2. 外语
  3. Research has shown that college students can learn as much, or more, from peers as they do from instructors and textbooks. When

Research has shown that college students can learn as much, or more, from peers as they do from instructors and textbooks. When

admin2019-03-27  61
问题    Research has shown that college students can learn as much, or more, from peers as they do from instructors and textbooks. When students work effectively in a supportive group, the experience can be a very powerful way to improve academic achievement and satisfaction with the learning experience.

   Recent interviews with college students at Harvard University revealed that nearly every senior who had been part of a study group considered this experience crucial to his or her academic progress and success. The list below describes several important activities that you and your study group or learning team can collaborate on:
   1. Team up with other students immediately after class to share and compare notes. One of your teammates may have picked up something you missed or vice versa.
   2. After completing each week’s readings, team up with other students to compare your highlighting and margin notes. See if you all agree on what the author’s major points were and what information in the chapter you should study for exams.
   3. Studies show that many students are unfamiliar with library research and sometimes experience "library anxiety. " Forming library research teams is an effective way to develop a social support group for reducing this fear and for locating and sharing information.
   4. Having your team visit the instructor during office hours to seek additional assistance in preparing for exams is an effective team learning strategy for several reasons. If you are shy or unassertive, it may be easier to see an instructor in the company of other students. Your team visit also sends a message to the instructor that you are serious about learning.
   5. After receiving test results, the members of a learning team can review their individual tests together to help one another identify the sources of their mistakes and to identify any "model" answers that received maximum credit. You can use this information to improve your performance on subsequent tests or assignments.
   Not all learning teams, however, are equally effective. Sometimes group work fails to reach its full potential because insufficient thought was given to how teams should be formed or how they should function. Here are some suggestions as strategies for maximizing the power of peer collaboration. First, in forming teams, look for fellow students who are motivated and attentive to class. Remember to include teammates from both genders as well as students with different personality characteristics. Then keep your group size small as three to six classmates because smaller groups allow for more face-to-face interaction and less opportunity for any one individual to shirk his or her responsibility. Also, it is necessary to hold individual team members accountable for contributing to the learning of their teammates. Research on study groups at Harvard University indicates that they are effective only if each member has done the required course work in advance of the group meeting.
Questions 56—60
Complete the following form with no more than three words according to the passage.

选项
答案making contributions／contributing
解析 (根据题意定位至文章第八段。该段倒数第二句说明“hold individual team members accountable for contributing to the learning of their teammates”是很有必要的，即说明每个组员都有义务为小组学习做贡献。)
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本试题收录于： C类竞赛（非英语专业本科）题库大学生英语竞赛（NECCS）分类
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C类竞赛（非英语专业本科）

大学生英语竞赛（NECCS）

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