以下是小编为大家收集的《第9车厢》阅读答案，本文共12篇，希望能够帮助到大家。
篇1：《第9车厢》阅读答案
第9车厢
【俄罗斯】
米哈依尔.扎多尔诺夫
我要坐15次列车从里加去列宁格勒。我来到了火车站，我买的是第2车厢的票。我走近列车一看，前三节车厢根本就没有!最后，买了前三节车厢票的旅客一半被安排到了其他车厢，一半换了下一次列车。最后大家总算是一腔怒气地到了列宁格勒。回到莫斯科后，余怒未消的我在《文学报》上发表了一篇讽刺小品。一个月后，我收到了一位基辅读者的来信。信中说：“□□□□□□(此处删去两句话)我正好有事去基辅出差，就在一个傍晚去拜访了写信人。他果然真的没让我白跑一趟。”如果说我坐的那次列车是没有前三节车厢的话，而这位读者在基辅坐的那次列车竟然挂了两节第9车厢。买了第9车厢票的乘客当然都坐进了前一节第9车厢，因为所有的正常人从小就知道，第8车厢后就是第9车厢，谁会想到第9车厢后还是第9车厢呢?列车开动后，后一节第9车厢的乘务员看着空无一人的车厢，莫名其妙，于是去找了列车长：“我的车厢里一个乘客也没有!”可列车长说：“肯定是售票处又弄错了!”列车长说完，马上就通知了下一站卖第9车厢票。
列车在下一站听了3分钟。买第9车厢票的人也都是一些思维正常的人，车一停稳，大家就顺序跑到前一节第9车厢门口排队上车。乘务员看着这么多乘客，惊慌失措的挡在车门口说：“我这儿只有两个空铺，去找列车长吧，在第1车厢，让他把大家都安排到其他车厢去，跑快点，要不车就开了!”愤怒的乘客们拎着大包小包你追我赶的朝第1车厢跑去。列车长看着这么多远远跑来的乘客一头雾水：“你们这是从哪儿来啊?”乘客们说：“从第9车厢来的……”“那个车厢早就满了……”列车长此刻没时间研究到底是怎么一回事，他需要马上把这些乘客安排好。一阵忙碌之后，乘客们终于安顿好了，他松了一口气发出了发命令。这时，后一节第9车厢的乘务员又来了，还是说：“我的车厢里一个乘客也没有。”“怎么可能呢?”这次列车长认为这个乘务员肯定疯了。于是，列车长决定和这个乘务员一起去车厢里看看，这才发现原来这趟列车有两节第9车厢。列车长现在终于明白是怎么回事了，他长长地松了一口气后，回到自己的包厢通知了下一站：“摘掉第9车厢!”
当时已是半夜，负责摘车厢的人也是正常人，也会从一数到九。他们数到前一节第9车厢，就把它摘了下来，拖到了备用道上，然后重新组装好列车就通知了列车长。列车长再一次松了口气后发出了发车命令，然后回自己包厢睡觉。可后来后一节第9号车厢的乘务员又找来了， “我的车厢里还是一个乘客也没有······”
我不知道这次行车后列车长是不是疯了，只是边吸着烟边想：“列车怎么听这么长时间呀?”然后他往窗外望了一眼，这才发现前面后面的车厢都没了踪影。就更别说半天了，四周是一片大草原，光秃秃的，一轮圆月冷冷照在停着第9车厢的备用道上。他急忙叫醒了所有的乘客，大家连外衣都没穿就从铺位上跳了下来，猜测着到底发生了什么事，他们，到底在哦铺到哪儿了。
听他讲到这儿，我忍不住哈哈地笑出了声来，结果讲故事的人走了，我一点都不觉得这有什么好笑!我们第9车厢的这些旅客本事打算去保加利亚旅游的!”
(本文有修改)
《第9车厢》阅读题目与参考答案：
1.小说开篇写了“我”的一次乘车经历，有什么作用?
2.补写第二段中“极度读者”来信的内容。(不超过50字)
3.故事的主体部分采用第几人称叙述?有什么效果?
4.赏析画线部分的景物描写。
5.第9车厢的故事带给你哪些思考?请结合作品谈谈你的看法。
答案：1、①用作铺垫，引出主要故事。②强化(衬托)主要故事的叙述效果。③突出这类现象的普遍性。
2、示例：您的遭遇与我和我妻子上次坐火车的遭遇比起来简直不值一提。请您来一趟，肯定不会让您白跑的。
3、第三人称叙述。①突破开篇以第一人称写“我”的所见所闻的局限，较为自由地展现事件过程、人物心理，以及不同地点发生的事情。②拉开了叙述者与故事之间的距离，更具有客观性。
4、①光秃秃的大草原、冷冷的圆月渲染了凄清、空旷、荒芜的氛围。
②烘托了人物的无助感
③以月之圆显人物心情、事情结局之残，与结尾点明的已成泡影的旅游构成了对照。
5、示例：①疏于管理、不负责任的工作作风会给他人带来麻烦和伤害。乘务员、列车长、摘车厢的人似乎都在纠正差错，可差错却越变越大，个中原因正是工作作风的问题。
②判断问题机械武断，解决问题勿依赖惯性思维。错挂两节车厢造成的差错之所以迟迟未能得到纠正，和列车长、摘车厢的人思想僵化、缺乏独立思考精神是分不开的。
.
篇2：《第9车厢》阅读答案
俄罗斯 米哈依尔·扎多尔诺夫
我要坐15次列车从里加去列宁格勒。我来到了火车站，我买的是第2车厢的票。我走近列车一看，前三节车厢根本就没有！最后，买了前三节车厢票的旅客一半被安排到了其他车厢，一半换了下一次列车。最后大家总算是一腔怒气地到了列宁格勒。
回到莫斯科后，余怒未消的我在《文学报》上发表了一篇讽刺小品。一个月后，我收到了一位基辅读者的来信。信中说：“您的遭遇与我和我妻子上次坐火车的遭遇比起来简直不值一提。请您来一趟，肯定不会让您白跑的。”我正好有事去基辅出差，就在一个傍晚去拜访了写信人。他果然真的没让我白跑一趟。
如果说我坐的那次列车是没有前三节车厢的话，而这位读者在基辅坐的'那次列车竟然挂了两节第9车厢。买了第9车厢票的乘客当然都坐进了前一节第9车厢，因为所有的正常人从小就知道，第8车厢后就是第9车厢，谁会想到第9车厢后还是第9车厢呢？
列车开动后，后一节第9车厢的乘务员看着空无一人的车厢，莫名其妙，于是去找了列车长：“我的车厢里一个乘客也没有！”可列车长说：“肯定是售票处又弄错了！” 列车长说完，马上就通知了下一站卖第9车厢票。
列车在下一站停了3分钟。买第9车厢票的人也都是一些思维正常的人，车一停稳，大家就按顺序跑到前一节第9车厢门口排队上车。乘务员看着这么多乘客，惊慌失措的挡在车门口说：“我这儿只有两个空铺，去找列车长吧，在第1车厢，让他把大家都安排到其他车厢去，跑快点，要不车就开了！”愤怒的乘客们拎着大包小包你追我赶的朝第1车厢跑去。列车长看着这么多远远跑来的乘客一头雾水：“你们这是从哪儿来啊？”乘客们说：“从第9车厢来的……”“那个车厢早就满了……”列车长此刻没时间研究到底是怎么一回事，他需要马上把这些乘客安排好。一阵忙碌之后，乘客们终于安顿好了，他松了一口气发出了发车命令。
这时，后一节第9车厢的乘务员又来了，还是说：“我的车厢里一个乘客也没有。”“怎么可能呢？”这次列车长认为这个乘务员肯定疯了。于是，列车长决定和这个乘务员一起去车厢里看看，这才发现原来这趟列车有两节第9车厢。列车长现在终于明白是怎么回事了，他长长地松了一口气后，回到自己的包厢通知了下一站：“摘掉第9车厢！”
当时已是半夜，负责摘车厢的人也是正常人，也会从一数到九。他们数到前一节第9车厢，就把它摘了下来，拖到了备用道上，然后重新组装好列车就通知了列车长。列车长再一次松了口气后发出了发车命令，然后回自己包厢睡觉。可后来后一节第9号车厢的乘务员又找来了， “我的车厢里还是一个乘客也没有……”
我不知道这次行车后列车长是不是疯了，只是边吸着烟边想：“列车怎么停这么长时间呀？”然后他往窗外望了一眼，这才发现前面后面的车厢都没了踪影。就更别说半天了，四周是一片大草原，光秃秃的，一轮圆月冷冷照在停着第9车厢的备用道上。他急忙叫醒了所有的乘客，大家连外衣都没穿就从铺位上跳了下来，猜测着到底发生了什么事，他们到底到哪儿了。
听他讲到这儿，我忍不住哈哈地笑出了声来，结果讲故事的人站起身，说：“我一点都不觉得这有什么好笑！我们第9车厢的这些旅客本来打算去保加利亚旅游的！”（本文有修改）
（1）故事的主体部分采用第几人称叙述？有什么效果？（5分）
（2）小说开篇写了“我”的一次乘车经历，有什么作用？（6分）
（3）赏析画线部分的景物描写。（6分）
（4）第9车厢的故事带给你哪些思考？请结合作品谈谈你的看法。（8分）
篇3：《第9车厢》阅读答案
（1）第三人称叙述。①突破开篇以第一人称写“我”的所见所闻的局限，较为自由地展现事件过程、人物心理，以及不同地点发生的事情。②拉开了叙述者与故事之间的距离，更具有客观性。
（2）①用作铺垫，引出主要故事。②强化（衬托）主要故事的叙述效果。③突出这类现象的普遍性。
（3）①光秃秃的大草原、冷冷的圆月渲染了凄清、空旷、荒芜的氛围。
②烘托了人物的无助感
③以月之圆显人物心情、事情结局之惨，与结尾点明的已成泡影的旅游构成了对照。
（4）①疏于管理、不负责任的工作作风会给他人带来麻烦和伤害。乘务员、列车长、摘车厢的人似乎都在纠正差错，可差错却越变越大，个中原因正是工作作风的问题。
②判断问题勿机械武断。解决问题勿依赖惯性思维。错挂两节车厢造成的差错之所以迟迟未能得到纠正，和列车长、摘车厢的人思维僵化、缺乏独立思考精神是分不开的。
篇4：《第9车厢》阅读答案
【俄罗斯】
米哈依尔.扎多尔诺夫
我要坐15次列车从里加去列宁格勒。我来到了火车站，我买的是第2车厢的票。我走近列车一看，前三节车厢根本就没有!最后，买了前三节车厢票的旅客一半被安排到了其他车厢，一半换了下一次列车。最后大家总算是一腔怒气地到了列宁格勒。回到莫斯科后，余怒未消的我在《文学报》上发表了一篇讽刺小品。一个月后，我收到了一位基辅读者的来信。信中说：“□□□□□□(此处删去两句话)我正好有事去基辅出差，就在一个傍晚去拜访了写信人。他果然真的没让我白跑一趟。”如果说我坐的那次列车是没有前三节车厢的话，而这位读者在基辅坐的那次列车竟然挂了两节第9车厢。买了第9车厢票的乘客当然都坐进了前一节第9车厢，因为所有的正常人从小就知道，第8车厢后就是第9车厢，谁会想到第9车厢后还是第9车厢呢?列车开动后，后一节第9车厢的乘务员看着空无一人的车厢，莫名其妙，于是去找了列车长：“我的车厢里一个乘客也没有!”可列车长说：“肯定是售票处又弄错了!”列车长说完，马上就通知了下一站卖第9车厢票。
列车在下一站听了3分钟。买第9车厢票的人也都是一些思维正常的人，车一停稳，大家就顺序跑到前一节第9车厢门口排队上车。乘务员看着这么多乘客，惊慌失措的挡在车门口说：“我这儿只有两个空铺，去找列车长吧，在第1车厢，让他把大家都安排到其他车厢去，跑快点，要不车就开了!”愤怒的乘客们拎着大包小包你追我赶的朝第1车厢跑去。列车长看着这么多远远跑来的乘客一头雾水：“你们这是从哪儿来啊?”乘客们说：“从第9车厢来的……”“那个车厢早就满了……”列车长此刻没时间研究到底是怎么一回事，他需要马上把这些乘客安排好。一阵忙碌之后，乘客们终于安顿好了，他松了一口气发出了发命令。这时，后一节第9车厢的乘务员又来了，还是说：“我的车厢里一个乘客也没有。”“怎么可能呢?”这次列车长认为这个乘务员肯定疯了。于是，列车长决定和这个乘务员一起去车厢里看看，这才发现原来这趟列车有两节第9车厢。列车长现在终于明白是怎么回事了，他长长地松了一口气后，回到自己的包厢通知了下一站：“摘掉第9车厢!”
当时已是半夜，负责摘车厢的人也是正常人，也会从一数到九。他们数到前一节第9车厢，就把它摘了下来，拖到了备用道上，然后重新组装好列车就通知了列车长。列车长再一次松了口气后发出了发车命令，然后回自己包厢睡觉。可后来后一节第9号车厢的乘务员又找来了， “我的车厢里还是一个乘客也没有······”
我不知道这次行车后列车长是不是疯了，只是边吸着烟边想：“列车怎么听这么长时间呀?”然后他往窗外望了一眼，这才发现前面后面的车厢都没了踪影。就更别说半天了，四周是一片大草原，光秃秃的，一轮圆月冷冷照在停着第9车厢的备用道上。他急忙叫醒了所有的乘客，大家连外衣都没穿就从铺位上跳了下来，猜测着到底发生了什么事，他们，到底在哦铺到哪儿了。
听他讲到这儿，我忍不住哈哈地笑出了声来，结果讲故事的人走了，我一点都不觉得这有什么好笑!我们第9车厢的这些旅客本事打算去保加利亚旅游的!”
(本文有修改)
篇5：《第9车厢》阅读答案
1.小说开篇写了“我”的一次乘车经历，有什么作用?
2.补写第二段中“极度读者”来信的内容。(不超过50字)
3.故事的主体部分采用第几人称叙述?有什么效果?
4.赏析画线部分的景物描写。
5.第9车厢的故事带给你哪些思考?请结合作品谈谈你的看法。
答案：1、①用作铺垫，引出主要故事。②强化(衬托)主要故事的叙述效果。③突出这类现象的普遍性。
2、示例：您的遭遇与我和我妻子上次坐火车的遭遇比起来简直不值一提。请您来一趟，肯定不会让您白跑的。
3、第三人称叙述。①突破开篇以第一人称写“我”的所见所闻的局限，较为自由地展现事件过程、人物心理，以及不同地点发生的事情。②拉开了叙述者与故事之间的距离，更具有客观性。
4、①光秃秃的大草原、冷冷的圆月渲染了凄清、空旷、荒芜的氛围。
②烘托了人物的无助感
③以月之圆显人物心情、事情结局之残，与结尾点明的已成泡影的旅游构成了对照。
5、示例：①疏于管理、不负责任的工作作风会给他人带来麻烦和伤害。乘务员、列车长、摘车厢的人似乎都在纠正差错，可差错却越变越大，个中原因正是工作作风的问题。
②判断问题机械武断，解决问题勿依赖惯性思维。错挂两节车厢造成的差错之所以迟迟未能得到纠正，和列车长、摘车厢的人思想僵化、缺乏独立思考精神是分不开的。
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篇6：《第98号课桌》阅读答案
邵火焰
进入高中的第一天的第一件事就是分课桌。这是学校多年来的一个特别规定，从入学到毕业始终固定坐一张课桌，据说这样做的好处是，避免学生破坏课桌，毕业验收时如果损坏了就得照价赔偿。
我分到的是98号课桌。桌面没有一点油漆破损的地方，也没有小刀之类的划痕或笔尖之类戳的眼儿，可见前任主人非常爱惜它。揭开桌盖，反面贴着一张画，是一匹黑色的扬起四蹄的奔马，画的下方有一行苍劲有力的红色大字：“我就是一匹奔马。”
我一下子喜欢上了这张课桌。每天走进教室，打开课桌，一看到那匹奔马，我就兴奋，我就有劲，我就有了学习的动力。也许这张课桌有什么神奇的魔力，成绩并不好的我渐渐赶上来了。我惊喜不已。
没想到还有一个更大惊喜在等着我呢。在高一下学期期末考试的前几天，有一个十多岁的小男孩，特地来找我。小男孩见到我时说：“大哥哥，你是坐98号课桌的吗?”我说：“是啊，找我有什么事吗?”
小男孩从背后拿出一束花说：“给你的。祝你考试取得好成绩。”
我不认识小男孩，迟疑了一下才接过花说：“谁让你送花给我的，能告诉我吗小弟弟?”
小男孩跑开了，一边跑一边回头说：“你不用问了，等后年高考时你就知道是谁了?”
奔马和鲜花给了我信心，期末考试取得了令老师瞩目的好成绩。
令我没想到的是，高二下学期期末考试的前几天，那个小男孩又来了，他认出了我，但我半天没认出他，他长高了一些。小男孩同样是从背后拿出一束花递给我说：“大哥哥，再次祝你考试取得好成绩!”说完，又像上回一样跑开了。我想弄清楚到底是谁让他给我送花的，我追上了小男孩，问他：“小弟弟，请你告诉我是谁给我送花，为什么送花给我好吗?”
小男孩调皮地做了一个鬼脸说：“你别问了，明年高考前就知道了。”
我没有再为难他，我说：“好吧，代我谢谢他!”我拍拍他的头，“回家去吧，路上小心!”
这次考试，我超常发挥，还上了学校的排行榜。
进入高三后，我立下志愿一定要成为冲进一类大学的一匹黑马，让神秘的.送花人看看，我对得起他让小男孩送来的花。
紧张的高考复习让人感觉到时间过的真快，高考很快来临了。
高考的前一天上午，我正在校园的林荫道上散步，一个穿白色连衣裙的女孩找我，女孩很漂亮，年龄和我差不多，她手里拿着一束鲜花，她问我：“你是坐98号课桌的同学吗?”
我马上意识到是那个神秘的送花人显身了，我听到自己的心在“怦怦”地跳，我说：“是的。请问你是……”
漂亮女孩自我介绍说：“我叫肖萍，是你的校友，比你高三届。明天就是高考了，我特地来给你加油，祝你旗开得胜!”说完将鲜花献给了我。
我不停地眨着眼睛，接过了鲜花说：“这么说，前两次的花都是你让那个小男孩送的?”
肖萍莞尔一笑，说：“我知道你下面接着会问，‘为什么送花给我，’我来告诉你吧!”
肖萍说：“你知道吗，我高中三年坐的就是98号课桌。我的学习成绩并不好，高一下学期还想过要辍学呢，可是在期末考试前，突然接到一个陌生男生送来的花，我好惊喜和感动，从此下决心一定要好好努力。第二年期末又接到了他送来的花，高考前夕同样接到他送来的花。我也是像你现在一样问他为什么要给我送花，他说，他在高中三年坐的也是98号课桌，也三次接到原来坐过98号课桌的学长送的花。他告诉我要一直这样传承下去，所以我这样做了，前两次我离家太远不能及时赶回，就让我的小表弟代我送花给你的。希望你毕业后也能将这一做法传递下去。”
我的眼眶湿润了，我使劲地点了点头说：“谢谢你!放心吧，我一定传承下去。”
我终于如愿地考进了武汉的一所重点大学。
其后三年，我亲自给下一个坐98号课桌的女孩送了三次花，最后一次也对她说了肖萍曾对我说的那段话。
篇7：《第98号课桌》阅读答案
(选自《小小说大世界》第8期)
18.请用简洁的语言概括本文的主要内容。(2分)
19.小说多次提及“鲜花”，有什么作用?(2分)
20.品味文章画线句子，揣摩人物说话时的心情。 (2分)
21.本文以“第98号课桌”为标题有什么含义?(3分)
22.请试着分析文中肖萍的形象。(2分)
23.结合全文内容，概括作者包蕴在文章中的思想感情。(2分)
篇8：托福TPO9阅读第原文及答案解析
托福TPO9阅读原文Part2
Reflection in Teaching
Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.
Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a 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, refreshing” conceptions 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 profession's 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.
Paragraph 1: Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J. Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.
托福TPO9阅读题目Part2
1. The word ”justified“ in the passage is closest in meaning to
○supported
○shaped
○stimulated
○suggested
2. According to paragraph 1, it was believed that reflection could help teachers
○understand intellectual principles of teaching
○strengthen their intellectual connection to their work
○use scientific fact to improve discipline and teaching
○adopt a more disciplined approach to teaching
Paragraph 2: Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish-a 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, refreshing“ conceptions 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.
3. The word ”flourish“ in the passage is closest in meaning to
○ continue
○ occur
○ succeed
○ apply
4. All of the following are mentioned about the experimental strategy described in paragraph 2 EXCEPT:
○It was designed so that teachers would eventually reflect without help from others.
○It was used by a group of teachers over a period of years.
○It involved having teachers take part in discussions of classroom events.
○It involved having teachers record in writing their reflections about teaching.
5. According to paragraph 2, Wildman and Niles worried that the teachers they were working with might feel that
○ the number of teachers involved in their program was too large
○ the concepts of teacher reflection were so abstract that they could not be applied
○ the ideas involved in reflection were actually not new and refreshing
○ several years would be needed to acquire the habit of reflecting on their teaching
Paragraph 3: 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.
6. The word ”objective“ in the passage is closest in meaning to
○ unbiased
○ positive
○ systematic
○ thorough
7. According to paragraph 3, what did the teachers working with Wildman and Niles often fail to do when they attempted to practice reflection?
○Correctly calculate the amount of time needed for reflection.
○Provide sufficiently detailed descriptions of the methods they used to help them reflect.
○Examine thoughtfully the possible causes of events in their classrooms.
○Establish realistic goals for themselves in practicing reflection.
Paragraph 4: 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.
8. How is paragraph 4 related to other aspects of the discussion of reflection in the passage?
○It describes and comments on steps taken to overcome problems identified earlier in the passage.
○It challenges the earlier claim that teachers rarely have the time to think about their own or others' teaching.
○It identifies advantages gained by teachers who followed the training program described earlier in the passage.
○It explains the process used to define the principles discussed later in the passage.
Paragraph 5: 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.“
9. The word ”compelling“ in the passage is closest in meaning to
○ commonly held
○ persuasive
○ original
○ practical
Paragraph 6: 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 profession's 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.
10. According to paragraph 6, teachers may be discouraged from reflecting because
○ it is not generally supported by teacher educators
○ the benefits of reflection may not be apparent immediately
○ it is impossible to teach and reflect on one's teaching at the same time
○ they have often failed in their attempts to become reflective practitioners
11. Which of the sentences below expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information
○The practice of being reflective is no longer simply a habit among teachers but something that is externally motivated.
○Most teachers need to explore ways to form the habit of reflection even when no external motivation exists.
○Many aspects of the motivation to reflect have not been studied, including the comparative benefits of externally motivated and habitual reflection among teachers.
○There has not been enough exploration of why teachers practice reflection as a habit with or without external motivation.
Paragraph 4: 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.
Paragraph 5: ■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.“
12. Look at the four squares [■] that indicate where the following sentence could be added to the passage.
However, changing teachers' thinking about reflection will not succeed unless there is support for reflection in the teaching environment.
Where could the sentence best fit?
13. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some answer choices do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.
Wildman and Niles have conducted research on reflection in teaching
●
●
●
Answer Choices
○Through their work with Virginia teachers, Wildman and Niles proved conclusively that reflection, though difficult, benefits both teachers and students.
○Wildman and Niles found that considerable training and practice are required to understand classroom events and develop the skills involved in reflection.
○Wildman and Niles identified three principles that teachers can use to help themselves cope with problems that may arise as a result of reflection.
○Wildman and Niles concluded that teachers need sufficient resources as well as the cooperation and encouragement of others to practice reflection.
○There are numerous obstacles to implementing reflection in schools and insufficient understanding of why teachers might want to reflect.
○Whether teachers can overcome the difficulties involved in reflection may depend on the nature and intensity of their motivation to reflect
托福TPO9阅读答案Part2
参考答案：
1. ○1
2. ○2
3. ○3
4. ○4
5. ○2
6. ○1
7. ○3
8.○1
9. ○2
10. ○2
11. ○3
12. ○3
13. Wildman and Niles found that
Wildman and Niles concluded that
There are numerous obstacles to
托福TPO9阅读翻译Part2
参考翻译：教学中的反思
教师被认为受益于反思实践--有意识地更深入思考、仔细地检查发生在他们自己教室里的事件和相互影响。教育家T o 怀尔德曼和J. o奈尔斯(1987)描述了一个在资深教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知识的不确定。
怀尔德曼和 奈尔斯都特别喜欢研究在哪种情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教师设计了一个实验策略，并在几年内研究了这一组的40位教师。他们担心很多人可能认为沉浸在这种全新的教育概念中的结果就是，发现教师反思的抽象概念和现实之间的鸿沟太大而无法逾越。要反思像教学这样复杂的事件不是容易的。老师们都参加了关于教学事件计划的讨论，紧接着在工作人员的协助下去反思具体问题，然后是独立反思。
怀尔德曼和奈尔斯 观察到系统教学反思需要一种以客观的方式来理解教室里发生事件的能力。他们起初认为参与研究的教师们太功利，并不是足够丰富和详细以促使系统反思的产生。教师们很少有机会和时间去客观地观察他们自己和其他老师的教学。更深的研究发现教师们更愿意评价事件而不是站在事件之外洞察一个事件的促进因素。
帮助这组教师修订他们关于课堂事件的认识变成了关键问题。这个过程需要时间和耐心以及有效的受训者。研究者认为训练同一个教师使他客观地看待事情需要大约20到30小时，而反思技巧的练习同样需要这么多时间。
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，这使得教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。第二就是需要足够的时间和空间。项目中的教师们抱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能力是很困难的。第三就是以其他教师的支持为基础的亲密无间的环境。项目中的教师同样需要支持和鼓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教师不会因为这是好的，或者甚至是不可或缺的观念而自发地开展教学反思。"
怀尔德曼 和奈尔斯 的工作表明认识进行反思的某些困难的重要性。也有其他人知道这个，并指出相似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教师和作为一个将其他人观念付诸实施的教师之间，存在着角色上的不一致。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需要额外的付出(Jaworski,1993)而且只有一个模糊的目标，甚至不仅没有显而易见的回报，反而有易受责难的威胁。很少人直接质疑什么可能让一个教师想变成反思型教师。显然，使教师朝着反思行为奋斗的最直接的原因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许多未知的问题，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。
篇9：《第“国歌”》阅读答案
第一首“国歌”
1792年4月 25 日， 普奥反法联军总司令布伦端克发布宣言，威胁法国人民必须恢复路易十六的一切权力，否则将对敢于反抗的居民“给予永世难忘的惩罚”。这个消息传到法国，引起全国人民的震惊和愤怒。阿尔萨斯省国民自卫工程兵上尉鲁日·德利尔当夜作词谱曲，创作了一首题为《莱茵军战歌》的歌曲。歌曲发表后迅速传到南方。6月，马赛市一支500人的志愿军开赴巴黎。士兵们沿途高唱这首战歌，到达巴黎的巴士底广场。歌声伴着鼓声，极大地鼓舞了军民士气。这首歌随即便更名为《马赛曲》。以后，在各个战场上，在各种群众集会上，处处都可以听见人们高唱《马赛曲》的喷亮歌声。
一位德国诗人曾对德利尔说：“你是个可怕的人，你杀死了我们5万多名勇敢的德国人。”拿破仑也在一次打败奥军后说过：“《马赛曲》是共和国最伟大的将军。” 1792年10月17日，国民公会决定以《马赛曲》为共和国国歌。
这是近代史上第一首“国歌”。
1.上述文字的`叙事线索是《马赛曲》的答案、答案和答案过程。
2.普法战争和阿尔萨斯人民反对侵略题材的文学作品我们曾在初中阶段学习过，它的题目是《答案》，文学体裁是答案，文中的主要人物是答案和答案，作者是答案。
3.《马赛曲》从创作到定为国歌，时间仅为半年，这说明它确实是一首答案。
4.查字典后，“更”的读音和义项如下：
(1)gēng ①再、重;②越发、愈加
(2)géng ①经历; ②旧时一夜分五更; ③改变，改换
文中“这首歌随即被更名为《马赛曲》”中“更”的读音是义项为答案_。
5.“以后，在各个战场上，在各种群众集会上，处处都可以听见人们高唱《马赛曲》的嘹亮歌声。”句中的“处处”和答案相照应。
6.“一位德国诗人曾对德利尔说：‘你是个可怕的人，你杀死了我们5万多名德国人。”’“你杀死了我们5万名德国人”这话怎样理解?
篇10：《第“国歌”》阅读答案
7. 作者引用德国诗人和拿破仑的话是为了说明答案。
8.“《马赛曲》是共和国最伟大的将军。”这一句运用了答案修辞手法，它的作用是答案
9.“这是近代史上第一首‘国歌’。”句中“国歌”加引号的作用是(答案)
A.引用; B.强调; C.特殊含义或特定称谓; D.讽刺或否定
篇11：狼第阅读答案
狼三则第三则阅读答案
《狼三则》选自蒲松龄的《聊斋志异》是写屠夫在不同情况下遇狼并杀狼的`故事。如下是狼三则第三则阅读答案，为大家提供参考阅读。
狼三则第三则阅读答案
狼三则（其三）
一屠暮行，为狼所逼。道傍有夜耕者所遗①行室②，奔入伏焉。狼自苫中探爪入。屠急捉之，令不可去。顾③无计可以死之。惟有小刀不盈寸，遂割破爪下皮，以吹豕④之法吹之。极力吹移时⑤，觉狼不甚动，方缚以带。出视，则狼胀如牛，股直不能屈，口张不得合。遂负之以归。
[注释]①遗：留下。②行室：俗称“窝棚”。③顾：然而，可是。④豕：猪。⑤移时：过了一段时间。
1．解释文中加粗的字。
（1）去：___________
（2）盈：___________
（3）方：___________
（4）负：___________
2．翻译下列句子。
（1）惟有小刀不盈寸。
_____________________________
（2）狼胀如牛，股直不能屈，口张不得合。
_____________________________
3．用波浪线画出屠户面对狼的进攻所采取的反击方法。
4．你认为屠户是怎样一个人？
_____________________________
5．读了这个故事，你有什么感想？
_____________________________
参考答案：
1．（1）离开（2）满（3）才（4）背
2．（1）只有一把小刀不满一寸长。
（2）狼全身胀得像牛，大腿直伸不能弯曲，嘴张着合不上。（意对即可）
3．“捉之，令不可去。”“遂割破爪下皮，以吹豕之法吹之。”
4．机智、勇敢、果断。
5．示例：人各有所长，物各有其用。 （答案不唯一）
篇12：《第白裙子》阅读答案
1、(2分)婉的家里很穷，而她又很想要一条白裙子。(意思相近即可)
2、(4分)(意思相近即可)
① 伤心、尴尬、羞愧。(2分)
② 感激、感动。(2分)
3、(4分)答案要点：(答对一点给1分，对两点给2分，对三点给满分。可用原文，也可用自己的话回答。意思相近即可。)
①“这么晚了，你……”雅文的话只说了一半。
②雅文反应快，伸手关了灯。
③她们又不声不响地睡下了。
④雅文她们像是商量好的，都把白裙子收了起来，换上平时穿的衣服。(宿舍里谁也没有穿过一次白裙子)
⑤生日那天，送婉一条白裙子。
4、(5分)(答到两点即可，每点2分，语言表达1分)
① 表达对大学生活的留恋。
② 感激室友对自己的真诚的关心与帮助。
③ 临别时对室友的祝愿。
5、(5分)(观点1分，阐述2分，语言表达2分。)
观点明确，符合中学生实际，体现积极态度并加以阐述，言之有理即可。
可从许多方面谈，如勤奋学习、克服自卑、体谅父母……
★新年第
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