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

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

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　　A） 

Thisgoalplacestheemphasisonthelearningneedsofyoungpeopleandadultsinthecontextoflifelonglearning．Itcallsforfairaccesstolearningprogramsthatareappropriate，andmentionslife 

skillsparticularly．

　　B）Educationisaboutgivingpeopletheopportunitytodeveloptheirpotential，theirpersonalityandtheirstrengths．Thisdoesnotmerelymeanlearningnewknowledge，butalsodevelopingabilitiestomakethemostoflife．Thesearecalledlifeskills——includingtheinnercapacitiesandthepracticalskillsweneed．

　　C）Manyoftheinnercapacities——oftenknownaspsych0—socialskills——cannotbetaughtassubjects．Theyarenotthesameasacademicortechnicallearnin9．Theymustratherbemodeledandpromotedaspartoflearning，andinparticularbyteachers．Theseskillshavetodowiththewaywebehave—towardsotherpeople，towardsourselves，towardsthechallengesandproblemsoflife．

　　Theyincludeskillsincommunicating，inmakingdecisionsandsolvingproblems，innegotiatingandexpressingourselves，inthinkingcriticallyandunderstandingourfeelings．

　　D）Morepracticallifeskillsarethekindsofmanualskillsweneedforthephysicaltasksweface．Somewouldincludevocationalskillsundertheheadingoflifeskills——theabilitytolaybricks．sewclothes，catchfishorrepairamotorbike．Theseareskillsbywhichpeoplemayearntheirlivelihoodandwhichareoftenavailabletoyoungpeopleleavingschool．Infact，veryoftenyoungpeoplelearnpsycho-socialskillsastheylearnmorepracticalskills．Learningvocationalskillscanbeastrategy 

foracquiringbothpracticalandpsycho-socialskills．

　　E）Weneedtoincreaseourlifeskillsateverystageoflife，solearningthemmaybepartofearlychild—hoodeducation．ofprimaryandsecondaryeducationandofadultlearninggroups．LifeskillscanbeputintothecategoriesthattheJacquesDelorsreportsuggested；

itspokeoffourpillarsofeducation，whichcorrespondtocertainkindsoflifeskills—Learningtoknow：

Thinkingabilities：

suchas 

problem—solving，criticalthinking，decisionmaking，understandingconsequences．Learningtobe：

Personalabilities：

suchasmanagingstressandfeelings，self-awareness，self-confidence．Learningtolivetogether：

Socialabilities：

suchascommunication，negotiation，teamwork．Learningtodo：

Manualskills：

practicingknow-howrequiredforworkandtasks．

　　F）Intoday’sworldalltheseskillsarenecessary,inordertofacerapidchangeinsociety．Thismeansthatitisimportanttoknowhowtogoonlearningaswerequirenewskillsforlifeandwork．Inaddition，weneedtoknowhowtocopewiththefloodofinformationandturnitintousefulknowledge．Wealsoneedtolearnhowtohandlechangeinsocietyandinourownlives．

　　G）Lifeskillsarebothconcreteandabstract—practicalskillscanbelearneddirectly,asasubject．Forexample,alearnercantakeacourseinlayingbricksandlearnthatskill．Otherlifeskills，suchasself-confidence，self-esteem，andskillsforrelatingtoothersorthinkingcriticallycannotbetaughtinsuchdirectways．Theyshouldbepartofanylearningprocess，whereteachersorinstructorsare 

concernedthatlearnersshouldnotjustlearnaboutsubjects，butlearnhowtocopewithlifeandmakethemostoftheirpotential．

　　H）Sotheselifeskillsmaybelearntwhenlearningotherthings．Forexample：

Learningliteracymayhaveabigimpactonself-esteem，oncriticalthinkingoroncommunicationskills；

Learningpractical 

skillssachasdrivin9，healthcareortailoringmayincreaseself-confidence，teachproblem—solving 

processesorhelpinunderstandingconsequences．

　　I）Whetherthisistruedependsonthewayofteachin9—whatkindsofthinkin9，relationshipbuildingandcommunicationtheteacherorfacilitatormodelsthemselvesandpromotesamongthelearners．

　　Itwouldrequiremeasuringtheindividualandcollectiveprogressinmakingthemostoflearningandoflife，orassessinghowfarhumanpotentialisbeingrealized，orestimatinghowwellpeoplecopewithchange．Itiseasiertomeasurethedevelopmentofpracticalskills，forinstancebycountingthenumberofstudentswhoregisterforvocationalskillscourses．However,thisstillmaynottellushoweffectivelytheseskillsarebeingused．

　　J）Thepsych0．socialskillscannoteasilybemeasuredbytestsandscores，butbecomevisiblein 

Chang 

behavior．Progressinthisareahasoftenbeennotedbyteachersonreportswhichtheymaketotheparentsoftheirpupils．Theteacher’sexperienceoflife，ofteachingandofwhatcanbeexpectedfromeducationinthebroadestsenseserveasastandardbywhichthegrowthanddevelopmentofindividualscanbeassessedtosomeextent．Thiskindofassessmentisindividualandmay 

neverappearininternationaltablesandcharts．

　　K）Thecurrentchallengesrelatetothesedifficulties：

Weneedtorecognizetheimportanceoflifeskills　bothpracticalandpsycho-social　aspartofeducationwhichleadstothefulldevelopmentofhumanpotentialandtothedevelopmentofsociety．Thelinksbetweenpsycho—socialskillsand 

practicalskillsmustbemoreclearlyspelledout，sothateducatorscanpromotebothtogetherand 

findeffectivewaystodothis．Sincelifeskillsaretaughtaspartofawiderangeofsubjects，teachersneedtohavetraininginhowtoputthemacrossandhowtomonitorlearners’growthintheseareas．

　　Indesigningcurriculaandsyllabusesforacademicsubjects，theremustbeabalancebetweencontentteachingandattentiontotheaccompanyinglifeskills．Amoreconsciousanddeliberateefforttopromotelifeskillswillenablelearnerstobecomemoreactivecitizensinthelifeofsociety．

　　L）Governmentsshouldrecognizeandactivelyadvocateforthetransformationalroleofeducationinrealizinghumanpotentialandinsocio—economicdevelopment．Ensurethatcurriculaandsyllabusesaddresslifeskillsandgivelearnerstheopportunitytomakereal-lifeapplicationsofknowledge，skillsandattitudes．Showhowlifeskillsofallkindsapplyintheworldofwork，forexample，negotiatingandcommunicationskills，aswellpracticalskills．Throughinitialandin-serviceteachertraining，increasetheuseofactiveandparticipatorylearning／teachingapproaches．Examineand 

adapttheprocessesandcontentofeducationsothatthereisabalancebetweenacademicinputandlifeskillsdevelopment．Makesurethateducationinspectorslooknotonlyforacademicprogress 

throughteachingandlearning，butalsoprogressinthecommunication，modelingandapplicationof 

lifeskills．Advocateforthelinksbetweenprimaryand（early）secondaryeducationbecauselearninglifeskillsneedseightornineyearsandrecognizethattheprospectofeffectivesecondaryeducation 

isanincentivetochildren，andtheirparents，tocompleteprimaryeducationsuccessfully．

　　M）Fundingagenciesshouldsupportresearch，exchangeanddebate．nationallyandregionally,　onways 

ofstrengtheninglifeskillseducation．Supportinnovative（创新的）teachertraininginordertocombinelifeskillspromotionintosubjectsacrossthecurriculumandasafundamentalpartofwhatschoolandeducationareabout．Recognizethelinksbetweenprimaryandsecondaryeducationinensuringthatchildrendevelopstronglifeskills．Support，therefore，theearlyyearsofsecondary 

educationaspartbasiceducation．

　　N）Assupporttogovernmentsandincooperationwithotherinternationalagencies，UNESC0：

Workstodefinelifeskillsbetterandclarifywhatitmeanstoteachandlearnthem．Assistseducation.policymakersandteacherstodevelopandusealifeskillsapproachtoeducation．Advocatesforthelinksbetweenalifeskillsapproachtoeducationandbroadersocietyandhumandevelopment．

　　46．Therecognitionoflifeskillsaspartofeducationwillpromotethedevelopmentofhumanpotentialandsociety．

　　47．Theabilitiestomakethemostoflifeconsistoftheinnercapacitiesandthepracticalskills．

　　48．Theprogressinpsycho—socialskillscanbemeasuredbychangedbehavior．

　　49．Governmentsshouldexamineandadapttheprocessesandcontentofeducationsoastobalancetheacademicinputandlifeskillsdevelopment．

　　50．AccordingtoJacquesDelors，fourpillarsofeducationincludelearningtoknow,learningtobe，learningtolivetogetherandlearningtodo．

　　51．Thefundingagenciesshouldlinkprimaryeducationandsecondaryeducationtomakesurethatchildrendevelopstronglifeskills．

　　52．Learningliteracymayexertaninfluenceonself-esteem，criticalthinkingandcommunicationskills．

　　53．OnefunctionofUNESCOistohelpeducationalpolicymakersandteacherstodevelopandusealifeskillsapproachtoeducation．

　　54．Learningvocationalskillscanbeanapproachtoacquiringbothpracticalandpsycho—socialskills．

　　55．Theabilitiestomanagestressandfeelings，self-awareness，self-confidencearepersonalabilities

SectionB

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