首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
A=The Role of a Teacher B=The Task of a Teacher C=A Good Teacher In which passage ... The Role of a Teacher Teach
A=The Role of a Teacher B=The Task of a Teacher C=A Good Teacher In which passage ... The Role of a Teacher Teach
admin
2012-01-21
28
问题
A=The Role of a Teacher B=The Task of a Teacher C=A Good Teacher
In which passage ...
The Role of a Teacher
Teaching is supposed to be a professional activity requiring long and complicated training as well as official certification. The act of teaching is looked upon as a flow of knowledge from a higher source to an empty container. The students’ role is one of receiving information; the teacher’s role is one of sending it. There is a clear distinction assumed between one who is supposed to know (and therefore not capable of being wrong) and another, usually younger person who is supposed not to know. However, teaching need not be the province of a special group of people nor need it be looked upon as a technical skill. Teaching can be more like guiding and assisting than forcing information into a supposedly empty head. If you have a certain skill you should be able to share it with someone. You do not have to get certified to convey what you know to someone else or to help them in their attempt to teach themselves. All of us, from the very youngest children to the oldest members of our cultures should come to realize our own potential as teachers. We can share what we know, however little it might be, with someone who is in need of that knowledge or skill.
The Task of a Teacher
The task of the teacher in higher education has many dimensions: it involves the provision of a broad context of knowledge within which students can locate and understand the content of their more specific studies; it involves the creation of a learning environment in which students are encouraged to think carefully and critically and express their thoughts, and in which they wish to confront and resolve difficulties rather than gloss over them, it involves constantly monitoring and reflecting on the processes of teaching and student understanding and seeking to improve them. Most difficult of all perhaps, it involves helping students to achieve their own aims, and adopt the notion that underlies higher education: that students’ learning requires from them commitment, work, responsibility for their own learning, and a willingness to take risks, and that this process has its rewards, not the least of which is that learning can be tim!
These are not easy tasks, and there is no simple way to achieve them. Still less are there any prescriptions that will hold good in all disciplines and for all students. How we teach must be carefully tailored to suit both that which is to be learnt and those who are to learn it. To put it another way — and to add another ingredient — our teaching methods should be the outcome of our aims (that is, what we want the students to know, to understand, to be able to do, and to value), our informed conceptions of how students learn, and the institutional context — with all of its constraints and possibilities — within which the learning is to take place.
A Good Teacher
"A good teacher knows when to act as Sage on the Stage and when to act as a Guide on the Side. Because student — centered learning can be time — consuming and messy, efficiency will sometimes argue for the Sage. When students are busy making up their own minds, the role of the teacher shifts. When questioning, problem-solving and investigation become the priority classroom activities, the teacher becomes a Guide on the Side."
Jamie McKenzie’s article The WIRED Classroom provides a list of descriptors of the role of a teacher who is a Guide on the Side while students are conducting their investigations. "... the teacher is circulating, redirecting, disciplining, questioning, assessing, guiding, directing, fascinating, validating, facilitating, moving, monitoring, challenging, motivating, watching, moderating, diagnosing, trouble-shooting, observing, encouraging, suggesting, watching, modeling and clarifying."
The teacher is on the move, checking over shoulders, asking questions and teaching mini-lessons for individuals and groups who need a particular skill. Support is customized and individualized. The Guide on the Side sets clear expectations, provides explicit directions, and keeps the learning well structured and productive.
In a thinking curriculum, students develop an in-depth understanding of the essential concepts and processes for dealing with those concepts, similar to the approach taken by experts in tackling their tasks. For example, students use original sources to construct historical accounts; they design experiments to answer their questions about natural phenomena; they use mathematics to model real-world events and systems; and they write for real audiences.
选项
A、
B、
C、
答案
B
解析
“The Task of a Teacher”的第二段第一句陈述到“These are not easy tasks.and there is no simple way to achieve them.”因此,老师的任务是复杂而艰难的,因此答案为B。
转载请注明原文地址:https://kaotiyun.com/show/GQXd777K
本试题收录于:
公共英语五级笔试题库公共英语(PETS)分类
0
公共英语五级笔试
公共英语(PETS)
相关试题推荐
RonaldKahnandhiscolleaguescanmakemicelivelongerbyWhatcanbeinferredfromthepassageabouttheroutetolonglife?
ThepassagetellsusthatasachildgrowsupThepassageismainlyabout
ThepassagetellsusthatasachildgrowsupWhohavethebestchanceofgrowingupsuccessfully?
Themainideaofthepassageisabout______.Theword"desalination"inthelastsentencemaymean______.
Theword"bound"inline1isclosestinmeaningto______.ItcanbeinferredfromthepassagethatearlyhotelkeepersintheU
Thepassagemainlydiscusses______.Theauthorwouldmostlikelyagreewithwhichofthefollowingstatements?
Goodschoolscienceeducationisexpensive.Itrequiresspecialistteachers,laboratories,equipment,techniciansandconsumable
Goodschoolscienceeducationisexpensive.Itrequiresspecialistteachers,laboratories,equipment,techniciansandconsumable
随机试题
A、Beingconsciousofthefieldinvestedin.B、CuttingdownontheirC02emissions.C、Beingwiseaboutwheretobuildfacilities.
安全教育的主要内容包括()。
胆汁的生理作用不包括【】
创伤性连枷胸是指
质量控制贯穿于项目实施的全过程,其侧重点是按照(),使产品和过程的实施保持受控状态,预防不合格的发生。
《IMA职业道德行为准则》的诚信标准表明每一位成员都有责任:
根据《预防未成年人犯罪法》,对多次偷窃的未成年人可以采取()方法,以矫治其严重不良的社会行为。
体现“身教重于言教”思想的学习理论派别是()。
简述守法的要素。
法制的健伞或并执政者强有力的社会控制能力,是维持一个国家社会稳定的必不可少的条件。Y国礼会稳定但法制尚不健全。因此,Y围的执政者具有强有力的社会控制能力。以下哪项沦证方式,和题干的论证方式最为类似?
最新回复
(
0
)