託福TPO9閱讀第二篇原文及答案解析

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       託福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.

託福TPO9閱讀題目Part2

1. The word "justified" in the passage is closest in meaning to

2. According to paragraph 1, it was believed that reflection could help teachers

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

4. All of the following are mentioned about the experimental strategy described in paragraph 2 EXCEPT:

5. According to paragraph 2, Wildman and Niles worried that the teachers they were working with might feel that

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

7. According to paragraph 3, what did the teachers working with Wildman and Niles often fail to do when they attempted to practice 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?

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

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

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

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

託福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

託福TPO9閱讀翻譯Part2

參考翻譯：教學中的反思

教師被認爲受益於反思實踐--有意識地更深入思考、仔細地檢查發生在他們自己教室裏的事件和相互影響。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，因爲人們認爲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，並可以讓他們能在教學準則中處理科學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--一個幾乎沒有任何文獻指導的課題。他們給弗吉利亞的一組教師設計了一個實驗策略，並在幾年內研究了這一組的40位教師。他們擔心很多人可能認爲沉浸在這種全新的教育概念中的結果就是，發現教師反思的抽象概念和現實之間的鴻溝太大而無法逾越。要反思像教學這樣複雜的事件不是容易的。老師們都參加了關於教學事件計劃的討論，緊接着在工作人員的協助下去反思具體問題，然後是獨立反思。

懷爾德曼和奈爾斯 觀察到系統教學反思需要一種以客觀的方式來理解教室裏發生事件的能力。他們起初認爲參與研究的教師們太功利，並不是足夠豐富和詳細以促使系統反思的產生。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。更深的研究發現教師們更願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於課堂事件的認識變成了關鍵問題。這個過程需要時間和耐心以及有效的受訓者。研究者認爲訓練同一個教師使他客觀地看待事情需要大約20到30小時，而反思技巧的練習同樣需要這麼多時間。

懷爾德曼和 奈爾斯確定了促進在教學環境中實現反思行爲的3個原則。第一就是來自教學系統管理層的支持，這使得教師們明白反思實踐的必要條件，並知道它與教學之間的聯繫。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時的要求而爲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爲基礎的親密無間的環境。項目中的教師同樣需要支持和鼓勵以幫助他們去應付他們職業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性的評論："或許我們學到的最重要的觀點就是教師不會因爲這是好的，或者甚至是不可或缺的觀念而自發地開展教學反思。"