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托福TPO9阅读第二篇原文及答案解析.docx

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托福TPO9阅读第二篇原文及答案解析ReflectioninTeachingTeachers,itisthought,benefitfromthepracticeofreflection,theconsciousactofthinkingdeeplyaboutandcarefullyexaminingtheinteractionsandeventswithintheirownclassrooms.EducatorsT.WildmanandJ.Niles(1987)describeaschemefordevelopingreflectivepracticeinexperiencedteachers.Thiswasjustifiedbytheviewthatreflectivepracticecouldhelpteacherstofeelmoreintellectuallyinvolvedintheirroleandworkinteachingandenablethemtocopewiththepaucityofscientificfactandtheuncertaintyofknowledgeinthedisciplineofteaching.WildmanandNileswereparticularlyinterestedininvestigatingtheconditionsunderwhichreflectionmightflourish-asubjectonwhichthereislittleguidanceintheliterature.TheydesignedanexperimentalstrategyforagroupofteachersinVirginiaandworkedwith40practicingteachersoverseveralyears.Theywereconcernedthatmanywouldbe"drawntothesenew,refreshing"conceptionsofteachingonlytofindthatthevoidbetweentheabstractionsandtherealitiesofteacherreflectionistoogreattobridge.Reflectiononacomplextasksuchasteachingisnoteasy."Theteachersweretakenthroughaprogramoftalkingaboutteachingevents,movingontoreflectingaboutspecificissuesinasupported,andlateranindependent,manner.WildmanandNilesobservedthatsystematicreflectiononteachingrequiredasoundabilitytounderstandclassroomeventsinanobjectivemanner.Theydescribetheinitialunderstandingintheteacherswithwhomtheywereworkingasbeing"utilitarian…andnotrichordetailedenoughtodrivesystematicreflection."Teachersrarelyhavethetimeoropportunitiestoviewtheirownortheteachingofothersinanobjectivemanner.Furtherobservationrevealedthetendencyofteacherstoevaluateeventsratherthanreviewthecontributoryfactorsinaconsideredmannerby,ineffect,standingoutsidethesituation.Helpingthisgroupofteacherstorevisetheirthinkingaboutclassroomeventsbecamecentral.Thisprocesstooktimeandpatienceandeffectivetrainers.Theresearchersestimatethattheinitialtrainingoftheteacherstovieweventsobjectivelytookbetween20and30hours,withthesamenumberofhoursagainbeingrequiredtopracticetheskillsofreflect