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2019年英语专业八级真题听力 Interview(2)

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M: Cyndie, you've been doing research on disciplinary literacy for about 20 years now.

男:辛蒂,到如今为止,你曾经研究学科素养大年夜概20年了。
In that time, you've probably been asked just about everything possible.
在这段时间里,你能够被问到各类能够问到的成绩。
What question comes up most often these days?
这些天里,哪个成绩是最常问的?
W: That's easy. We're doing better convincing teachers that disciplinary literacy is worth teaching,
女:这很轻易。我们在压服师长教员“学科素养是很值得教的”这一点上做得更好了,
but they still are hesitant about their students' reactions.
但他们依然对先生的反响持迟疑的立场。
A teacher said to me recently, "I have enough trouble getting my kids to read a textbook chapter. How would I ever motivate them to read in a disciplinary way?"
比来,有一个师长教员和我说:“我很难让我的先生们浏览教材的一个章节。我怎样用学科的方法来鼓励他们呢?”
M: Is that a real question or is it just a mask for teacher resistance?
男:这是一个真实的成绩照样教员顺从的掩盖?
W: I think it's a real question, and in fact, it's also our biggest problem, because many teachers still don't understand the distinctions between content area reading and disciplinary literacy.
女:我认为这是一个真实的成绩,现实上,这也是我们最大年夜的成绩地点,由于很多师长教员依然不明白内容区域浏览和学科素养的差别。
M: What is disciplinary literacy anyway? You said that's different.
男:那甚么是学科素养?你说那是不合的。
W: Disciplinary literacy doesn't promise to make someone a better student.
女:学科素养不会包管让一小我成为更好的先生。
It invites students to join the disciplinary field itself.
它约请先生参加学科范畴。
It's a kind of invitation to join a club.
它是一种参加俱乐部的约请函。
M: Does it mean it invites students to join the "history club" by reading like a historian or the "science club" by reading like a scientist.
男:这能否意味着经过过程像汗青学家一样浏览来约请先生参加“汗青俱乐部”,或是经过过程像迷信家一样浏览来约请先生参加“迷信俱乐部”。
W: Right, but it goes beyond that. It says, "We want you to join us. We want to share with you our cognitive secrets, our way of thinking about the world, and how we solve problems.
女:是的,但它不止这些。它表示:“我们想让你参加我们。我们想与你分享我们的认知机密、我们是若何对待这个世界和若何处理成绩的。
We want to count you as one of us." In doing that, it both holds out the promise of affiliation, connecting with others is a big motivator,
我们想把你算作我们的一员。”如许做的话,它会遵守入会的承诺,与他人接洽正是一个很大年夜的动力,
and the promise of greater competency with challenging tasks -- not competency in being a kid or a student,
并且会遵守承诺,让你具有更强的才能来应对具有挑衅性的义务——不是作为一个孩子或先生的才能,
but competency in being successful with the kinds of things that adults do.
而是可以或许成功应对成年人所唱任务的才能。
M: What about assessment? How do we test disciplinary literacy?
男:那评价呢?我们若何测试学科素养呢?
W: There aren't any standardized disciplinary reading or writing tests yet,
女:今朝还没有任何学科浏览或写作的标准化测试,
but one can easily imagine how classroom assessments could change in the future as instruction becomes more disciplinary in focus.
但你很轻易就可以想象取得,随着教授教化加倍存眷学科,教室评价在将来会产生如何的改变。
M: Past assessments in history, literature, or science have aimed to find out if students had mastered particular information.
男:之前对汗青、文学或迷信的评价都努力于懂得先生能否控制了某个详细的信息。
Questions about content would certainly still have a place in disciplinary literacy since knowledge matters in disciplinary literacy too.
关于内容的成绩必定依然在学科素养里留有一席之地,由于知识在学科素养里也很重要。
But what would a more disciplinary assessment look like?
但一个更侧重于学科的评价是甚么模样的?
W: I think a more disciplinary assessment would seek to find out whether students are interpreting such information in a sophisticated way according to the traditions of that discipline.
女:我认为一个更侧重于学科的评价会考察先生能否能根据该学科的传统,用更深刻的办法解释这些信息。
For example, a disciplinary test in history might ask not only what we know about a historical event,
比如,一个汗青学科测试能够不单单会问“我们知道一个汗青事宜的哪些知识”,
but how we know about it -- students would be questioned about the source of the information, the reliability of the source, and how the information matches with information from other sources.
还会问我们是怎样知道的——先生会被问到信息的来源和靠得住性,和这个信息是若何与其他来源的信息相婚配的。
In cases where the information is contradictory, the assessment might ask students to determine whose account was more credible, requiring students to weigh evidence using the same kinds of criteria that historians use.
假设信息是抵触的,评价会让先生断定哪个描述是更加可信的,这要肄业生用汗青学家应用的断定标准来衡量证据。
M: Uhmm. That sounds interesting.
男:嗯。听起来很风趣。
W: Or a literature assessment might ask students to engage in deeper interpretation than in the past.
女:一个文学评价能够会让先生做出比之前更加深刻的解读。
Instead of asking about the theme of a story, for example, an assessment might ask students to determine alternative themes and to decide --
例如,评价不会问故事的主题,而会让先生从当选择一个主题——
based on text evidence -- which one the author seemed most sympathetic to.
基于文章中的证据——哪个是作者最为赞成的。
In other words, it would ask the student to participate in the reading more as a literary critic than a student.
换句话说,它会让先生从文学评论家的角度来参与浏览,而不是从先生的角度。
M: How should we prepare teachers to teach disciplinary literacy in teacher training institutions?
男:那我们如安在教员培训机构让师长教员们传授学科素养呢?
W: So far, teacher training institutions haven't done a very good job of helping subject matter teachers understand the discourse practices of their disciplines;
女:到今朝为止,教员培训机构在赞助课程至上的师长教员懂得他们所授学科的讲课实际方面做得还不是很好;
so those practices often remain implicit, untaught.
是以,那些实际常常是委宛且未经练习的。
M: I agree with that. But have you seen any good examples?
男:我赞成这一点。但你见到过正面的例子吗?
W: Sure, there are some examples of programs that do make disciplinary literacy practices explicit.
女:固然,有一些项目确切让学科素养实际变得非常明白。
The best of these programmes, in my opinion,
我认为,这些项目标最好的地方在于,
are the result of literacy and disciplinary experts collaborating to determine what these practices are and then engaging students in them.
素养和学科的专家协作来决定这些实际是甚么,然后让先生参与个中。
This is the end of the second interview.
第二个访谈到此停止。
Questions 6 to 10 are based on what you have just heard.
根据方才听到的内容,答复6至10题。
6. According to the woman, what is the biggest problem in teaching disciplinary literacy?
6.根据这位密斯的说法,传授学科素养的最大年夜成绩是甚么?
7. What does disciplinary literacy really mean?
7.学科素养是甚么意思?
8. What would a more disciplinary assessment ask students to do?
8.一个更侧重于学科的评价让先生做甚么?
9. Which is the best practice in teacher training institutions to promote disciplinary literacy teaching?
9.在教员培训机构里,促进学科素养教授教化的最好实际是甚么?
10. What is the purpose of the interview?
10.这个访谈的目标是甚么?

重点单词   检查全部解释    
critic ['kritik]

想想再看

n. 批驳家,评论家

联想记忆
evidence ['evidəns]

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n. 根据,证据
v. 证明,证明

联想记忆
source [sɔ:s]

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n. 起源地,来源,原始材料

 
solve [sɔlv]

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v. 处理,解答

 
invitation [.invi'teiʃən]

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n. 约请,接待,约请函,引导,招致

 
alternative [ɔ:l'tə:nətiv]

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adj. 二者择一的; 供选择的; 非主流的

联想记忆
challenging ['tʃælindʒiŋ]

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adj. 大年夜胆的(复杂的,有前程的,挑衅的) n. 复杂

 
literary ['litərəri]

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adj. 文学的

联想记忆
credible ['kredəbl]

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adj. 可信的,靠得住的

联想记忆
sympathetic [.simpə'θetik]

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adj. 同情的,共鸣的
n. 交感神经

联想记忆


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