2023年托福tpo阅读pdf(模板3篇).docx

2023年托福tpo阅读pdf(模板3篇) 无论是身处学校还是步入社会，大家都尝试过写作吧，借助写作也可以提高我们的语言组织实力。大家想知道怎么样才能写一篇比较优质的范文吗？下面是我为大家收集的优秀范文，供大家参考借鉴，希望可以帮助到有须要的挚友。 托福tpo阅读pdf篇一 wildman and niles were particularly interested in investigating the conditions under which reflection might flourisha subject on which there is little guidance in the literature. they designed an experimental strategy for a group of teachers in virginia and worked with 40 practicing teachers over several years. they were concerned that many would be drawn to these new, refreshingconceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. reflection on a complex task such as teaching is not easy.the teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent, manner. wildman and niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. they describe the initial understanding in the teachers with whom they were working as being utilitarian and not rich or detailed enough to drive systematic reflection.teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation. helping this group of teachers to revise their thinking about classroom events became central. this process took time and patience and effective trainers. the researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection. wildman and niles identify three principles that facilitate reflective practice in a teaching situation. the first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. the second is the availability of sufficient time and space. the teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. the third is the development of a collaborative environment with support from other teachers. support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. wildman and niles make a summary comment: perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea. the work of wildman and niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. others have noted this, making a similar point about the teaching professions cultural inhibitions about reflective practice. zeichner and liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of theirs. more basic than the cultural issues is the matter of motivation. becoming a reflective practitioner requires extra work (jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. few have directly questioned what might lead a teacher to want to become reflective. apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. there appear to be many unexplored matters about the motivation to reflect for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit. 老师被认为受益于反思实践有意识地更深化思索、细致地检查发生在他们自己教室里的事务和相互影响。教化家t 怀尔德曼和j. 奈尔斯(1987)描述了一个在资深老师中开展反思实践的方案。这是合理的，因为人们认为反思的实践可以帮助老师们更加理性地对待他们的角色和从事的事业，并可以让他们能在教学准则中处理科学事实的缺乏和学问的不确定。 怀尔德曼和奈尔斯都特殊喜爱探讨在哪种状况下反思可能大量出现一个几乎没有任何文献指导的课题。他们给弗吉利亚的一组老师设计了一个试验策略，并在几年内探讨了这一组的40位老师。他们担忧许多人可能认为沉醉在这种全新的教化概念中的结果就是，发觉老师反思的抽象概念和现实之间的鸿沟太大而无法逾越。要反思像教学这样困难的事务不是简单的。老师们都参与了关于教学事务安排的探讨，紧接着在工作人员的帮助下去反思详细问题，然后是独立反思。 怀尔德曼和奈尔斯视察到系统教学反思须要一种以客观的方式来理解教室里发生事务的实力。他们起初认为参加探讨的老师们太功利，并不是足够丰富和具体以促使系统反思的产生。老师们很少有机会和时间去客观地视察他们自己和其他老师的教学。更深的探讨发觉老师们更情愿评价事务而不是站在事务之外洞察一个事务的促进因素。 帮助这组老师修订他们关于课堂事务的相识变成了关键问题。这个过程须要时间和耐性以及有效的受训者。探讨者认为训练同一个老师使他客观地看待事情须要大约20到30小时，而反思技巧的练习同样须要这么多时间。 怀尔德曼和奈尔斯确定了促进在教学环境中实现反思行为的3个原则。第一就是来自教学系统管理层的支持，这使得老师们明白反思实践的必要条件，并知道它与教学之间的联系。其次就是须要足够的时间和空间。项目中的老师们埋怨说让他们放弃别人当时的要求而为自己腾出时间去提升自己的反思实力是很困难的。第三就是以其他老师的支持为基础的密切无间的环境。项目中的老师同样须要支持和激励以帮助他们去应付他们职业生活中的不如意的方面。怀尔德曼和奈尔斯作出了一个总结性的评论：或许我们学到的最重要的观点就是老师不会因为这是好的，或者甚至是不行或缺的观念而自发地开展教学反思。 怀尔德曼和奈尔斯的工作表明相识进行反思的某些困难的重要性。也有其他人知道这个，并指出相像的关于反思行为的教学职业文化阻碍。zeichner 和liston(1987)指出作为一个决策者的老师和作为一个将其他人观念付诸实施的老师之间，存在着角色上的不一样。比文化问题更基本的是动机问题。成为一个反 思教学的执行者须要额外的付出(jaworski,1993)而且只有一个模糊的目标，甚至不仅没有自不待言的回报，反而有易受责难的威逼。很少人干脆质疑什么可能让一个老师想变成反思型老师。明显，使老师朝着反思行为奋斗的最干脆的缘由是师资培训者认为这是一件很好的事情。关于反思的动力存在很多未知的问题，例如外部驱动的反思的价值与通过习惯进行反思的价值是不同的。 托福tpo阅读pdf篇二 when the hawaiian islands emerged from the sea as volcanoes, starting about five million years ago, they were far removed from other landmasses. then, as blazing sunshine alternated with drenching rains, the harsh, barren surfaces of the black rocks slowly began to soften. winds brought a variety of life-forms. spores light enough to float on the breezes were carried thousands of miles from more ancient lands and deposited at random across the bare mountain flanks. a few of these spores found a toehold on the dark, forbidding rocks and grew and began to work their transformation upon the land. lichens were probably the first successful flora. these are not single inspanidual plants; each one is a symbiotic combination of an alga and a fungus. the algae capture the sun's energy by photosynthesis and store it in organic molecules. the fungi absorb moisture and mineral salts from the rocks, passing these on in waste products that nourish algae. it is significant that the earliest living things that built communities on these islands are examples of symbiosis, a phenomenon that depends upon the close cooperation of two or more forms of life and a principle that is very important in island communities. lichens helped to speed the decomposition of the hard rock surfaces, preparing a soft bed of soil that was abundantly supplied with minerals that had been carried in the molten rock from the bowels of earth. now, other forms of life could take hold: ferns and mosses (two of the most ancient types of land plants) that flourish even in rock crevices. these plants propagate by producing sporestiny fertilized cells that contain all the instructions for making a new plantbut the spore are unprotected by any outer coating and carry no supply of nutrient. vast numbers of them fall on the ground beneath the mother plants. sometimes they are carried farther afield by water or by wind. but only those few spores that settle down in very favorable locations can start new life; the vast majority fall on barren ground. by force of sheer numbers, however, the mosses and ferns reached hawaii, survived, and multiplied. some species developed great size, becoming tree ferns that even now grow in the hawaiian forests. many millions of years after ferns evolved (but long before the hawaiian islands were born from the sea), another kind of flora evolved on earth: the seed-bearing plants. this was a wonderful biological invention. the seed has an outer coating that surrounds the genetic material of the new plant, and inside this covering is a concentrated supply of nutrients. thus the seeds chances of survival are greatly enhanced over those of the naked spore. one type of seed-bearing plant, the angiosperm, includes all forms of blooming vegetation. in the angiosperm the seeds are wrapped in an additional layer of covering. some of these coats are hardlike the shell of a nutfor extra protection. some are soft and tempting, like a peach or a cherry. in some angiosperms the seeds are equipped with gossamer wings, like the dandelion and milkweed seeds. these new characteristics offered better ways for the seed to move to new habitats. they could travel through the air, float in water, and lie dormant for many months. plants with large, buoyant seedslike coconutsdrift on ocean currents and are washed up on the shores. remarkably resistant to the vicissitudes of ocean travel, they can survive prolonged immersion in saltwater when they come to rest on warm beaches and the conditions are favorable, the seed coats soften. nourished by their imported supply of nutrients, the young plants push out their roots and establish their place in the sun. by means of these seeds, plants spread more widely to new locations, even to isolated islands like the hawaiian archipelago, which lies more than 2,000 miles west of california and 3,500 miles east of japan. the seeds of grasses, flowers, and blooming trees made the long trips to these islands. (grasses are simple forms of angiosperms that bear their encapsulated seeds on long stalks.) in a surprisingly short time, angiosperms filled many of the land areas on hawaii that had been bare. 大约500万年以前，当夏威夷群岛作为火山从海洋中出现的时候，它们与其他大陆相距甚远。然后，经过了炙热阳光和潮湿雨水的交替作用之后，那荒芜的黑色的岩石表面起先慢慢地变软。最终，大风就携带来了各种各样的生命。 孢子很轻，可以被微风携带着从更古老的陆地飘过几千英里并随机地着陆在荒芜的山腰上。一些孢子在漆黑坚硬的岩石中找到了立足点，并生长起来，起先改造土地。地衣可能就是第一批胜利安家的植物，它们不是单一的一种植物，每一个都是海藻和真菌的共生体。海藻通过光合作用获得太阳的能量，并将它储存在有机的分子中。真菌从岩石中汲取水分和矿物盐，并将这些作为代谢废物为海藻施肥。岛屿上的最早的生物群落以共生的方式存在是特别重要的。共生是一种依靠两种或两种以上的生物紧密合作而生存的现象，也是岛屿上生物群落特别重要的一项原则。 地衣有利于加速坚硬的岩石表面的分解，并产生了一层松软的土壤，这些土壤可以供应熔融岩石含有的来自地球内部的丰富的矿物质。现在其他形式的生命就可以安家了：蕨类植物和苔藓(两种最古老的陆地植物品种)甚至可以在岩石缝隙里繁衍。这些植物通过产生孢子来繁殖，孢子是一些微小的有养分的细胞，它们携带了全部的用于生长一株新的植物的遗传物质，但是它没有任何外部表皮的爱护，也没携带供应养分的组织。大量的包子着陆在母体植物下面的土地上，有时候它们被流水和风带到了更远的地方。但是只有很少的停驻在绝好的地方的孢子可以起先新的生命，绝大部分的孢子会落在不含矿物的岩层上。占着肯定数量 上的优势，蕨类植物和地衣到达了夏威夷群岛存活下来，并繁衍开去。其中一些物种体型巨大，成为橛子树，它们甚至现在还生长在夏威夷的森林中。 在蕨类植物进化了好几百万年之后(不过，还是远在夏威夷群岛出现之前)另一种植物起先在地球上进化：种子植物。这是一次惊人的生物进化，种子有一层裹在遗传物质外面的'表皮，在表皮里面是一种浓缩了的养分物质。因此，种子物种的成活率相对于那些袒露的孢子大大地提高了。其中一种种子植物被子植物，包含了全部的开花植物。在被子植物中，种子被另外的一层外皮包袱着。其中的一些表皮很坚硬就像坚果的外壳可以供应额外的爱护。有一些则很软、迷人，比如桃子或樱桃。还有一些被子植物的种子携带有薄纱一样的翅膀，比如说蒲公英和马利筋的种子。这种特征为种子转移到新的栖息地供应了更好的途径，它们可以通过空气、流水传播并可以保存好几个月。 一些拥有硕大的、可以浮于水面的种子的植物，像椰子，随洋流漂浮，被冲上海岸。对洋流变动反抗的耐久性使得他们可以在海水的长期浸泡中生存下来。当他们停留在暖和的海滩上，一旦条件合适，种子的外皮就起先变软。由于受到内部携带的养分物质的滋养，幼小的植物伸长出他们的根部，并起先在阳光下成长。 借助这些种子，植物传播到更远的新地方，甚至是像夏威夷群岛这样的孤立的群岛上。夏威夷群岛位于加利福利亚以西2 000英里和日本以东3 500英里。草、花和开花植物的种子经过长途跋涉到达这些岛屿上(草类是一类将其种子孕育在长长的秸秆中的简洁被子植物)。在短得惊人的时间内，被子植物覆盖了大面积的夏威夷群岛上曾经荒芜的地面。 托福tpo阅读pdf篇三 it has long been accepted that the americas were colonized by a migration of peoples from asia, slowly traveling across a land bridge called beringia (now the bering strait between northeastern asia and alaska) during the last ice age. the first water craft theory about this migration was that around 11,000-12,000 years ago there was an ice-free corridor stretching from eastern beringia to the areas of north america south of the great northern glaciers. it was this midcontinental corridor between two massive ice sheetsthe laurentide to the east and the cordilleran to the westthat enabled the southward migration. but belief in this ice-free corridor began to crumble when paleoecologist glen macdonald demonstrated that some of the most important radiocarbon dates used to support the existence of an ice-free corridor were incorrect. he persuasively argued that such an ice-free corridor did not exist until much later, when the continental ice began its final retreat. support is growing for the alternative theory that people using watercraft, possibly skin boats, moved southward from beringia along the gulf of alaska and then southward along the northwest coast of north america possibly as early as 16,000 years ago. this route would have enabled humans to enter southern areas of the americas prior to the melting of the continental glaciers. until the early 1970s,most archaeologists did not consider the coast a possible migration route into the americas because geologists originally believed that during the last ice age the entire northwest coast was covered by glacial ice. it had been assumed that the ice extended westward from the alaskan/canadian mountains to the very edge of the continental shelf, the flat, submerged part of the continent that extends into the ocean. this would have created a barrier of ice extending from the alaska peninsula, through the gulf of alaska and southward along the northwest coast of north america to what is today the state of washington. the most influential proponent of the coastal migration route has been canadian archaeologist knut fladmark. he theorized that with the use of watercraft, people gradually colonized unglaciated refuges and areas along the continental shelf exposed by the lower sea level. fladmarks hypothesis received additional support form from the fact that the greatest spanersity in native american languages occurs along the west coast of the americas, suggesting that this region has been settled the longest. more recent geologic studies documented deglaciation and the existence of ice-free areas throughout major coastal areas of british columbia, canada, by 13,000 years ago. research now indicates that sizable areas of southeastern alaska along the inner continental shelf were not covered by ice toward the end of the last ice age. one study suggests that except for a 250-mile coastal area between southwestern british columbia and washington state, the northwest coast of north america was largely free of ice by approximately 16,000 years ago. vast areas along the coast may have been deglaciated beginning around 16,000 years ago, possibly providing a coastal corridor for the movement of plants, animals, and humans sometime between 13,000 and 14,000 years ago. the coastal hypothesis has gained increasing support in recent years because the remains of large land animals, such as caribou and brown bears, have been found in southeastern alaska dating between 10,000 and 12,500 years ago. this is the time period in which most scientists formerly believed the area to be inhospitable for humans. it has been suggested that if the environment were capable of supporting breeding populations of bears, there would have been enough food resources to support humans. fladmark and other believe that the first human colonization of america occurred by boat along the northwest coast during the very late ice age, possibly as early as 14,000 years ago. the most recent geologic evidence indicates that it may have been p