英语翻译学习资料

15. Give the student the opportunity to pick a topic or activity for the group to work on together.

15.

学生有机会选择团队工作的主题或 活动。

16. Give the student the opportunity to choose a group activity and choose the group members

(e.g.

,along

with

the

teacher,

decide

what

the

activity

will

be,

decide

what

individual

group

members will do, etc_)

16.

给学生机会去选择一个小组活动

,

选择小组成员

(

例如

,

跟着老师

,

决定活动将是 什么

,

决定

个人小组成员由此而做什么

,

等等

)

17.

Assign

the

student

a

role

to

perform

in

the

group

activity

which

he/she

can

perform

successfully (e.g. , secretary, researcher, group behavior monitor, etc.).

17.

为学生分配一个角色来执行他

/

她的小组活动

,

且可 以执行成功

(

如，

部长

,

研究员、

群体行

为监控者等

)

。

18. Reduce the emphasis on competition. Competitive situations may cause the student to refuse

to provide assistance to others.

18.

减少强调竞争，竞争的情况下可能会导致学生拒绝提供援助。

19. Place the student with peers who will be appropriate role models for providing assistance to

others.

19.

安排学生与能为他人提供适当帮助的榜样做同伴。

20. Place the student with group members Who are least likely to be threatening to him/her (e.g. ,

younger students, students just learning a skill he/she has mastered, etc.).

20.

安排学生与最少 有可能威胁到他

/

她的同伴做小组成员

(

例如

,

年龄小的学生

,

只是学习他

/

她已经掌握了 的技能的学生

,

等等

)

。

21. Create and reinforce activities in which the student and others work together for a common

goal (e.g. , mural, wildlife garden, etc.) rather than individual success or recognition. Point out

that larger accomplishments are realized through group effort rather than individual effort, thus

making assistance to one another necessary.

21.

创建和加强活动，使学生和其他人为一个共同的目标一起工作

(

如壁画、花园、野生动

物等

)

而不是个人的成功和认可。指出

,

,

而不是个人的努 力

,

从而使彼此援助的必要。

22.

Make

certain

the

academic

and

social

demands

of

the

situation

are

within

the

student's

ability level.

22.

确保学术和社会需求情况在学生的能力水平。

23.

Help

the

student

get

to

know

group

members

before

requiring

group

participation

(e.g.

,

introduce the students to one another, allow the students unstructured free time together, etc.).

23.

在要求参与集体活动之前，帮助学生了解小组成员

例如

,

学生们互相自我 介绍

,

让学生

有一些在一起无拘无束的 自由时间

,

等等

)

。

24.

Reinforce

the

student

for

assuming

extra responsibilities,

tasks,

etc.: (a)

give the

student

a

tangible reward(e.g. , classroom privileges, line 1eading, passing out materials, five minutes free

time, etc.) or(b) give the student an intangible reward(e.g. , praise, handshake, smile, etc.).

24.

给予承担额外责任、任务的学生等

:(a)

给 学生有形的奖励（例如。课堂里的特权

,

领路队

,

分发材料、五分钟自由时间等

)

或

(b)

给学生无形的奖励

(

如，赞美

,

握手

,

微笑

,

等等

)

。

25. Teach the student a variety of ways to provide assistance to others.

25.

教学生一系列协助他人的方法。

26. Structure the environment to provide the student with increased opportunity to assist others.

26.

架构环境，为学生提供帮助别人的机会。