资料：Specialneedsstudentscannoto-名校题库网

资料：Special needs students can not only learn from regular education teachers, but can participate in collaborative learning with mainstream students as well. Collaborative learning allows students to work together in groups to complete lessons and assignments.

A number of educators with inclusion classrooms are realizing the benefits of collaborative learning and special needs students being placed in small group environments with regular education classmates. Collaborative learning allows students to converse with one another and brainstorm together in order to find solutions to problems or to complete an assignment. This type of learning allows students of varying ability levels to lend their individual strengths to the group as a whole, thereby encouraging an appreciation of diverse ideas and approaches to problem solving.

Teachers can choose to implement several different types of collaborative learning strategies, depending on the needs of students and the focus of specific assignments. Examples of small-group collaborative learning methods are:

1） The Think-Pair-Share strategy, which involves each student in the group taking one minute to formulate a response to the teacher's question, then sharing individual findings with a partner. After collaborating in pairs, students can then share input with slightly larger groups or with the entire class.

2） The Simple Jigsaw strategy, which involves four-person teams splitting a teacher-assigned task into equal parts. Each student in the group acts as an "expert" on one section of the assignment and meets with corresponding "experts" in other groups for discussion and task mastering. Students then return to their initial teams to share their knowledge of the task with other members.

3） The Three-Step Interview strategy, through which students initially break into pairs and take turns interviewing one another about an assignment. Each pair of students then combine with another pair in order to enhance the discussion.

4） The Numbered Heads Together strategy, where each team member is assigned a number, then instructed to collaborate on a question. The teacher then calls a number randomly, and the student in each group who has that number acts as spokesperson in answering the question. Each student must be prepared for the possibility of having his or her number chosen.

The benefits of collaborative learning and special needs students having the opportunity to engage in small group tasks can produce positive results in regard to classroom organization and management. Teachers who research tips on collaborative learning and implement the practice with students are likely to have a successful inclusion classroom.

What is the author’s attitude toward the benefits of collaborative learning? （）

A.Doubt
B.Positive
C.Indifferent
D.Disagreeable

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答案： B

本题解析：

本题考查态度理解。

【关键词】author’s attitude；the benefits of ；collaborative learning

【主题句】最后一个自然段The benefits of collaborative learning and special needs students having the opportunity to engage in small group tasks can produce positive results in regard to classroom organization and management. Teachers who research tips on collaborative learning and implement the practice with students are likely to have a successful inclusion classroom.合作学习以及特殊需要的学生有机会参与到小组任务中的益处可以在课堂组织和管理方面产生积极的结果。研究合作学习策略并开展学生实践的教师很有可能具备成功的融合课堂。

【解析】本题的问题是“作者对于合作学习的益处的态度是什么？”。选项A“怀疑的”；选项B“积极的”；选项C意为“漠不关心的”；选项D意为“不合意的”。根据主题句可知，作者用到了“积极的”、“成功的”等字眼，因此作者对于合作学习抱着积极的态度，故选B。