单项选择题Teachers and other specialists in early childhood education recognize that children develop at different rates. Given anything that resembles a well-rounded life — with adults and other children to listen to, talk to, do things with — their minds will acquire naturally all the skills required for further learning.
Take for example, reading. The two strongest predictors of whether children will learn to read easily and well at school are whether they have learned the names and the sounds of letters of the alphabet before they start school. That may seem to imply that letter names and sounds should be deliberately taught to young children, because these skills will not happen naturally.
But in all the research programs where they have done just that — instructed children, rehearsed the names and sounds over and over — the results are disappointing. The widely accepted explanation is that knowledge of the alphabet for it to work in helping one to read, has to be deeply embedded in the child’s mind. That comes from years of exposure and familiarity with letters, from being read to, from playing with magnetic letters, drawing and fiddling with computers.
So parents can do some things to help, although many do these things spontaneously. Instead of reading a story straight through, the reader should pause every so often and ask questions but not questions which can be answered by a yes or no. Extend their answers, suggest alternative possibilities and pose progressively more challenging questions.
And with arithmetic do not explicitly sit down and teach children about numbers, but all those early years count when walking up steps. Recite nursery rhymes. Talk to children. Say this is a led apple, thru is a green one. Please get three eggs out of the fridge for me
The technical term in vogue for this subtle structuring of children’s early learning is "scaffolding". Based on recent extensions of the work of the Russian psychologist Lev Vygotsky the idea is that there are things a child may be almost ready to do. Anna, for example, cannot tie a shoelace by herself, but if an adult or a competent child forms one of the loops for her, she will soon learn to do the rest. Applying this concept to older children, one wonderful teacher has her children keep lists of "Words I can Almost Spell".
While this has all the hallmarks of common sense, it represents a significant change of emphasis from the idea of Piaget, which have dominated the theory of early childhood learning. The child in Piaget’s theory looks, more than anything, like a little scientist — exploring the environment, observing, experimenting, thinking and slowly coming to his or her conclusions about how the world works. The image is of a rather solitary pursuit with all the real action in the child’s head.
The Vygotsky model re-introduces all the people who also inhabit the child’s world — parents, care-givers, relatives, siblings and all those other children at play or school. They are not simply noise, clattering in the background while the child’s developing mind struggles on its own. The cognitive development of the child, that is, the learning of colors or numbers or letters — depends on learning how to interact socially, how to learn from the people (as well as the things) in the environment.
What is important is that the child develops the range of social skills — being able to express a preference, knowing how to take rums, being able to stand up for themselves, being able to get into a group, being able to make decisions, being able to share, having confidence to go off on their own. These all require careful nurturing. No one is telling parents not to think about their children’ s development
It is just that it is more important to think about a child’s desire to chat and the importance of social behavior and play activity, than the actually more trivial markers of intellectual achievement such as being the first kid in the group to cut a circle that looks like a circle.
The word "scaffolding" in the sixth paragraph indicates ______according to the context.
Take for example, reading. The two strongest predictors of whether children will learn to read easily and well at school are whether they have learned the names and the sounds of letters of the alphabet before they start school. That may seem to imply that letter names and sounds should be deliberately taught to young children, because these skills will not happen naturally.
But in all the research programs where they have done just that — instructed children, rehearsed the names and sounds over and over — the results are disappointing. The widely accepted explanation is that knowledge of the alphabet for it to work in helping one to read, has to be deeply embedded in the child’s mind. That comes from years of exposure and familiarity with letters, from being read to, from playing with magnetic letters, drawing and fiddling with computers.
So parents can do some things to help, although many do these things spontaneously. Instead of reading a story straight through, the reader should pause every so often and ask questions but not questions which can be answered by a yes or no. Extend their answers, suggest alternative possibilities and pose progressively more challenging questions.
And with arithmetic do not explicitly sit down and teach children about numbers, but all those early years count when walking up steps. Recite nursery rhymes. Talk to children. Say this is a led apple, thru is a green one. Please get three eggs out of the fridge for me
The technical term in vogue for this subtle structuring of children’s early learning is "scaffolding". Based on recent extensions of the work of the Russian psychologist Lev Vygotsky the idea is that there are things a child may be almost ready to do. Anna, for example, cannot tie a shoelace by herself, but if an adult or a competent child forms one of the loops for her, she will soon learn to do the rest. Applying this concept to older children, one wonderful teacher has her children keep lists of "Words I can Almost Spell".
While this has all the hallmarks of common sense, it represents a significant change of emphasis from the idea of Piaget, which have dominated the theory of early childhood learning. The child in Piaget’s theory looks, more than anything, like a little scientist — exploring the environment, observing, experimenting, thinking and slowly coming to his or her conclusions about how the world works. The image is of a rather solitary pursuit with all the real action in the child’s head.
The Vygotsky model re-introduces all the people who also inhabit the child’s world — parents, care-givers, relatives, siblings and all those other children at play or school. They are not simply noise, clattering in the background while the child’s developing mind struggles on its own. The cognitive development of the child, that is, the learning of colors or numbers or letters — depends on learning how to interact socially, how to learn from the people (as well as the things) in the environment.
What is important is that the child develops the range of social skills — being able to express a preference, knowing how to take rums, being able to stand up for themselves, being able to get into a group, being able to make decisions, being able to share, having confidence to go off on their own. These all require careful nurturing. No one is telling parents not to think about their children’ s development
It is just that it is more important to think about a child’s desire to chat and the importance of social behavior and play activity, than the actually more trivial markers of intellectual achievement such as being the first kid in the group to cut a circle that looks like a circle.
The word "scaffolding" in the sixth paragraph indicates ______according to the context.
A.framework
B.stage
C.capital punishment
D.scathing
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2.单项选择题Manners nowadays in metropolitan cities like London are practically non-existent. It is nothing for a big, strong schoolboy to elbow an elderly woman aside in the dash for the last remaining seat on the tube or bus, much less stand up and offer his seat to her, as he ought to. In fact, it is saddening to note that if a man does offer his seat to an older woman, it is nearly a Continental man or one from the older generation.
This question of giving up seats in public transport is much argued about by young men, who say that, since women have claimed equality, they no longer deserve to be treated with courtesy and that those who go out to work should take their turn in the rat race like anyone else. Women have never claimed to be physically as strong as men. Even if it is not agreed, however, that young men should stand up for younger women, the fact remains that courtesy should be shown to the old, the sick and the burdened. Are we really so lost to all ideals of unselfishness that we can sit there indifferently reading the paper or a book, saying to ourselves "First come, first served," while a gray-haired woman, a mother with a young child or a cripple stands Yet this is all too often seen.
Conditions in travel are really very hard on everyone, we know, but hardship is surely no excuse. Sometimes one wonders what would have been the behavior of these stout young men in a packed refugee train on its way to a prison- camp during the War. Would they have considered it only right and their proper due to keep the best places for themselves then
Older people, tired and irritable from a day’s work, are not angle, either— far from it. Many a brisk argument or an insulting quarrel breaks out as the weary queues push and shove each other to get on buses and tubes. One cannot commend this, of course, but one does feel there is just a little more excuse.
If cities are to remain pleasant places to live in, however, it seems imperative, not only that communications in transport should be improved, but also that communication between human beings should be kept smooth and polite. All over cities, it seems that people are too tired and too rushed to be polite. Shop assistant won’t bother to assist, taxi-drivers growl at each other as they dash dangerously round corners, bus conductors pull the bell before their desperate passengers have had time to get on or off the bus, and so on and so on. It seems to us that it is up to the young and strong to do their small part to stop such deterioration.
What is the writer’s opinion concerning courteous manners towards women
This question of giving up seats in public transport is much argued about by young men, who say that, since women have claimed equality, they no longer deserve to be treated with courtesy and that those who go out to work should take their turn in the rat race like anyone else. Women have never claimed to be physically as strong as men. Even if it is not agreed, however, that young men should stand up for younger women, the fact remains that courtesy should be shown to the old, the sick and the burdened. Are we really so lost to all ideals of unselfishness that we can sit there indifferently reading the paper or a book, saying to ourselves "First come, first served," while a gray-haired woman, a mother with a young child or a cripple stands Yet this is all too often seen.
Conditions in travel are really very hard on everyone, we know, but hardship is surely no excuse. Sometimes one wonders what would have been the behavior of these stout young men in a packed refugee train on its way to a prison- camp during the War. Would they have considered it only right and their proper due to keep the best places for themselves then
Older people, tired and irritable from a day’s work, are not angle, either— far from it. Many a brisk argument or an insulting quarrel breaks out as the weary queues push and shove each other to get on buses and tubes. One cannot commend this, of course, but one does feel there is just a little more excuse.
If cities are to remain pleasant places to live in, however, it seems imperative, not only that communications in transport should be improved, but also that communication between human beings should be kept smooth and polite. All over cities, it seems that people are too tired and too rushed to be polite. Shop assistant won’t bother to assist, taxi-drivers growl at each other as they dash dangerously round corners, bus conductors pull the bell before their desperate passengers have had time to get on or off the bus, and so on and so on. It seems to us that it is up to the young and strong to do their small part to stop such deterioration.
What is the writer’s opinion concerning courteous manners towards women
A.Now that women have claimed equality, they no longer need to be treated differently from men.
B.It is generally considered old-fashioned for young men to give up their seats to young women.
C."Ladies first" should be universally practiced.
D.Special consideration ought to be shown to them.
参考答案:acceptable
参考答案:are—is,many a是复数概念,但谓语动词需要用单数形式。
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