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安徽工程大学《大学英语四》(重修)练习三
《大学英语四》(重修)练习三
Part I. Reading comprehension
Directions: There are two passages in this part. Each passage is followed by 5 questions, with four choices given for each question. Please decide on the best choice.
Passage 1
Of two difficulties in helping students become critical thinkers, the first is a common error about why students fail to become critical thinkers in the first place. The second is lack of a practical method for teaching critical thinking skills in the classroom. Both problems can be solved.
Rather than merely presenting stimuli (刺激物) to students in the form of lectures, teachers use many questions to have students “teach back” to the teacher in a questioning process that has seven steps. If, through Socratic questioning, our students can repeat back to us any lesson as well as we would have otherwise told, lectured, or modeled for them, this suggests that the students themselves have done the thinking and learning.
The following seven–step method may help develop students’ critical thinking. In the first step, the teacher should ask students questions that have them find all the information on the page in front of them. In the second step, the teacher asks students questions to get them to compare all the pieces of information in the lesson. In the third step, the teacher asks students questions to help them classify the information in the lesson they have just compared for similarities and differences. In the fourth step, the teacher asks students questions to get them to understand what the instructions ask them to do. In step five, the teacher asks students questions to get them to provide reasonable answers. In step six, the teacher asks students to use the skill or knowledge in new or different situations. In step seven, the teacher asks students to summarize the lesson once again.
In the instructional approach just described, we stress seven learning skills students need to acquire to make the content they are taught in school meaningful. Th
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