专业八级344.docx

专业八级344.docx

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专业八级344

专业八级-344

（总分：

100.00，做题时间：

90分钟）

一、{{B}}PARTⅠLISTENINGCOMPREHENSION{{/B}}（总题数：

0，分数：

0.00）

二、{{B}}SECTIONA{{/B}}（总题数：

1，分数：

10.00）

Completethegap-fillingtask.SomeofthegapsbelowmayrequireamaximumofTHREEwords.Makesuretheword（s）youfillinis（are）bothgrammaticallyandsemanticallyacceptable.Youmayrefertoyournotes.

ConsiderationsofLearning-centeredTeaching

Ⅰ.Introduction

A.Goalofmostcourses:

toenhancestudents'understanding

—differentunderstandingcallsfordifferentteachingmethods

B.Mostformsofunderstandingareexpressedbynew{{U}}{{U}}1{{/U}}{{/U}}

—example:

"weight"for"heaviness"

C.Otherkindsoflearningbesidesunderstanding

1.Thekeylearningactivity:

{{U}}{{U}}2{{/U}}{{/U}}

2.Memorizingandrecalling{{U}}{{U}}3{{/U}}{{/U}}

3.Acquiringattitudesandvalues,etc.

—differentlearningcallsfordifferentteachingmethods.

Ⅱ.Waysofcategorizationandmodelingstudents

A.Holists:

studentswho{{U}}{{U}}4{{/U}}{{/U}}asawhole

B.Serialists:

studentswhobegin{{U}}{{U}}5{{/U}}{{/U}}

C.Visualisers:

studentswhodependonvisualmaterials

D.Verbalisers:

studentswhoprefertolisten,read,discuss,etc.

E.{{U}}{{U}}6{{/U}}{{/U}}:

studentswhobelievethattopracticeistounderstand

Ⅲ.Students'approachestolearning

A.{{U}}{{U}}7{{/U}}{{/U}}:

intendingtofurtherunderstandingandquestionideas

B.{{U}}{{U}}8{{/U}}{{/U}}:

intendingtomemorizeinformationandobeyinstructions

Ⅳ.Courseevaluationthroughfeedback

A.Feedbackrevealsaboutthelearnersandthe{{U}}{{U}}9{{/U}}{{/U}}.

B.Feedbackcanbequite{{U}}{{U}}10{{/U}}{{/U}}unlessbeingproperlyanalyzed.

Completethegap-fillingtask.SomeofthegapsbelowmayrequireamaximumofTHREEwords.Makesuretheword（s）youfillinis（are）bothgrammaticallyandsemanticallyacceptable.Youmayrefertoyournotes.

ConsiderationsofLearning-centeredTeaching

Ⅰ.Introduction

A.Goalofmostcourses:

toenhancestudents'understanding

—differentunderstandingcallsfordifferentteachingmethods

B.Mostformsofunderstandingareexpressedbynew{{U}}{{U}}1{{/U}}{{/U}}

—example:

"weight"for"heaviness"

C.Otherkindsoflearningbesidesunderstanding

1.Thekeylearningactivity:

{{U}}{{U}}2{{/U}}{{/U}}

2.Memorizingandrecalling{{U}}{{U}}3{{/U}}{{/U}}

3.Acquiringattitudesandvalues,etc.

—differentlearningcallsfordifferentteachingmethods.

Ⅱ.Waysofcategorizationandmodelingstudents

A.Holists:

studentswho{{U}}{{U}}4{{/U}}{{/U}}asawhole

B.Serialists:

studentswhobegin{{U}}{{U}}5{{/U}}{{/U}}

C.Visualisers:

studentswhodependonvisualmaterials

D.Verbalisers:

studentswhoprefertolisten,read,discuss,etc.

E.{{U}}{{U}}6{{/U}}{{/U}}:

studentswhobelievethattopracticeistounderstand

Ⅲ.Students'approachestolearning

A.{{U}}{{U}}7{{/U}}{{/U}}:

intendingtofurtherunderstandingandquestionideas

B.{{U}}{{U}}8{{/U}}{{/U}}:

intendingtomemorizeinformationandobeyinstructions

Ⅳ.Courseevaluationthroughfeedback

A.Feedbackrevealsaboutthelearnersandthe{{U}}{{U}}9{{/U}}{{/U}}.

B.Feedbackcanbequite{{U}}{{U}}10{{/U}}{{/U}}unlessbeingproperlyanalyzed.

（分数：

10.00）

填空项1:

__________________ （正确答案：

concepts）

解析：

[听力原文]

ConsiderationsofLearning-centeredTeaching

Goodmorning,everyone.Intoday'slecture,weshalldiscusssomeconsiderationsoflearning-centeredteaching.

Firstofall,I'dsay,mostcoursesoftodaytrytohelpstudentsdeveloptheirunderstanding.Butunderstandingaforeignlanguageisnotthesameasunderstandingwhysomeoneisupset,orunderstandingelectromagnetismorunderstandinghistory.Therefore,itisnottobeexpectedthatthesameteachingmethodswillbeappropriatetothesedifferentkindsofunderstanding.

ThenextpointI'dliketomakeisthat,mostformsofunderstandingareexpressedbyconceptswhichdifferfromeverydayones.Forexample,weallknowthatsuitcasesgetheavierthelongeryoucarrythem,butinsciencethisisdescribedintermsof"constantweightplusincreasingfatigue".Theconcept"weight"isintroducedandlaidalongsidethecommonsenseconceptof"heaviness".Similarlyweallknowthattimepassesquicklywhenweareabsorbedandslowlywhenwearebored,butsciencetellsusthatthisisanillusion;timereallyticksawayatasteadyrate.Notethatconceptualchangeshouldnotbetheaim,asissometimessuggested,sincepeoplestillalsoneedtheircommonsense.Theaimistoaddnewsetsofconceptsandtoexplainwhentousewhichset.

Thirdly,"understanding"isnottheonlykindoflearningwhichstudentsneedtomaster.Instruction,demonstrationanderror-correctionarethekeyteachingactivitieswhilepracticeisthemainlearningactivity.Studentsalsohavetomemorizeinformationandbeabletorecallitwhenrequired,aswellasacquireseveralotherkindsoflearning（suchasknow-howandattitudesandvalues）eachofwhichcallsfordifferentteachingmethods.Solearning-centeredteachingincludesaconsciousmatchingofteachingmethodstotheintendedkindoflearning.

Whilegoodteachinginvolves,amongotherthings,helpingstudentstoachievetheirchosenlearninggoals,thepictureisfurthercomplicatedbythedifferentlearningstylesadoptedbydifferentgroupsofstudents.Andthefollowingarewaysofcategorizationandmodelingstudents,whichareprovedtobeuseful,particularlyinconnectionwithunderstanding.

Firstly,I'dliketocallsomestudents"holists":

whichmeanstheyliketotakeanoverviewofasubjectfirstandthenfillinthedetailsandconceptsintheirownway.Secondly,thereare"serialists"wholiketofollowalogicalprogressionofasubject,beginningatthebeginning.EducationalresearcherGordonPaskstructuredsometeachingmaterialsinbothaholistandaserialistmanner,andthentestedpreviously-sortedcohortsofstudentsusingthem.Hefoundthatthebestperformanceofthosewhoweremismatched（thatisholiststudentswithserialistmaterial,andviceversa）wasworsethantheworstperformanceofthosewhowerematchedtothelearningmaterials.

Thisseemstoimply,forexample,thateducationaltextbooks—whicharenaturallyserialistincharacter—shouldincludesignposts,summaries,alternativeexplanationsofdifficultconcepts,explanatoryfigurecaptions,aglossaryofterms,agoodindex,etc.tohelpholiststudentsfindtheirownwaythroughthem.Similarlyprojects,whicharenaturallyholistincharacter,sincetheyareusuallyspecifiedintermsofafinalgoal,cancauseproblemsforserialists,whomaythereforeneedstep-by-stepguidance.

Thethirdgroupofstudentsare"visualisers"whoselearningishelpedbytheinclusionofdiagrams,pictures,flow-charts,films,etc.,whilethefourthgroupare"verbalisers"whoprefertolisten,read,discuss,argue,attendtutorialsandwriteduringtheirconceptualdevelopment.Finally,thefifthgroupare"doers"whofindthatovertpracticalactivityisbest.Thesayingthat"tohearistoforget,toseeistoremember,buttodoistounderstand"isonlytruefor"doers".Withatypicalmixofstudents,attemptsshouldbemadetocatertoeachpreferredstyle.

Mythirdmainpointisaboutstudents'approachestolearning.Itiswellknownnowadaysthatforthedevelopmentof"understanding"andforthememorizationofinformation,itisimportantthatstudentsadopta"deepapproach"totheirlearning,ratherthana"surfaceapproach".The"deepapproach"referstoanintentiontodeveloptheirunderstandingandtochallengeideas,whilethe"surfaceapproach"istheintentiontomemorizeinformationandtofollowinstructions.Althoughstudentsarenaturallyinclinedtowardsoneapproachratherthantheother—oftenwithanewsubjecttheinclinationistowardsthesurfaceapproach—thiscanvaryfromsubjecttosubjectandcanusuallybechangedbytheteachingtheyreceive.Overloading,forexample,willencouragethesurfaceapproach;stimulatinginterestmayencouragethedeepapproach.Giventhedeepapproach,evengoodlecturescanmakeaconsiderablecontributiontostudents'"understanding".

Recently,theneedtoencouragethedeepapproachinstudentshasbeenallowedtodominatethechoiceofteachingmethod,sometimesattheexpenseofeffectiveteaching.Constructivisminscienceteaching,forexample,inwhichstudentsareencouragedtodevisetheirownexplanationsofphenomena,certainlytendstoencouragethedeepapproach,butitcanalsoleavestudentswithmisconceptions.Similarly,thoughproblem-basedlearningisusuallypopularwithstudents,itteaches"know-how"ratherthan"understanding":

unlessexplicitconceptualguidanceisalsogiven.

ThelastpointIwantyoutopayattentiontoiscourseevaluationthroughfeedback.Itoftenseemstobeassumedthatstudentsareahomogeneousbunchandthatthereforeamajorityopinioncondemningacertainaspectofacoursejustifieschangingitforthefuture.Butthiscanwellbeamistake.Ifacourseiswellmatched,say,to"holist"and"verbalisers",itisunlikelytobefoundveryhelpfulto"serialist"and"visualisers".Inotherwords,feedbackislikelytorevealasmuchaboutthestudentsasaboutthecourseorlecturer,andcanbequitemisleadingunlessitisproperlyanalyzedintermsofthepreferredlearningstylesoftheparticularcohortofstudents.

Indeed,studentfeedbackabouttheteachingof"understanding"can,inanycase,bequitemisleading,sincestudentscannotbeexpectedtojudgewhathasbeenhelpfultothemuntilmuchofthenecessaryconceptualdevelopmenthasoccurred.Onlyafter"thepennyhasdropped"issuchfeedbacklikelytobereliable.Similarly,favorablefeedbackaboutthenecessarybuttediousp