请认真阅读下列短文.并根据所读内容在文章后表格中的空格里填入一个最恰当的单词.注意:每个空格只填1个单词. Guiding students through o

请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。注意：每个空格只填1个单词。

    Guiding students through open-endeddiscussions can help students develop their understanding of the nature ofscience.

    One useful practice in classroomdiscussions involves developing a discussion map. A discussion map is a graphictimeline created by the teacher on which a discussion is recorded --- whoinitially states the idea and who adds to or refuses the idea.

    Discussion maps let teachers gain adeep understanding of students’ level of participation, the origins of ideas,and the claims that seem meaningful, useful, and/or reasonable to students.They also give the teacher an idea of students’ science thoughts of phenomenaand ideas.

    To make a discussion map, theteacher needs to do a couple of things. First, the teacher needs to keepinformed of the ideas that are shared and who shared the idea. The teacher doesthis as the children talk, making quick notes of the ideas and thoughts. It canbe helpful to record the discussion, but it isn’t required. Then, after thediscussion is over, the teacher reflectively creates the discussion map toclarify the understanding of the ideas and connections that students weremaking in their talk.

    Educators have identifieddiscussions as consistent with reform recommendations in that they helpchildren learn about the nature science and are useful in combining literacyand science. It is suggested that discussions can be useful for teachers inevaluating students’ ideas and building excitement as science. Discussionsoffer windows on students’ thinking, provide students who struggle in readingand writing with a chance to participate more actively in class, and createsituations where students can express their ideas differently than intraditional schools tasks.

    However, I suggest that there areadditional reasons for having reasoned discussions in classrooms. First,discussions like this allow students to use their own vocabulary --- the wordsand terms that make sense to them and their classmates --- to drive theintellectual and academic work of understand phenomena. Many times learningscience can become focused on learning terms but not necessarily understandingand explaining phenomena. Second, discussions allow students to think abouttheir experiences and the things that they know and try to reconcile these withscience ideas. This is challenging, but working together with classmates canhelp. Finally, reasoned discussions are fundamentally scientific because theyoffer an open forum that allows all students to be heard, and students’ ideascan be evaluated and connected to their experiences with scientificexplanations of those phenomena. For example, during the children’s reasoneddiscussion about plants, the group came to the agreement that seeds grow intoplants. The students understood that most seeds get buried in the ground, theseeds get wet, and then plants grow. This led to a question about whether theseed was still in the ground when the plant had grown into an adult plant. Thestudents came up with several ideas about where the seeds were. During thisconversation, the teacher took careful notes so that later investigations couldrespond to the questions that children were asking. Thus the students wereworking together using their ideas and understandings and realized something asa group that they didn’t understand as individuals.

试题答案

【答案】

1.definition

2.stating

3.participate

4.makes/takes

5.creates

6.reasons/ideas

7.combine

8.active

9.vocabulary

10.experiences

【解析】

试题