Irma

 Reflection in the teaching - TOEFL 托福閱讀考古題 Questions (二) 

像下面題目裡面的句子插入題幾乎是托福閱讀的必考題，這種類型的題目不管在文法的概念、語意上的理解和指示代名詞的了解都需要非常明確才有可能很順利的選擇出正確答案來，這是非常全面性的題組類型之一，因此如果做過托福模擬題就不會對題型感到陌生。所以有時題海戰術也是有一定的幫助，但前提是要檢討，不然也只是浪費時間。題海戰術其實是讓自己熟悉托福的題目類型，因為托福的出題類型基本上都已經固定，基本上也不多，像托福閱讀考題大約是10種類型中隨機出現，所以多做題目是一定會有相當的幫助的。

Paragraph 5: Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: “Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea.”

9. The word “ compelling ” in the passage is closest in meaning to

○ commonly held

○ persuasive

○ original

○ practical

Paragraph 6: The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession’s cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective)professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski,1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect – for example, the value of externally motivated reflection as opposed o that of teachers who might reflect by habit.

10. According to paragraph 6, teachers may be discouraged from reflecting because

○ it is not generally supported by teacher educators

○ the benefits of reflection may not be apparent immediately

○ it is impossible to teach and reflect on one's teaching at the same time

○ they have often failed in their attempts to become reflective practitioners

11. Which of the sentences below expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information

○The practice of being reflective is no longer simply a habit among teachers but something that is externally motivated.

○Most teachers need to explore ways to form the habit of reflection even when no external motivation exists.

○Many aspects of the motivation to reflect have not been studied, including the comparative benefits of externally motivated and habitual reflection among teachers.

○There has not been enough exploration of why teachers practice reflection as a habit with or without external motivation.

Paragraph 4: Helping this group of teachers to revise their thinking about classroom events became central. ■This process took time and patience and effective trainers. ■The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection. Paragraph 5: ■Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. ■The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: “Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea.”

12. Look at the four squares [ ■] that indicate where the following sentence could be added to the passage. However, changing teachers’ thinking about reflection will not succeed unless there is support for reflection in the teaching environment. Where could the sentence best fit?13. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some answer choices do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points. Wildman and Niles have conducted research on reflection in teaching
●

●

●

Answer Choices

○Through their work with Virginia teachers, Wildman and Niles proved conclusively that reflection, though difficult, benefits both teachers and students.

○Wildman and Niles found that considerable training and practice are required to understand classroom events and develop the skills involved in reflection.

○Wildman and Niles identified three principles that teachers can use to help themselves cope with problems that may arise as a result of reflection.

○Wildman and Niles concluded that teachers need sufficient resources as well as the cooperation and encouragement of others to practice reflection.

○There are numerous obstacles to implementing reflection in schools and insufficient understanding of why teachers might want to reflect.

○Whether teachers can overcome the difficulties involved in reflection may depend on the nature and intensity of their motivation to reflect.