SpeakingataforumonstudentachievementlastnightProfessorStephenDinhamChairofTeacherEducationattheUniversityofMelbourne’sGraduateSchoolofEducationsaidattemptstoimprovestudentself-esteem(自尊)inunrealwayssuch

Question

Speaking at a forum on student achievement last night Professor Stephen Dinham Chair of Teacher Education at the University of Melbourne’s Graduate School of Education said attempts to improve student self-esteem(自尊) in unreal ways such as avoiding criticism and handing out unearned praise are failing some of our most vulnerable (脆弱的) students.

“We know self-esteem does influence student achievement but unfortunately some schools attempt to do this in unreal ways such as avoiding negative criticism and providing only ‘positive reinforcement’. If we over-inflate（过分吹捧） student self-esteem in this manner they will struggle when they get out into the wide world ” he told the audience at last night’s University of Melbourne alumni event.

Professor Dinham pointed out schools focusing too much on “welfare” particularly in low socioeconomic areas create a low expectations model that leads students to low achievement. However schools focusing too much on the “academic” at the expense of the personal are getting it wrong too.

“The ‘welfare’ and the ‘academic’ approaches are both wrong. What research shows is that the best teachers and schools including those in disadvantaged areas have a balanced focus on every student as a learner and a person. We can actually build up student self-esteem by ensuring every student feels they are achieving success and making progress. We do this by providing meaningful feedback(反馈)—which includes constructive criticism.”

According to Professor Dinham a fundamental mistake was made in the 1960s when in line with wider social changes schools rightly became more responsive to students as individuals. Mistakenly being responsive to students was interpreted as also being less demanding and many schools therefore became more permissive.

The best teaching style is one where high responsiveness to individual student needs is combined with demands for students to achieve their best academically and conform to (符合，使…一致) acceptable standards of behavior. Real achievement is the best way to boost self-esteem which can then lead to further success he said.

49．We improve a student self-esteem in unreal ways if we____.

A. give him praise now and then           B. don’t provide meaningful feedback

C. don’t give them the necessary criticism   D. focus too much on his academic performance

50．If we avoid negative criticism and provide only “positive reinforcement” a student will_____.

    A. fail the school                         B. have problems in the real world    

C. become more confident in himself          D. make good progress in academics

51.What kind of mistake was made in the 1960s?

    A.The school was too strict with the students.

    B.The school became less demanding of the students.

    C.The students were given too much permissive remarks.

D.The students were too much influenced by social changes.

52.Which of the following is the best way to improve students’ self-esteem?

    A. Responding to individual student needs.    B.Making students acquire right behaviors

    C.Giving them encouragement and praise.    D.Having them make real achievement.

Answer 1

CBBD