2023四級閱讀段落信息匹配題及答案解析
Section B
Directions：In this section，you are going to read a passage with ten statements attached to it.Each statement contains information given in one of the paragraphs.Identify the paragraph from which the information is derived.You may choose a paragraph more than once.Each paragraph is marked with a letter.Answer the questions by marking the corresponding letter on Answer Sheet 2.
Promote Learning and Skills for Young People and Adults
A) This goal places the emphasis on the learning needs of young people and adults in the context of lifelong learning.It calls for fair access to learning programs that are appropriate，and mentions life skills particularly.
B)Education is about giving people the opportunity to develop their potential，their personality and their strengths.This does not merely mean learning new knowledge，but also developing abilities to make the most of life.These are called life skillsincluding the inner capacities and the practical skills we need.
C)Many of the inner capacitiesoften known as psych0social skillscannot be taught as subjects.They are not the same as academic or technical learnin9.They must rather be modeled and promoted as part of learning，and in particular by teachers.These skills have to do with the way we behavetowards other people，towards ourselves，towards the challenges and problems of life.
They include skills in communicating，in making decisions and solving problems，in negotiating and expressing ourselves，in thinking critically and understanding our feelings.
D)More practical life skills are the kinds of manual skills we need for the physical tasks we face.Some would include vocational skills under the heading of life skillsthe ability to lay bricks.sew clothes，catch fish or repair a motorbike.These are skills by which people may earn their livelihood and which are often available to young people leaving school.In fact，very often young people learn psycho-social skills as they learn more practical skills.Learning vocational skills can be a strategy for acquiring both practical and psycho-social skills.
E)We need to increase our life skills at every stage of life，so learning them may be part of early childhood education.of primary and secondary education and of adult learning groups.Life skills can be put into the categories that the Jacques Delors report suggested;it spoke of four pillars of education，which correspond to certain kinds of life skillsLearning to know：Thinking abilities：such as problemsolving，critical thinking，decision making，understanding consequences.Learning to be： Personal abilities：such as managing stress and feelings，self-awareness，self-confidence.Learning to live together：Social abilities：such as communication，negotiation，teamwork.Learning to do： Manual skills：practicing know-how required for work and tasks.
F)In todays world all these skills are necessary, in order to face rapid change in society.This means that it is important to know how to go on learning as we require new skills for life and work.In addition，we need to know how to cope with the flood of information and turn it in to useful knowledge.We also need to learn how to handle change in society and in our own lives.
G)Life skills are both concrete and abstractpractical skills can be learned directly, as a subject.For example, a learner can take a course in laying bricks and learn that skill.Other life skills，such as self-confidence，self-esteem，and skills for relating to others or thinking critically cannot be taught in such direct ways.They should be part of any learning process，where teachers or instructors are concerned that learners should not just learn about subjects，but learn how to cope with life and make the most of their potential.
H)So these life skills may be learnt when learning other things.For example：Learning literacy may have a big impact on self-esteem，on critical thinking or on communication skills;Learning practical skills s ach as drivin9，healthcare or tailoring may increase self-confidence，teach problemsolving processes or help in understanding consequences.
I) Whether this is true depends on the way of teachin9what kinds of thinkin9，relationship building and communication the teacher or facilitator models themselves and promotes among the learners.
It would require measuring the individual and collective progress in making the most of learning and of life，or assessing how far human potential is being realized，or estimating how well people cope with change.It is easier to measure the development of practical skills，for instance by counting the number of students who register for vocational skills courses.However, this still may not tell us how effectively these skills are being used.
J)The psych0.social skills cannot easily be measured by tests and scores，but become visible in Chang behavior.Progress in this area has often been noted by teachers on reports which they make to the parents of their pupils.The teachers experience of life，of teaching and of what can be expected from education in the broadest sense serve as a standard by which the growth and development of individuals can be assessed to some extent.This kind of assessment is individual and may never appear in international tables and charts.
K)The current challenges relate to these difficulties：We need to recognize the importance of life skills both practical and psycho-social as part of education which leads to the full development of human potential and to the development of society.The links between psychosocial skills and practical skills must be more clearly spelled out，so that educators can promote both together and find effective ways to do this.Since life skills are taught as part of a wide range of subjects，teachers need to have training in how to put them across and how to monitor learnersgrowth in these areas.
In designing curricula and syllabuses for academic subjects，there must be a balance between content teaching and attention to the accompanying life skills.A more conscious and deliberate effort to promote life skills will enable learners to become more active citizens in the life of society.
L) Governments should recognize and actively advocate for the transformational role of education in realizing human potential and in socioeconomic development.Ensure that curricula and syllabuses address life skills and give learners the opportunity to make real-life applications of knowledge，skills and attitudes.Show how life skills of all kinds apply in the world of work，for example，negotiating and communication skills，as well practical skills.Through initial and in-service teacher training，increase the use of active and participatory learning/teaching approaches.Examine and adapt the processes and content of education so that there is a balance between academic input and life skills development.Make sure that education inspectors look not only for academic progress through teaching and learning，but also progress in the communication， modeling and application of life skills.Advocate for the links between primary and(early)secondary education because learning life skills needs eight or nine years and recognize that the prospect of effective secondary education is an incentive to children，and their parents，to complete primary education successfully.
M)Funding agencies should support research，exchange and debate.nationally and regionally, on ways of strengthening life skills education.Support innovative(創新的)teacher training in order to combine life skills promotion into subjects across the curriculum and as a fundamental part of what school and education are about.Recognize the links between primary and secondary education in ensuring that children develop strong life skills.Support，therefore，the early years of secondary education as part basic education.
N) As support to governments and in cooperation with other international agencies，UNESC0：Works to define life skills better and clarify what it means to teach and learn them.Assists education. policy makers and teachers to develop and use a life skills approach to education.Advocates for the links between a life skills approach to education and broader society and human development.
46.The recognition of life skills as part of education will promote the development of human potential and society.
47.The abilities to make the most of life consist of the inner capacities and the practical skills.
48.The progress in psychosocial skills can be measured by changed behavior.
49.Governments should examine and adapt the processes and content of education so as to balance the academic input and life skills development.
50.According to Jacques Delors，four pillars of education include learning to know, learning to be， learning to live together and learning to do.
51.The funding agencies should link primary education and secondary education to make sure that children develop strong life skills.
52.Learning literacy may exert an influence on self-esteem，critical thinking and communication skills.
53.One function of UNESCO is to help educational policy makers and teachers to develop and use a life skills approach to education.
54.Learning vocational skills can be an approach to acquiring both practical and psychosocial skills.
55.The abilities to manage stress and feelings，self-awareness，self-confidence are personal abilities.
Section B
促進年輕人和成年人的學習和技能
A)這個目標以終生學習為背景，將重點放在年輕人和成年人的學習需要上。它提倡應有公平的機會去學習適當的課程，還特別提到生活技能。
B)教育要給人們發展潛能、個性和優勢提供機會。【47】這并不僅僅意味著學習新知識，還指培養能力，充分地利用人生。內在能力和我們需要的實用技能，這些都被稱為生活技能。
C)大部分的內在能力經常被稱作心理社會技能是不能作為學科來教授的。它與學術或技術的學習不同，但必須作為學習的一部分來塑造和促進，尤其要由教師來做。這些技能應該和我們的行為方式有關我們如何對待他人，對待我們自己，對待生活的挑戰和問題。它們包括溝通，決策和解決問題，協商和自我表達，批判性思考和理解我們的情感等方面的技能。
D)更實際的生活技能是那些我們進行體力勞動時需要的手工技能，包括生活技能里的職業技能，例如鋪磚、縫紉、捕魚或是修理摩托車的能力。這些是人們謀生的技能，也是離開學校的年輕人經常可以學習到的技能。事實上，年輕人在學習更實際的技能時，通常也就是在學習心理社會技能。【54】學習職業技能是可以同時掌握實際技能和心理社會技能的一種策略。
E)在生活的每個階段，我們都要提高自身的生活技能，因此，學習這些技能也許是早期兒童教育、中小學教育和成年教育的一部分。生活技能可被歸入 Jacques Delors報告所提出的分類;【50】該報告談糾了教育的四個支在，這和某些生活技能相呼應：學習了解：思考能力，例如解決問題、批判性思維、決策、理解推理。學習生存：【55】個人能力，例婦應付壓力和情緒、自我了解、自信。學習共存：社會能力，例如溝通、談判、團隊協 作。學習動手：手工技能，具備完成工作和任務所需要的技能。
F)在當今世界，為了面對社會的迅速變化，所有這些技能都是必要的。這表明，當我們需要為生活和工作掌握新技能時，知道怎樣繼續學習是很重要的。另外，我們需要知道怎樣應對潮水般的信息，并把它變成有用的知識。我們也需要學習如何應對社會和我們自己生活中所發生的變化。
G)生活技能既是具體的，又是抽象的。實用技能可以作為一門學科直接學習，例如，學習者可以選修一門鋪磚的課程來學習這項技能。其他生活技能，例如自信、自尊，與他人相處的技能，或者批判性思維不可能以這樣直接的方式習得。它們應該是所有學習過程的一部分。在這一過程里，教師或是講師應該關心的是，學習者不僅在學習學科知識，而且還在學習如何應對生活，充分發揮他們的潛能。
H)因此，在學習其它東西時，就可以學習到這些生活技能。例如：【52】識字可能會對自尊、批判性思維或溝通技能有很大的影響，學習駕駛、保健或裁剪這類的實際技能可以增加自信，教導人們解決問題的過程，或者有助于人們理解邏輯推論。
I) 這一切是否如此取決于教學方式教師或輔導者自己的以及他在學生中提倡的思維模式，人際關系類型和溝通方式。它要求衡量個人或集體在充分利用學習和生活上所取得的進步，或是評估人的潛能可以發揮到何種程度，或是估計人們應對變化的能力。衡量實際技能的發展更容易一些，例如，通過
計算注冊學習職業技能課程的學生數量可知其發展。但是，這仍然不能告訴我們這些技能是否得到有效的利用。
J)【48】心理社會技能不能輕易她通過測試和分數來衡量，但是可以體現在發生了改變的行為方面。這方面的進步經常在教師寫給學生父母的報告里提到。教師的生活經驗、教學經驗和最廣泛意義上的教學期望值可以在一定程度上作為個人成長和發展評估的標準。這種評估是針對個人的，決不會在國際表格和圖表里出現。
K)【46】目前的挑戰與以下這些困難有關：我們需要認識到生活技能的重要性包括實際技能和心理社會技能它是教育的一部分，可以使人們的潛能得糾充分發揮并促進社會的發展。心理社會技能和實際技能之間的聯系必須更清楚地被闡明，以便教育工作者能促進這兩方面的發展，并為此找到有效的方法。既然生活技能是作為眾多學科的一部分來進行教學，那么教師就需要接受培訓，學會如何傳授技能，如何檢測學習者在這些領域的進步。在設計學科的課程和教學大綱時，要平衡學科內容教學和對相關生活技能的關注。更加有意識地努力提高生活技能，使學習者能夠成為社會生活中更加活躍的公民。
L)政府應該對教育在實現人們潛能和社會經濟發展方面所起到的改造作用給予認可和積極提倡;確保課程和教學大綱涉及生活技能的培養，并讓學習者有機會在現實生活中運用知識和技能，并表現自己的見解;展現各種生活技能在工作中是如何應用的，例如，談判、溝通技巧和實用技巧;通過教師的初始教學培訓和在職培訓，增加積極參與式的學習方法/教學方法的運用;【49】檢查和調整教育的過程和內容，以便平衡知識的輸八和生活技能的發展;確保督教員不僅檢查在教與學中所取得的學習進步，還要檢查在生活技能的溝通、塑造以及應用上的進步。由于學習生活技能需要花費八到九年的時間，應提倡把初級教育和(早期)中等教育聯系起來，并意識到，良好的中等教育能給孩子們帶來良好的前景，這對孩子和他們的家長來說都是一種讓孩子完成初級教育階段學習的激勵因素。
M)資助機構應該支持為加強生活技能方式雨進行的全國性和地區性研究、交流和辯論;支持創新的教師培訓，以便把提高生活技能作為學校教育的基本部分與課程科目結合起來;認識到初級教育和中等教育之間的聯系，以保證孩子們培養良好的生活技能。因此，中等教育的初期階段也是基礎教育的一部分，應當予以支持。
N)作為各國政府的支持者和其他國際組織的合作者，【53】聯舍國教群文組織努力給生活技能。下更好的定義，闡明這些技能的教學意義;【51】協助教育決策者和教師發揚和使用生活技能的教穿方法;提倡招生活技能的教育方法和更廣義上的社會和人類發展聯系在一起。
46.The recognition of life skills as part of education will promote the development of human potential and society.
將生活技能作為教育的一部分將會促進個人潛力和社會的發展。
【解析】 K)。細節題。由句中關鍵詞life skills as part of education可定位至K)段第一句。原文提到我
們需要認識到生活技能的重要性，它是教育的一部分，使人們的潛能和社會得到充分的發展。
47.The abilities to make the most of life consist of the inner capacities and the practical skills.
