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Proper an-angement of classroom space is important to encouraging interaction. Most of us have noticed how important physical setting is to efficiency and comfort when we work. Today' s corporations hire human engineering specialists and spend a great deal of time and money to make sure that the physical environments of buildings are fit to the activities of their inhabitants.
Similarly, college classroom space should be designed to encourage the activity of critical thinking. We will move into the twenty-first century, but step into almost any college classroom and you will step back in time at least a hundred years. Desks are normally in straight rows, so students can clearly see the teacher but not all their classmates. The assumption behind such an arrangement is obvious:everything important comes from the teacher.
With a imagination and effort, unless desks are fixed to the floor, the teacher can correct this situation and create space that encourages interchanges among students. In small or standard sized classes, chairs, desks and tables can be arranged in different ways: circles, U-shapes, or semicircles. The primary goal should be for everyone to be able to see everyone else. Larger classes, particularly those held i.n lecture halls, unfortunately, allow much less flexibility.
Arrangement of the classroom should also make it easy to pide students into small groups for discussion or problem-solving exercises. Small classes with malleable desks and tables present no problem. Even in large lecture halls, it is possible for students to turn around and form groups of four to six. Breaking a class into small groups provides more opportunities for students to interact with each other, think out hard, and see how other students' thinking processes operate--all these are the most important elements in developing new modes of critical thinking.
In courses that regularly use a small group format, students might be asked to stay in the same small groups throughout the course. A colleague of mine allows students to move around during the first two weeks, until they find a group they are comfortable with. He then asks them to stay in the same seat, with the same group, from then on. This not only creates a comfortable setting for in teraction but helps him learn students' names and faces.
1. The expression "step back in time at least a hundred years" Para. 2 is intended to convey the idea that_________
[ A] college classrooms often remind people of their college life
B. critical thinking was encouraged even a century ago
C. a hundred years ago, desk arrangement in a classroom was quite different
D.there is not much change in the college educational idea over the past hundred years
2. The primary purpose of desk rearrangement is_________
A. for the teacher to pide students into small groups
B. to make it possible for students to interact with each other
C. for the teacher to find out how students think
D.to give students more opportunities to practice speaking
3. The greatest advantage in allowing each student to find his own group might be that_________
A. the teacher saves the trouble in doing that ——
B. learning is made comfortable in this way
C. the teacher can easily remember students' names and faces
D.brighter students can help slower ones
4. Which of the following is NOT true according to the passage?
A. New kind of desks and chairs should be made.
B. Many companies are trying to improve the working settings for their employees.
C. Classroom interaction between students is essential to the training of critical thinking
D.A comfortable environment leads to higher working efficiency.
5. Which of the following arrangements of the classroom can bring about the best teaching effect?
A. Arranging the desks in straight rows and providing every minute for the students to listen to the teacher.
B. Breaking a class into small groups and letting the students find the group they prefer to stay in.
C. Putting the students in larger classes and allowing them to discuss.
D.Breaking a class into small groups and asking the students to stay in the fixed groups as the teacher arranges.
答案及解析
1.D【解析】从文章语义推知，过去的100年内，大学教育的方式没有多少改变。
2.B【解析】第三段第一句：the teacher Can COITecI this situation and cFe—
ate space that encourages interchanges among students。
3.B【解析】让学生自己随意找小组可以使学习更舒服点。
4.A【解析】必须重新做新桌椅，文章只是说重新安排桌椅。
5.B【解析】从文章最后一段可知。
参考译文
教室空间的合理布局对促进学生之间的互动是很重要的。大部分人已经注意到客观环境对我们工作时的效率和舒适程度有多么重要。如今的许多公司都聘请人力工程专家和花费大量的时间和金钱以确保建筑物的客观环境适合居住者进行活动。
同样，大学教室的空间设计应能激发批判式的思想活动。我们即将步入21世纪，但是踏入几乎任何一所大学的教室，你都像退回到了至少一百年前。课桌通常摆成笔直的几排，这样学生们都能清楚地看到老师而不是所有的同学。这样一种布局的设想是很显然的：所有重要的东西都来自老师。
除非课桌是固定在地板上的，否则老师若稍动动脑子，费点力气，是可以纠正这种情况，创造出空间来鼓励学生之间的相互交流的。若上小型或标准规模的课，椅子、课桌和讲桌可以用不同方式摆放，如圆形，u形或半圆形。主要目的是让每一个人都能看到其他所有人。很不幸，若上大课，特别是在大教室里上的课，灵活性要小得多。
教室的布局还应该便于学生分组讨论和练习解决问题。这对桌椅可以移动的小教室不成问题。即使是在大教室里。也可以让学生转过身组成4到6人的小组。把一个班级分成若干小组可以给学生提供更多互相交流，努力思考，以及了解其他同学的思维过程的机会——所有这些都是发展新的批判思维模式的重要因素。
在经常运用小组模式的课程中，可以让学生在上这门课时始终在同一小组中。我的一位同事允许学生在前两周里在小组间走动，直到找到让他们觉得舒服的小组。然后他就让他们从此坐同一个座位，呆在同一个组里。这不仅为交流创造一个舒适的环境而且有助于他了解学生的名字和相貌。