關于雅思閱讀的未解之謎：先看題還是先看文章

說起雅思閱讀的這個千年未解之懸疑：是應該先粗讀文章，還是該先粗讀題目，今天小編給大家?guī)砹岁P于雅思閱讀的未解之謎：先看題還是先看文章!希望能夠幫助到大家，下面小編就和大家分享，來欣賞一下吧。

關于雅思閱讀的未解之謎：先看題還是先看文章!

一 循序漸進法

適合英語基礎不是非常好，詞匯量缺乏，文章對其來說基本看不太懂的雅思考生。

操作方法：拿到閱讀試卷后瀏覽文章標題，然后選定一篇文章開始做題。但是選擇的時候要注意題材的熟悉度，可以挑選自己相對比較熟悉的題材先做。

選定后就開始審題。按照題型來看。首選是填空題和判斷題，其次是選擇和配對題。

例如說文章后題型搭配為判斷題+選擇題+填空題，那么先審判斷題這一部分題目，一題一題做，根據(jù)判斷題的做題方法去做，而且可以利用順序性去看文章找答案。做完判斷題以后再做填空題，利用填空題的標題或第一句話中的名詞去做定位，然后用填空題的做題方法去把填空題做完。最后去做選擇題，因為選擇題對于文章的理解要求比較高，對于程度不太好的考生來說會比較難做。

優(yōu)點能盡量保證填空題的正確率，在能得分的題目中保證得分。對于基礎不是很好的考生來說是既能保證正確率又能相對節(jié)約時間的方法 。

缺陷時間花費比較多，而且會多次重復閱讀文章。

二 登高望遠法

適合高層次學生。英語詞匯量大，平時經(jīng)常閱讀英語文章或瀏覽英語網(wǎng)站，語法基礎扎實，短期記憶力強，對自己的英語能力非常有信心的雅思考生。

操作方法：拿到閱讀試卷后瀏覽文章標題，然后選定一篇文章開始做題。選定文章后先閱讀所有的題目，即13-14道題目，把每一道題目的關鍵詞劃出來并進行短期記憶。(注：關鍵詞包括定位詞和考點，定位詞多以名詞為主，考點則多以謂語動詞和形容詞副詞為主)重點記憶一些定位性強的名詞。

看完題目之后去看文章，從頭開始看，按文章的順序和段落去理解，邊看邊回憶之前記憶中的定位詞，看到了就用筆做一個記號。

注意在看的過程中是要以理解文章為主，不要過多的去想題目的內(nèi)容，主要是看懂文章?？赐暌院笤偃タ搭}目，根據(jù)文章的內(nèi)容去做題。

如果有文章的內(nèi)容記不清，就可以利用之前讀文章時劃出的定位詞再回原文看一下然后確定答案。

優(yōu)點絕對節(jié)省時間，確保時間充足

缺陷挑戰(zhàn)考生英語能力和記憶力，并不適用于大部分考生，主要針對一些立志閱讀考8分以上的考生。

三 理論實戰(zhàn)法

適合有一定的英語詞匯量，并參加過雅思培訓班，掌握了基礎語法知識的雅思考生。

操作方法：拿到閱讀試卷后瀏覽文章標題和文章后的題型，選擇自己最熟悉的話題或者有自己最擅長的題型的那篇文章。

然后瀏覽一下題型，確定下題型關注的先后順序，也是先填空判斷，后配對選擇。但這種先后并不是絕對的，而是交替的，也就是在重點做填空判斷之前已經(jīng)將配對選擇的定位詞和關鍵詞劃出并記憶，然后在做填空判斷時順帶這看看有沒有配對題和選擇題的定位詞出現(xiàn)。

如果程度稍好的同學則可以看一段文章，把這段文章中涉及到的各種題型的題目都完成，一段一段解決問題。但是用這種方法的時候要注意時間的把握。

優(yōu)點可以相對合理的安排時間去做題，也能保證容易做的題型的正確率。缺陷需要考生能隨機應變，對不同的題型搭配要有合理的時間分配，可能會造成審題或看文章內(nèi)容的混亂。

雅思閱讀機經(jīng)真題解析-兒童學習

Children’s acquiring the principles of mathematics and science

A It has been pointed out that learning mathematics and science is not so much learning facts as learning ways of thinking. It has also been emphasized that in order to learn science, people often have to change the way they think in ordinary situations. For example, in order to understand even simple concepts such as heat and temperature, ways of thinking of temperature as a measure of heat must be abandoned and a distinction between 'temperature' and 'heat' must be learned. These changes in ways of thinking are often referred to as conceptual changes. But how do conceptual changes happen? How do young people change their ways of thinking as they develop and as they learn in school?

B Traditional instruction based on telling students how modem scientists think does not seem to be very successful. Students may learn the definitions, the formulae, the terminology, and yet still maintain their previous conceptions. This difficulty has been illustrated many times, for example, when instructed students are interviewed about heat and temperature. It is often identified by teachers as a difficulty in applying the concepts learned in the classroom; students may be able to repeat a formula but fail to use the concept represented by the formula when they explain observed events.

C The psychologist Piaget suggested an interesting hypothesis relating to the process of cognitive change in children. Cognitive change was expected to result from the pupils' own intellectual activity. When confronted with a result that challenges their thinking—that is, when faced with conflict—pupils realize that they need to think again about their own ways of solving problems, regardless of whether the problem is one in mathematics or in science. He hypothesized that conflict brings about disequilibrium, and then triggers equilibration processes that ultimately produce cognitive change. For this reason, according to Piaget and his colleagues, in order for pupils to progress in their thinking they need to be actively engaged in solving problems that will challenge their current mode of reasoning. However, Piaget also pointed out that young children do not always discard their ideas in the face of contradictory evidence. They may actually discard the evidence and keep their theory.

D Piaget's hypothesis about how cognitive change occurs was later translated into an educational approach which is now termed 'discovery learning'. Discovery learning initially took what is now considered the: 'lone learner' route. The role of the teacher was to select situations that challenged the pupils' reasoning; and the pupils' peers had no real role in this process. However, it was subsequently proposed that interpersonal conflict, especially with peers, might play an important role in promoting cognitive change. This hypothesis, originally advanced by Perret-Clermont and Doise and Mugny, has been investigated in many recent studies of science teaching and learning.

E Christine Howe and her colleagues, for example, have compared children's progress in understanding several types of science concepts when they are given the opportunity to observe relevant events. In one study, Howe compared the progress of 8 to 12-year-old children in understanding what influences motion down a slope. In order to ascertain the role of conflict in group work, they created two kinds of groups according to a pre-test: one in which the children had dissimilar views, and a second in which the children had similar views. They found support for the idea that children in the groups with dissimilar views progressed more after their training sessions than those who had been placed in groups with similar views. However, they found no evidence to support the idea that the children worked out their new conceptions during their group discussions, because progress was not actually observed in a post-test immediately after the sessions of group work, but rather in a second test given around four weeks after the group work.

F In another study, Howe set out to investigate whether the progress obtained through pair work could be a function of the exchange of ideas. They investigated the progress made by 12-15-year-old pupils in understanding the path of falling objects, a topic that usually involves conceptual difficulties. In order to create pairs of pupils with varying levels of dissimilarity in their initial conceptions, the pupils' predictions and explanations of the path of falling objects were assessed before they were engaged in pair work. The work sessions involved solving computer-presented problems, again about predicting and explaining the paths of falling objects. A post-test, given to individuals, assessed the progress made by pupils in their conceptions of what influenced the path of falling objects.

Questions 28-30

Choose THREE letters, A-F.

The list below contains some possible statements about learning

Which THREE of these statements are attributed to Piaget by the writer of the passage?

A Teachers play a big role in learning by explaining difficult concepts.

B Mental challenge is a stimulus to learning.

C Teaching should be consistent in order to easily acquire knowledge.

D Children sometimes ignore evidence that conflicts with their original believes.

E Children can help each other make cognitive progress.

F Cognitive progress is mainly relied on children's own intellectual activity.

Questions 31-33

Choose THREE letters, A-F.

Which THREE of these statements describe Howe's experiment with 8-12-year-olds children?

A The difference of learning progress between groups was obvious.

B The most active children made the least progress.

C The children were evaluated on their abilities to understand a physics phenomenon.

D The teacher aided the children to understand a scientific problem.

E A total of three tests were given to the children.

F All the children were working in mixed-ability groups.

Questions 34-37

Do the following statements agree with the hypothesis of the psychologist Piaget?

In boxes 34-37 on your answer sheet, write

TRUE if the statement is true

FALSE if the statement is false

NOT GIVEN if the information is not given in the passage

34 facing incompatible problems in different disciplines, students may be required to rethink their approach to solve the problem

35 Pupils learn new solutions by keep questioning their original ways of thinking.

36 With clear instructions, students could acquire new concepts with few problems.

37 Young children are less likely to change their concepts in problems of science than in mathematics.

Questions 38-40

Choose the correct letter. A, B, C or D.

Write the correct letter in boxes 38-40 on your answer sheet.

38 The Tone learner' route is an educational approach which

A is the main approach for discovery learning in many teaching now

B requires help from the pupils' peers.

C relies on how the teacher guides the students heavily.

D missed an important part for discovery learning.

39 it can be inferred from the passage as experiment in paragraph E

A that children acquire more when learning in groups.

B That children opposing each other would learn slower.

C Researches should check feedback right after the first test.

D There can be a satisfying result thanks to the duration of it.

40 Howe set out the pair work experiment in order to

A study how 12-15-years old pupils learn scientific concepts.

B assess whether teammates would have the features of exchange ideas.

C investigate pupils the ability of solving physics problems.

D predict and explain the path of falling objects.

文章題目：

Children’s acquiring the principles of mathematics and science

篇章結構

體裁議論文

題目兒童對于數(shù)學與科學原則的習得

結構(一句話概括每段大意)

A段：兒童思維方式(認知)轉變

B段：傳統(tǒng)教學難以促進兒童的轉變

C段：皮亞杰認為智力活動會導致認知改變

D段：皮亞杰的理論發(fā)展成“發(fā)現(xiàn)式學習”

E段：實驗表明不同意見組比相同意見組進步多

F段：實驗兩人合作交換意見是否有助于取得進步

試題分析

Question 1-。。。

題目類型：

題號定位詞文中對應點題目解析

28-30Piaget段落CA選項：教師通過解釋難的概念在學習中扮演重要角色。原文沒提到。

B選項：智力挑戰(zhàn)促進學習。段落C倒數(shù)第三句。

C選項：為了容易獲得知識，教學必須一致。原文沒提到。

D 選項：兒童有時會忽略與其原始理念違背的證據(jù)。段落C倒數(shù)兩句。

E選項：兒童可以相互幫助達成認知進步。原文沒提到

F選項：認知進步主要依賴于兒童自我的智力活動。段落C第二句。

31-33Howe 8-12段落EA選項：兩組學習進步的差別很明顯。E段落倒數(shù)第二句。

B選項：最積極的學生進步最少。原文沒提到

C選項：兒童被評估理解物理現(xiàn)象的能力。E段第二句理解斜坡上的移動。

D選項：教師輔助學生理解科學問題。有問題，原文沒提到。

E選項：總共三個測試給到學生。原文沒提到

F選項：所有的兒童在有各種能力層次的組中學習。原文沒提到

34Facing problem段落C第三句面對不同原則下的不同問題，學生可能要重新考慮解決問題的方法。對應段落C第三句，當面臨挑戰(zhàn)他們想法的結果，即面對沖突時，學生必須意識到他們需要重新思考解決問題的方法。因此答案為true.

35Questioning original way段落C第三句學生通過質(zhì)疑原始的思維方式習得新的解決方案。同上。因此答案為true.

36Clear instruction 有著清晰的指導，學生在習得新概念時問題更少。有問題，原文沒提到，答案應該是not given.

37Challenge concepts段落C第三句相比數(shù)學，學生在面對科學問題的時候更不可能改變其觀念。regardless of whether…science,不管是數(shù)學還是科學，所以比較錯誤。答案應該是false.

38Lone learner段落D第二句第二句開始介紹lone learner. 講到發(fā)現(xiàn)式學習最初采用現(xiàn)在被認為是“單獨學習者”的方法。在這種情況下，老師在沒有學生同伴時，挑戰(zhàn)學生的理解。

A選項：是現(xiàn)在許多發(fā)現(xiàn)式教學的主要方法。沒有大的問題，故比較下來選A。

B選項：需要來自于同伴的幫助。矛盾，故不選。

C選項：十分依賴于老師指導學生的程度。沒提到，故不選。

D選項：遺漏了發(fā)現(xiàn)式學習很重要的一步。矛盾，故不選。

39段落E中實驗段落E段落E講了比較兩組學生的進步情況，一組為爭議大，一組為無爭議，得出爭議大的組進步大這一結論。但是因為并沒有在實驗后馬上檢驗，沒有證據(jù)支持。

A選項：組團學習的兒童獲得更多知識。兩組都有組團，故不選。

B選項：相互反對的兒童學得更慢。矛盾，故不選。

C選項：研究者應該在第一次實驗結束后馬上檢測反饋。對

D選項：由于實驗的持續(xù)性，應該有一個滿意的結果產(chǎn)生。沒提到，故不選。

40Pair work experiment 段落F第一句通過研究12-15歲學生理解物體降落的進步，調(diào)查通過通過交換意見是否有助于取得進步。實驗前，先做了評估，再去檢測進步。

A選項：研究12-15歲學生學習科學概念。研究內(nèi)容而不是目的，故不選。

B選項：研究隊員是否有交換想法的特點。

C選項：研究學生解決物理問題的能力。研究內(nèi)容而不是目的，故不選。

D選項：預測和解釋下降物體的途徑。研究內(nèi)容而不是目的，故不選。

參考譯文：

(兒童)數(shù)學與科學的學習原理

A已經(jīng)有研究指出，學習數(shù)學和科學不像學習思考一樣那么直觀：也有人強調(diào)，學習科學知識的時候，人們往往不得不改變他們在普通的情況下的思維方式。(1題)例如，為了理解如熱量和溫度這樣簡單的科學概念，溫度作為熱量的衡量單位的思維方式必須被拋棄，‘溫度’和‘熱’之間的區(qū)別也必須學習。這些思維方式的變化通常被稱為概念上的變化。但概念上的變化是怎么發(fā)生的呢?在青年人發(fā)展腦部和在校學習的時候，他們是如何改變思考方式的呢?

B以傳統(tǒng)的教學方法告訴學生現(xiàn)代科學家的思考方式似乎并不很成功。(2題)學生可以學習定義、公式和術語，但仍然維持其先前的概念。這個困境已經(jīng)被說明很多次。例如，當被告知關于熱能和溫度后的學生受訪時，教師往往發(fā)現(xiàn)同學在課堂上應用科學概念是會出現(xiàn)困難的。(10題)學生可以重復使用公式，但他們在使用公式背后的概念來解釋觀察到的現(xiàn)象時就不是很成功。

C心理學家Piaget提出了一個在兒童認知轉變的過程中的有趣的假設。認知轉變被認為是自身智力行為的結果。當學生面臨著一個挑戰(zhàn)自己的想法的結果時，也就是說發(fā)生思想沖突的時候。不論這個是數(shù)學還是科學上的問題，學生就會發(fā)現(xiàn)他們需要重新思考他們解決問題的方法。(35題)他假設，沖突帶來了不平衡，并觸發(fā)了一個平衡過程，這也最終產(chǎn)生了認知轉變。(3題)出于這個原因,Piaget和他的同事們認為學生為了讓他們的思想進步，他們需要積極參與解決問題，挑戰(zhàn)他們目前的推理模式。(9題)然而，Piaget還指出，在面對矛盾的證據(jù)時，年輕的孩子并不容易放棄自己的想法。實際上，他們還可能會放棄證據(jù)，并保持他們本來的理論。

DPiaget的對于認知轉變的假說后來被轉化成現(xiàn)在被稱為“發(fā)現(xiàn)學習”的教育方法。最初“發(fā)現(xiàn)學習”走了一條現(xiàn)在被稱為“孤獨學習”的道路。(4題)教師負責設定情況以挑戰(zhàn)學生的推理能力，而其他同學是沒有任何實質(zhì)的角色的。然而，很多人隨后提出人與人之間的沖擊，尤其是同齡的人，可以對認知轉變發(fā)揮到重要的作用。(39題)這一假說由Perret-Clermont(1980)和Doise與Mugny(1984)作了進一步研究，而這假說也被很多目前的科學教育所采用。

EChristine Howe 和她的同事給予了小孩觀察一些關于幾個科學概念的事件時，對比了小孩們的認知進度。其中一個研究中，Howe在一群8到12歲的兒童理解什么因素影響山坡運動的進度時進行了對比。(5題)為了確定小組內(nèi)會存在沖擊,他們根據(jù)預測把小孩分成了兩組：其中一組的孩子有不同的意見，另一組則抱有差不多的觀點。Howe發(fā)現(xiàn)了支持他們觀點的證據(jù)。(6題)組中兒童的不同看法使他們的培訓課程比那個看法相似的組別更有效果。然而，Howe未能發(fā)現(xiàn)任何證據(jù)來支持孩子們是在課堂辯論中學到新的概念，這是因為后來的測試未有在第一時間進行，而是在小組討論后的四個星期。(40題)

F在另一項研究中,Howe著手調(diào)查兩個人一起學習是否能夠借交換意見來推進學習進度。(7題)他們調(diào)查了 12-15歲的學生在理解物體墜落的路徑的過程。這個主題在概念上很容易出現(xiàn)認知困難，為了把學生分成一對一對在概念的程度上相異，Howe在學生分組前為學生的預測和解釋物體墜落的路徑進行了評估。學生的學習課程中需要解答在電腦上展示的難題，這也一樣需要預測和解釋物體墜落的路徑。最后，學生會單獨進行一個課后測試，評估他們對于什么影響到物體墜落的路徑的概念上的進展。

參考答案：

Version 17104 主題 兒童數(shù)學教育

28B 29D 30F

31A 32C 33D

34True 35True 36False

37Not Given 38D 39C

40B