实用翻译第四周作业

TranslatetheunderlinedpartsintoThesource5EvaluatingOneofthestatedaimsofTeachersinAction--andonewhichIconsidercrucialinpromotingteacherlearning--is'tohelpteacherstoselectrelevantgoalsfor,managetheprocessof,andevaluate,theirlearningandprofes¬sionaldevelopment'.Theterm'evaluate'meansdifferentthingstodifferentpeople,sothefollowingdefinitionhighlightstheprincipalpurposesthatevaluationhasinthisbook:'tocollectinformationsystematicallyinordertoindicatetheworthormeritofaprogrammeorproject...andtoinformdecisionmaking'(WeirandRoberts,1994:4).CollectinginformationTeachersinAction关重要的Exploringteachers'A▼Identifyingtopicsto5Evaluating3learningaT6ResourcesfortheFigure5.1TheinvestigatingcycleinTeachersin同时需要受训教师层面做出巨大努力。5Evaluatingthissenserequirestrainerstoprovidetimeandmentalspaceonatrainingprogramme,aswellasdemandingagreatdealofmentaleffortfromtheteachers.Forthis,theywillneedtostepbackfromwhatishappeningonabusyprogrammeinordertotakestockofitorpausetothinkaboutalltheaspectsbeforedecidingwhattodonext(althoughnaturallythisisnotallthatisinvolvedinmakingsense).IFtrainersdonotprovideteacherswithopportunitiestoevaluatetheirlearningonaprogrammeinthewayout¬linedabove,theyruntheriskofbombardingthemwithtoomuchmaterialforthemtoabletomakesenseofit,orseeconnectionsbetweenitscom¬ponents.Inthisrespect,fromtheofatrainer,Iwouldprefertoconcentrateon,say,seventopicsonaprogrammeratherthansqueezinginten,butconsequentlybeabletoincludeinthetimetableplentyofopportunitiesfortheteacherstoevaluateanylearningfromtheseventopics.ThefirstsixtasksinChapter5providedifferentwaysofhelteacherstoevaluatetheirlearningwhileaprogrammeisinprogress,bothindividuallyandcollectively,whileTasks5.7and5.8encourageteacherstosharetheirlearningwithothers.Allthetaskshavetheirownspecificaimsandhelptoindicatetoteachersandtrainersthemeritofaprogramme,buttheyalsodelibera yhelptoinformdecision-making,whichcouldtakeoneofthefollowingforms:化。(a)帮助教师和培训师，决（见表5.1)。他们亦有可能为该项目剩余的学习部分抑或项目Helteachersandtrainerstodecidewhattodonextonaprogramme.Forexample,theymaybeencouragedtoidentifyaspecifictopicforfurtherinvestigation(seeFigure5.1).Theymayalsoselectspecific,relevant,effectivelearningstrategiesfortherestoftheprogramme,orindeedforafter(b)在评估学习效果时，培训师（以及受训教师）Whileevaluatinglearning,trainers(andteachers)gainaccesstoparticipants'detailed,fascinatingandsometimessurprisinginsightsregarding6.346.36部分中重现。这种信息同aprogramme,aswellastotheidiosyncratic,uniqueatmospheresurroundingit(see,forexample,thedataforTasks5.3and5.5,reproducedinSections6.34and6.36respectively).Suchinformationalsohelpstrainerstoconsiderandtakedecisionsconcerningspecificmodificationstothecontentandmethodologyoffuturetrainingprogrammes.WeirandRoberts（1994：7-8）书中式之一……自主形评估对于参与其中的教Furthermore,andperhapsmostsignificantly,'ifteachersthemselvesareactivelyinvolvedinevaluatingtheirlearningasinthetasksinChapter5,thereisgreatgeneralexperientiallearningpotentialforthemasaresult,asassertedbyWeirandRoberts(1994:7-行业务的能力促进在专业领域发现问题并提self-directedformativeevaluationisaformofteacherdevelopment,arguablyoneofthemosteffectiveformsifdoneconsistently,collaboratively benefitsforteachersofinvolvementinself-directedformativeevaluationareconsiderable,includingastheydoadeepeninganddevelopmentofteachers'perceptionsofclassroomevents,developmentsinpractice,improvedprofes¬sionaldialoguewithpeers,andimprovedskillsandconfidenceinexploringandpresentingissuesofprofessional5.1这项任务是否有助于我们/我的学习？Iftrainersencourageteacherstotakestockinthewaysdescribedhere,thenIbelievethattheyarealso,inasense,settingagoodexampletotheteacherspresentingeducating,teachingandlearningasanopen,flexible,constantlychangingprocess.Soonefurtheraimofthetasksinthischapteristoprovideteacherswithanopportunitytoexperiencetheevaluationoflearningfirsthandandtoconsiderpossibleapplicationstotheirownprofessionalpracticein这项任务帮助教师系统性地他们在培训项目Onefinalwordofwarning:trainersshouldusetheevaluationtasksinbook,orotherslikethem,sensitivelyandjudiciously,soparticipantsdonotsuffertoo1.muchfromwhatmightbecalled 评估提供逻辑上的起点。向教师转述书中所写Task5.1Hasthistaskhelpedme/ustolearn?BACKGROUNDFORTHETRAINER5,ThistaskincludesWorksheet42onp. 10分钟左Thistaskhelpsteacherstoreflectsystematicallyontheeffectivenessoftheirlearningonatrainingprogramme.ItisdesignedforusebyindividualsandgroupsofteachersaftertheyhavebeeninvolvedinanothertaskoractivityTeachersinAction,orindeedanotherdevisedbyatrainer.toencourageteacherstoevaluateataskbyreflectingaboutwhether,how,orwhatithashelpedthemtolearntohelpteacherstoidentifyfurthertopicsforAllowatleast20minutesforthisExinthatyouwanttheteacherstoevaluatethetaskoractivitythatthegrouphasbeeninvolvedin.Ifappropriate,youmaybrieflyrefertoaquotation(s)fromtheIntroductiontothischapteronthepurposeofevaluation,toexinwhyyouthinkthisisimportant.Forexample,theaimofthistaskis'tocollectinformation与教师达成一致意见说明接下来对表单如何systematicallyinordertoindicatetheworthormeritofaprogrammeorTheoriginalaim(s)fortheactualtaskoractivityinquestionwillprovidealogicalstartingpointfortheevaluation.Referteacherstotheaimasstatedinthebook,andwriteitontheblackboard.FollowtheinstructionsonWorksheet42.Theteacherscompletetheworksheetfroma al--eitherathomeorinthetrainingsession.Allowapproximay10minutesforthis.Note:insteadofusingallthequestionsontheworksheet,youmaywishtoselectonlythoserelevanttoyourgroup,andwritethemontheblackboardforteacherstofocuson.Oryoumaywishtomakeupyourownquestionsbasedonthoseshownontheworksheet.Whentheteachershavecompletedtheirworksheet,askthemtoworkinpairstocomparetheirresponses,allowingaboutfiveminutesforthis.Note:optionally,anddependingonthetimeavailable,youmayasktheteacherstogiveyouthecompletedworksheetstotakeawayandread,allowingyoutorespondtotheminwritinginthespaceprovidedontheworksheet.Inasubsequentsession,returnthemtotheteachersandproceedassuggestedbelow.Itisalsoimportanttoagreeonwhattodowiththeworksheetsbeforetheteacherscompletethem.Withtheaimofhelteacherstoidentifyfurthertopicsforinvestigating,inwhole-groupmodediscusstheirresponsestotheworksheetquestions--eachofwhichisintendedtoleadanindividualorgrouponftoanothercycleofinvestigatingactivity.Refertoaworksheetquestion,forexamplequestion7:'Isthereanothertopic(s)youwishtoinvestigatenow?'Writethequestionontheblackboard,andelicitresponses,alsowritingtheseontheblackboard.Whereappropriate,trytogettheteacherstoagreeononeormoreactionpointsfromtheresultingresponses,thusallowingthemtoexaminetheirtopicinagrouporsubgroups,bymeansofataskfromChapter3or4.Alternatively,anddependingonthecharacteristicsofyoursituation,individualteachersmayalsobeencouragedtofollowupparticularinterests.Task5.2Whichlearningstrategiesarehelus?BACKGROUNDFORTHETRAINERThistaskincludesWorksheet43