WhatMakesaGoodTeacher?ByRobertE.Slavin

目錄IBackgroundIILead-inIIIOverviewIVExploringtheTextVSummaryVICriticalReadingVIIExtendedLearningIBackgroundAbouttheauthorRobertE.SlavinRobertE.Slavinisadistinguishededucationalpsychologistknownforhisextensiveresearchandpublications.Hisworkfocusesonapplyingtheoriesofeducationalpsychologytopracticalteachingscenarios.Slavinhasauthorednumerousarticlesandbooks,including"EducationalPsychology:TheoryintoPractice"and"CooperativeLearning:Theory,Research,andPractice."Hisresearchconcentratesontranslatingeducationalpsychologytheoriesintoeffectiveteachingpractices.IBackgroundAboutEducationalPsychology:TheoryintoPractice

EducationalPsychology:TheoryintoPracticebyRobertE.Slavinisawidelyrecognizedtextbookinthefieldofeducationalpsychology.Itprovidesacomprehensiveoverviewofthetheoriesandprinciplesofeducationalpsychologyandhowtheycanbeappliedinreal-worldteachingsituations.Thebookisdesignedtohelpeducatorsunderstandthepsychologicalaspectsofteachingandlearning,enablingthemtocreateeffectivelearningenvironmentsandstrategies.Itservesasanessentialresourceforpre-serviceandin-serviceteachers,aswellasanyoneinterestedinunderstandingthepsychologicalfoundationsofeducation.Inyouropinion,whatmakesagoodteacher?II.Lead-inquestionPossibleQualitiesknowledgeable 知識淵博的passionate 熱情的patient 有耐心的humor 幽默的empathetic 有同理心的adaptable 適應性強的motivational 激勵性的ethical 道德高尚的effectivecommunicator 有效溝通者lifelonglearner 終身學習者II.Lead-inDiscussionDoyouenjoybeingateacher?Whatistheimpactofmemorableteachers?0102DiscussionPossibleImpactofmemorableteachersTheyoftenserveasinspiringrolemodels,influencingstudents'attitudesandaspirations.InspiringrolemodelsMemorableteachersleavealastingimpactonstudents'learningexperiencesthroughtheiruniqueteachingmethods.LastingimpressionIII.OverviewMainIdeaWhilepersonalqualitiessuchaswarmth,enthusiasm,andcaringareimportantforteachers,theabilitytoeffectivelyteachrequiresacombinationofsubjectmatterknowledgeandteachingskills.Effectiveteachinginvolvesnotjustknowingthecontentbutalsobeingabletocommunicateitclearlyandengagestudentsthroughvariousstrategies.Additionally,thearticleemphasizesthatgoodteachingcanbelearnedandisnotsolelyaninnatetalent,asitinvolvesunderstandingandapplyingprinciplesofeffectiveinstruction.OrganizationPatternAnalysisOrganizationpatternofpresentationIntroduction:QuestioningtheessenceofgoodteachingThepresentationbeginsbyposingthefundamentalquestionofwhatconstitutesagoodteacher.0102Body:FocusingonsubjectmatterandteachingskillsThebodyofthepresentationdelvesintotheimportanceofsubjectknowledgeandthemasteryofteachingskills.QualitiesandskillsofgoodteachersGoodteacherspossesspersonalqualitieslikewarmthandenthusiasmthatmakethemapproachableandengaging.Theyareabletocommunicateknowledgeclearlyandfacilitatelearningeffectively.WarmthandenthusiasmEffectivecommunicationComparisonofsubjectmatterknowledgeandteachingskillsTeachersneedtohaveadeepunderstandingoftheirsubjectmatterbeyondjustbeingawalkingencyclopedia.SubjectmatterknowledgeEffectiveteachingrequiresnotonlysubjectknowledgebutalsotheabilitytotransmititthroughvariousteachingstrategies.TeachingskillsMainideaofeffectiveteaching01Effectiveteachingrequiresablendofteacher'spersonalattributes,subjectexpertise,andpedagogicalabilities.Combinationofpersonalqualities,knowledge,andskills02Theabilitytocommunicateknowledgeeffectivelyiscrucialforteachers,beyondjusthavingsubjectmatterexpertise.CommunicationasavitalteachingskillConclusion:Emphasizingtheimportanceofpersonalqualitiesandteachingskills.Theconclusionhighlightsthatbothpersonalqualitiesandteachingskillsareessentialforeffectiveteaching.IV.ExploringtheTextParagraph101

Body:Pragraphs2-802Conclusion:Paragraphs9-1003IV.ExploringtheTextPart1:Paragraph1Whataboutleadership,enthusiasm,acontagiousloveoflearning,andspeakingability?領導力、熱情、熱愛學習的感染力，以及出色的口頭表達能力呢？contagious

adj.

傳染的、有感染力的Theteacher'sloveforlearningwascontagious,inspiringstudentstoexplorenewtopics.老師對學習的熱愛具有感染力，激勵學生們探索新話題。IV.ExploringtheTextPart2:Paragraphs2-8Aranchermayhaveagoodideaofhowahorseissupposedtoactandwhatahorseissupposedtobeabletodo,butifhedoesn’thavetheskillstomakeanuntrained,scared,andunfriendlyanimalintoagoodsaddlehorse,he’sgoingtoendupwithnothingbutbrokenribsandteethmarksforhistroubles.一個牧場主可能很清楚馬應該如何表現(xiàn)以及馬應該能夠做什么，但如果他沒有將一匹未經(jīng)訓練、受驚害怕的且不友好的動物變成一匹坐騎的技能，他最終只會得到肋骨斷裂和被馬咬傷的下場。IV.ExploringtheTextChildrenarealotsmarterandalittlemoreforgivingthanhorses,butteachingthemhasthisincommonwithteachinghorses:knowledgeofhowtotransmitinformationandskillsisatleastasimportantasknowledgeoftheinformationandskillsthemselves.孩子們比馬聰明得多，也比馬更寬容一些，但教他們與教馬有一個共同點：傳授信息和技能的知識至少與信息和技能本身的知識同等重要。transmitv.

傳遞、傳達IV.ExploringtheTextForeffectiveteaching,subjectmatterknowledgeisnotaquestionofbeingawalkingencyclopedia.Effectiveteachersnotonlyknowtheirsubjects,buttheycanalsocommunicatetheirknowledgetostudents.對于有效的教學而言，學科知識并非意味著要成為一部活百科全書。優(yōu)秀的教師不僅了解他們的學科，而且能夠將知識傳授給學生。encyclopedia

n.百科全書Escalante’sabilitytorelatetheabstractconceptofpositiveandnegativenumberstohisstudents’experienceisoneexampleofhowtheabilitytocommunicateknowledgegoesfarbeyondsimplyknowingthefacts.埃斯卡蘭特將抽象概念“正數(shù)和負數(shù)”與學生的生活經(jīng)驗聯(lián)系起來的能力，是溝通知識能力的一個例子，這表明溝通知識的能力遠遠超出了僅僅知道事實本身。IV.ExploringtheTextIV.ExploringtheTextEffectiveinstructionisnotasimplematterofonepersonwithmoreknowledgetransmittingthatknowledgetoanother.Obviously,tellingisnotteaching.Rather,effectiveinstructiondemandstheuseofmanystrategies.有效的教學并非僅僅是具備更多知識的人將知識傳遞給另一個人這樣簡單。顯然，單純地講述并不等同于教學。相反，有效的教學需要運用多種策略。IV.ExploringtheTextThelessonsshouldalsotakeintoaccounttheintellectualandsocialcharacteristicsofstudentsinthefourthgradeandtheintellectual,social,andculturalcharacteristicsoftheseparticularstudents.課程還應考慮四年級學生的智力和社會特征，以及這些特定學生的智力、社會和文化特征。takesth.intoaccount

考慮、顧及IV.ExploringtheTextThesetasks—motivatingstudents,managingtheclassroom,assessingpriorknowledge,communicatingideaseffectively,takingintoaccountthecharacteristicsofthelearners,assessinglearningoutcomes,andreviewinginformation—mustbeattendedtoatalllevelsofeducation,inoroutofschools.這些任務——激勵學生、管理課堂、評估先備知識、有效傳達思想、考慮學習者的特征、評估學習成果以及復習信息——必須在所有教育層次中予以關注，無論是在學校內還是學校外。motivatev.使……有動機，激發(fā)IV.ExploringtheTextWarmth,enthusiasm,andcaringareessential,asissubjectmatterknowledge.Butitisthesuccessfulaccomplishmentofallthetasksofteachingthatmakesforinstructionaleffectiveness.熱情、活力和關懷是必不可少的，學科知識也是如此。然而，正是成功完成所有教學任務，才構成了教學的有效性。IV.ExploringtheTextPart3:Paragraphs9-10Outstandingteacherssometimesseemtohaveamagic,acharisma,thatmeremortalscouldneverhopetoachieve.杰出的教師有時似乎擁有一種魔力、一種魅力，普通人似乎永遠無法企及。charisman.

魅力、感召力IV.ExploringtheTextAnoutstandingteacherdoesnothingthatanyotherteachercannotalsodo—itisjustaquestionofknowingtheprinciplesofeffectiveteachingandhowtoapplythem.一位杰出的教師所做的任何事情，其他教師也都能做到——關鍵在于了解有效教學的原則以及如何運用這些原則。IV.ExploringtheTextButtheteacherissimplyapplyingprinciplesofclassroommanagementthatanyonecouldlearn:maintainmomentuminthelesson,dealwithbehaviorproblemsbyusingthemildestinterventionthatwillwork,andresolveminorproblemsbeforetheybecomemajorones.但教師只是在運用任何人都可以學會的課堂管理原則：保持課程的連貫性，用最溫和且有效的干預方式處理行為問題，并在小問題變成大問題之前解決它們。V.SummaryPleasewritea200-wordsummaryofthearticle.ForreferenceThearticle"WhatMakesaGoodTeacher?"byRobertE.Slavinexploresthemultifacetednatureofeffectiveteaching.Itbeginsbyacknowledgingthecommonbeliefthatqualitiessuchaswarmth,humor,andcaringareimportantforgoodteachers.However,Slavinemphasizesthatthesealoneareinsufficient.Thearticlehighlightsthenecessityofsubjectmatterknowledgeandtheabilitytocommunicatethisknowledgeeffectivelytostudents.Usingthemetaphorofteachingahorse,Slavinillustratesthatwhileknowledgeofthesubjectiscrucial,theskillofimpartingthatknowledgeisequallyimportant.Effectiveteachinginvolvesarangeoftasks,includingmanagingtheclassroom,assessingstudents'priorknowledge,engagingtheminactivities,andensuringtheyaremotivatedtolearn.Thearticlealsoaddressesthemisconceptionthatgoodteachingisaninnatetalent,arguinginsteadthatitisasetoflearnableskillsandbehaviors.Slavinconcludesthatgoodteachingcanbetaughtandmustbeobservedandpracticedtobemastered.Thisperspectivechallengesthenotionofthe"bornteacher"andsupportstheideathatwiththerightprinciplesandapplication,anyonecanbecomeaneffectiveeducator.Dividetheclassintogroupsof4-5.Eachgroupisassignedoneofthecriticalthinkingquestions.Theyhave5minutestodiscussandcomeupwithalistofpoints.Then,somegroupsareinvitedtopresenttheirideastotheclass,andothergroupscanaskquestionsorprovideadditionalinsights.VI.CriticalReading+ReflectionDiscussionquestions1.Whatarethemainargumentspresentedbytheauthor?2.Howdoestheauthorsupporttheseargumentswithexamples?3.Doyouagreeordisagreewiththeauthor'sviews?Why?4.Whatimplicationsdoesthearticlehaveforteachingpractices?5.ThetextispartofalongerpassagefromEducationalPsychology.Whatdoyouthinkthenextsectionfollowingthepartthatyoureadmightbeabout?ReflectionWhatIhavelearntfromtextAWhatIwanttoknowfutherMainpoints

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Finishthefollowingchartaccordingtoyourunderstandingofwhatmakesagoodteacher.VII.ExtendedLearning

TEDSpeechAllittakesis10mindfulminutesbyAndyPuddicombeDescription:AndyPuddicombe,amindfulnessexpert,discussesthetransformativepoweroftakingjust10minutesadaytobemindfulandexperiencethepresentmoment.Thistalkcanhelpeducatorsunderstandtheimportanceofmindfulnessinreducingstressandimprovingfocus,whichcanenhanceteachingeffectiveness./video/BV1QJ411r73b/1.TheFirstDaysofSchool:HowtoBeanEffectiveTeacher

byHarryK.WongandRosemaryT.Wong:Thisbookisacomprehensiveguideforeducatorslookingtocreateapositiveandeffectivelearni