2024年12月六级第3套仔细阅读 Passage 2 原文翻译及答案解析

One hundred thirty-five students, four teachers, one giant classroom: This is what 9th grade looks like at Westwood High School, in Mesa, Arizona's largest school system. There, an innovative teaching model has taken hold, and is spreading to other schools in the district and beyond.

一百三十五名学生、四名教师、一间大教室：这就是亚利桑那州最大教育系统梅萨市韦斯特伍德高中九年级的景象。在那里，一种创新的教学模式已经生根发芽，并正在向学区内外的其他学校推广。

Five years ago, faced with high teacher turnover and declining student enrollment, Westwood's leaders decided to try something different. Working with professors at Arizona State University's teachers college, they piloted a classroom model known as team teaching which allows teachers to dissolve the walls that separate their classes across physical or grade divides.

五年前，面对教师高流动率和学生入学人数下降，韦斯特伍德的领导决定尝试新方法。他们与亚利桑那州立大学教育学院的教授合作，试点了一种名为团队教学的课堂模式，该模式允许教师打破分隔课堂的物理或年级壁垒。

The teachers share large groups of students—sometimes 100 or more—and rotate between group instruction, one-on-one interventions, small study groups, or whatever the teachers as a team agree is a priority that day. What looks at times like chaos is in fact a carefully orchestrated plan: Each morning, the Westwood teams meet to hammer out a personalized program for every student the team will focus on that day.

教师们共享大型学生群体——有时多达100人或更多——并在小组教学、一对一辅导、小型学习小组或团队教师当天商定的任何优先事项之间轮换。这有时看起来像混乱，但实际上是一个精心策划的计划：每天早晨，韦斯特伍德团队开会敲定当天团队将重点关注的每个学生的个性化方案。

By giving teachers more opportunity to collaborate, Mesa's administrators hoped to fill staffing gaps and boost teacher morale and retention. Initial research suggests the gamble could pay off.

通过给予教师更多合作机会，梅萨的管理者希望填补人员缺口并提升教师士气和留任率。初步研究表明，这场赌博可能会有回报。

"Teachers are doing fantastic things, but it's very rare a teacher walks into another room to see what's happening," said Andi Fourlis, superintendent of Mesa Public Schools. "Our profession is so slow to advance because we are working in isolation."

"教师们在做着了不起的事情，但很少有教师走进另一个教室去看发生了什么，"梅萨公立学校的督学安迪·弗利斯说。"我们的职业进展如此缓慢，是因为我们在孤立中工作。"

Of course, overhauling teaching approaches can't fix all the frustrations teachers have, such as low pay, but early results from Mesa show team teaching may be helping to reverse low morale. In a survey of hundreds of the district's teachers, researchers found those who worked on teams reported greater job satisfaction, more frequent collaborations with colleagues, and more positive interactions with students.

当然，改革教学方法不能解决教师所有的挫折，比如低薪，但梅萨的早期结果显示，团队教学可能有助于扭转低士气。在对学区数百名教师的调查中，研究人员发现，那些在团队中工作的教师报告了更高的工作满意度、更频繁的与同事合作以及更积极的与学生互动。

Another benefit of teams, teachers say, is that they can help each other improve their instruction. During one planning session, English teacher Jeff Hall shared a performance appraisal with a science teacher: Her recent lecture on something she called "the central dogma of biology" had bewildered him and their other teammates.

教师们说，团队的另一个好处是他们可以互相帮助改进教学。在一次规划会议上，英语教师杰夫·霍尔与一位科学教师分享了绩效评估：她最近关于她称之为"生物学中心法则"的讲座让他和其他队友感到困惑。

"If the science is too confusing for me, can you imagine the frustration you feel as kids?" Hall said. But the science teacher, he said, wouldn't have known about the confusion on her own.

"如果科学对我来说太难理解，你能想象孩子们感到的挫折吗？"霍尔说。但他说，那位科学教师自己不会知道这种困惑。

The model is not for everyone. Some teachers approached about volunteering for a team have said they prefer to work alone. Team teaching can also be a scheduling nightmare, especially at schools like Westwood where only some staff work in teams. There are also thorny questions like how to evaluate four teachers on the performance of 135 students. But for the time being, it seems to be working.

这种模式并不适合所有人。一些被问及是否愿意自愿加入团队的教师表示他们更喜欢独自工作。团队教学也可能成为排课噩梦，尤其是在像韦斯特伍德这样只有部分员工在团队中工作的学校。还有棘手的问题，比如如何根据135名学生的表现来评估四名教师。但目前来看，它似乎在起作用。