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托福阅读句子简化题：Reflection in Teaching

2015-08-17 15:41:09来源：网络

　　【托福阅读题型：Reflection in Teaching句子简化题】托福阅读中句子简化题是重要题型之一。根据托福阅读题型不同来进行专项练习，是短期提高托福阅读能力的有效方法。同学们需要多加练习哦!

　　查看全部：托福阅读题型分类练习之句子简化题

　　托福阅读句子简化题：Reflection in Teaching

　　【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 to that of teachers who might reflect by habit.　(Reflection in Teaching)

　　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.



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