Reflection in Teaching
教學(xué)中的反思
P1: Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.
難詞解析：
reflection: n. 反思
conscious: adj. 有意識的
interaction: n. 互動
scheme：n. 方案
justify: v.支持
注：考詞匯題，justified=supported
intellectually：adv. 智力上地
involve in: PHR V 參與
cope with: PHR V 處理
注：同義詞組 deal with
paucity：n. 缺乏
注：同義詞scarcity
discipline：n. 訓(xùn)練
注：其它?？己x n. 學(xué)科
難句解析：
This was justified by the view [that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching].
參考譯文：這被以下觀點(diǎn)支持：[反思的實(shí)踐可以幫助老師們感受到在他們的教學(xué)身份和工作中有更多的智力層面的參與感，并可以讓他們能在教學(xué)訓(xùn)練中處理科學(xué)事實(shí)的缺乏和知識的不確定]。
P2: Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish–a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be “drawn to these new, refreshing” conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy.” The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner.
難詞解析：
flourish：v. 興旺，成功
注：考同義詞，等于succeed。托福中?？纪x詞還有boom, thrive, prosper等。
particularly: adv. 特別地
注：同義詞especially
investigate: v. 調(diào)查，研究
literature: n. 文學(xué)
注：同詞源的單詞literacy n. 讀寫能力;literal adj. 字面上的
strategy：n. 策略
void: n.空白，差距
注：1. 在原文中相當(dāng)于gap，注意第5題(整套第19題)正確選項(xiàng)B的同義轉(zhuǎn)化;
2. 同詞源的單詞 devoid adj. 缺少的。TPO2 Desert Formation 第七題考同義詞
devoid of=lacking in
abstraction n. 抽象概念
注：abstract adj. 抽象的; 反義詞 concrete adj. 具體的
bridge(v.)：克服(障礙)，彌補(bǔ)
注：常用搭配bridge the gap;另見TPO1 The Origins of Cetaceans 第一段倒數(shù)第二句 “How was the gap between a walking mammal and a swimming whale bridged?”
specific: adj. 特定的
難句解析：
Wildman and Niles were particularly interested in investigating the conditions [under which reflection might flourish]–a subject [on which there is little guidance in the literature].
參考譯文：Wildman和Niles都特別喜歡研究[反思可能大量出現(xiàn)的]情況——一個(gè)[幾乎沒有任何文獻(xiàn)指導(dǎo)的]課題。
They were concerned [that many would be “drawn to these new, refreshing” conceptions of teaching only to find [that the void between the abstractions and the realities of teacher reflection is too great to bridge]].
參考譯文：他們擔(dān)心，[很多人可能會沉浸在這種全新的教育概念中，結(jié)果卻發(fā)現(xiàn)[教師反思的抽象概念和現(xiàn)實(shí)之間的鴻溝太大而無法跨越]]。
P3: Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being “utilitarian … and not rich or detailed enough to drive systematic reflection.” Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.
難詞解析：
sound (adj.) 良好的
objective：adj. 客觀的(本文);
注：
1. 考同義詞，等于unbiased 無偏見的;
2. TPO 7 The Geologic History of the Mediterranean 第1題考它的名詞“目標(biāo)”，等于purpose
3. ?？纪丛~：object: v. 反對;object: n. 物體
initial: adj. 初的
utilitarian: adj. 功利的
detailed: adj. 詳細(xì)的
drive (v. 非 “駕駛”)：驅(qū)使
rarely： adv. 很少的
reveal：v. 顯示
tendency: n. 傾向
注：OG Nineteenth-Century Politics in the United States第6題詞匯題考inclination=tendency
evaluate: v. 評價(jià)
contributory：adj. 起促進(jìn)作用的
注：閱讀中常用短語 contribute to: 促成;有助于
難句解析：
They describe the initial understanding in the teachers [with whom they were working] as being “utilitarian … and not rich or detailed enough to drive systematic reflection.”
參考譯文：他們描述[一起工作的教師們的](譯者按：對課堂活動的)初理解是：“功利的……且并不足夠豐富和詳細(xì)以促使系統(tǒng)反思的產(chǎn)生。
Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.
參考譯文：進(jìn)一步的研究發(fā)現(xiàn)教師們更愿意評價(jià)事件而不是通過實(shí)際上站在事件之外洞察一個(gè)事件的促進(jìn)因素。
我們來聊一聊結(jié)構(gòu)吧
結(jié)構(gòu)篇
試著往里面填一填：
P1: 教師反思的定義及其給教師帶來的好處。
好處一：加強(qiáng)教師與工作的___________層面的聯(lián)系;
好處二：使教師能夠處理________的缺乏和_________的不確定性。
P2: 調(diào)查反思產(chǎn)生背景的實(shí)驗(yàn)策略和擔(dān)心。
策略一：在幾年內(nèi)與_______老師共事
策略二：教師們要參與談?wù)揰_________
策略三：教師們先是在幫助下，而后______地反思具體問題
擔(dān)心：教師覺得反思與他們的實(shí)際情況相比太_______以至于很難逾越鴻溝
P3: 實(shí)驗(yàn)觀察結(jié)果
結(jié)果一：教學(xué)需要良好的、_______地理解課堂活動的能力;而老師很少能______地觀察自己或他人的教學(xué);
結(jié)果二：教師傾向評價(jià)活動而不是審視活動的___________
參考譯文
P1：教師被認(rèn)為受益于反思實(shí)踐——有意識的更深入思考、仔細(xì)的檢查他們教室里發(fā)生的事件以及相互影響。教育家T. Wildman 和J. Niles(1987)描述了一個(gè)在資深教師中開展反思實(shí)踐的方案。這是合理的，因?yàn)槿藗冋J(rèn)為反思的實(shí)踐可以幫助老師們更加理性的對待他們的角色和他們從事的事業(yè)，并可以讓他們能在教學(xué)準(zhǔn)則中處理科學(xué)事實(shí)的缺乏和知識的不確定。
P2：Wildman 和Niles 都特別喜歡研究在哪種情況下反思可能大量出現(xiàn)——一個(gè)幾乎沒有任何文獻(xiàn)指導(dǎo)的課題。他們給維吉利亞的一組教師設(shè)計(jì)了一個(gè)實(shí)驗(yàn)策略，并在幾年內(nèi)研究了40位教師。他們擔(dān)心很多人可能“沉浸在這種全新的教育概念中，結(jié)果卻發(fā)現(xiàn)教師反思的抽象概念和現(xiàn)實(shí)之間的鴻溝太大而無法逾越。要反思像教學(xué)這樣復(fù)雜的工作并不容易”。要反思像教學(xué)這樣復(fù)雜的事件不是容易的。老師們都參加了關(guān)于教學(xué)事件計(jì)劃的討論，緊接著在工作人員的協(xié)助下去反思具體問題，然后是獨(dú)立反思。
P3：Wildman 和Niles 觀察到系統(tǒng)教學(xué)反思需要一種以客觀的方式來理解教室里發(fā)生事件的能力。他們起初認(rèn)為參與研究的教師們太功利，并不是足夠豐富和詳細(xì)以促使系統(tǒng)反思的產(chǎn)生。教師們很少有機(jī)會和時(shí)間去客觀的觀察他們自己和其他老師的教學(xué)。更深的研究發(fā)現(xiàn)教師們更愿意評價(jià)事件而不是站在事件之外洞察一個(gè)事件的促進(jìn)因素。