实用翻译每周作业第四周

5.EvaluatingOneofthestatedaimsofTeachersin--andonewhichIconsidercrucialinpromotingteacherlearning--is'tohelpteacherstoselectrelevantgoalsfor,managetheprocessof,andevaluate,theirlearningandprofessionaldevelopment'.Theterm'evaluate'meansdifferentthingstodifferentpeople,sothefollowingdefinitionhighlightstheprincipalpurposesthatevaluationhasinthisbook:'tocollectinformationsystematicallyinordertoindicatetheworthormeritofaprogrammeorproject...andtoinformdecisionmaking'(WeirandRoberts,1994:4).Collectinginformationinthissenserequirestrainerstoprovidetimeandmentalspaceonatrainingprogramme,aswellasdemandingagreatdealofmentaleffortfromtheteachers.Forthis,theywillneedtostepbackfromwhatishappeningonabusyprogrammeinordertotakestockofitorpausetothinkaboutalltheaspectsbeforedecidingwhattodonext(althoughnaturallythisisnotallthatisinvolvedinmakingsense).IFtrainersdonotprovideteacherswithopportunitiestoevaluatetheirlearningonaprogrammein和职业发展的过程，并对该过程作出评估”。在我看来说，“评估”的意义有所不同，本书主要采用以下（WrandRober94:4)为了收集此类信息，培训师应保证教要从紧张的项目中脱离出来，从而在做出下一步决定之前，停下来考量和评估各方面的情况（当然，这并不是项目培训的全部意义所在）上估项目进展的机会，，那么就有可能甩给教师建议培训师在一个项目中让教师专心学习七个话题，oneofthestatedselectmanageevaluate的对象均为learningandprofessionalfollowingdefinition一句翻译腔浓。thewayoutlinedabove,theyruntheriskofbombardingthemwithtoomuchmaterialforthemtoabletomakesenseofit,orseeconnectionsbetweenitscomponents.Inthisrespect,fromtheofatrainer,Iwouldprefertoconcentrateon,say,seventopicsonaprogrammeratherthansqueezinginten,butconsequentlybeabletoincludeinthetimetableplentyofopportunitiesfortheteacherstoevaluateanylearningfromtheseventopics.图表5.1《教师在行动》—书中“探究过程的效果。5.7和5.8中的两个任务鼓励教师交流共享所6.从培训师角度出发，Ipreferto,我认Figure5.1TheinvestigatingcycleinTeachersinAction7.译文中的书名统一改为中文的《教师ThefirstsixtasksinChapter5providedifferentwaysofhelteacherstoevaluatetheirlearningwhileaprogrammeisinprogress,bothindividuallyandcollectively,whileTasks5.7and5.8encourageteacherstosharetheirlearningwithothers.Allthetaskshavetheirownspecificaimsandhelptoindicatetoteachersandtrainersthemeritofaprogramme,buttheyalsodeliberayhelptoinformdecision-making,whichcould5.56.346.36重现）。这些信息同样有助于培训师进行思考，对于以后的训练项目的内容和形式做出具体的改进。8.whichtask如何起作takeoneofthefollowingHelteachersandtrainerstodecidewhattodonextonaprogramme.Forexample,theymaybeencouragedtoidentifyaspecifictopicforfurtherinvestigation(seeFigure5.1).Theymayalsoselectspecific,relevant,effectivelearningstrategiesfortherestoftheprogramme,orindeedforafterit.Whileevaluatinglearning,trainers(andteachers)gainaccesstoparticipants'detailed,fascinatingandsometimessurprisinginsightsregardingaprogramme,aswellastotheidiosyncratic,uniqueatmospheresurroundingit(see,forexample,thedataforTasks5.3and5.5,reproducedinSections6.34and6.36respectively).Suchinformationalsohelpstrainerstoconsiderandtakedecisionsconcerningspecificmodificationstothecontentandmethodologyoffuturetrainingprogrammes.从经验之中吸取知识，这或许是最重要的。正如Weir和Roberts的那样（1994：7-8）:教师自发地评估学习效果是教师职业发展的一种形式。如果教师坚持大的——教师能够加深对课堂的感知，培养教学能力，提高与专业的能力，并增进在教学中发9.gainaccessto这一句只是按照词的Furthermore,andperhapsmostsignificantly,'ifteachersthemselvesareactivelyinvolvedinevaluatingtheirlearningasinthetasksinChapter5,thereisgreatgeneralexperientiallearningpotentialforthemasaresult,assertedbyWeirandRoberts(1994:7-8):self-directedformativeevaluationisaformofteacherdevelopment,arguablyoneofthemosteffectiveformsifdoneconsistently, Thebenefitsforteachersofinvolvementinself-directedformativeevaluationareconsiderable,includingastheydoadeepeninganddevelopmentofteachers'perceptionsofclassroomevents,developmentsinpractice,improvedprofessionaldialoguewithpeers,andimprovedskillsandconfidenceinexploringandpresentingissuesofprofessional5.1这项任务是否有助于我/我们的学习？化。同时，作为的大段文字，该Iftrainersencourageteacherstotakestockinthewaysdescribedhere,thenIbelievethattheyarealso,inasense,settingagoodexampletotheteacherspresentingeducating,teachingandlearningasanopen,flexible,constantlychangingprocess.Soonefurtheraimofthetasksinthischapteristoprovideteacherswithanopportunitytoexperiencetheevaluationoflearningfirsthandandtoconsiderpossibleapplicationstotheirownprofessionalpracticeinschools.Onefinalwordofwarning:trainersshouldusetheevaluationtasksinbook,or评估的目的，即为“在系统收集信息的基础上，指明12.译者理解错误，这里“otherslikethemthemtasks，而不likethem,sensitivelyandjudiciously,participantsdonotsuffertoomuchfromwhatmightbecalledevaluation-itis! evaluation-ist是作者自己造的新Task5.1Hasthistaskhelpedme/ustoBACKGROUNDFORTHETRAINER5ThistaskincludesWorksheet42onp.Thistaskhelpsteacherstoreflectsystematicallyontheeffectivenessoftheirlearningonatrainingprogramme.ItisdesignedforusebyindividualsandgroupsofteachersaftertheyhavebeeninvolvedinanothertaskoractivityTeachersinAction,orindeedanotherdevisedbyatrainer.TASKtoencourageteacherstoevaluatetaskbyreflectingaboutwhether,how,orwhatithashelpedthemtolearn4.2为了帮助教师为进一步的探究性学习确定话题，培tohelpteacherstoidentifytopicsforAllowatleast20minutesforthisExinthatyouwanttheteacherstoevaluatethetaskoractivitythatthegrouphasbeeninvolvedin.Ifappropriate,youmaybrieflyrefertoaquotation(s)fromtheIntroductiontothischapteronthepurposeofevaluation,toexinwhyyouthinkthisisimportant.Forexample,theaimofthistaskis'tocollectinformationsystematicallyinordertoindicatetheworthormeritofaprogrammeorproject...'.Theoriginalaim(s)fortheactualtaskoractivityinquestionwillprovidealogicalstartingpointfortheevaluation.Referteacherstotheaimasstatedinthebook,andwriteitontheFollowtheinstructionson42.Theteacherscompletetheworksheetfroma al--eitherathomeorinthetrainingsession.Allow y10minutesforNote:insteadofusingallthequestionsontheworksheet,youmaywishtoselectonlythoserelevanttoyourgroup,andwritethemontheblackboardforteacherstofocuson.Oryoumaywishtomakeupyourownquestionsbasedonthoseshownonthe17.加粗的句子不是很理解。Logical一Whentheteachershavecompletedtheirworksheet,askthemtoworkinpairstocomparetheirresponses,allowingaboutfiveminutesforthis.Note:optionally,anddependingonthetimeavailable,youmayasktheteacherstogiveyouthecompletedworksheetstotakeawayandread,allowingyoutorespondtotheminwritinginthespaceprovidedontheworksheet.Inasubsequentsession,returnthemtotheteachersandproceedassuggestedbelow.Itisalsoimportanttoagreeonwhattodowiththeworksheetsbeforetheteacherscompletethem.Withtheaimofhelteachersto