評論
打印
adj. 足夠的，適當的，能勝任的
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Questions 26 to 30 are based on the following passage.
I came away from my years of teaching on the college and university level with a conviction that enactment (扮演角色), performance, dramatization are the most successful forms of teaching. Students must be incorporated, made, so far as possible, an integral part of the learning process. The notion that learning should have in it an element of inspired play would seem to the greater part of the academic establishment merely silly, but that is nonetheless the case. Of Ezekiel Cheever, the most famous schoolmaster of the Massachusetts Bay Colony, his onetime student Cotton Mather wrote that he so planned his lessons that his pupils “came to work as though they came to play,” and Alfred North Whitehead, almost three hundred years later, noted that a teacher should make his/her students “glad they were there.”
Since, we are told, 80 to 90 percent of all instruction in the typical university is by the lecture method, we should give close attention to this form of education. There is, I think, much truth in Patricia Nelson Limerick’s observation that “lecturing is an unnatural act, an act for which God did not design humans. It is perfectly all right, now and then, for a human to be possessed by the urge to speak, and to speak while others remain silent. But to do this regularly, one hour and 15 minutes at a time... for one person to drag on while others sit in silence?... I do not believe that this is what the Creator... designed humans to do.”
The strange, almost incomprehensible fact is that many professors, just as they feel obliged to write dully, believe that they should lecture dully. To show enthusiasm is to risk appearing unscientific, unobjective; it is to appeal to the students’ emotions rather than their intellect. Thus the ideal lecture is one filled with facts and read in an unchanged monotone.
The cult (推崇) of lecturing dully, like the cult of writing dully, goes back, of course, some years. Edward Shils, professor of sociology, recalls the professors he encountered at the University of Pennsylvania in his youth. They seemed “a priesthood, rather uneven in their merits but uniform in their bearing; they never referred to anything personal. Some read from old lecture notes and then haltingly explained the thumb-worn last lines. Others lectured from cards that had served for years, to judge by the worn edges... The teachers began on time, ended on time, and left the room without saying a word more to their students, very seldom being detained by questioners... The classes were not large, yet there was no discussion. No questions were raised in class, and there were no office hours.”
26. The author believes that a successful teacher should be able to ________.
A) make dramatization an important aspect of students’ learning
B) make inspired play an integral part of the learning process
C) improve students’ learning performance
D) make study just as easy as play（B）
27. The majority of university professors prefer the traditional way of lecturing in the belief that ________.
A) it draws the close attention of the students
B) it conforms in a way to the design of the Creator
C) it presents course content in a scientific and objective manner
D) it helps students to comprehend abstract theories more easily（C）
28. What the author recommends in this passage is that ________.
A) college education should be improved through radical measures
B) more freedom of choice should be given to students in their studies
C) traditional college lectures should be replaced by dramatized performances
D) interaction should be encouraged in the process of teaching（D）
29. By saying “They seemed ‘a priesthood, rather uneven in their merits but uniform in their bearing...’” (Lines 3-4, Para. 4), the author means that ________.
A) professors are a group of professionals that differ in their academic ability but behave in the same way
B) professors are like priests wearing the same kind of black gown but having different roles to play
C) there is no fundamental difference between professors and priests though they differ in their merits
D) professors at the University of Pennsylvania used to wear black suits which made them look like priests（A）
30. Whose teaching method is particularly commended by the author?
A) Ezekiel Cheever’s.
B) Cotton Mather’s.
C) Alfred North Whitehead’s.
D) Patricia Nelson Limerick’s.
| 重點單詞 | 查看全部解釋 | |||
| adequate | ['ædikwit] |
想一想再看 |
聯想記憶 | |
| ruin | [ruin] |
想一想再看 v. 毀滅，毀壞，破產 |
||
| trend | [trend] |
想一想再看 n. 趨勢，傾向，方位 |
聯想記憶 | |
| majority | [mə'dʒɔriti] |
想一想再看 n. 多數，大多數，多數黨，多數派 |
||
| observation | [.ɔbzə'veiʃən] |
想一想再看 n. 觀察，觀察力，評論 |
聯想記憶 | |
| instruction | [in'strʌkʃən] |
想一想再看 n. 說明，須知，指令，教學 |
聯想記憶 | |
| radical | ['rædikəl] |
想一想再看 adj. 激進的，基本的，徹底的 |
||
| outline | ['əutlain] |
想一想再看 n. 輪廓，大綱 |
聯想記憶 | |
| potential | [pə'tenʃəl] |
想一想再看 adj. 可能的，潛在的 |
||
| comprehend | [.kɔmpri'hend] |
想一想再看 vt. 充分理解，包括 |
聯想記憶 |
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