时讯：名师点拨07年6月英语四六级阅览应试妙招

本篇文章6914字，读完约17分钟

作者:李勇全

15分钟结束后，看小标题(现在只看了2~3个，多了也记不住)，用1~7个小题的名词、动词找到原语给你看。

特别观察:

问题的顺序是先读副本标题，读副本的第一份副本，然后看第一份小题，先把小题部分的定位词圈起来，回到原文里找。 找到第一小题，再看第二小题。 看一个问题，不要把复印件当成一个读了再做问题，也不要把问题读了再读复印件。

特别是观察:比较容易定位的词语是:

a .不能用中心思想词定位。 因为整个复印件都在说那个。

b .时间、数字、地点和大写单词容易定位。

.比时间长，难的名词容易定位，容易寻找。

d .找两到三个定位词就行了。 多了也记不住。 位置不同的两个单词比较好。

通常，评价n和ng的标准如下。

否问题: ( l )新闻与原文相反(2)张冠李戴原文新闻

(3)正确或客观地表现原文中的不明或未经证实的副本

(四)改变原文的条件、范围、频率、可能性等

ng问题: ( l )无中学生有(2)个别替代整体，即将原文中列举的特殊现象作为普遍现象进行宣传

(3)随意比较原文中提到的两件事(4)将原文具体化，即题目中提到的范围比原文中提到的范围小

(5)原文中作者或某个人的目标、目的、愿望、誓言等复印件在主题中作为客观事实叙述

promotelearningandskillsforyoungpeopleandadults

thisgoalplacestheemphasisonthelearningneedsofyoungpeopleandultsinthecontextoflifelonglearning.itcalsforfairaccesstoleaning。 iniring g programs that are appropriate，andmentionslifeskillsparticularly

why this goal？

educationisaboutgivingpeopletheopportunitytodeveloptheirpotential，theirpersonalityandtheirstrengths.thisdoesnotmerelymeanlean butalsodevelopingabilitiestomakethemostoflife.thesearecalledlifeskills-includingtheinnercapacitiesandthepracticalskilswine

manyoftheinnercapacities-oftenknownaspsycho-social skills-cannotbetaughtassubjects.theyarenotthesameasacademicortechincal。 theymustratherbemodeledandpromotedaspartoflearning，andinparticularbyteachers.theseskillshavetodowithewaywebehave-towardson towards ourselves，towardsthechallengesandproblemsoflife.theyincludeskillsincommunicating，inmakingdecisionsandsolvingproblems innegotiatingandexpressingourselves，inthinkingcriticallyandunderstandingourfeelings.morepracticallifeskillsarethekindsofmanus e.somewouldincludevocationalskillsundertheadingoflifeskills-theabilitytolaybricks，sew clothes， catchfishorrepairamotorbike.theseareskillsbywhichpeoplemayearntheirlivelihoodandwhichareoftenavailabletoyoungpeopleleavingchii veryoftenyoungpeoplelearnpsycho-socialskillsastheylearnmorepracticalskills.learningvocationalskillscanbeastrategyforcquries

weneedtoincreaseourlifeskillsateverystageoflife，solearningthemmayhepartofearlychildhodeducation，ofprimaryandsecondaryduction

its importance in learning

lifeskillscanbeputintothecategoriesthatthejacquesdelorsreportsuggested； itspokeoffourpillarsofeducation，whichcorrespondtocertainkindsoflifeskills:earning to know:thinking abilities:suchas pobles crities

学习工具:个人能力: suchasmanagingstressandfeelings、自我认知、自我确认。

learningtolivetogethersocialabilities:suchas communication，negotiation，teamwork

学习托德: manual skills:practising know-howrequiredforworkandtasks

in today ' sworldalltheskillsarenecessary， inordertofacerapidchangeinsociety.thismeansthatisimportanttoknowhowtogoonlearningaswerequirenewskilsforlifeandwork.in addition weneedtoknowhowtocopewiththefloodofinformationandturnitintousefulknowledge.wealsoneedtolearnhowtohandlechangeison。

its nature

lifeskillsarebothconcreteandabstract-practicalskillscanbelearneddirectly，as a subject. for example， alearnercantakeacourseinlayingbricksandlearnthatskill.other life skills，such as self-confidence，self-esteem， andskillsforrelatingtoothersorthinkingcriticallycannotbetaughtinsuchdirectways.theyshouldbepartofanylearningprocess， whereteachersorinstructorsareconcernedthatlearnersshouldnotjustlearnaboutsubjects，butlearnhowtocopewithlifeandmakethemostof

sotheselifeskillsmaybelearntwhenlearningotherthings.for example :

learningliteracymayhaveabigimpactonself-esteem，oncriticalthinkingoroncommunicationskills；

learningpracticalskillssuchasdriving，healthcareortailoringmayincreaseself-confidence，teachproblem-solvingproceseher

whetherthisistruedependsonthewayofteaching-whatkindsofthinking，relationship-buildingandcommunicationtheteacherorfacilation

progress towards this goal

itwouldrequiremeasuringtheinpidualandcollectiveprogressinmakingthemostoflearningandoflife，orassessinghowfarhumanpotentialise orestimatinghowwellpeoplecopewithchange.itiseasiertomeasurethedevelopmentofpracticalskils， forinstancebycountingthenumberofstudentswhoregisterforvocabonalskillscourses.however，thisstillmaynottellushoweffectivelythy

the psycho-socialskillscannoteasilybemeasuredbytestsandscores， butbecomevisibleinchangedbehavior.progressinthisareahasoftenbeenbyteachersonreportswhichtheymaketotheparentsoftheirpui ls.the 生命， ofteachingandofwhatcanbeexpectedfromeducationinthebroadestsenseserveasastandardbywhichthegrowthanddevelopmentofinpidualacaca . thiskindofassessmentisinpidualandmayneverappearininternationaltablesandcharts。

current challenges

thecurrentchallengesrelatetothesedifficulties :

weneedtorecognizetheimportanceoflifeskills-bothpracticalandpsycho-social-aspartofeducationwhichleadstothefulldevelopent

thelinksbetweenpsycho-socialskillsandpracticalskillsmustbemoreclearlyspelledout，sothateducatorscanpromotebothtogetherandfilie

sincelifeskillsaretaughtaspartofawiderangeofsubjects，teachersneedtohavetraininginhowtoputthemacrossandhowtomonitorlearnes

indesigningcurriculandsyllabusesforacademicsubjects，theremustbeabalancebetweencontentteachingandattentiontotheaccompanylg

amoreconsciousanddeliberateefforttopromotelifeskilswillenablelearnerstobecomemoreactivecitizensinthelifeofsociety。

policy options-whatgovernmentsshoulddo

recognizeandactivelyadvocateforthetransformationalroleofeducationinrealizinghumanpotentialandinsocio-economic development；

ensurethatcurriculandsyllabusesaddresslifeskillsandgivelearnerstheopportunitytomakereal-lifeapplicationsofknowledge，skilll。

showhowlifeskillsofallkindsapplyintheworldofwork，for example，negotiatingandcommunicationskils，as well practical skills；

throughinitialandin-serviceteachertraining，increasetheuseofactiveandparticipatorylearning/teaching approaches；

examineandadapttheprocessesandcontentofeducationsothatthereisabalancebetweenacademicinputandlifeskilsdevelopment； 、makesurethateducationinspectorslooknotonlyforacademicprogressthroughteachingandlearning、butalsoprogressinthecommunication

advocateforthelinksbetweenprimaryand ( early ) secondaryeducationbecauselearninglifeskillsneedseightornineyearsandrecognizethattheprospectofeffectivesecondaryeducationinaline aryeducationionionecondation ntive to children，and their parents，tocompleteprimaryeducationsuccessfully。

policy options-whatfundingagenciesshoulddo

support research、exchange and debate、nationally and regionally、onwaysofstrengtheninglifeskilseducation；

support innovative (创新) teachertraininginordertocombinelifeskillspromotionintosubjectsacrossthecurriculumandasafundamentalpral

recognizethelinksbetweenprimaryandsecondaryeducationinensuringthatchildrendevelopstronglifeskils；

support、therefore、theearlyyearsofsecondaryeducationaspartbasiceducation。

what unesco is doing

assupporttogovernmentsandincooperationwithotherinternationalagencies，unesco :

workstodefinelifeskillsbetterandclarifywhatitmeanstoteachandlearnthem；

assistseducationalpolicymakersandteacherstodevelopandusealifeskillsapproachtoeducation；

advocatesforthelinksbetweenalifeskillsapproachtoeducationandbroadersocietyandhumandevelopment。

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