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
44
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”的第二段中陈述到“How we teach must be carefully tailored to suit both that which is to be learnt and those who are to learn it.”因此答案为B。
转载请注明原文地址:https://kaotiyun.com/show/UQXd777K
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
ThetwoboysinChicagowereWhichofthestatementsisNOTtrueaccordingtothispassage?
ThepassagetellsusthatasachildgrowsupThepassageismainlyabout
Lastweek,Icalledonmyteacher.
Lastweek,Icalledonmyteacher.
Themainideaofthepassageisabout______.Howareicebergsformed?
Themainideaofthepassageisabout______.Accordingtotheauthor,mostoftheworld’sfreshwateristobefoundin______.
Thepassagemainlydiscusses______.Whenstemcellsspecialize,they______.
随机试题
“中华人民共和国是工人阶级领导的,以工农联盟为基础的人民民主专政的社会主义国家。”这是宪法对
应慎用碘剂的情况是
瓦斯在煤层中的赋存状态主要有两种:游离状态(自由状态)和吸附状态(结合状态)。下列关于瓦斯赋存状态的说法,正确的是()。
【背景资料】某市某工程项目施工合同已签订,采取单价合同,其中规定分项工程的工程量增加超过10%时,将双方协商的工程综合单价由100元/m3调整为80元/m3。双方对施工进度网络计划已达成一致意见。已批准的施工进度计划(单位:天),见图5-13。
银团牵头行是银团贷款的组织者和安排者,单家银行担任牵头行时,其承贷份额原则上不少于银团融资总金额的()。
我国最早一部具有较完整体系的音乐美学理论著作是()。
下列各句中,有两个错别字的一句是()
网络用语传播广泛。很多中小学生也学会了使用,有人说,这是好事,也有人说.这不利于学生学习书本知识。学习正规用语。你怎么看?
使用数组名作为函数的实参时,传递给形参的是()。
Violetstraat124B-12987NiveilesBelgium19June2006AngloAi
最新回复
(
0
)