『新东方在线托福听力』为托福考生准备了ETS托福TPO/Official 9 Passage 2阅读练习，TPO/Official 9 Passage 2原文答案解析，TPO/Official 9 Passage 2阅读原文练习音频翻译。

托福TPO/Official 9 Passage 2阅读原文题目答案及解析-新东方托福官方网校手机版

人们认为，教师从反思的实践中受益。反思是一种深入思考和仔细检视自己课堂上的互动和事件的有意识行为。

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.

教育家怀尔德曼（T·Wildman）和奈尔斯（J·Niles）（1987）描述了在有经验的教师中开展反思性实践的方案。

Educators T.Wildman and J.Niles (1987) describe a scheme for developing reflective practice in experienced teachers.

反思性实践有助于教师在教学中更理智地参与到自己的角色和工作中，使教师能应对教学中科学事实的缺乏和知识的不确定性，这一观点证明了反思性实践的合理性。

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.

怀尔德曼和奈尔斯特别感兴趣的是研究在何种条件下，反思可能会蓬勃发展——一个在文献中几乎没有指导意见的课题。

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.

他们为弗吉尼亚州的一组教师设计了一个实验策略，并与40名实习教师一起工作了几年。

They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years.

他们担心，许多人会“被这些耳目一新的教学概念所吸引，却发现抽象概念与教师反思的现实之间的空白太大，无法弥合。

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.

对教学这样复杂的任务进行反思是不容易的。”

Reflection on a complex task such as teaching is not easy.”

老师们通过讨论一个教学事件的项目，继而以一种受支持的、后来是独立的方式来思考具体问题。

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.

怀尔德曼和奈尔斯观察得出，对教学的系统反思要求教师具备以客观的方式理解课堂事件的良好能力。

Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner.

他们把与他们一起工作的老师们最初的理解描述成“功利主义……不够丰富和详细，不足以引发系统性的反思。”

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.”

教师很少有时间或机会客观地看待自己或他人的教学。

Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner.

进一步的观察表明，教师倾向于通过站在实际情况之外的方式来评估事件，而不是以一种深思熟虑的方式来看待促成因素。

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.

帮助这群老师改变他们对课堂活动的看法成为了重点。

Helping this group of teachers to revise their thinking about classroom events became central.

这个过程需要时间、耐心和有效的培训者。

This process took time and patience and effective trainers.

研究人员估计，对教师进行的客观看待事件的初步训练需要20到30个小时，跟练习反思技能所需的时间是相同的。

The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.

怀尔德曼和奈尔斯确定了三个原则，以促进反思实践的教学情况。

Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation.

第一个是教育系统中管理人员的支持，使教师能够理解反思性实践的要求以及其与教学的关系。

The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students.

The second is the availability of sufficient time and space.

参加这个项目的老师们描述了他们是如何发现自己很难把他人的即时需求放在一边，而让自己有足够的时间来发展反思技能。

The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills.

第三是在其他教师的支持下开发协作环境。

The third is the development of a collaborative environment with support from other teachers.

支持和鼓励也是必要的，以帮助项目中的教师处理他们在职业生活中感到不舒服的方面。

Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable.

怀尔德曼和奈尔斯做了一个总结评论:“也许我们学到的最重要的事情是，教师作为反思实践者的想法不会仅仅因为它是一个好主意，或甚至是一个令人信服的想法而发生。“

Wildman and Niles make a summary comment: “Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea.”

怀尔德曼和奈尔斯的研究表明，认识到建立反思实践的一些困难十分重要。

The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice.

其他人也注意到了这一点，并对教师职业对反思实践的文化抑制提出了类似的观点。

Others have noted this, making a similar point about the teaching profession’s cultural inhibitions about reflective practice.

蔡克纳（Zeichner）和林斯顿（Liston）(1987)指出，教师作为(反思性的)专业决策者的角色，与教师作为技术人员，即将他人的想法付诸实践的更常见角色之间的不一致性。

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 others.

比文化问题更基本的是动机问题。

More basic than the cultural issues is the matter of motivation.

成为一个反思性的实践者需要额外的工作(佳沃斯基（Jaworski）, 1993)，并且只有模糊定义的目标，以及也许最初很少能感知到的奖励和来自弱点的威胁。

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.

很少有人直接质疑是什么导致老师想要进行反思。

Few have directly questioned what might lead a teacher to want to become reflective.

显然，教师进行反思实践最明显的原因是教育者认为这是一件好事。

Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing.

关于反思的动机似乎有许多未被探索的问题——例如，相对于那些可能通过习惯进行反思的教师而言，通过外部激励进行反思有截然相反的价值。

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.

According to paragraph 1, it was believed that reflection could help teachers

All of the following are mentioned about the experimental strategy described in paragraph 2 EXCEPT:

According to paragraph 2, Wildman and Niles worried that the teachers they were working with might feel that

According to paragraph 3, what did the teachers working with Wildman and Niles often fail to do when they attempted to practice reflection?

How is paragraph 4 related to other aspects of the discussion of reflection in the passage?

It can be inferred from paragraph 5 that the teachers working with Wildman and Niles held which of the following beliefs concerning reflection?

According to paragraph 6, teachers may be discouraged from reflecting because

Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.

Look at the four squares  that indicate where the following sentence could be added to the passage. However, changing teachers’ thinking about reflection will not succeed unless there is support for reflection in the teaching environment.  Where would the sentence best fit? Click on a square  to add the sentence to the passage.

Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.

Reflection in Teaching 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. 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. 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. Helping this group of teachers to revise their thinking about classroom events became central.  This process took time and patience and effective trainers.  The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection. Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation.  The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: “Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea.” 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 others. 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.