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Research project on attitudes towards study [br] Regarding teaching, Selina says
Research project on attitudes towards study [br] Regarding teaching, Selina says
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2024-01-05
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问题
Research project on attitudes towards study [br] Regarding teaching, Selina says she has learned that
J: So how did you get on with your school-based research, Selina?
S: Well, it was exhausting but really valuable.
J: Good. What was the specific focus you chose?
S: My title is ’Attitudes towards study among eleven-twelve-year-old pupils’.
J: Right. And what made you choose that focus?
S: Well, that’s a bit difficult... lots of my classmates decided on their focus really early on... mainly on the basis of what they thought would help in their
future career, you know, in their first year’s teaching.
J: So that’s what helped you decide?
S: Actually,
it was that I came across a book written by experienced teachers on student attitudes and that motivated me to go for the topic.
J: So what were your research questions or issues?
S: Well I wanted to look at the ways students responded to
different teachers particularly focusing on whether very strict teachers made teenagers less motivated.
J: And, from your research, did you find that was true?
S: No, not from what I saw you know, from my five days’ observation, talking to people and so forth.
J: OK... We’ll talk about the actual research methods in a moment, but before that, can you briefly summarise what your most striking findings are.
S: Well, what really amazed me was the significant gender differences. I didn’t set out to focus on that but
I found that boys were much more positive about being at school... girls were more impatient, they talked a lot about wanting to grow up and leave school.
J: Very interesting.
S: Yeah... it is. From doing the research it was clear to me that you might start out to focus on one thing but you pick up lots of unexpected insights.
J: Right. Did you get any insights into teaching?
S: Yes, certainly. I was doing a lot of observations of the way kids with very different abilities collaborate on certain tasks, you know, help each other and I began to realise that the lessons were developing in really unexpected ways.
J: So what conclusion do you draw from that?
S: Well, I know it’s necessary for teachers to prepare lessons carefully
but it’s great if they also allow lessons to go their own ways.
J: Good point. Now, I’m really pleased to see you doing this — analysing and drawing conclusions based on data.
S: But surely this isn’t proper data...
J: Because it’s derived from such small-scale research? Well, as long as you don’t make grand claims for your findings, this data is entirely valid.
S: Hmm.
J:
I like the way you’re already stepping back from the experience and thinking about what you’ve learned about research...
Well done.
S: But I know I could have done it better.
J: As you become more experienced you’ll find ways to reduce the risk of difficulties.
S: OK.
选项
A、teachers should be flexible in their lesson planning.
B、brighter children learn from supporting weaker ones.
C、children vary from each other in unpredictable ways.
答案
A
解析
题目问Selina在教学方面学到的东西。录音原文中的allow lessons to go their own ways“允许课程自由进行”是选项中flexible“灵活的”的同义表述。
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