托福tpo49聽(tīng)力lecture2 Montessori Method

托福tpo49聽(tīng)力lecture2 Montessori Method，接下來(lái)就跟著中國(guó)教育在線的小編詳細(xì)了解一下吧。

Montessori Method托福聽(tīng)力原文翻譯及問(wèn)題答案

一、Montessori Method托福聽(tīng)力原文：

NARRATOR:Listen to part of a lecture in an education class.The professor is discussing the Italian educator Maria Montessori.

FEMALE PROFESSOR:Okay，if you did your reading for today then you were introduced to a very influential alternative to traditional education.This educational philosophy and methodology was pioneered in Italy in the early 1900s by Dr.Maria Montessori.It's called the Montessori Method.But what made the Montessori Method for young children so different?What made it so different，so special?

MALE STUDENT:It's based on very different ideas about how kids learn best，right?

FEMALE PROFESSOR:Um，hmm.It was groundbreaking.To begin with，unlike the traditional classrooms at the time，the Montessori classroom environment was more suited to the child—the furniture was child-sized;well，it's that way in almost all schools now，but that wasn't always the case.

We can thank Montessori for this.Uh，you won't see any long benches with children in rows or heavy desks that separate children.Children are free to interact with each other.An-and in Montessori classrooms the furniture is lightweight，so children can move it around easily.And having furniture and materials made to fit them makes kids feel more competent.This fits in with Montessori’s notion of liberty and autonomy.Children are free to move around the room，and they learn to do things for themselves.

MALE STUDENT:I'm not sure I get that part.It sounds like potential chaos.

FEMALE PROFESSOR:Oh，no，no，no.Let's not confuse this liberty of activity with lack of discipline.In fact，teachers have to maintain this specific environment carefully through a number of rules，which are generally about respect and what’s right.It-it’s just that the child needs freedom of choice to develop independence and self-direction.

Also，unlike what happens in most conventional classrooms，children choose their own activities.They may be guided by the teacher，but it’s ultimately up to each child to select tasks.Which brings us to the manipulative equipment you find in a Montessori classroom，ah，like little boards that have rough or smooth surfaces，or blocks that can be stacked into a tower.Now，this equipment was designed by Montessori over time with much experimentation—designed，um，well，designed to help children teach themselves，through playing.

FEMALE STUDENT:Well，what do the teachers do，I mean，if the kids are teaching themselves?

FEMALE PROFESSOR:Ah，well，that's a good question.To start，uh，a child may not work with an activity until the teacher has demonstrated its proper use.Then the Montessori teacher's job is to observe the child's play，because when the children“play”they're acquiring the basis for later concepts.So the teacher helps motivate and focus each child and monitors the child's progress，but does not interfere with the child's observations and deductions.That was—and still is—a novel idea，and—for many teachers—not the easiest thing to do.In fact，for some it's very difficult.Montessori herself called the teacher a“director.”Remember，the independence of the learner lies at the heart of the Montessori methodology.

FEMALE STUDENT:OK，yeah，it does seem like the teacher'd need a lot of training and patience.

FEMALE PROFESSOR:True.As I said，it's not easy for a lot of teachers to step back like that.But getting back to the equipment.Basic Montessori equipment can be divided into a number of major subject areas，such as Practical Life，Mathematics，and what is called Sensorial.

With the sensorial equipment the children can explore things like sounds and textures.At the same time they develop motor skills.But this apparent play is laying the groundwork for later math and language work.

Now let's take a look at the materials called“brown stairs.”For a young child playing with these graduated blocks，these uh，brown stairs，they are not just a sensorial lesson.By manipulating them，the child develops fine motor skills and by sorting and classifying them by size，by weight，the child learns some basic mathematics.…Similarly，with Practical Life equipment，the child can learn how to button a shirt，cut up an apple for a snack，and，uh，other real-world tasks.

MALE STUDENT:With all this integration and real-world learning，is there any room for creativity?<br>

FEMALE PROFESSOR:Is creativity encouraged?Well，Montessori teachers wouldn’t praise a child for using a violin as a baseball bat or for putting it on their head like a hat.But，actually，creativity comes through learning to play the violin，using the object for the purpose it was intended，and Practical Life exercises stress that.

二、Montessori Method托福聽(tīng)力中文翻譯：

旁白：聽(tīng)一段教育課上的演講。教授正在討論意大利教育家瑪麗亞·蒙臺(tái)梭利。

女教授：好吧，如果你今天做了閱讀，那么你就被介紹給了一個(gè)非常有影響力的傳統(tǒng)教育替代方案。20世紀(jì)初，瑪麗亞·蒙臺(tái)梭利博士在意大利開(kāi)創(chuàng)了這種教育理念和方法。這叫做蒙特梭利方法。但是，是什么讓蒙臺(tái)梭利方法對(duì)幼兒如此不同呢？是什么讓它如此與眾不同，如此特別？

男學(xué)生：這是基于關(guān)于孩子如何學(xué)習(xí)最好的不同觀點(diǎn)，對(duì)吧？

女教授：嗯，這是開(kāi)創(chuàng)性的。首先，與當(dāng)時(shí)的傳統(tǒng)教室不同，蒙臺(tái)梭利的教室環(huán)境更適合孩子——家具是兒童大小的；嗯，現(xiàn)在幾乎所有的學(xué)校都是這樣的，但情況并不總是如此。

我們可以為此感謝蒙臺(tái)梭利。呃，你不會(huì)看到孩子們排成一排的長(zhǎng)椅，也不會(huì)看到把孩子們分開(kāi)的沉重書(shū)桌。孩子們可以自由地相互交流。在蒙臺(tái)梭利教室里，家具很輕，所以孩子們可以很容易地移動(dòng)。擁有適合他們的家具和材料會(huì)讓孩子們覺(jué)得更有能力。這符合蒙臺(tái)梭利的自由和自治理念。孩子們可以自由地在房間里走動(dòng)，他們學(xué)會(huì)了為自己做事。

男學(xué)生：我不確定我能得到那個(gè)角色。這聽(tīng)起來(lái)像是潛在的混亂。

女教授：哦，不，不，我們不要把這種活動(dòng)自由與缺乏紀(jì)律混為一談。事實(shí)上，教師必須通過(guò)一系列規(guī)則來(lái)謹(jǐn)慎地維護(hù)這種特定的環(huán)境，這些規(guī)則通常是關(guān)于尊重和什么是正確的。這只是因?yàn)楹⒆有枰x擇的自由來(lái)發(fā)展獨(dú)立性和自我指導(dǎo)。

此外，與大多數(shù)傳統(tǒng)教室不同，孩子們選擇自己的活動(dòng)。他們可能會(huì)受到老師的指導(dǎo)，但最終由每個(gè)孩子來(lái)選擇任務(wù)。這讓我們看到了你在蒙臺(tái)梭利教室里發(fā)現(xiàn)的操縱設(shè)備，比如表面粗糙或光滑的小木板，或者可以堆疊成塔的積木?，F(xiàn)在，這個(gè)設(shè)備是由蒙臺(tái)梭利設(shè)計(jì)的，經(jīng)過(guò)大量實(shí)驗(yàn)設(shè)計(jì)的，嗯，好吧，旨在幫助孩子們通過(guò)玩耍自學(xué)。

女學(xué)生：我的意思是，如果孩子們?cè)谧詫W(xué)，老師會(huì)做什么？

女教授：嗯，這是個(gè)好問(wèn)題。首先，嗯，在老師演示了正確的使用方法之前，孩子可能不會(huì)參與某項(xiàng)活動(dòng)。然后，蒙臺(tái)梭利老師的工作就是觀察孩子的游戲，因?yàn)楫?dāng)孩子們“玩”的時(shí)候，他們會(huì)為以后的概念奠定基礎(chǔ)。因此，老師幫助激勵(lì)和關(guān)注每個(gè)孩子，監(jiān)督孩子的進(jìn)步，但不干涉孩子的觀察和推斷。這過(guò)去是，現(xiàn)在仍然是一個(gè)新穎的想法，對(duì)許多老師來(lái)說(shuō)，這不是最容易做到的事情。事實(shí)上，對(duì)一些人來(lái)說(shuō)，這是非常困難的。蒙臺(tái)梭利自己稱(chēng)老師為“指導(dǎo)者”。記住，學(xué)習(xí)者的獨(dú)立性是蒙臺(tái)梭里方法論的核心。

女學(xué)生：好的，是的，看起來(lái)老師確實(shí)需要很多訓(xùn)練和耐心。

女教授：沒(méi)錯(cuò)。正如我所說(shuō)，很多老師都不容易這樣退縮。但回到設(shè)備上?；镜拿膳_(tái)梭利設(shè)備可以分為許多主要的學(xué)科領(lǐng)域，如實(shí)用生活、數(shù)學(xué)和所謂的感官。

有了感官設(shè)備，孩子們可以探索聲音和紋理等事物。同時(shí)，他們發(fā)展了運(yùn)動(dòng)技能。但這場(chǎng)明顯的比賽為后來(lái)的數(shù)學(xué)和語(yǔ)言工作奠定了基礎(chǔ)。

現(xiàn)在，讓我們來(lái)看一看被稱(chēng)為“棕色樓梯”的材料。對(duì)于一個(gè)玩這些分級(jí)積木的小孩來(lái)說(shuō)，這些棕色樓梯不僅僅是一堂感官課。通過(guò)操縱它們，孩子發(fā)展了良好的運(yùn)動(dòng)技能，通過(guò)按大小、重量對(duì)它們進(jìn)行分類(lèi)，孩子學(xué)習(xí)了一些基本的數(shù)學(xué)。…同樣，使用實(shí)用生活設(shè)備，孩子可以學(xué)習(xí)如何扣襯衫、切蘋(píng)果當(dāng)零食，以及其他現(xiàn)實(shí)生活中的任務(wù)。

男學(xué)生：有了所有這些融合和現(xiàn)實(shí)世界的學(xué)習(xí)，還有創(chuàng)造的空間嗎<br>

女教授：創(chuàng)造力受到鼓勵(lì)嗎？嗯，蒙臺(tái)梭利的老師不會(huì)稱(chēng)贊孩子把小提琴當(dāng)作棒球棒，或者把它當(dāng)作帽子戴在頭上。但是，實(shí)際上，創(chuàng)造力來(lái)自于學(xué)習(xí)拉小提琴，將物體用于預(yù)期目的，而實(shí)踐生活練習(xí)強(qiáng)調(diào)了這一點(diǎn)。

三、Montessori Method托福聽(tīng)力問(wèn)題：

Q1:What is the lecture mainly about?

A.Children's reactions to the Montessori Method

B.Teacher training in the Montessori Method

C.How the Montessori Method facilitates children's development

D.How Maria Montessori developed her educational method

Q2:What does the professor imply about the furniture that was traditionally found in children's classrooms in the early 1900s?[Click on three answers.]

A.It did not encourage interaction among children.

B.It helped maintain discipline in the classroom.

C.It was heavy and difficult for children to move.

D.It was not child sized.

E.It encouraged children to act independently.

Q3:According to the professor，what is the primary goal of the Montessori teacher?

A.To instruct the child in the correct use of the manipulative equipment

B.To prepare the child socially for future school interactions

C.To focus directly on the skills necessary for academic success

D.To guide the child to learn skills and concepts independently

Q4:What is the professor's attitude about the Montessori teacher's role?

A.She thinks children need more interaction with adults than it allows.

B.She thinks it is too limiting for the teacher.

C.She thinks it could be a difficult role to perform.

D.She thinks it demands expertise in many academic areas.

Q5:What does the example of the brown stairs demonstrate about Montessori classroom materials?

A.That natural materials provide children with a superior sensorial experience

B.That Montessori classroom materials are generally the same as those used in other primary schools

C.That same materials lack a particular educational focus

D.That one set of materials can be used to introduce several skills

Q6:Why does the professor mention the violin?[Click on two answers.]

A.To demonstrate the type of creativity the Montessori method encourages

B.To stress the importance of music education at an early age

C.To give an example of how advanced Montessori lessons can be

D.To show that Montessori teachers expect materials to be used for their intended purpose

四、Montessori Method托福聽(tīng)力答案：

A1:正確答案：C

A2:正確答案：ACD

A3:正確答案：D

A4:正確答案：C

A5:正確答案：D

A6:正確答案：AD

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