英语四级长篇阅读段落信息匹配题练习7Word文档下载推荐.doc

1、A）This goal places the emphasis on the learning needs of young people and adults in the context of lifelong learningIt calls for fair access to learning programs that are appropriate，and mentions life skills particularlyB）Education is about giving people the opportunity to develop their potential，th

2、eir personality and their strengthsThis does not merely mean learning new knowledge，but also developing abilities to make the most of lifeThese are called life skillsincluding the inner capacities and the practical skills we needC）Many of the inner capacitiesoften known as psych0social skillscannot

3、be taught as subjectsThey are not the same as academic or technical learnin9They must rather be modeled and promoted as part of learning，and in particular by teachersThese skills have to do with the way we behavetowards other people，towards ourselves，towards the challenges and problems of lifeThey i

4、nclude skills in communicating，in making decisions and solving problems，in negotiating and expressing ourselves，in thinking critically and understanding our feelingsD）More practical life skills are the kinds of manual skills we need for the physical tasks we faceSome would include vocational skills

5、under the heading of life skillsthe ability to lay brickssew clothes，catch fish or repair a motorbikeThese are skills by which people may earn their livelihood and which are often available to young people leaving schoolIn fact，very often young people learn psycho-social skills as they learn more pr

6、actical skillsLearning vocational skills can be a strategy for acquiring both practical and psycho-social skillsE）We need to increase our life skills at every stage of life，so learning them may be part of early childhood educationof primary and secondary education and of adult learning groupsLife sk

7、ills can be put into the categories that the Jacques Delors report suggested；it spoke of four pillars of education，which correspond to certain kinds of life skillsLearning to know：Thinking abilities：such as problemsolving，critical thinking，decision making，understanding consequencesLearning to be： Pe

8、rsonal abilities：such as managing stress and feelings，self-awareness，self-confidenceLearning to live together：Social abilities：such as communication，negotiation，teamworkLearning to do： Manual skills：practicing know-how required for work and tasksF）In todays world all these skills are necessary, in o

9、rder to face rapid change in societyThis means that it is important to know how to go on learning as we require new skills for life and workIn addition，we need to know how to cope with the flood of information and turn it in to useful knowledgeWe also need to learn how to handle change in society an

10、d in our own livesG）Life skills are both concrete and abstractpractical skills can be learned directly, as a subjectFor example, a learner can take a course in laying bricks and learn that skillOther life skills，such as self-confidence，self-esteem，and skills for relating to others or thinking critic

11、ally cannot be taught in such direct waysThey should be part of any learning process，where teachers or instructors are concerned that learners should not just learn about subjects，but learn how to cope with life and make the most of their potentialH）So these life skills may be learnt when learning o

12、ther thingsFor example：Learning literacy may have a big impact on self-esteem，on critical thinking or on communication skills；Learning practical skills s ach as drivin9，healthcare or tailoring may increase self-confidence，teach problemsolving processes or help in understanding consequencesI） Whether

13、 this is true depends on the way of teachin9what kinds of thinkin9，relationship building and communication the teacher or facilitator models themselves and promotes among the learnersIt would require measuring the individual and collective progress in making the most of learning and of life，or asses

14、sing how far human potential is being realized，or estimating how well people cope with changeIt is easier to measure the development of practical skills，for instance by counting the number of students who register for vocational skills coursesHowever, this still may not tell us how effectively these

15、 skills are being usedJ）The psych0social skills cannot easily be measured by tests and scores，but become visible in Chang behaviorProgress in this area has often been noted by teachers on reports which they make to the parents of their pupilsThe teachers experience of life，of teaching and of what ca

16、n be expected from education in the broadest sense serve as a standard by which the growth and development of individuals can be assessed to some extentThis kind of assessment is individual and may never appear in international tables and chartsK）The current challenges relate to these difficulties：W

17、e need to recognize the importance of life skillsboth practical and psycho-socialas part of education which leads to the full development of human potential and to the development of societyThe links between psychosocial skills and practical skills must be more clearly spelled out，so that educators

18、can promote both together and find effective ways to do thisSince life skills are taught as part of a wide range of subjects，teachers need to have training in how to put them across and how to monitor learnersgrowth in these areasIn designing curricula and syllabuses for academic subjects，there must

19、 be a balance between content teaching and attention to the accompanying life skillsA more conscious and deliberate effort to promote life skills will enable learners to become more active citizens in the life of societyL） Governments should recognize and actively advocate for the transformational r

20、ole of education in realizing human potential and in socioeconomic developmentEnsure that curricula and syllabuses address life skills and give learners the opportunity to make real-life applications of knowledge，skills and attitudesShow how life skills of all kinds apply in the world of work，for ex

21、ample，negotiating and communication skills，as well practical skillsThrough initial and in-service teacher training，increase the use of active and participatory learningteaching approachesExamine and adapt the processes and content of education so that there is a balance between academic input and li

22、fe skills developmentMake sure that education inspectors look not only for academic progress through teaching and learning，but also progress in the communication， modeling and application of life skillsAdvocate for the links between primary and（early）secondary education because learning life skills

23、needs eight or nine years and recognize that the prospect of effective secondary education is an incentive to children，and their parents，to complete primary education successfullyM）Funding agencies should support research，exchange and debatenationally and regionally,on ways of strengthening life ski

24、lls educationSupport innovative（创新的）teacher training in order to combine life skills promotion into subjects across the curriculum and as a fundamental part of what school and education are aboutRecognize the links between primary and secondary education in ensuring that children develop strong life

25、 skillsSupport，therefore，the early years of secondary education as part basic educationN） As support to governments and in cooperation with other international agencies，UNESC0：Works to define life skills better and clarify what it means to teach and learn themAssists education. policy makers and tea

26、chers to develop and use a life skills approach to educationAdvocates for the links between a life skills approach to education and broader society and human development46The recognition of life skills as part of education will promote the development of human potential and society47The abilities to

27、 make the most of life consist of the inner capacities and the practical skills48The progress in psychosocial skills can be measured by changed behavior49Governments should examine and adapt the processes and content of education so as to balance the academic input and life skills development50Accor

28、ding to Jacques Delors，four pillars of education include learning to know, learning to be， learning to live together and learning to do51The funding agencies should link primary education and secondary education to make sure that children develop strong life skills52Learning literacy may exert an in

29、fluence on self-esteem，critical thinking and communication skills53One function of UNESCO is to help educational policy makers and teachers to develop and use a life skills approach to education54Learning vocational skills can be an approach to acquiring both practical and psychosocial skills55The a

30、bilities to manage stress and feelings，self-awareness，self-confidence are personal abilitiesSection B促进年轻人和成年人的学习和技能A）这个目标以“终生学习”为背景，将重点放在年轻人和成年人的学习需要上。它提倡应有公平的机会去学习适当的课程，还特别提到生活技能。B）教育要给人们发展潜能、个性和优势提供机会。【47】这并不仅仅意味着学习新知识，还指培养能力，充分地利用人生。内在能力和我们需要的实用技能，这些都被称为生活技能。C）大部分的内在能力经常被称作“心理社会技能”是不能作为学科来教授的。它与学术或技术的学习不同，但必须作为学习的一部分来塑造和促进，尤其要由教师来做。这些技能应该和我们的行为方式有关我们如何对待他人，对待我们自己，对待生活的挑战和问题。它们包括沟通，决策和解决问题，协商和自我表达，批判性思考和理解我们的情感等方面的技能。D）更实际的生活技能是那些我们进行体力劳动时需要的手工技能，包括生活技能里的职业技能，例如铺砖、缝纫、捕鱼或是修理摩托车的能力。这些是人们谋生的技能，也是离开学校的年轻人经常可以学习到的技能。事实上，年轻人在学习更实际的技能时，通常也就是在学习心理社会技能。【54】学习职