题目内容
As with any subject, people learn faster when concentration is high and we’re actively interested in learning. Being interested and relaxed helps too. In intensely verbal courses the teachers are most effective when they act as a facilitator. Their prime task is to grab attention, help make sure that the activities are interesting and provide background information, which helps students to actively participate in the lesson and plan and implement effective, complimentary home study programs. The student is responsible for keeping himself or herself "Under Pressure" in the ways mentioned above. Of course this requires that students understand the types of pressure they should take upon themselves and when to back off. Imposed pressure is different in quality to self-imposed pressure, and it is the latter which is appropriate for adult learners, and children too, I suspect. In the typical actively verbal language class, understanding of the processes needed for effective language acquisition is necessarily inferred by the students. Communicating clearly with everyone in the class is difficult enough, so talking about why an activity is useful is quite likely to confuse and bemuse rather than enlighten students in a language course. For this reason transparent, open-ended activities with clear task goals form the foundation of any intensely verbal course. In other words, short demonstrations are followed by pair and group work doing the demonstrated activity and it is up to the students to make sure they involve themselves while the teacher is trying to target the activities so they are appropriae, allowing the students to discover for themselves ways in which the activity helps achieve their language target. Making activities appropriate is the key, meaning that students should be able to quickly realize that they can vary and extend what they are doing -- that the example is a starting point, not a prescriptive pattern but a working start point which points them in a direction for exploration. According to the author, which of the following is the most important in language acquisition activities
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Creativity is neither something learned by applying a formula nor is it the unfettered, chaotic product of a genius. Instead, creativity should be viewed as an individualized process that helps the creator find order within chaos (or vice versa). Creativity seems to emerge from multiple experiences, coupled with a well-supported development of personal resources, including a sense of freedom to venture beyond the known. To create is to "bring into or cause to come into existence; make; originate". I find most often that my creative product is my scholarship. Whether I compile a script, enact a performance art installation, or construct a fragmented review of a performance, I take a leap and then look around to see what I’ve gotten myself into. Although my scholarship takes many forms (screenplays; non- linear narratives; and combinations of video, sound, and movement pieces), initially my research resembles a puzzle, a collage of images and texts that do not seem to go together. I appear to have gotten into a mess, which is exactly where I had hoped to be. For me, creativity is a messy process that leads to the creation of "messy texts". I will provide you with my working definition of creativity. Next, I will discuss the concept of "messy texts," including a brief historical overview of how such expressive forms of scholarship developed. Third, I will explain how and why I wrote a messy text. Finally, I will challenge you to write a messy text of your own. Creativity is just something that’s always been a part of my life. Ever since I first drew cartoon heads in the margins of our family Bible, I have been labeled "creative". Infrequent name calling aside, I always embraced and welcomed the label. Teachers and family members encouraged it. I felt appreciated despite my perceived "kookiness" because some people valued my creative innovations and willingness to view things from multiple perspectives. This willingness to innovate is alluded to in self-growth guru Gail Sheehy’s book Pathfinders (1981). She suggests that we should think of creativity as a four-part process: 1 ) Preparation, 2) Incubation, 3) Immersion & Illumination, and 4) Revision. Although interesting, Sheehy’s description of the creative process does not really capture the essence of my own creative process. However, I finally found one that provided the flexibility I needed. Franklin Baer, a public health physician fascinated with the topic of creativity has created an interactive web page that can help anyone create her/his own personalized creativity process. So I went to the site and created my own process, an acronym using the letters of the word CREATE : Collect -- gather information from a variety of sources Reflect -- generate many ideas, questions, and responses to the information Embrace -- select which idea(s) to focus on and expand Amend -- work with an idea until it begins to take shape Toil -- become obsessed with a project until it is complete Exhibit -- find a venue for displaying the creative product These verbs come closest to describing how the creative process works for me. Which of the following aspects suggested by Gail Sheehy will most likely NOT be in line with the author’s own definition of creativity
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