentsdeveloptheirunderstanding.Butunderstandingaforeignlanguageisnotthesameasunderstandingwhysomeoneisupset,orunderstandingelectromagnetismorunderstandinghistory.Therefore,itisnottobeexpectedthatthesameteachingmethodswillbeappropriatetothesedifferentkindsofunderstanding.
ThenextpointI'dliketomakeisthat,mostformsofunderstandingareexpressedbyconceptswhichdifferfromeverydayones.Forexample,weallknowthatsuitcasesgetheavierthelongeryoucarrythem,butinsciencethisisdescribedintermsof"constantweightplusincreasingfatigue".Theconcept"weight"isintroducedandlaidalongsidethecommonsenseconceptof"heaviness".Similarlyweallknowthattimepassesquicklywhenweareabsorbedandslowlywhenwearebored,butsciencetellsusthatthisisanillusion;timereallyticksawayatasteadyrate.Notethatconceptualchangeshouldnotbetheaim,asissometimessuggested,sincepeoplestillalsoneedtheircommonsense.Theaimistoaddnewsetsofconceptsandtoexplainwhentousewhichset.
Thirdly,"understanding"isnottheonlykindoflearningwhichstudentsneedtomaster.Instruction,demonstrationanderror-correctionarethekeyteachingactivitieswhilepracticeisthemainlearningactivity.Studentsalsohavetomemorizeinformationandbeabletorecallitwhenrequired,aswellasacquireseveralotherkindsoflearning(suchasknow-howandattitudesandvalues)eachofwhichcallsfordifferentteachingmethods.Solearning-centeredteachingincludesaconsciousmatchingofteachingmethodstotheintendedkindoflearning.
Whilegoodteachinginvolves,amongotherthings,helpingstudentstoachievetheirchosenlearninggoals,thepictureisfurthercomplicatedbythedifferentlearningstylesadoptedbydifferentgroupsofstudents.Andthefollowingarewaysofcategorizationandmodelingstudents,whichareprovedtobeuseful,particularlyinconnectionwithunderstanding.
Firstly,I'dliketocallsomestudents"holists":
whichmeanstheyliketotakeanoverviewofasubjectfirstandthenfillinthedetailsandconceptsintheirownway.Secondly,thereare"serialists"wholiketofollowalogicalprogressionofasubject,beginningatthebeginning.EducationalresearcherGordonPaskstructuredsometeachingmaterialsinbothaholistandaserialistmanner,andthentestedpreviously-sortedcohortsofstudentsusingthem.Hefoundthatthebestperformanceofthosewhoweremismatched(thatisholiststudentswithserialistmaterial,andviceversa)wasworsethantheworstperformanceofthosewhowerematchedtothelearningmaterials.
Thisseemstoimply,forexample,thateducationaltextbooks—whicharenaturallyserialistincharacter—shouldincludesignposts,summaries,alternativeexplanationsofdifficultconcepts,explanatoryfigurecaptions,aglossaryofterms,agoodindex,etc.tohelpholiststudentsfindtheirownwaythroughthem.Similarlyprojects,whicharenaturallyholistincharacter,sincetheyareusuallyspecifiedintermsofafinalgoal,cancauseproblemsforserialists,whomaythereforeneedstep-by-stepguidance.
Thethirdgroupofstudentsare"visualisers"whoselearningishelpedbytheinclusionofdiagrams,pictures,flow-charts,films,etc.,whilethefourthgroupare"verbalisers"whoprefertolisten,read,discuss,argue,attendtutorialsandwriteduringtheirconceptualdevelopment.Finally,thefifthgroupare"doers"whofindthatovertpracticalactivityisbest.Thesayingthat"tohearistoforget,toseeistoremember,buttodoistounderstand"isonlytruefor"doers".Withatypicalmixofstudents,attemptsshouldbemadetocatertoeachpreferredstyle.
Mythirdmainpointisaboutstudents'approachestolearning.Itiswellknownnowadaysthatforthedevelopmentof"understanding"andforthememorizationofinformation,itisimportantthatstudentsadopta"deepapproach"totheirlearning,ratherthana"surfaceapproach".The"deepapproach"referstoanintentiontodeveloptheirunderstandingandtochallengeideas,whilethe"surfaceapproach"istheintentiontomemorizeinformationandtofollowinstructions.Althoughstudentsarenaturallyinclinedtowardsoneapproachratherthantheother—oftenwithanewsubjecttheinclinationistowardsthesurfaceapproach—thiscanvaryfromsubjecttosubjectandcanusuallybechangedbytheteachingtheyreceive.Overloading,forexample,willencouragethesurfaceapproach;stimulatinginterestmayencouragethedeepapproach.Giventhedeepapproach,evengoodlecturescanmakeaconsiderablecontributiontostudents'"understanding".
Recently,theneedtoencouragethedeepapproachinstudentshasbeenallowedtodominatethechoiceofteachingmethod,sometimesattheexpenseofeffectiveteaching.Constructivisminscienceteaching,forexample,inwhichstudentsareencouragedtodevisetheirownexplanationsofphenomena,certainlytendstoencouragethedeepapproach,butitcanalsoleavestudentswithmisconceptions.Similarly,thoughproblem-basedlearningisusuallypopularwithstudents,itteaches"know-how"ratherthan"understanding":
unlessexplicitconceptualguidanceisalsogiven.
ThelastpointIwantyoutopayattentiontoiscourseevaluationthroughfeedback.Itoftenseemstobeassumedthatstudentsareahomogeneousbunchandthatthereforeamajorityopinioncondemningacertainaspectofacoursejustifieschangingitforthefuture.Butthiscanwellbeamistake.Ifacourseiswellmatched,say,to"holist"and"verbalisers",itisunlikelytobefoundveryhelpfulto"serialist"and"visualisers".Inotherwords,feedbackislikelytorevealasmuchaboutthestudentsasaboutthecourseorlecturer,andcanbequitemisleadingunlessitisproperlyanalyzedintermsofthepreferredlearningstylesoftheparticularcohortofstudents.
Indeed,studentfeedbackabouttheteachingof"understanding"can,inanycase,bequitemisleading,sincestudentscannotbeexpectedtojudgewhathasbeenhelpfultothemuntilmuchofthenecessaryconceptualdevelopmenthasoccurred.Onlyafter"thepennyhasdropped"issuchfeedbacklikelytobereliable.Similarly,favorablefeedbackaboutthenecessarybuttediousp
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 专业 344
![提示](https://static.bdocx.com/images/bang_tan.gif)