实用翻译每周作业第四周

5EvaluatingOneofthestatedaimsofTeachersinAction-andonewhichIconsidercrucialinpromotingteacherlearning--is'tohelpteacherstoselectrelevantgoalsfor,managetheprocessof,andevaluate,theirlearningandprofessionaldevelopment'.Theterm'evaluate'meansdifferentthingstodifferentpeople,sothefollowingdefinitionhighlightstheprincipalpurposesthatevaluationhasinthisbook:'tocollectinformationsystematicallyinordertoindicatetheworthormeritofaprogrammeorproject...andtoinformdecisionmaking'(WeirandRoberts,1994:4).Collectinginformationinthissenserequirestrainerstoprovidetimeandmentalspaceonatrainingprogramme,aswellasdemandingagreatdealofmentaleffortfromtheteachers.Forthis,theywillneedtostepbackfromwhatishappeningonabusyprogrammeinordertotakestockofitTeachersinAction这本书旨在“帮助教师选定估”二字也有不同的意义所，下面的定义强调了本书中“评估”的目的：“为某个方案或项目的价值或优点而系统地收集信息…同时也为决策提供信息。”（WeirandRoberts,1994:4)在这种意乂上，为了收集信方面的情况（E1放缓的原显得累赘，因此改为“旨译文将其翻译为了因果关“层面做出巨大努pausetothinkaboutalltheaspectsbeforedecidingwhattodonext(althoughnaturallythisisnotallthatisinvolvedinmakingsense).IFtrainersdonotprovideteacherswithopportunitiestoevaluatetheirlearningonaprogrammeinthewayoutlinedabove,theyruntheriskofbombardingthemwithtoomuchmaterialforthemtoabletomakesenseofit,orseeconnectionsbetweenitscom-ponents.Inthisrespect,fromtheofatrainer,Iwouldprefertoconcentrateon,say,seventopicsonaprogrammeratherthansqueezinginten,butconsequentlybeabletoincludeinthetimetableplentyofopportunitiesfortheteacherstoevaluateanylearningfromtheseventopics.么就有可能操之过急，给教师灌输太多内让教师专心学习七个话题，而不是慌忙地所学的七个话题进行评估检视。图表5.1书5助教师在进行项目时，通过个人自测和集体互1帮助教师和培训师决定项目下一步。例如，他Figure5.1TheinvestigatingcycleinTeachersin5EvaluatingThefirstsixtasksinChapter5providedifferentwaysofhelteacherstoevaluatetheirlearningwhileaprogrammeisinprogress,bothindividuallyandcollectively,whileTasks5.7and5.8encourageteacherstosharetheirlearningwithothers.Allthehavetheirownspecificaimsandhelptoindicatetoteachersandtrainersthemeritofprogramme,buttheyalsodeliberayhelptoinformdecision-making,whichcouldtakeoneofthefollowingforms:(a)Helteachersandtrainerstodecidewhattodonextonaprogramme.Forexample,theymaybeencouragedtoidentifyaspecifictopicforfurtherinvestigation(seeFigure5.1).Theymayalsoselectspecific,relevant,effectivelearningstrategiesfortherestoftheprogramme,orindeedforafterit.b)Whileevaluatinglearning,trainers(andteachers)gainaccesstoparticipants'detailed,fascinatingandsometimessurprisinginsightsregardingaprogramme,aswellastotheidiosyncratic,uniqueatmospheresurroundingit(see,forexample,thedataforTasks5.3and5.5,reproducedinSections6.34and6.36respectively).Suchinformationalsohelpstrainerstoconsiderandtakedecisionsconcerningspecificmodificationstothecontentandmethodologyoffuturetrainingrthermore,andperhapsmostsignificantly,'ifteachersthemselvesareactivelyinvolvedinevaluatingtheirlearningasinthetasksinChapter5,thereisgreatgeneralexperientiallearningpotentialforthemaresult,asassertedbyWeirand2在评估学习效果时，培训师（以及受训教师）候洞察力的深刻令人惊讶（46.36部分中重WeirRoberts所说（1994：7-8：教师主动评估自身学习效果是教师职业发展来非常大的好处对课堂的感知能力、授课能力、与业务的能力、以及在教.(1994:7-self-directedformativeevaluationisaformofteacherdevelopment,arguablyoneofthemosteffectiveformsifdoneconsistently,collaboratively....Thebenefitsforteachersofinvolvementinself-directedformativeevaluationareconsiderable,includingastheydoadeepeninganddevelopmentofteachers'perceptionsofclassroomevents,developmentsinpractice,improvedprofessionaldialoguewithpeers,andimprovedskillsandconfidenceinexploringandpresentingissuesofprofessional如果培训师鼓励教师按照这种方式进行学习中多个内容排比应该使用顿Iftrainersencourageteacherstotakestockinthewaysdescribedhere,thenIbelievethattheyarealso,inasense,settingagoodexampletotheteacherspresentingeducating,teachingandlearningasanopen,flexible,constantlychangingprocess.Soonefurtheraimofthetasksinthischapteristoprovideteacherswithanopportunitytoexperiencetheevaluationoflearningfirsthandandtoconsiderpossibleapplicationstotheirownprofessionalpracticeinschools.Onefinalwordofwarning:trainersshouldusetheevaluationtasksinbook,orotherslikethem,sensitivelyandjudiciously,soparticipantsdonotsuffertoomuch活动5.1这项活动是否对我们/我的学习有帮taskswhatmightbecalledevaluation-Task5.1Hasthistaskhelpedme/ustoBACKGROUNDFORTHETRAINER5ThistaskincludesWorksheet42onp.Thistaskhelpsteacherstoreflectsystematicallyontheeffectivenessoftheirlearningonatrainingprogramme.ItisdesignedforusebyindividualsandgroupsofteachersaftertheyhavebeeninvolvedinanothertaskoractivityTeachersinAction,orindeedanotherdevisedbyatrainer.27642这项活动帮助教师系统地思考他们在培训项toencourageteacherstoevaluateataskbyreflectingaboutwhether,how,orwhatithashelpedthemtolearn20 “tohelpteacherstoidentifyfurthertopics •Allowatleast20minutesforthisExinthatyouwanttheteacherstoevaluatethetaskoractivitythatthegrouphasbeeninvolvedin.Ifappropriate,youmaybrieflyrefertoaquotation(s)fromtheIntroductiontothischapteronthepurposeofevaluation,toexinwhyyouthinkthisisimportant.Forexample,theaimofthistaskis'tocollectinformationsystematicallyinordertoindicatetheworthormeritofaprogrammeorproject...'.Theoriginalaim(s)fortheactualtaskoractivityinquestionwillprovidealogicalstartingpointfortheevaluation.Referteacherstotheaimasstatedinthebook,andwriteitontheblackboard.FollowtheinstructionsonWorksheet42.Theteacherscompletetheworksheetfromaal--eitherathomeorinthetrainingsession.Allowapproximay10minutesforthis.Note:insteadofusingallthequestionsontheworksheet,youmaywishtoselectonlythoserelevanttoyourgroup,andwritethemontheblackboardforteacherstofocuson.Oryoumaywishtomakeupyourownquestionsbasedonthoseshownonthe 4242号表单——教师10分“14.20分Whentheteachershavecompletedtheirworksheet,askthemtoworkinpairstocomparetheirresponses,allowingaboutfiveminutesforthis.Note:optionally,anddependingonthetimeavailable,youmayasktheteacherstogiveyouthecompletedworksheetstotakeawayandread,allowingyoutorespondtotheminwritinginthespaceprovidedontheworksheet.Inasubsequentsession,returnthemtotheteachersandproceedassuggestedbelow.Itisalsoimportanttoagreeonwhattodowiththeworksheetsbeforetheteacherscompletethem.Withtheaimofhelteacherstoidentifyfurthertopicsforinvestigating,inwh