2017届江苏省高考英语一轮复习：选修7 阶段评估检测(牛津译林版)_高考复习指南

2017届江苏省高考英语一轮复习：选修7 阶段评估检测(牛津译林版)

　　A museum education specialist is of great value. For most museums the establishment of such a post should be high priority. He or she is the only member of staff with training in the psychology of learning, and has considerable experience of analyzing complex concepts and presenting them in a simple way to a non-specialist audience. The education specialist is, indeed, the only professional interpreter in the museum.

　　It is clearly reasonable, therefore, for the museum to make full use of the education specialist’s skills, and to involve him or her in all aspects of interpretation and the planning of new displays and exhibitions. Museum learning is not just about teaching children, though children may be its principal audience.

　　Many small museums may not be able to employ an education specialist of their own. For them, there are other possibilities. One is that the local Schools Service may be able to lend a teacher to the museum, perhaps for two or three years, who could be trained to apply teaching skills to the museum context. Another is that suitable volunteers may be available in the community—perhaps retired teachers, or teachers not presently working—who may be willing to give some of their time to the museum. Another possibility is sponsorship: a large company might be willing to finance the appointment of an education specialist for a few years.

　　An important part of the work for the education specialist in a museum is to establish strong links with its local schools. He or she is a communicator who has responsibility for keeping contact with the teachers at local schools. He or she should make sure that the schools know what is going on at the museum and how they can make use of it, and that he or she knows about developments in the schools. Above all, it is his or her responsibility to find out what schools want, and to ensure that the museum does its best to meet those requirements. There needs to be a continuing dialogue between teachers and museum: the museum needs to know what the teachers are teaching; teachers need to learn how the museum could help, and what resources they could use.