2016年1月9号托福阅读答案-2016年托福阅读：教学中的反思

　　Reflection in Teaching
　　教学中的反思
　　P1: 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.
　　难词解析：
　　reflection: n. 反思
　　conscious: adj. 有意识的
　　interaction: n. 互动
　　scheme：n. 方案
　　justify: v.支持
　　注：考词汇题，justified=supported
　　intellectually：adv. 智力上地
　　involve in: PHR V 参与
　　cope with: PHR V 处理
　　注：同义词组 deal with
　　paucity：n. 缺乏
　　注：同义词scarcity
　　discipline：n. 训练
　　注：其它常考含义 n. 学科
　　难句解析：
　　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].
　　参考译文：这被以下观点支持：[反思的实践可以帮助老师们感受到在他们的教学身份和工作中有更多的智力层面的参与感，并可以让他们能在教学训练中处理科学事实的缺乏和知识的不确定]。
　　P2: 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.
　　难词解析：
　　flourish：v. 兴旺，成功
　　注：考同义词，等于succeed。托福中常考同义词还有boom, thrive, prosper等。
　　particularly: adv. 特别地
　　注：同义词especially
　　investigate: v. 调查，研究
　　literature: n. 文学
　　注：同词源的单词literacy n. 读写能力;literal adj. 字面上的
　　strategy：n. 策略
　　void: n.空白，差距
　　注：1. 在原文中相当于gap，注意第5题(整套第19题)正确选项B的同义转化;
　　2. 同词源的单词 devoid adj. 缺少的。TPO2 Desert Formation 第七题考同义词
　　devoid of=lacking in
　　abstraction n. 抽象概念
　　注：abstract adj. 抽象的; 反义词 concrete adj. 具体的
　　bridge(v.)：克服(障碍)，弥补
　　注：常用搭配bridge the gap;另见TPO1 The Origins of Cetaceans 第一段倒数第二句 “How was the gap between a walking mammal and a swimming whale bridged?”
　　specific: adj. 特定的
　　难句解析：
　　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].
　　参考译文：Wildman和Niles都特别喜欢研究[反思可能大量出现的]情况——一个[几乎没有任何文献指导的]课题。
　　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]].
　　参考译文：他们担心，[很多人可能会沉浸在这种全新的教育概念中，结果却发现[教师反思的抽象概念和现实之间的鸿沟太大而无法跨越]]。
　　P3: 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.
　　难词解析：
　　sound (adj.) 良好的
　　objective：adj. 客观的(本文);
　　注：
　　1. 考同义词，等于unbiased 无偏见的;
　　2. TPO 7 The Geologic History of the Mediterranean 第1题考它的名词“目标”，等于purpose
　　3. 常考同源词：object: v. 反对;object: n. 物体
　　initial: adj. 最初的
　　utilitarian: adj. 功利的
　　detailed: adj. 详细的
　　drive (v. 非 “驾驶”)：驱使
　　rarely： adv. 很少的
　　reveal：v. 显示
　　tendency: n. 倾向
　　注：OG Nineteenth-Century Politics in the United States第6题词汇题考inclination=tendency
　　evaluate: v. 评价
　　contributory：adj. 起促进作用的
　　注：阅读中常用短语 contribute to: 促成;有助于
　　难句解析：
　　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.”
　　参考译文：他们描述[一起工作的教师们的](译者按：对课堂活动的)最初理解是：“功利的……且并不足够丰富和详细以促使系统反思的产生。
　　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.
　　参考译文：进一步的研究发现教师们更愿意评价事件而不是通过实际上站在事件之外洞察一个事件的促进因素。
　　我们来聊一聊结构吧
　　结构篇
　　试着往里面填一填：
　　P1: 教师反思的定义及其给教师带来的好处。
　　好处一：加强教师与工作的___________层面的联系;
　　好处二：使教师能够处理________的缺乏和_________的不确定性。
　　P2: 调查反思产生背景的实验策略和担心。
　　策略一：在几年内与_______老师共事
　　策略二：教师们要参与谈论__________
　　策略三：教师们先是在帮助下，而后______地反思具体问题
　　担心：教师觉得反思与他们的实际情况相比太_______以至于很难逾越鸿沟
　　P3: 实验观察结果
　　结果一：教学需要良好的、_______地理解课堂活动的能力;而老师很少能______地观察自己或他人的教学;
　　结果二：教师倾向评价活动而不是审视活动的___________
　　参考译文
　　P1：教师被认为受益于反思实践——有意识的更深入思考、仔细的检查他们教室里发生的事件以及相互影响。教育家T. Wildman 和J. Niles(1987)描述了一个在资深教师中开展反思实践的方案。这是合理的，因为人们认为反思的实践可以帮助老师们更加理性的对待他们的角色和他们从事的事业，并可以让他们能在教学准则中处理科学事实的缺乏和知识的不确定。
　　P2：Wildman 和Niles 都特别喜欢研究在哪种情况下反思可能大量出现——一个几乎没有任何文献指导的课题。他们给维吉利亚的一组教师设计了一个实验策略，并在几年内研究了40位教师。他们担心很多人可能“沉浸在这种全新的教育概念中，结果却发现教师反思的抽象概念和现实之间的鸿沟太大而无法逾越。要反思像教学这样复杂的工作并不容易”。要反思像教学这样复杂的事件不是容易的。老师们都参加了关于教学事件计划的讨论，紧接着在工作人员的协助下去反思具体问题，然后是独立反思。
　　P3：Wildman 和Niles 观察到系统教学反思需要一种以客观的方式来理解教室里发生事件的能力。他们起初认为参与研究的教师们太功利，并不是足够丰富和详细以促使系统反思的产生。教师们很少有机会和时间去客观的观察他们自己和其他老师的教学。更深的研究发现教师们更愿意评价事件而不是站在事件之外洞察一个事件的促进因素。

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