安徽工程大学《大学英语四》(重修)练习三.docVIP

安徽工程大学《大学英语四》(重修)练习三.doc

  1. 1、本文档共5页,可阅读全部内容。
  2. 2、原创力文档(book118)网站文档一经付费(服务费),不意味着购买了该文档的版权,仅供个人/单位学习、研究之用,不得用于商业用途,未经授权,严禁复制、发行、汇编、翻译或者网络传播等,侵权必究。
  3. 3、本站所有内容均由合作方或网友上传,本站不对文档的完整性、权威性及其观点立场正确性做任何保证或承诺!文档内容仅供研究参考,付费前请自行鉴别。如您付费,意味着您自己接受本站规则且自行承担风险,本站不退款、不进行额外附加服务;查看《如何避免下载的几个坑》。如果您已付费下载过本站文档,您可以点击 这里二次下载
  4. 4、如文档侵犯商业秘密、侵犯著作权、侵犯人身权等,请点击“版权申诉”(推荐),也可以打举报电话:400-050-0827(电话支持时间:9:00-18:30)。
  5. 5、该文档为VIP文档,如果想要下载,成为VIP会员后,下载免费。
  6. 6、成为VIP后,下载本文档将扣除1次下载权益。下载后,不支持退款、换文档。如有疑问请联系我们
  7. 7、成为VIP后,您将拥有八大权益,权益包括:VIP文档下载权益、阅读免打扰、文档格式转换、高级专利检索、专属身份标志、高级客服、多端互通、版权登记。
  8. 8、VIP文档为合作方或网友上传,每下载1次, 网站将根据用户上传文档的质量评分、类型等,对文档贡献者给予高额补贴、流量扶持。如果你也想贡献VIP文档。上传文档
查看更多
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

文档评论(0)

xcs88858 + 关注
实名认证
文档贡献者

该用户很懒,什么也没介绍

版权声明书
用户编号:8130065136000003

1亿VIP精品文档

相关文档