专业八级344.docx

1、专业八级344专业八级-344(总分：100.00，做题时间：90分钟)一、BPART LISTENING COMPREHENSION/B(总题数：0，分数：0.00)二、BSECTION A/B(总题数：1，分数：10.00)Complete the gap-filling task. Some of the gaps below may require a maximum of THREE words. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You

2、 may refer to your notes.Considerations of Learning-centered Teaching. IntroductionA. Goal of most courses: to enhance students understandingdifferent understanding calls for different teaching methodsB. Most forms of understanding are expressed by new U U 1 /U /Uexample: weight for heavinessC. Othe

3、r kinds of learning besides understanding1. The key learning activity: U U 2 /U /U2. Memorizing and recalling U U 3 /U /U3. Acquiring attitudes and values, etc.different learning calls for different teaching methods. Ways of categorization and modeling studentsA. Holists: students who U U 4 /U /Uas

4、a wholeB. Serialists: students who begin U U 5 /U /UC. Visualisers: students who depend on visual materialsD. Verbalisers: students who prefer to listen, read, discuss, etc.E.U U 6 /U /U: students who believe that to practice is to understand. Students approaches to learningA. U U 7 /U /U: intending

5、 to further understanding and question ideasB. U U 8 /U /U: intending to memorize information and obey instructions. Course evaluation through feedbackA. Feedback reveals about the learners and the U U 9 /U /U.B. Feedback can be quite U U 10 /U /Uunless being properly analyzed. Complete the gap-fill

6、ing task. Some of the gaps below may require a maximum of THREE words. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may refer to your notes.Considerations of Learning-centered Teaching. IntroductionA. Goal of most courses: to enhance students underst

7、andingdifferent understanding calls for different teaching methodsB. Most forms of understanding are expressed by new U U 1 /U /Uexample: weight for heavinessC. Other kinds of learning besides understanding1. The key learning activity: U U 2 /U /U2. Memorizing and recalling U U 3 /U /U3. Acquiring a

8、ttitudes and values, etc.different learning calls for different teaching methods. Ways of categorization and modeling studentsA. Holists: students who U U 4 /U /Uas a wholeB. Serialists: students who begin U U 5 /U /UC. Visualisers: students who depend on visual materialsD. Verbalisers: students who

9、 prefer to listen, read, discuss, etc.E.U U 6 /U /U: students who believe that to practice is to understand. Students approaches to learningA. U U 7 /U /U: intending to further understanding and question ideasB. U U 8 /U /U: intending to memorize information and obey instructions. Course evaluation

10、through feedbackA. Feedback reveals about the learners and the U U 9 /U /U.B. Feedback can be quite U U 10 /U /Uunless being properly analyzed. （分数：10.00）填空项1:_（正确答案：concepts）解析：听力原文Considerations of Learning-centered TeachingGood morning, everyone. In todays lecture, we shall discuss some considera

11、tions of learning-centered teaching.First of all, Id say, most courses of today try to help students develop their understanding. But understanding a foreign language is not the same as understanding why someone is upset, or understanding electromagnetism or understanding history. Therefore, it is n

12、ot to be expected that the same teaching methods will be appropriate to these different kinds of understanding.The next point Id like to make is that, most forms of understanding are expressed by concepts which differ from everyday ones. For example, we all know that suitcases get heavier the longer

13、 you carry them, but in science this is described in terms of constant weight plus increasing fatigue. The concept weight is introduced and laid alongside the commonsense concept of heaviness. Similarly we all know that time passes quickly when we are absorbed and slowly when we are bored, but scien

14、ce tells us that this is an illusion; time really ticks away at a steady rate. Note that conceptual change should not be the aim, as is sometimes suggested, since people still also need their common sense. The aim is to add new sets of concepts and to explain when to use which set.Thirdly, understan

15、ding is not the only kind of learning which students need to master. Instruction, demonstration and error-correction are the key teaching activities while practice is the main learning activity. Students also have to memorize information and be able to recall it when required, as well as acquire sev

16、eral other kinds of learning (such as know-how and attitudes and values) each of which calls for different teaching methods. So learning-centered teaching includes a conscious matching of teaching methods to the intended kind of learning.While good teaching involves, among other things, helping stud

17、ents to achieve their chosen learning goals, the picture is further complicated by the different learning styles adopted by different groups of students. And the following are ways of categorization and modeling students, which are proved to be useful, particularly in connection with understanding.F

18、irstly, Id like to call some students holists: which means they like to take an overview of a subject first and then fill in the details and concepts in their own way. Secondly, there are serialists who like to follow a logical progression of a subject, beginning at the beginning. Educational resear

19、cher Gordon Pask structured some teaching materials in both a holist and a serialist manner, and then tested previously-sorted cohorts of students using them. He found that the best performance of those who were mismatched (that is holist students with serialist material, and vice versa) was worse t

20、han the worst performance of those who were matched to the learning materials.This seems to imply, for example, that educational textbookswhich are naturally serialist in charactershould include signposts, summaries, alternative explanations of difficult concepts, explanatory figure captions, a glos

21、sary of terms, a good index, etc. to help holist students find their own way through them. Similarly projects, which are naturally holist in character, since they are usually specified in terms of a final goal, can cause problems for serialists, who may therefore need step-by-step guidance.The third

22、 group of students are visualisers whose learning is helped by the inclusion of diagrams, pictures, flow-charts, films, etc., while the fourth group are verbalisers who prefer to listen, read, discuss, argue, attend tutorials and write during their conceptual development. Finally, the fifth group ar

23、e doers who find that overt practical activity is best. The saying that to hear is to forget, to see is to remember, but to do is to understand is only true for doers. With a typical mix of students, attempts should be made to cater to each preferred style.My third main point is about students appro

24、aches to learning. It is well known nowadays that for the development of understanding and for the memorization of information, it is important that students adopt a deep approach to their learning, rather than a surface approach. The deep approach refers to an intention to develop their understandi

25、ng and to challenge ideas, while the surface approach is the intention to memorize information and to follow instructions. Although students are naturally inclined towards one approach rather than the otheroften with a new subject the inclination is towards the surface approachthis can vary from sub

26、ject to subject and can usually be changed by the teaching they receive. Overloading, for example, will encourage the surface approach; stimulating interest may encourage the deep approach. Given the deep approach, even good lectures can make a considerable contribution to students understanding.Rec

27、ently, the need to encourage the deep approach in students has been allowed to dominate the choice of teaching method, sometimes at the expense of effective teaching. Constructivism in science teaching, for example, in which students are encouraged to devise their own explanations of phenomena, cert

28、ainly tends to encourage the deep approach, but it can also leave students with misconceptions. Similarly, though problem-based learning is usually popular with students, it teaches know-how rather than understanding: unless explicit conceptual guidance is also given.The last point I want you to pay

29、 attention to is course evaluation through feedback. It often seems to be assumed that students are a homogeneous bunch and that therefore a majority opinion condemning a certain aspect of a course justifies changing it for the future. But this can well be a mistake. If a course is well matched, say

30、, to holist and verbalisers, it is unlikely to be found very helpful to serialist and visualisers. In other words, feedback is likely to reveal as much about the students as about the course or lecturer, and can be quite misleading unless it is properly analyzed in terms of the preferred learning st

31、yles of the particular cohort of students.Indeed, student feedback about the teaching of understanding can, in any case, be quite misleading, since students cannot be expected to judge what has been helpful to them until much of the necessary conceptual development has occurred. Only after the penny has dropped is such feedback likely to be reliable. Similarly, favorable feedback about the necessary but tedious p