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Passage1Teaching children to read well from the start is the most important task of elementary schools.But relying on educators to approach this task correctly can be a great mistake. Many schools continue to employ instructional methods that have been proven inefective. The staying power of the "look-say"or "whole-word"method of teaching beginning reading is perhaps the most flagrant example of this failure to instruct effectively.The whole-word approach to reading stresses the meaning of words over the meaning of letters, thinking over decoding, developing a sight vocabulary of familiar words over developing the ability to unlock the pronunciation of unfamiliar words. It fits in with the self-directed," learning how to learn" activities recommended by advocates of "open" classrooms and with the concept that children have to be developmentally ready to begin reading. Before 1963, no major publisher put out anything but these" Run-Spot-Run" readers.However, in 1955, Rudolf Flesch touched off what has been called "the great debate"in beginning reading. In his best-seller Why Johnny Can't Read, Flesch indicted the nation's public schools for miseducating students by using the look-say method. He said-and more scholarly studies by Jeane Chall and Rovert Dyksta later confirmed-that another approach to beginning reading, founded on phonics, is far superior.Systematic phonics first teaches children to associate letters and letter combinations with sounds; it then teaches them how to blend these sounds together to make words. Rather than building up a relatively limited vocabulary of memorized words, it imparts a code by which the pronunciations of the vast majority of the most common words in the English language can be learned. Phonics does not devalue the importance of thinking about the meaning of words and sentences; it simply recognizes that decoding is the logical and necessary first step.The author indicts the look-say reading approach because_______.
社会工作者在某职业学校开展服务时发现,有些学生在课堂上表现不佳,动辄与任课老师产生冲突,甚至擅自离开课堂;有些学生流连于网吧,经常夜不归宿。社会工作者经过进一步评估,发现大多数学生流露出对未来的迷茫,觉得读职业学校没前途,既懊悔过去读书不认真,又不愿面对现实,更没有为改变现实而采取行动。社会工作者决定依据现实疗法中的“责任”、“现实”和“正确”三个基本要点,开展以提升青少年自我管理能力为总目标的小组活动。在小组活动过程中,社会工作者通过破冰游戏等方式促进组员间的相互交流,树立积极、正向的伙伴关系;与组员共同制定契约,形成小组规范,使组员逐步认识到遵守规范的重要性。社会工作者通过“自画像”、“生命环”等活动,协助每位组员开展自我探索,了解自己的行为并进行合理评估,学会对自己的行为负责。社会工作者借助良好的小组互动氛围,通过角色扮演、示范、鼓励等技巧,协助组员学会真实表达,并履行自己的决定和承诺。问题:1.围绕提升青少年自我管理能力的总目标,列出本案例中小组工作的具体目标。2.分析小组工作在本案例中发挥的功能。
在多数的情况下,活动目标的表达中都未列出主体的名称。()
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