Teachers, it is thought,benefitfrom the practice ofreflection, theconsciousact of thinking deeply about and carefully examining the interactions and eventswithintheir own classrooms. Educators T. Wildman and J. Niles (1987)describeaschemefor developing reflective practice in experienced teachers. This wasjustifiedby the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with thepaucityofscientificfact and the uncertainty of knowledge in thedisciplineof teaching.

Wildman and Niles were particularly interested in investigating the conditions under whichreflectionmightflourish–asubjecton which there is little guidance in theliterature. They designed anexperimentalstrategyfor a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be “drawn to these new,refreshing” conceptions of teaching only to find that the void between the abstractions and the realities of teacherreflectionis too great to bridge. Reflectionon acomplextask such as teaching is not easy. The teachers were takenthrougha program of talking about teaching events, moving on to reflecting aboutspecificissues in a supported, and later anindependent,manner.

Wildman and Niles observed thatsystematicreflectionon teaching required asoundabilityto understand classroom events in anobjectivemanner. Theydescribetheinitialunderstanding in the teachers with whom they were working as being “utilitarian… and not rich or detailed enough todrivesystematicreflection.” Teachersrarelyhave the time or opportunities to view their own or the teaching of others in anobjectivemanner. Furtherobservationrevealed thetendencyof teachers toevaluateevents rather thanreviewthe contributory factors in a consideredmannerby, in effect, standing outside the situation.

Helping this group of teachers torevisetheir thinking about classroom events became central.Thisprocesstook time and patience andeffectivetrainers.The researchersestimatethat theinitialtraining of the teachers to view events objectively took between 20 and 30 hours,

with the same number of hours again being required to   practice the skills ofreflection. Thisprocesstook time and patience andeffectivetrainers. The researchersestimatethat theinitialtraining of the teachers to view events objectively took between 20 and 30 hours,

with the same number of hours again being required to   practice the skills ofreflection.

Wildman and Nilesidentifythree principles thatfacilitatereflective practice in a teaching situation.The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students.Thesecondis theavailabilityofsufficienttime andspace.The teachers in the program described how they found it difficult to put aside theimmediatedemands of others in order

to give themselves the time they needed to develop their reflective skills.The third is thedevelopmentof a collaborative environment with support from other teachers.Support and encouragement were also required to help teachers in the program cope with aspects of theirprofessionallife with which they were not comfortable.Wildman and Niles make asummarycomment: “Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happensimplybecause it is a good orevencompellingidea.” The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. Thesecondis theavailabilityofsufficienttime andspace. The teachers in the program described how they found it difficult to put aside theimmediatedemands of others in order

to give themselves the time they needed to develop their reflective skills. The third is thedevelopmentof a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of theirprofessionallife with which they were not comfortable. Wildman and Niles make asummarycomment: “Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happensimplybecause it is a good orevencompellingidea.”

The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession’s cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective)professionaldecision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. Morebasicthan the cultural issues is the matter ofmotivation. Becoming a reflective practitioner requiresextrawork (Jaworski, 1993) and has only vaguely defined goals with, perhaps, littleinitiallyperceivablerewardand the threat ofvulnerability. Few have directly questioned what mightleada teacher to want to become reflective. Apparently, the mostobviousreasonfor teachers to work toward reflective practice is that teacher educators think it is a good thing. Thereappearto be many unexplored matters about themotivationtoreflect– for example, the value of externally motivatedreflectionasopposedto that of teachers who mightreflectbyhabit.

Questions:
question_stem: The word “justified” in the passage is closest in meaning to
choices: tag: A
text: supported

tag: B
text: shaped

tag: C
text: stimulated

tag: D
text: suggested
answer_key: A
explanation: justify: 以…为证明。A 是支持；B 是发展，成形；C 是刺激；D 是暗示，建议。 想到 just 有正义之意，所以 A 的 support 正确。对应原文:This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching. 原句说观点 justify 前面的东西。看下两者的内容，之前说老师们 benefit from reflection，后面说 reflective practice 帮助了老师，所以两者的意思应该相同，也就是 justify 是正向词，BCD 都是中性，所以都不对。

question_stem: According to paragraph 1, it was believed that reflection could help teachers
choices: tag: A
text: understand intellectual principles of teaching

tag: B
text: strengthen their intellectual connection to their work

tag: C
text: use scientific fact to improve discipline and teaching

tag: D
text: adopt a more disciplined approach to teaching
answer_key: B
explanation: 以 help teachers 做关键词定位至最后一句：This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching. 帮助老师们智力上更多参与教学，所以答案是 B，这里的改写程度比较大，所有容易错选。A 的 understand 是概念偷换，原文说的是处理 uncertainty of discipline；C 和 A 一样是概念偷换，原文的 scientific fact 和 discipline 是并列关系，没有目的关系。

question_stem: The word “flourish” in the passage is closest in meaning to
choices: tag: A
text: continue

tag: B
text: occur

tag: C
text: succeed

tag: D
text: apply
answer_key: C
explanation: flourish: 繁盛，繁荣。A 是继续；B 是出现；C 是成功；D 是运用。所以 C 的 succeed 正确。对应原文：Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish–a subject on which there is little guidance in the literature. 原文说这两个人对调查有兴趣，调查是关于 reflection 在某些情况下怎么样的。这个单凭本句甚至是所在段落都不是很好猜，但全文都在说 reflection 很好，所以也应该是个好词，A 继续 B 发生 D 应用申请都不靠谱。

question_stem: All of the following are mentioned about the experimental strategy described in paragraph 2 EXCEPT:
choices: tag: A
text: It was designed so that teachers would eventually reflect without help from others.

tag: B
text: It was used by a group of teachers over a period of years.

tag: C
text: It involved having teachers take part in discussions of classroom events.

tag: D
text: It involved having teachers record in writing their reflections about teaching.
answer_key: D
explanation: A 的 without help 与第一句的 little guidance 同义重合：Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish–a subject on which there is little guidance in the literature. A 正确，不选。同样的，也可以从最后一句的 independent 看出来最终是独立地，不需要帮助的完成 reflection； C 的 discussion 与原文最后一句的 talk 同义重合。B 的 a period of years 做关键词定位至原文第二句：They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. 这句话中说了是 over several years，所以 B 正确，不选；D 的 writing 原文没说，错，选。

question_stem: According to paragraph 2, Wildman and Niles worried that the teachers they were working with might feel that
choices: tag: A
text: the number of teachers involved in their program was too large

tag: B
text: the concepts of teacher reflection were so abstract that they could not be applied

tag: C
text: the ideas involved in reflection were actually not new and refreshing

tag: D
text: several years would be needed to acquire the habit of reflecting on their teaching
answer_key: B
explanation: worried 做关键词定位至第三句的 concern：They were concerned that many would be “drawn to these new, refreshing” conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge.说他们担心老师们觉得 teaching 的理论与现实之间的鸿沟难以逾越，所以 B 正确，其他都没提到。

question_stem: The word “objective” in the passage is closest in meaning to
choices: tag: A
text: unbiased

tag: B
text: positive

tag: C
text: systematic

tag: D
text: thorough
answer_key: A
explanation: B objective 客观的，目标，想到 object 物品，物体，所以 A 的 unbiased 没有偏见的正确。倒数第二句里面也有个 objective，所以可以借助最后一句进行猜测，最后一句说老师们更愿意置身事外来评价整个事情，置身事外意思就是客观。容易误选 systematic，systematic 与 thorough 在某种程度上意思相近，所以都不选，positive 积极的正向的无关，不选。

question_stem: According to paragraph 3, what did the teachers working with Wildman and Niles often fail to do when they attempted to practice reflection?
choices: tag: A
text: Correctly calculate the amount of time needed for reflection.

tag: B
text: Provide sufficiently detailed descriptions of the methods they used to help them reflect.

tag: C
text: Examine thoughtfully the possible causes of events in their classrooms.

tag: D
text: Establish realistic goals for themselves in practicing reflection.
answer_key: C
explanation: C 此题较难，题干中缺少关键词，排除法。A 的 time 做关键词定位至第三句，原文说没有时间做，选项说计算时间，完全不是一回事，错；B 的 detailed descriptions 做关键词定位至第二句，原文说老师们对 reflection 的理解不够细致，答案说对方法的描述不够细致，不是一回事，不选；C 的 cause 与原文最后一句中的 contributory factors 同义重合，原文说 evaluate rather than review，也就是没 review 原因，与 C 的 examine 原因是同义替换，正确；D 没提及。

question_stem: How is paragraph 4 related to other aspects of the discussion of reflection in the passage?
choices: tag: A
text: It describes and comments on steps taken to overcome problems identified earlier in the passage.

tag: B
text: It challenges the earlier claim that teachers rarely have the time to think about their own or others' teaching.

tag: C
text: It identifies advantages gained by teachers who followed the training program described earlier in the passage.

tag: D
text: It explains the process used to define the principles discussed later in the passage.
answer_key: A
explanation: A 问整段的题看第一句，说帮助这些老师改变他们对课堂事件的想法是非常重要的，前一段说了很多老师们面对课堂事件时产生的问题，所以这段提出的是解决方法，所以答案是 A。本段与前一段之间不是矛盾关系，所以 B 的 challenge 不对；本段只是在陈述事实，没说 follow 的老师有什么好处，所以 C 的 advantages 不对；从本段的内容看不出与下段有什么联系，所以 D 错。

question_stem: The word “compelling” in the passage is closest in meaning to
choices: tag: A
text: commonly held

tag: B
text: persuasive

tag: C
text: original

tag: D
text: practical
answer_key: B
explanation: compelling: 引人注目的，令人信服的。A 是通常持有的；B 是有说服力的；C 是原始的；D 是实际的。所以 persuasive 有说服力的正确。对应原文：Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea.原文说我们学到的最重要的东西是，不会仅仅因为这是一个好的注意，甚至是 compelling 的注意而发生。句中 compelling 和 good 之间是递进关系，所以应该是比好更好，ACD 都无法表达这个意思。

question_stem: According to paragraph 6, teachers may be discouraged from reflecting because
choices: tag: A
text: it is not generally supported by teacher educators

tag: B
text: the benefits of reflection may not be apparent immediately

tag: C
text: it is impossible to teach and reflect on one's teaching at the same time

tag: D
text: they have often failed in their attempts to become reflective practitioners
answer_key: B
explanation: B 此题较难，题干中缺少关键词，排除法。A 的 educators 做关键词定位至倒数第二句，原文说 educator 认为是好事，选项说不支持，说反了，错；B 没有明显关键词，但倒数第四句说 reflective practitioner 需要额外工作，目标不清，最初少有回报，就是 B 项说的最初不会看到好处，对；C 和 D 都没提及，不选。

question_stem: Which of the sentences below expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information
choices: tag: A
text: The practice of being reflective is no longer simply a habit among teachers but something that is externally motivated.

tag: B
text: Most teachers need to explore ways to form the habit of reflection even when no external motivation exists.

tag: C
text: Many aspects of the motivation to reflect have not been studied, including the comparative benefits of externally motivated and habitual reflection among teachers.

tag: D
text: There has not been enough exploration of why teachers practice reflection as a habit with or without external motivation.
answer_key: C
explanation: C : 原文破折号后的是一个例子，而主干部分是：关于 motivation 有很多未知问题。A 改变了原文主干，错；B 将例子和主干混到一起，改变了原文结构，错；C 正确；D 具有一定迷惑性，原文破折号后面只是诸多未知问题其中的一个，D 没提到主干的诸多未知问题，错。