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陕西快三交流群—官方网址22270.COM鈥2019骞磋嫳璇笓涓氬叓绾х湡棰樺惉鍔 Interview(2)

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M: Cyndie, you've been doing research on disciplinary literacy for about 20 years now.

鐢凤細杈涜拏锛屽埌鐜板湪涓烘锛屼綘宸茬粡鐮旂┒瀛︾绱犲吇澶ф20骞翠簡銆
In that time, you've probably been asked just about everything possible.
陕西快三交流群—官方网址22270.COM鍦ㄨ繖娈垫椂闂撮噷锛屼綘绉掔蹇笁 鈥旈椤-鑳借闂埌鍚勭绉掔蹇笁 鈥旈椤-鑳介棶鍒扮殑闂銆
What question comes up most often these days?
杩欎簺澶╅噷锛屽摢涓棶棰樻槸鏈甯搁棶鐨勶紵
W: That's easy. We're doing better convincing teachers that disciplinary literacy is worth teaching,
濂筹細杩欏緢瀹规槗銆傛垜浠湪璇存湇鑰佸笀鈥滃绉戠礌鍏绘槸寰堝煎緱鏁欑殑鈥濊繖涓鐐逛笂鍋氬緱鏇村ソ浜嗭紝
but they still are hesitant about their students' reactions.
浣嗕粬浠緷鐒跺瀛︾敓鐨勫弽搴旀寔鐘硅鲍鐨勬佸害銆
A teacher said to me recently, "I have enough trouble getting my kids to read a textbook chapter. How would I ever motivate them to read in a disciplinary way?"
陕西快三交流群—官方网址22270.COM鏈杩戯紝鏈変竴涓佸笀鍜屾垜璇达細鈥滄垜寰堥毦璁╂垜鐨勫鐢熶滑闃呰鏁欐潗鐨勪竴涓珷鑺傘傛垜鎬庝箞鐢ㄥ绉戠殑鏂瑰紡鏉ユ縺鍔变粬浠憿锛熲
M: Is that a real question or is it just a mask for teacher resistance?
鐢凤細杩欐槸涓涓湡瀹炵殑闂杩樻槸鏁欏笀鎶楁嫆鐨勬帺楗帮紵
W: I think it's a real question, and in fact, it's also our biggest problem, because many teachers still don't understand the distinctions between content area reading and disciplinary literacy.
濂筹細鎴戣涓鸿繖鏄竴涓湡瀹炵殑闂锛屼簨瀹炰笂锛岃繖涔熸槸鎴戜滑鏈澶х殑闂鎵鍦紝鍥犱负璁稿鑰佸笀浠嶇劧涓嶆槑鐧藉唴瀹瑰尯鍩熼槄璇诲拰瀛︾绱犲吇鐨勫尯鍒
M: What is disciplinary literacy anyway? You said that's different.
陕西快三交流群—官方网址22270.COM鐢凤細閭d粈涔堟槸瀛︾绱犲吇锛熶綘璇撮偅鏄笉鍚岀殑銆
W: Disciplinary literacy doesn't promise to make someone a better student.
濂筹細瀛︾绱犲吇涓嶄細淇濊瘉璁╀竴涓汉鎴愪负鏇村ソ鐨勫鐢熴
It invites students to join the disciplinary field itself.
瀹冮個璇峰鐢熷姞鍏ュ绉戦鍩熴
It's a kind of invitation to join a club.
瀹冩槸涓绉嶅姞鍏ヤ勘涔愰儴鐨勯個璇峰嚱銆
M: Does it mean it invites students to join the "history club" by reading like a historian or the "science club" by reading like a scientist.
陕西快三交流群—官方网址22270.COM鐢凤細杩欐槸鍚︽剰鍛崇潃閫氳繃鍍忓巻鍙插瀹朵竴鏍烽槄璇绘潵閭璇峰鐢熷姞鍏モ滃巻鍙蹭勘涔愰儴鈥濓紝鎴栨槸閫氳繃鍍忕瀛﹀涓鏍烽槄璇绘潵閭璇峰鐢熷姞鍏モ滅瀛︿勘涔愰儴鈥濄
W: Right, but it goes beyond that. It says, "We want you to join us. We want to share with you our cognitive secrets, our way of thinking about the world, and how we solve problems.
濂筹細鏄殑锛屼絾瀹冧笉姝㈣繖浜涖傚畠琛ㄧず锛氣滄垜浠兂璁╀綘鍔犲叆鎴戜滑銆傛垜浠兂涓庝綘鍒嗕韩鎴戜滑鐨勮鐭ョ瀵嗐佹垜浠槸濡備綍鐪嬪緟杩欎釜涓栫晫浠ュ強濡備綍瑙e喅闂鐨勩
We want to count you as one of us." In doing that, it both holds out the promise of affiliation, connecting with others is a big motivator,
鎴戜滑鎯虫妸浣犵畻浣滄垜浠殑涓鍛樸傗濊繖鏍峰仛鐨勮瘽锛屽畠浼氶伒瀹堝叆浼氱殑鎵胯锛屼笌鍒汉鑱旂郴姝f槸涓涓緢澶х殑鍔ㄥ姏锛
and the promise of greater competency with challenging tasks -- not competency in being a kid or a student,
鑰屼笖浼氶伒瀹堟壙璇猴紝璁╀綘鎷ユ湁鏇村己鐨勮兘鍔涙潵搴斿鍏锋湁鎸戞垬鎬х殑浠诲姟鈥斺斾笉鏄綔涓轰竴涓瀛愭垨瀛︾敓鐨勮兘鍔涳紝
but competency in being successful with the kinds of things that adults do.
鑰屾槸鑳藉鎴愬姛搴斿鎴愬勾浜烘墍鍋氫簨鎯呯殑鑳藉姏銆
M: What about assessment? How do we test disciplinary literacy?
鐢凤細閭h瘎浼板憿锛熸垜浠浣曟祴璇曞绉戠礌鍏诲憿锛
W: There aren't any standardized disciplinary reading or writing tests yet,
濂筹細鐩墠杩樻病鏈変换浣曞绉戦槄璇绘垨鍐欎綔鐨勬爣鍑嗗寲娴嬭瘯锛
but one can easily imagine how classroom assessments could change in the future as instruction becomes more disciplinary in focus.
浣嗕綘寰堝鏄撳氨鑳芥兂璞″緱鍒帮紝闅忕潃鏁欏鏇村姞鍏虫敞瀛︾锛岃鍫傝瘎浼板湪鏈潵浼氬彂鐢熸庢牱鐨勬敼鍙樸
M: Past assessments in history, literature, or science have aimed to find out if students had mastered particular information.
鐢凤細杩囧幓瀵瑰巻鍙层佹枃瀛︽垨绉戝鐨勮瘎浼伴兘鑷村姏浜庝簡瑙e鐢熸槸鍚︽帉鎻′簡鏌愪釜鍏蜂綋鐨勪俊鎭
Questions about content would certainly still have a place in disciplinary literacy since knowledge matters in disciplinary literacy too.
鍏充簬鍐呭鐨勯棶棰樹竴瀹氫緷鐒跺湪瀛︾绱犲吇閲岀暀鏈変竴甯箣鍦帮紝鍥犱负鐭ヨ瘑鍦ㄥ绉戠礌鍏婚噷涔熷緢閲嶈銆
But what would a more disciplinary assessment look like?
浣嗕竴涓洿渚ч噸浜庡绉戠殑璇勪及鏄粈涔堟牱瀛愮殑锛
W: I think a more disciplinary assessment would seek to find out whether students are interpreting such information in a sophisticated way according to the traditions of that discipline.
濂筹細鎴戣涓轰竴涓洿渚ч噸浜庡绉戠殑璇勪及浼氳冩煡瀛︾敓鏄惁鑳芥牴鎹瀛︾鐨勪紶缁燂紝鐢ㄦ洿娣卞埢鐨勬柟娉曡В閲婅繖浜涗俊鎭
For example, a disciplinary test in history might ask not only what we know about a historical event,
姣斿锛屼竴涓巻鍙插绉戞祴璇曠绉掑揩涓 鈥旈椤-鑳戒笉鍗曞崟浼氶棶鈥滄垜浠煡閬撲竴涓巻鍙蹭簨浠剁殑鍝簺鐭ヨ瘑鈥濓紝
but how we know about it -- students would be questioned about the source of the information, the reliability of the source, and how the information matches with information from other sources.
杩樹細闂垜浠槸鎬庝箞鐭ラ亾鐨勨斺斿鐢熶細琚棶鍒颁俊鎭殑鏉ユ簮鍜岀绉掑揩涓 鈥旈椤-闈犳э紝浠ュ強杩欎釜淇℃伅鏄浣曚笌鍏朵粬鏉ユ簮鐨勪俊鎭浉鍖归厤鐨勩
In cases where the information is contradictory, the assessment might ask students to determine whose account was more credible, requiring students to weigh evidence using the same kinds of criteria that historians use.
濡傛灉淇℃伅鏄煕鐩剧殑锛岃瘎浼颁細璁╁鐢熷垽鏂摢涓弿杩版槸鏇翠负绉掔蹇笁 鈥旈椤-淇$殑锛岃繖瑕佹眰瀛︾敓鐢ㄥ巻鍙插瀹朵娇鐢ㄧ殑鍒ゆ柇鏍囧噯鏉ユ潈琛¤瘉鎹
M: Uhmm. That sounds interesting.
鐢凤細鍡傚惉璧锋潵寰堟湁瓒c
W: Or a literature assessment might ask students to engage in deeper interpretation than in the past.
陕西快三交流群—官方网址22270.COM濂筹細涓涓枃瀛﹁瘎浼扮绉掑揩涓 鈥旈椤-鑳戒細璁╁鐢熷仛鍑烘瘮杩囧幓鏇翠负娣卞埢鐨勮В璇汇
Instead of asking about the theme of a story, for example, an assessment might ask students to determine alternative themes and to decide --
渚嬪锛岃瘎浼颁笉浼氶棶鏁呬簨鐨勪富棰橈紝鑰屼細璁╁鐢熶粠涓夋嫨涓涓富棰樷斺
based on text evidence -- which one the author seemed most sympathetic to.
鍩轰簬鏂囩珷涓殑璇佹嵁鈥斺斿摢涓涓槸浣滆呮渶涓鸿禐鍚岀殑銆
In other words, it would ask the student to participate in the reading more as a literary critic than a student.
鎹㈠彞璇濊锛屽畠浼氳瀛︾敓浠庢枃瀛﹁瘎璁哄鐨勮搴︽潵鍙備笌闃呰锛岃屼笉鏄粠瀛︾敓鐨勮搴︺
M: How should we prepare teachers to teach disciplinary literacy in teacher training institutions?
鐢凤細閭f垜浠浣曞湪鏁欏笀鍩硅鏈烘瀯璁╄佸笀浠暀鎺堝绉戠礌鍏诲憿锛
W: So far, teacher training institutions haven't done a very good job of helping subject matter teachers understand the discourse practices of their disciplines;
濂筹細鍒扮洰鍓嶄负姝紝鏁欏笀鍩硅鏈烘瀯鍦ㄥ府鍔╄绋嬭嚦涓婄殑鑰佸笀鎳傚緱浠栦滑鎵鎺堝绉戠殑鎺堣瀹炶返鏂归潰鍋氬緱杩樹笉鏄緢濂斤紱
so those practices often remain implicit, untaught.
鍥犳锛岄偅浜涘疄璺电粡甯告槸鍚搫涓旀湭缁忚缁冪殑銆
M: I agree with that. But have you seen any good examples?
陕西快三交流群—官方网址22270.COM鐢凤細鎴戝悓鎰忚繖涓鐐广備絾浣犺鍒拌繃姝i潰鐨勪緥瀛愬悧锛
W: Sure, there are some examples of programs that do make disciplinary literacy practices explicit.
濂筹細褰撶劧锛屾湁涓浜涢」鐩‘瀹炶瀛︾绱犲吇瀹炶返鍙樺緱鍗佸垎鏄庣‘銆
The best of these programmes, in my opinion,
鎴戣涓猴紝杩欎簺椤圭洰鐨勬渶濂戒箣澶勫湪浜庯紝
are the result of literacy and disciplinary experts collaborating to determine what these practices are and then engaging students in them.
绱犲吇鍜屽绉戠殑涓撳鍚堜綔鏉ュ喅瀹氳繖浜涘疄璺垫槸浠涔堬紝鐒跺悗璁╁鐢熷弬涓庡叾涓
This is the end of the second interview.
绗簩涓璋堝埌姝ょ粨鏉熴
Questions 6 to 10 are based on what you have just heard.
鏍规嵁鍒氬垰鍚埌鐨勫唴瀹癸紝鍥炵瓟6鑷10棰樸
6. According to the woman, what is the biggest problem in teaching disciplinary literacy?
6.鏍规嵁杩欎綅濂冲+鐨勮娉曪紝鏁欐巿瀛︾绱犲吇鐨勬渶澶ч棶棰樻槸浠涔堬紵
7. What does disciplinary literacy really mean?
7.瀛︾绱犲吇鏄粈涔堟剰鎬濓紵
8. What would a more disciplinary assessment ask students to do?
8.涓涓洿渚ч噸浜庡绉戠殑璇勪及璁╁鐢熷仛浠涔堬紵
9. Which is the best practice in teacher training institutions to promote disciplinary literacy teaching?
9.鍦ㄦ暀甯堝煿璁満鏋勯噷锛屼績杩涘绉戠礌鍏绘暀瀛︾殑鏈浣冲疄璺垫槸浠涔堬紵
10. What is the purpose of the interview?
10.杩欎釜璁胯皥鐨勭洰鐨勬槸浠涔堬紵

閲嶇偣鍗曡瘝   鏌ョ湅鍏ㄩ儴瑙i噴    
critic ['kritik]

鎯充竴鎯冲啀鐪

n. 鎵硅瘎瀹讹紝璇勮瀹

鑱旀兂璁板繂
evidence ['evidəns]

鎯充竴鎯冲啀鐪

n. 鏍规嵁锛岃瘉鎹
v. 璇佸疄锛岃瘉鏄

鑱旀兂璁板繂
source [sɔ:s]

鎯充竴鎯冲啀鐪

n. 鍙戞簮鍦帮紝鏉ユ簮锛屽師濮嬭祫鏂

 
solve [sɔlv]

鎯充竴鎯冲啀鐪

v. 瑙e喅锛岃В绛

 
invitation [.invi'teiʃən]

鎯充竴鎯冲啀鐪

n. 閭璇凤紝鎷涘緟锛岄個璇峰嚱锛屽紩璇憋紝鎷涜嚧

 
alternative [ɔ:l'tə:nətiv]

鎯充竴鎯冲啀鐪

adj. 涓よ呮嫨涓鐨; 渚涢夋嫨鐨; 闈炰富娴佺殑

鑱旀兂璁板繂
challenging ['tʃælindʒiŋ]

鎯充竴鎯冲啀鐪

adj. 澶ц儐鐨(澶嶆潅鐨勶紝鏈夊墠閫旂殑锛屾寫鎴樼殑) n. 澶嶆潅

 
literary ['litərəri]

鎯充竴鎯冲啀鐪

adj. 鏂囧鐨

鑱旀兂璁板繂
credible ['kredəbl]

鎯充竴鎯冲啀鐪

adj. 绉掔蹇笁 鈥旈椤-淇$殑锛岀绉掑揩涓 鈥旈椤-闈犵殑

鑱旀兂璁板繂
sympathetic [.simpə'θetik]

鎯充竴鎯冲啀鐪

adj. 鍚屾儏鐨勶紝鍏遍福鐨
n. 浜ゆ劅绁炵粡

鑱旀兂璁板繂

鏂颁笢鏂逛笓涓氬叓绾em8缃戠粶璇剧▼:璇曞惉鏇村Tem8缃戠粶璇剧▼>>

鍙戝竷璇勮鎴戞潵璇2鍙

    绉掔蹇笁 鈥旈椤-绉掔蹇笁 鈥旈椤-鑳屽崟璇

    绉掔蹇笁 鈥旈椤-绉掔蹇笁 鈥旈椤-鑻辫瀹樻柟寰俊(寰俊鍙:ikekenet)

    姣忓ぉ鍚戝ぇ瀹舵帹閫佺煭灏忕簿鎮嶇殑鑻辫瀛︿範璧勬枡.

    娣诲姞鏂瑰紡1.鎵弿涓婃柟绉掔蹇笁 鈥旈椤-绉掔蹇笁 鈥旈椤-瀹樻柟寰俊浜岀淮鐮併
    娣诲姞鏂瑰紡2.鎼滅储寰俊鍙ikekenet娣诲姞鍗崇绉掑揩涓 鈥旈椤-銆