Teaching Boys: Developing classroom practices that work Amanda Keddie and Martin Mills Bridges the gap between theory and practice to offer a practical and sustainable framework for teaching boys in c 题目和参考答案——青夏教育精英家教网—

题目内容

Teaching Boys: Developing classroom practices that work

Amanda Keddie and Martin Mills

Bridges the gap between theory and practice to offer a practical and sustainable framework for teaching boys in classrooms of all levels.

Sales points

• Teaching boys remains one of the most concerned issues in education today.

• Many books have been published analyzing why boys perform less well than girls, and why some boys struggle at school. But they don’t show teachers what will work: this book does.

• The authors offer a research-based framework for classroom strategies that work with boys—and don’t disadvantage girls.

Description

Boys’ education continues to be a focus of public anxiety among teachers. Concern about boys’ general educational under-achievement and the impact this under-achievement has on the boys themselves, as well as on the broader society, continues to fuel disagreement and debate on the best approach to take in response.

Teaching Boys provides a framework for developing practical and sustainable ways to improve boys’ education.

The book indicates how what teachers do in the classroom can enable boys’ academic and social outcomes. With detailed case studies, Keddie & Mills outline a range of practical classroom strategies that will assist teachers to meet the challenge of teaching boys, without neglecting the girls in the process.

About the Author

Amanda Keddie is a researcher at the University of Queensland. Her research interests and teaching areas focus on classroom teaching, curriculum and educational sociology.

Martin Mills is Associate Professor in the School of Education at the University of Queensland. He has written several books, and is co-author of Teachers and Schooling Making a Difference （Allen & Unwin, 2005）.

1．The purpose of this passage is ________.

A．to promote classroom teaching

B．to advertising a book

C．to analyzing boys’ academic performance

D．to introduce two educators

2．What problem is NOT mentioned in the passage?

A．Boys’ general educational under-achievement and its impact.

B．Teachers’ anxiety to teach boys.

C．Lack of practical strategies for teaching boys.

D．Public opinions on classroom teaching.

3．The book Teaching Boys is intended for ________.

A．parents B．teachers C．students D．boys

4．What can we know from the passage?

A．Teachers’ concern makes the disagreement and debate on the best approach more heated.

B．Teachers’ concern brings about the disagreement and debate on the best approach.

C．The strategies recommended by the book are of no benefit to girls.

D．Teaching boys to improve their achievement is a newly-raised issue.

BDBA

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　　You've been away from us for three years; you told us a lie which I came to know not long ago.

　　On this special day for teachers across the country, I can 1 keep myself from telling your white lie to these who would lend me an ear.

　　Do you still remember the happy 2 about six years ago? We fixed our eyes upon you at your 3 . You , a beautiful young lady , 4 us that you would live in our village.

　　Soon after, we began to find you were part of your students and their simple honest parents. The villagers found their children 5 more time with their books 6 after doing their homework and housework. Yet they still 7 that one day you might leave. You 8 a smile all the time , which reduced to some degree （程度） their 9 of your leaving. You went all out in the 10 of your students , helping them not only in their studies but also in their tuition （学费） . You often emphasized to us the 11 of one's life , so that must have been what you were 12 in those five years!

　　One cold morning when class began , you entered the room 13 you had been crying 14 . In your class , we 15 but looked away from four eyes. You 16 for some time as if you were 17 to find the right world… you said you would go away and would never be back to teach because your boyfriend wanted you more….

　　On the following morning, we 18 you the very best and the villages gave you their 19 .The train took you away and your broken 20 .

　　The other day I happened to hear my parents chatting that you had lung cancer and left the world soon after you waved goodbye.

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Anyone who cares about what schools and colleges teach and how their students learn will be interested in the memoir（回忆录）of Ralph W. Tyler, who is one of the most famous men in American education.

Born in Chicago in 1902, brought up and schooled in Nebraska, the 19-year-old college graduate Ralph Tyler became hooked on teaching while teaching as a science teacher in South Dakota and changed his major from medicine to education.

Graduate work at the University of Chicago found him connected with honorable educators Charles Judd and W. W. Charters, whose ideas of teaching and testing had an effect on his later work. In 1927, he became a teacher of Ohio State University where he further developed a new method of testing.

Tyler became well-known nationality in 1938, when he carried his work with the Eight-Year Study from Ohio State University to the University of Chicago at the invitation of Robert Hutchins.

Tyler was the first director of the Center for Advanced Study in the Behavioral Sciences at Stanford, a position he held for fourteen years. There, he firmly believed that researchers should be free to seek an independent（独立的）spirit in their work.

Although Tyler officially retired in 1967, he never actually retired. He served on a long list of educational organizations in the United States and abroad. Even in his 80s he traveled across the country to advise teachers and management people on how to set objectives（目标）that develop the best teaching and learning within their schools. 68. Who are most probably interested in Ralph W. Tyler’s memoir?

A. Top managers. B. Language learners.

C. Serious educators. D. Science organizations.

69. The words “hooked oh teaching” underlined in Paragraph 2 probably mean ________.

A. attracted to teaching B. tired of teaching

C. satisfied with teaching D. unhappy about teaching

70. Where did Tyler work as the leader of a research center for over 10 years?

A. The University of Chicago. B. Stanford University.

C. Ohio State University. D. Nebraska University.

71. Tyler is said to have never actually retired because ____________.

A. he developed a new method of testing B. he called for free spirit in research

C. he was still active in giving advice D. he still led the Eight-Year Study

Anyone who cares about what schools and colleges teach and how their students learn will be interested in the memoir(回忆录)of Ralph W. Tyler who is one of the most famous men in American education.

Born in Chicago in 1902, brought up and schooled in Nebraska, the 19－year－old college graduate Ralph Tyler became hooked_on_teaching while teaching as a science teacher in South Dakota and changed his major from medicine to education.

Tyler became well－known nationality in 1938, when he carried his work with the Eight－Year Study from Ohio State University to the University of Chicago at the invitation of Robert Hutchins.

Although Tyler officially retired in 1967, he never actually retired. He served on a long list of educational organizations in the United States and abroad. Even in his 80s he travelled across the country to advise teachers and management people on how to set objectives(目标) that develop the best teaching and learning within their schools.

5．Who are most probably interested in Ralph W. Tyler's memoir?

A．Top managers.　　　　　　B．Language learners.

C．Serious educators. D.Science organizations.

6．The underlined phrases “hooked on teaching” in Paragraph 2 probably mean ________.

A．attracted to teaching B．tired of teaching

C．satisfied with teaching D．unhappy about teaching

7．Where did Tyler work as the leader of a research center for over 10 years?

A．The University of Chicago. B．Stanford University.

C．Ohio State University . D．Nebraska University.

8．Tyler is said to have never actually retired because ________.

A．he developed a new method of testing

B．he called for free spirit in research

C．he was still active in giving advice

D．he still led the Eight－Year Study

9．What cannot we learn about Ralph W. Tyler in this article?

A．When and where he was born.

B．Where he studied and worked.

C．His devotion to American education.

D．His life with his family.

Surprisingly, no one knows how many children receive education in English hospitals, still less the content or quality of that education. Proper records are just not kept. We know that more than 850,000 children go through hospital each year, and that every child of school age has a legal right to continue to receive education while in hospital. We also know there is only one hospital teacher to every 1,000 children in hospital.

Little wonder the latest survey concludes that the extent and type of hospital teaching available differ a great deal across the country. It is found that half the hospitals in England which admit children have no teacher. A further quarter have only a part-time teacher. The special children’s hospitals in major cities do best; general hospitals in the country and holiday areas are worst off. From this survey, one can estimate that fewer than one in five children have some contact with a hospital teacher—and that contact may be as little as two hours a day. Most children interviewed were surprised to find a teacher in hospital at all. They had not been prepared for it by parents or their own school. If there was a teacher they were much more likely to read books and do math or number work; without a teacher they would only play games.

Reasons for hospital teaching range from preventing a child falling behind and maintaining the habit of school to keeping a child occupied, and the latter is often all the teacher can do. The position and influence of many teachers was summed up when parents referred to them as “the library lady” or just “the helper”. Children tend to rely on concerned school friends to keep in touch with school work. Several parents spoke of requests for work being ignored or refused by the school. Once back at school children rarely get extra teaching, and are told to catch up as best as they can.

Many short-stay child-patients catch up quickly. But schools do very little to ease the anxiety about falling behind expressed by many of the children interviewed.

1.Which of the following statements is true?

A. Every child in hospital receives some teaching.

B. Not enough is known about hospital teaching.

C. Hospital teaching is of poor quality.

D. The special children's hospitals are worst off.

2.It can be inferred from the latest survey that________.

A. hospital teaching across the country is similar

B. each hospital has at least one part-time teacher

C. all hospitals surveyed offer education to children

D. only one-fourth of the hospitals have a full-time teacher

3.Hospital teachers are found________.

A. not welcomed by the children and their parents B. necessary

C. not welcomed by the hospitals D. capable

4.In order to catch up with their school work, children in hospital usually turn to________.

A. hospital teachers B. schoolmates C. parents D. school teachers

5.We can conclude from the passage that the author is________.

A. unfavorable towards children receiving education in hospitals

B. in favor of the present state of teaching in hospitals

C. unsatisfied with the present state of hospital teaching

D. satisfied with the results of the latest survey

第三部分阅读理解（共15小题；每小题2分，满分30分）

阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳答案。

Governors, lawyers and business leaders have to deal with scientists, and every educated person finds his views affected by science. Yet our science teaching of non-scientists, in school and college, has built up mistaken ideas, dislikes, and the common boast(自夸), "I never did understand science." Even those students who arrive at colleges with plans to become scientists usually bring a mistaken picture of science: some have a collection of unorganized facts about science, and some regard the study of science as a game which includes getting the right answer.

The first of these attitudes seems to come from a kind of course which provides various kinds of information; the second, from a training course on how to pass examinations that do not ask about the student's understand but simply require him to put the numbers in the right formula(公式). Neither type of courses in school or college seems to give students an understanding of science as we find it among scientists. Neither shows students how real scientists work and think, how the facts are gathered, how discoveries are made, and what they mean. Young people need good teaching of science, not so much as great wealth of knowledge as a healthy understanding of the nature of science. They need an understanding of knowledge leading to agreement with science and an eagerness of the way scientists work. Given these it is easy to encourage later reading and learning.

56. One of the reasons that cause mistaken ideas of science is due to _______.

A. a mistaken picture in students' mind

B. the unscientific way of teaching of science

C. the fact that students fail to see the influence of science

D. the fact that students have a collection of unrelated facts about science

57. According to the passage, we can safely say that the subject of the passage is ______.

A. need for good science teaching

B. young people should form a correct attitude to science

C. students must know what science is and how scientists work and think

D. every person, including governors, lawyers and business leaders should study science

58. A good course of science is ______.

A. to provide students with all kinds of information

B. to teach students to do things according to formulas

C. to help students have a good understanding and form a correct attitude to science

D. to encourage students to make themselves masters of knowledge

59. People such as governors, lawyers and business leaders deal with scientists mainly because ______.

A. scientists are great persons

B. they owe much to scientists' contributions

C. they can be affected by scientists when they are together

D. scientists make discoveries and help people live a more comfortable and safer life

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