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
77
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
C
解析
“A Good Teacher”的第二段中陈述到“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.”因此答案为C。
转载请注明原文地址:https://kaotiyun.com/show/QQXd777K
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?
Lastweek,Icalledonmyteacher.
Themainideaofthepassageisabout______.Theword"it"inline2refersto______.
Thepassagemainlydiscusses______.Theauthorwouldmostlikelyagreewithwhichofthefollowingstatements?
Thepassagemainlydiscusses______.Whenstemcellsspecialize,they______.
Thepassagemainlydiscusses______.Thereasonanoseisnotlikelytoturnintoakidneyisthat______.
Goodschoolscienceeducationisexpensive.Itrequiresspecialistteachers,laboratories,equipment,techniciansandconsumable
随机试题
我用放大镜观察最初提到的红蚂蚁,看到它狠狠咬住敌方的前腿上部,且咬断了对方剩下的触须,可自己的脸部却被黑武士撕开了,露出了内脏,而黑武士的胸甲太结实,无法刺穿。这痛苦的红武士暗红的眸子发出战争激发出的凶光。它们在杯子下又缠斗了半小时,当我再次观战时,那黑武
以下哪种疾病外周血中不会出现有核红细胞
关于重建和重组的描述正确的是
生产或服务过程的清洁生产分析采用()发布的清洁生产规范性文件。
甲上市公司发行每张面值为100元的傥先股800万张,发行价格为110元,规定的年固定股息率为8%。发行时的筹资费用率为发行价格的1%。该公司适用的所得税税率为25%,则该优先股的资本成本率为()。
科幻小说大师阿瑟.克拉克说:“如果一个德高望重的老科学家说某件事情是可能的,那他可能是正确的;但如果他说某件事情是不可能的,那他也许是非常错误的。”根据这段文字可知,阿瑟.克拉克想说的是:
求函数f(x,y)=4x一4y—x2一y2在区域D:x2+y2≤18上的最大值和最小值.
下列哪一条不属于数据库设计的任务?
面向对象的模型中、最基本的概念是对象和【】。
A、Aboutonethird.B、Abouttwothirds.C、Lessthanhalf.D、Morethanhalf.C
最新回复
(
0
)