四级阅读段落信息匹配训练5doc.docx

四级阅读段落信息匹配训练5doc.docx

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四级阅读段落信息匹配训练5doc

2020年四级阅读段落信息匹配训练（5）

PromoteLearningandSkillsforYoungPeopleandAdults

A）Thisgoalplacestheemphasisonthelearningneedsofyoungpeopleandadultsinthecontextoflifelong

learning.Itcallsforfairaccesstolearningprogramsthatareappropriate，andmentionslifeskillsparticularly.

B）Educationisaboutgivingpeopletheopportunityto

developtheirpotential，theirpersonalityandtheir

strengths.Thisdoesnotmerelymeanlearningnewknowledge

butalsodevelopingabilitiestomakethemostoflife.These

arecalledlifeskills——includingtheinnercapacitiesand

thepracticalskillsweneed.

，

C）Manyoftheinnercapacities——oftenknownaspsych0

socialskills——cannotbetaughtassubjects.Theyarenot

thesameasacademicortechnicallearnin9.Theymustrather

bemodeledandpromotedaspartoflearning，andin

particularbyteachers.Theseskillshavetodowiththeway

webehave—towardsotherpeople，towardsourselves，towards

thechallengesandproblemsoflife.

—

Theyincludeskillsincommunicating，inmakingdecisionsandsolvingproblems，innegotiatingandexpressingourselvesinthinkingcriticallyandunderstandingourfeelings.

，

D）Morepracticallifeskillsarethekindsofmanual

skillsweneedforthephysicaltasksweface.Somewould

includevocationalskillsundertheheadingoflifeskills

—theabilitytolaybricks.sewclothes，catchfishorrepair

—

amotorbike.Theseareskillsbywhichpeoplemayearntheir

livelihoodandwhichareoftenavailabletoyoungpeople

leavingschool.Infact，veryoftenyoungpeoplelearnpsycho-socialskillsastheylearnmorepracticalskills.Learningvocationalskillscanbeastrategyforacquiringbothpracticalandpsycho-socialskills.

E）Weneedtoincreaseourlifeskillsateverystageof

life，solearningthemmaybepartofearlychild

—hood

education.ofprimaryandsecondaryeducationandofadult

learninggroups.Lifeskillscanbeputintothecategories

thattheJacquesDelorsreportsuggested;itspokeoffour

pillarsofeducation

，whichcorrespondtocertainkindsof

lifeskills

—Learningtoknow：

Thinkingabilities

：

suchas

problem—solving

，criticalthinking

，decisionmaking

，

understandingconsequences.Learningtobe

：

Personal

abilities：

suchasmanagingstressandfeelings

，self-

awareness，self-confidence.Learningtolivetogether

：

Social

abilities

：

suchascommunication

，negotiation

，

teamwork.Learningtodo：

Manualskills

：

practicingknow-how

requiredforworkandtasks.

F）Intoday’sworldalltheseskillsarenecessary,inordertofacerapidchangeinsociety.Thismeansthatitisimportanttoknowhowtogoonlearningaswerequirenew

skillsforlifeandwork.Inaddition，weneedtoknowhowtocopewiththefloodofinformationandturnitintousefulknowledge.Wealsoneedtolearnhowtohandlechangein

societyandinourownlives.

G）Lifeskillsarebothconcreteandabstract

skillscanbelearneddirectly,asasubject.Forexample,a

learnercantakeacourseinlayingbricksandlearnthat

—practical

skill.Otherlifeskills

，suchasself-confidence

，self-esteem

，

andskillsforrelatingtoothersorthinkingcritically

cannotbetaughtinsuchdirectways.Theyshouldbepartof

anylearningprocess，whereteachersorinstructorsare

concernedthatlearnersshouldnotjustlearnaboutsubjects

，

butlearnhowtocopewithlifeandmakethemostoftheir

potential.

H）Sotheselifeskillsmaybelearntwhenlearningother

things.Forexample：

Learningliteracymayhaveabigimpact

onself-esteem，oncriticalthinkingoroncommunication

skills;Learningpracticalskillssachasdrivin9

，healthcare

ortailoringmayincreaseself-confidence

，teachproblem—

solvingprocessesorhelpinunderstandingconsequences.

I）Whetherthisistruedependsonthewayofteachin9

—

whatkindsofthinkin9

，relationshipbuildingand

communicationtheteacherorfacilitatormodelsthemselves

andpromotesamongthelearners.

Itwouldrequiremeasuringtheindividualandcollective

progressinmakingthemostoflearningandoflife

，or

assessinghowfarhumanpotentialisbeingrealized

，or

estimatinghowwellpeoplecopewithchange.Itiseasierto

measurethedevelopmentofpracticalskills

，forinstanceby

countingthenumberofstudentswhoregisterforvocationalskillscourses.However,thisstillmaynottellushoweffectivelytheseskillsarebeingused.

J）Thepsych0.socialskillscannoteasilybemeasuredbytestsandscores，butbecomevisibleinChangbehavior.Progressinthisareahasoftenbeennotedbyteachersonreportswhichtheymaketotheparentsoftheir

pupils.Theteacher’sexperienceoflife，ofteachingandofwhatcanbeexpectedfromeducationinthebroadestsenseserveasastandardbywhichthegrowthanddevelopmentofindividualscanbeassessedtosomeextent.Thiskindofassessmentisindividualandmayneverappearininternationaltablesandcharts.

K）Thecurrentchallengesrelatetothesedifficulties

：

We

needtorecognizetheimportanceoflifeskillsboth

practicalandpsycho-socialaspartofeducationwhichleads

tothefulldevelopmentofhumanpotentialandtothe

developmentofsociety.Thelinksbetweenpsycho—social

skillsandpracticalskillsmustbemoreclearlyspelledout

，

sothateducatorscanpromotebothtogetherandfind

effectivewaystodothis.Sincelifeskillsaretaughtas

partofawiderangeofsubjects，teachersneedtohave

traininginhowtoputthemacrossandhowtomonitorlearners’growthintheseareas.

Indesigningcurriculaandsyllabusesforacademicsubjects，theremustbeabalancebetweencontentteachingandattentiontotheaccompanyinglifeskills.Amoreconsciousanddeliberateefforttopromotelifeskillswillenablelearnerstobecomemoreactivecitizensinthelifeofsociety.

L）Governmentsshouldrecognizeandactivelyadvocateforthetransformationalroleofeducationinrealizinghuman

potentialandinsocio—economicdevelopment.Ensurethatcurriculaandsyllabusesaddresslifeskillsandgive

learnerstheopportunitytomakereal-lifeapplicationsofknowledge，skillsandattitudes.Showhowlifeskillsofall

kindsapplyintheworldofwork

，forexample

，negotiating

andcommunicationskills

，aswellpracticalskills.Through

initialandin-serviceteachertraining

，increasetheuseof

activeandparticipatorylearning/teachingapproaches.Examine

andadapttheprocessesandcontentofeducationsothat

thereisabalancebetweenacademicinputandlifeskills

development.Makesurethateducationinspectorslooknotonly

foracademicprogressthroughteachingandlearning

，butalso

progressinthecommunication

，modelingandapplicationof

lifeskills.Advocateforthelinksbetweenprimary

and（early）secondaryeducationbecauselearninglifeskills

needseightornineyearsandrecognizethattheprospectof

effectivesecondaryeducationisanincentivetochildren

，

andtheirparents

，tocompleteprimaryeducationsuccessfully.

M）Fundingagenciesshouldsupportresearch

，exchangeand

debate.nationallyandregionally,

onwaysofstrengthening

lifeskillseducation.Supportinnovative（

创新的）teacher

traininginordertocombinelifeskillspromotioninto

subjectsacrossthecurriculumandasafundamentalpartof

whatschoolandeducationareabout.Recognizethelinks

betweenprimaryandsecondaryeducationinensuringthat

childrendevelopstronglifeskills.Support

，therefore

，the

earlyyearsofsecondaryeducationaspartbasiceducation.

N）Assupporttogovernmentsandincooperationwith

otherinternationalagencies，UNESC0：

Workstodefinelifeskillsbetterandclarifywhatitmeanstoteachandlearnthem.Assistseducation.policymakersandteacherstodevelopandusealifeskillsapproachtoeducation.Advocatesforthelinksbetweenalifeskillsapproachtoeducationandbroadersocietyandhumandevelopment.

46.Therecognitionoflifeskillsaspartofeducation

willpromotethedevelopmentofhumanpotentialandsociety.

47.Theabilitiestomakethemostoflifeconsistoftheinnercapacitiesandthepracticalskills.

48.Theprogressinpsycho—socialskillscanbemeasuredbychangedbehavior.

49.Governmentsshouldexamineandadapttheprocessesandcontentofeducationsoastobalancetheacademicinputandlifeskillsdevelopment.

50.AccordingtoJacquesDelorsincludelearningtoknow,learningtobetogetherandlearningtodo.

，fourpillarsofeducation

，learningtolive

51.Thefundingagenciesshouldlinkprimaryeducationandsecondaryeducationtomakesurethatchildrendevelopstronglifeskills.

52.Learningliteracymayexertaninfluenceonself-esteem，criticalthinkingandcommunicationskills.

53.OnefunctionofUNESCOistohelpeducationalpolicymakersandteacherstodevelopandusealifeskillsapproachtoeducation.

54.Learningvocationalskillscanbeanapproachtoacquiringbothpracticalandpsycho—socialskills.

55.Theabilitiestomanagestressandfeelingsawareness，self-confidencearepersonalabilities.

，self-

促动年轻人

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

但仅意味着学习新知识，还指培养水平，充分地利用人生。

内在水平和我们需要的实用技能，这些都被称为生活技能。

C）绝大部分的内在水平——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动，尤其要由教师来做。

这些技能应该和我们的行为方式相关——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实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