雅思阅读真题（Part 3）
教老师怎么教书：好老师是天生的还是培养的
本篇也叫：好老师是天生的吗、教师培训、怎么教老师教书、好老师可以培养吗、教师教学能力、教老师教学
Part 3 · 考频：中频 · 最近考试：2024.12.7
本篇为雅思阅读真题（Part 3）《Let's teach them how to teach》，共 14 题，2024.12.7雅思考试真题回忆，页面提供完整原文、题目、答案与解析，并支持在线机考模式免费练习。本页同时提供 Markdown 版本 供 AI 助手与搜索引擎直接读取。
文章讨论学校教育的核心在于教学质量，指出好老师并非天生，而是可以通过科学的师资培训体系培养出来。文中引用美国研究说明顶尖教师与差教师的差距，批评'好老师天生'的迷思，并介绍新一代教师培训者试图建立严谨的教学法科学，让普通教师变优秀。
What matters in schools is teaching. Fortunately,teaching can be taught
A
Forget smart uniforms and small classes. The secret to stellar grades and thriving students is teachers.One US study found that in a single year's teaching the top 10%of teachers impart three times as much learning to their pupils as the worst 10%do. Another US study suggests that if black pupils were taught by the best quarter of teachers,the gap between their achievement and that of white pupils would disappear. But efforts to ensure that every teacher can teach are hindered by the persistent myth that good teachers are born,not made.Government policies, which often star from the same assumption,seek to raise teaching standards by attracting high-flying graduates to join the profession and prodding bad teachers to leave. Teachers` unions, meanwhile, insist that if only their members were free from centralized policies,excellence would follow.
B
The premise that teaching ability is something you either have or don't is mistaken.A new breed of teacher trainers is founding a rigorous science of pedagogy. The aim is to make ordinary teachers great, just as sports coaches help athletes of all abilities to improve their personal best. Done right, this will revolutionize schools and change lives.
C
Education has a history of lurching from one 'miracle' solution to the next. The best of them even do some good. The US initiative, Teach for America, has brought energetic new graduates into the profession, and dismissing teachers for bad performance has boosted results in Washington, DC. But each approach has its limits. Teaching is a mass profession:it cannot grab all the top graduates, year after year. When poor teachers are fired,new ones are needed-and they will have come through the same educational system that failed to make fine teachers of their predecessors.
D
By contrast,the idea of improving the average teacher could revolutionize the entire profession. Around the world, few newly qualified teachers are well enough prepared for the classroom. A recent report found 31 countries in which more than a quarter of primary school teachers had not reached minimal national standards.In rich countries,the problem is subtler. Teachers qualify following a long, specialized course. This will almost always involve superficial and apparently useless discussions of theory. Some of these courses,including masters degrees in education,have no effect on how well their graduates` pupils end up being taught.
E
What teachers fail to learn in universities and teacher training colleges they rarely pick up on the job. They become better teachers in their first few years as they get to grips with real pupils in real classrooms,but after that improvements tail off. This is largely because schools neglect theirmost important pupils:teachers themselves. Across the Organization for Economic Cooperation and Development (OECD) club of mostly rich countries, two-fifths of teachers say they have never had a chance to learn by sitting in on another teacher's lessons;nor have they been asked to give feedback on their peers.
F
If this is to change, teachers need to learn how to impart knowledge and prepare young minds to receive and retain it. Good teachers set clear goals.enforce high standards of behaviour and manage their lesson time wisely.They use tried-and-tested instructional techniques to ensure that brains are working all the time,for example asking questions in the classroom with 'cold calling"rather than relying on the same eager pupils putting up their hands.
G
With teaching like other complex skills the route to mastery is not abstruse theory but intense, guided practice grounded in subject-matter knowledge and pedagogical methods. Trainees should spend more time in the classroom. The places where pupils do best, for example, Finland, Singapore and Shanghai, put novice teachers through a demanding apprenticeship. In the US, high-performing school a teach trainees in the classroom and bring them on with coaching and feedback.
H
Teacher training institutions need to be more rigorous.A century ago medical schools raised the calibre of doctors by introducing systematic curriculum and providing clinical experience.It is essential that teacher training colleges start to collect and publish data on how their graduates perform in the classroom.Courses that produce teachers who go on to do little to improve their pupils`learning should not receive subsidies or see their graduates become teachers.They would then have to improve to survive.
I
Big changes are needed in schools,too,to ensure that teachers improve throughout their careers. Teachers in the best one shone their craft through observation and Coaching They accept critical feedback-which their unions should not resist but welcome as only proper for people doing such an important job. The best head teachers hold novices`hands by helping them prepare high-quality lessons and arranging for more experienced teachers to cover for them when they need time for further study and practice.
J
Money is less important than you might think.Teachers in top-of-the-class Finland, for example, earn about the OECD average.But ensuring the best teachers stay in the classroom will. In most places, mean paying more.People who thrive in front of pupils should not have to become managers to earn a pay rise.And more flexibility on salaries would make it much easier to attract the best teachers to the worst schools.
K
Improving the quality of the average teacher would raise the profession's prestige,setting up a virtuous cycle in which more talented graduates clamour to join. But the biggest gains will come from preparing new teachers better, and upgrading the ones already in classrooms.
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答案：Replacement teachers have the same training as the dismissed ones.
原文定位：When poor teachers are fired,new ones are needed-and they will have come through the same educational system that failed to make fine teachers of their predecessors
同义替换：「dismissing」↔「fired」，「bad」↔「poor」，「training」↔「educational system」
答案：Graduating teachers are not ready for the classroom.
原文定位：Around the world, few newly qualified teachers are well enough prepared for the classroom
同义替换：「newly qualified」↔「graduating」，「prepared」↔「ready」
答案：have to engage with the realities of the job.
原文定位：They become better teachers in their first few years as they get to grips with real pupils in real classrooms
同义替换：「improve」↔「become better」，「engage with the realities of the job」↔「get to grips with real pupils in real classrooms」
答案：responding to the pupils who raise their hands to answer questions
原文定位：asking questions in the classroom with 'cold calling"rather than relying on the same eager pupils putting up their hands
同义替换：「responding」↔「relying on」
答案：working closely with them.
原文定位：The best head teachers hold novices` hands by helping them prepare high-quality lessons
同义替换：「newly qualified」↔「novices」，「assist」↔「helping」
答案：YES
原文定位：Education has a history of lurching from one 'miracle' solution to the next. The best of them even do some good
同义替换：「effective」↔「good」
答案：NO
原文定位：This will almost always involve superficial and apparently useless discussions of theory;Some of these courses;have no effect on how well their graduates’ pupils end up being taught
同义替换：「educational」↔「discussions」，「essential」↔「useless」
答案：NO
原文定位：Courses that produce teachers who go on to do little to improve their pupils`learning should not receive subsidies or see their graduates become teachers
同义替换：「unsuccessful」↔「do little to improve」，「grants」↔「subsidies」，「given」↔「receive」
答案：NOT GIVEN
原文定位：Money is less important than you might think. Teachers in top-of-the-class Finland, for example, earn about the OECD average
答案：YES
原文定位：But ensuring the best teachers stay in the classroom will. In most places, mean paying more
同义替换：「remain」↔「stay」
答案：a teacher who is not outstanding can be improved.
原文定位：The aim is to make ordinary teachers great, just as sports coaches help athletes of all abilities to improve their personal best
同义替换：「better performance」↔「improve their personal best」，「not outstanding」↔「ordinary」
答案：practice will always be more important than theory.
原文定位：With teaching like other complex skills the route to mastery is not abstruse theory but intense, guided practice grounded in subject-matter knowledge and pedagogical methods
同义替换：「mastery」↔「learn」，「route」↔「effective way」
答案：a better syllabus and more practical involvement will improve results.
原文定位：A century ago medical schools raised the calibre of doctors by introducing systematic curriculum and providing clinical experience
同义替换：「profession」↔「schools」，「better syllabus」↔「systematic curriculum」，「more practical involvement」↔「clinical experience」，「improve results」↔「raised the calibre of doctors」
答案：more capable graduates could be enticed into the profession.
原文定位：Improving the quality of the average teacher would raise the profession's prestige, setting up a virtuous cycle in which more talented graduates clamour to join
同义替换：「status of teachers」↔「profession's prestige」，「improved」↔「raise」，「capable」↔「talented」，「enticed into the profession」↔「clamour to join」