剑桥雅思阅读4test1原文翻译及答案解析

剑桥雅思阅读4test1原文翻译及答案解析雅思阅读是块难啃的硬骨头，需要我们做更多的题目才能得心应手。下面小编给大家分享一下剑桥雅思阅读4test1原文翻译及答案解析，希望可以帮助到大家。剑桥雅思阅读4原文(test1)READINGPASSAGE1Youshouldspendabout20minutesonQuestions1-14whicharebasedonReadingPassage1below.Adultsandchildrenarefrequentlyconfrontedwithstatementsaboutthealarmingrateoflossoftropicalrainforests.Forexample,onegraphicillustrationtowhichchildrenmightreadilyrelateistheestimatethatrainforestsarebeingdestroyedatarateequivalenttoonethousandfootballfieldseveryfortyminutes—aboutthedurationofanormalclassroomperiod.Inthefaceofthefrequentandoftenvividmediacoverage,itislikelythatchildrenwillhaveformedideasaboutrainforests—whatandwheretheyare,whytheyareimportant,whatendangersthem—independentofanyformaltuition.Itisalsopossiblethatsomeoftheseideaswillbemistaken.Manystudieshaveshownthatchildrenharbourmisconceptionsabout‘pure’,curriculumscience.Thesemisconceptionsdonotremainisolatedbutbecomeincorporatedintoamultifaceted,butorganised,conceptualframework,makingitandthecomponentideas,someofwhichareerroneous,morerobustbutalsoaccessibletomodification.Theseideasmaybedevelopedbychildrenabsorbingideasthroughthepopularmedia.Sometimesthisinformationmaybeerroneous.Itseemsschoolsmaynotbeprovidinganopportunityforchildrentore-expresstheirideasandsohavethemtestedandrefinedbyteachersandtheirpeers.Despitetheextensivecoverageinthepopularmediaofthedestructionofrainforests,littleformalinformationisavailableaboutchildren’sideasinthisarea.Theaimofthepresentstudyistostarttoprovidesuchinformation,tohelpteachersdesigntheireducationalstrategiestobuilduponcorrectideasandtodisplacemisconceptionsandtoplanprogrammesinenvironmentalstudiesintheirschools.Thestudysurveyschildren’sscientificknowledgeandattitudestorainforests.Secondaryschoolchildrenwereaskedtocompleteaquestionnairecontainingfiveopen-formquestions.Themostfrequentresponsestothefirstquestionweredescriptionswhichareself-evidentfromtheterm‘rainforest’.Somechildrendescribedthemasdamp,wetorhot.Thesecondquestionconcernedthegeographicallocationofrainforests.Thecommonestresponseswerecontinentsorcountries:Africa(givenby43%ofchildren),SouthAmerica(30%),Brazil(25%).Somechildrenalsogavemoregenerallocations,suchasbeingneartheEquator.Responsestoquestionthreeconcernedtheimportanceofrainforests.Thedominantidea,raisedby64%ofthepupils,wasthatrainforestsprovideanimalswithhabitats.Fewerstudentsrespondedthatrainforestsprovideplanthabitats,andevenfewermentionedtheindigenouspopulationsofrainforests.Moregirls(70%)thanboys(60%)raisedtheideaofrainforestasanimalhabitats.Similarly,butatalowerlevel,moregirls(13%)thanboys(5%)saidthatrainforestsprovidedhumanhabitats.Theseobservationsaregenerallyconsistentwithourpreviousstudiesofpupils’viewsabouttheuseandconservationofrainforests,inwhichgirlswereshowntobemoresympathetictoanimalsandexpressedviewswhichseemtoplaceanintrinsicvalueonnon-humananimallife.Thefourthquestionconcernedthecausesofthedestructionofrainforests.Perhapsencouragingly,morethanhalfofthepupils(59%)identifiedthatitishumanactivitieswhicharedestroyingrainforests,somepersonalisingtheresponsibilitybytheuseoftermssuchas‘weare’.About18%ofthepupilsreferredspecificallytologgingactivity.Onemisconception,expressedbysome10%ofthepupils,wasthatacidrainisresponsibleforrainforestdestruction;asimilarproportionsaidthatpollutionisdestroyingrainforests.Here,childrenareconfusingrainforestdestructionwithdamagetotheforestsofWesternEuropebythesefactors.Whiletwofifthsofthestudentsprovidedtheinformationthattherainforestsprovideoxygen,insomecasesthisresponsealsoembracedthemisconceptionthatrainforestdestructionwouldreduceatmosphericoxygen,makingtheatmosphereincompatiblewithhumanlifeonEarth.Inanswertothefinalquestionabouttheimportanceofrainforestconservation,themajorityofchildrensimplysaidthatweneedrainforeststosurvive.Onlyafewofthepupils(6%)mentionedthatrainforestdestructionmaycontributetoglobalwarming.Thisissurprisingconsideringthehighlevelofmediacoverageonthisissue.Somechildrenexpressedtheideathattheconservationofrainforestsisnotimportant.Theresultsofthisstudysuggestthatcertainideaspredominateinthethinkingofchildrenaboutrainforests.Pupils’responsesindicatesomemisconceptionsinbasicscientificknowledgeofrainforests’ecosystemssuchastheirideasaboutrainforestsashabitatsforanimals,plantsandhumansandtherelationshipbetweenclimaticchangeanddestructionofrainforests.Pupilsdidnotvolunteerideasthatsuggestedthattheyappreciatedthecomplexityofcausesofrainforestdestruction.Inotherwords,theygavenoindicationofanappreciationofeithertherangeofwaysinwhichrainforestsareimportantorthecomplexsocial,economicandpoliticalfactorswhichdrivetheactivitieswhicharedestroyingtherainforests.Oneencouragementisthattheresultsofsimilarstudiesaboutotherenvironmentalissuessuggestthatolderchildrenseemtoacquiretheabilitytoappreciate,valueandevaluateconflictingviews.Environmentaleducationoffersanarenainwhichtheseskillscanbedeveloped,whichisessentialforthesechildrenasfuturedecision-makers.Questions1-8DothefollowingstatementsagreewiththeinformationgiveninReadingPassage1?Inboxes1-8onyouranswersheetwriteTRUEifthestatementagreeswiththeinformationFALSEifthestatementcontradictstheinformationNOTGIVENifthereisnoinformationonthis1Theplightoftherainforestshaslargelybeenignoredbythemedia.2Childrenonlyacceptopinionsonrainforeststhattheyencounterintheirclassrooms.3Ithasbeensuggestedthatchildrenholdmistakenviewsaboutthe‘pure’sciencethattheystudyatschool.4Thefactthatchildren’sideasaboutscienceformpartofalargerframeworkofideasmeansthatitiseasiertochangethem.5Thestudyinvolvedaskingchildrenanumberofyes/noquestionssuchas‘ArethereanyrainforestsinAfrica?’6Girlsaremorelikelythanboystoholdmistakenviewsabouttherainforests’destruction.7Thestudyreportedherefollowsonfromaseriesofstudiesthathavelookedatchildren’sunderstandingofrainforests.8Asecondstudyhasbeenplannedtoinvestigateprimaryschoolchildren’sideasaboutrainforests.Questions9-13TheboxbelowgivesalistofresponsesA-PtothequestionnairediscussedinReadingPassage1.AnswerthefollowingquestionsbychoosingthecorrectresponsesA-P.Writeyouranswersinboxes9-13onyouranswersheet.9Whatwasthechildren’smostfrequentresponsewhenaskedwheretherainforestswere?10Whatwasthemostcommonresponsetothequestionabouttheimportanceoftherainforests?11Whatdidmostchildrengiveasthereasonforthelossoftherainforests?12Whydidmostchildrenthinkitimportantfortherainforeststobeprotected?13Whichoftheresponsesiscitedasunexpectedlyuncommon,giventheamountoftimespentontheissuebythenewspapersandtelevision?AThereisacomplicatedcombinationofreasonsforthelossoftherainforests.BTherainforestsarebeingdestroyedbythesamethingsthataredestroyingtheforestsofWesternEurope.CRainforestsarelocatedneartheEquator.DBrazilishometotherainforests.EWithoutrainforestssomeanimalswouldhavenowheretolive.FRainforestsareimportanthabitatsforalotofplants.GPeopleareresponsibleforthelossoftherainforests.HTherainforestsareasourceofoxygen.IRainforestsareofconsequenceforanumberofdifferentreasons.JAstherainforestsaredestroyed,theworldgetswarmer.KWithoutrainforeststherewouldnotbeenoughoxygenintheair.LTherearepeopleforwhomtherainforestsarehome.MRainforestsarefoundinAfrica.NRainforestsarenotreallyimportanttohumanlife.OThedestructionoftherainforestsisthedirectresultofloggingactivity.PHumansdependontherainforestsfortheircontinuingexistence.Question14Choosethecorrectletter,A,B,C,DorE.Writeyouranswerinbox14onyouranswersheet.WhichofthefollowingisthemostsuitabletitleforReadingPassage1?AThedevelopmentofaprogrammeinenvironmentalstudieswithinasciencecurriculumBChildren’sideasabouttherainforestsandtheimplicationsforcoursedesignCTheextenttowhichchildrenhavebeenmisledbythemediaconcerningtherainforestsDHowtocollect,collateanddescribetheideasofsecondaryschoolchildren.ETheimportanceoftherainforestsandthereasonsfortheirdestructionREADINGPASSAGE2Youshouldspendabout20minutesonQuestions15-26whicharebasedonReadingPassage2below.WhatDoWhalesFeel?Anexaminationofthefunctioningofthesensesincetaceans,thegroupofmammalscomprisingwhales,dolphinsandporpoisesSomeofthesensesthatweandotherterrestrialmammalstakeforgrantedareeitherreducedorabsentincetaceansorfailtofunctionwellinwater.Forexample,itappearsfromtheirbrainstructurethattoothedspeciesareunabletosmell.Baleenspecies,ontheotherhand,appeartohavesomerelatedbrainstructuresbutitisnotknownwhetherthesearefunctional.Ithasbeenspeculatedthat,astheblowholesevolvedandmigratedtothetopofthehead,theneuralpathwaysservingsenseofsmellmayhavebeennearlyallsacrificed.Similarly,althoughatleastsomecetaceanshavetastebuds,thenervesservingthesehavedegeneratedorarerudimentary.Thesenseoftouchhassometimesbeendescribedasweaktoo,butthisviewisprobablymistaken.Trainersofcaptivedolphinsandsmallwhalesoftenremarkontheiranimals’responsivenesstobeingtouchedorrubbed,andbothcaptiveandfree-rangingcetaceanindividualsofallspecies(particularlyadultsandcalves,ormembersofthesamesubgroup)appeartomakefrequentcontact.Thiscontactmayhelptomaintainorderwithinagroup,andstrokingortouchingarepartofthecourtshipritualinmostspecies.Theareaaroundtheblowholeisalsoparticularlysensitiveandcaptiveanimalsoftenobjectstronglytobeingtouchedthere.Thesenseofvisionisdevelopedtodifferentdegreeindifferentspecies.Baleenspeciesstudiedatclosequartersunderwater—specificallyagreywhalecalfincaptivityforayear,andfree-rangingrightwhaleandhumpbackwhalesstudiedandfilmedoffArgentinaandHawaii—haveobviouslytrackedobjectswithvisionunderwater,andtheycanapparentlyseemoderatelywellbothinwaterandinair.However,thepositionoftheeyessorestrictsthefieldofvisioninbaleenwhalesthattheyprobablydonothavestereoscopicvision.Ontheotherhand,thepositionoftheeyesinmostdolphinsandporpoisessuggeststhattheyhavestereoscopicvisionforwardanddownward.Eyepositioninfreshwaterdolphins,whichoftenswimontheirsideorupsidedownwhilefeeding,suggeststhatwhatvisiontheyhaveisstereoscopicforwardandupward.Bycomparison,thebottlenosedolphinhasextremelykeenvisioninwater.Judgingfromthewayitwatchesandtracksairborneflyingfish,itcanapparentlyseefairlywellthroughtheair-waterinterfaceaswell.Andalthoughpreliminaryexperimentalevidencesuggeststhattheirin-airvisionispoor,theaccuracywithwhichdolphinsleaphightotakesmallfishoutofatrainer’shandprovidesanecdotalevidencetothecontrary.Suchvariationcannodoubtbeexplainedwithreferencetothehabitatsinwhichindividualspecieshavedeveloped.Forexample,visionisobviouslymoreusefultospeciesinhabitingclearopenwatersthantothoselivinginturbidriversandfloodedplains.TheSouthAmericanboutuandChineseBeiji,forinstance,appeartohaveverylimitedvision,andtheIndiansususareblind,theireyesreducedtoslitsthatprobablyallowthemtosenseonlythedirectionandintensityoflight.Althoughthesensesoftasteandsmellappeartohavedeteriorated,andvisioninwaterappearstobeuncertain,suchweaknessesaremorethancompensatedforbycetaceans’well-developedacousticsense.Mostspeciesarehighlyvocal,althoughtheyvaryintherangeofsoundstheyproduce,andmanyforageforfoodusingecholocation1.Largebaleenwhalesprimarilyusethelowerfrequenciesandareoftenlimitedintheirrepertoire.Notableexceptionsarethenearlysong-likechorusesofbowheadwhalesinsummerandthecomplex,hauntingutterancesofthehumpbackwhales.Toothedspeciesingeneralemploymoreofthefrequencyspectrum,andproduceawidervarietyofsounds,thanbaleenspecies(thoughthespermwhaleapparentlyproducesamonotonousseriesofhigh-energyclicksandlittleelse).Someofthemorecomplicatedsoundsareclearlycommunicative,althoughwhatroletheymayplayinthesociallifeand‘culture’ofcetaceanshasbeenmorethesubjectofwildspeculationthanofsolidscience.1.echolocation:theperceptionofobjectsbymeansofsoundwaveechoes.Questions15-21Completethetablebelow.ChooseNOMORETHANTHREEWORDSfromReadingPassage2foreachanswer.Writeyouranswersinboxes15-21onyouranswersheet.SENSESPECIESABILITYCOMMENTSSmelltoothednoevidencefrombrainstructurebaleennotcertainrelatedbrainstructuresarepresentTastesometypespoornerveslinkedtotheir15………areunderdevelopedTouchallyesregionaroundtheblowholeverysensitiveVision16………yesprobablydonothavestereoscopicvisionDolphins,porpoisesyesprobablyhavestereoscopicvision17………and………18………yesprobablyhavestereoscopicvisionforwardandupwardBottlenosedolphinsyesexceptionalin19………andgoodinair-waterinterfaceBoutuandbeijipoorhavelimitedvisionIndiansusunoprobablyonlysensedirectionandintensityoflightHearingmostlargebaleenyesusuallyuse20………;repertoirelimited21………whalesand………whalesyessong-likeToothedyesusemoreoffrequencyspectrum;havewiderrepertoireQuestions22-26AnswerthequestionsbelowusingNOMORETHANTHREEWORDSfromthepassageforeachanswer.Writeyouranswersinboxes22-26onyouranswersheet.22Whichofthesensesisdescribedhereasbeinginvolvedinmating?23Whatspeciesswimsupsidedownwhileeating?24Whatcanbottlenosedolphinsfollowfromunderthewater?25Whichtypeofhabitatisrelatedtogoodvisualability?26Whichofthesensesisbestdevelopedincetaceans?READINGPASSAGE3Youshouldspendabout20minutesonQuestions27-40whicharebasedonReadingPassage3below.VisualSymbolsandtheBlindPart1Fromanumberofrecentstudies,ithasbecomeclearthatblindpeoplecanappreciatetheuseofoutlinesandperspectivestodescribethearrangementofobjectsandothersurfacesinspace.Butpicturesaremorethanliteralrepresentations.Thisfactwasdrawntomyattentiondramaticallywhenablindwomaninoneofmyinvestigationsdecidedonherowninitiativetodrawawheelasitwasspinning.Toshowthismotion,shetracedacurveinsidethecircle(Fig.1).Iwastakenaback.Linesofmotion,suchastheonesheused,areaveryrecentinventioninthehistoryofillustration.Indeed,asartscholarDavidKunzlenotes,WilhelmBusch,atrend-settingnineteenth-centurycartoonist,usedvirtuallynomotionlinesinhispopularfiguresuntilabout1877.WhenIaskedseveralotherblindstudysubjectstodrawaspinningwheel,oneparticularlycleverrenditionappearedrepeatedly:severalsubjectsshowedthewheel’sspokesascurvedlines.Whenaskedaboutthesecurves,theyalldescribedthemasmetaphoricalwaysofsuggestingmotion.Majorityrulewouldarguethatthisdevicesomehowindicatedmotionverywell.Butwasitabetterindicatorthan,say,brokenorwavylines—oranyotherkindofline,forthatmatter?Theanswerwasnotclear.SoIdecidedtotestwhethervariouslinesofmotionwereaptwaysofshowingmovementoriftheyweremerelyidiosyncraticmarks.Moreover,Iwantedtodiscoverwhetherthereweredifferencesinhowtheblindandthesightedinterpretedlinesofmotion.Tosearchouttheseanswers,Icreatedraised-linedrawingsoffivedifferentwheels,depictingspokeswithlinesthatcurved,bent,waved,dashedandextendedbeyondtheperimeterofthewheel.Ithenaskedeighteenblindvolunteerstofeelthewheelsandassignoneofthefollowingmotionstoeachwheel:wobbling,spinningfast,spinningsteadily,jerkingorbraking.MycontrolgroupconsistedofeighteensightedundergraduatesfromtheUniversityofToronto.Allbutoneoftheblindsubjectsassigneddistinctivemotionstoeachwheel.Mostguessedthatthecurvedspokesindicatedthatthewheelwasspinningsteadily;thewavyspokes,theythought,suggestedthatthewheelwaswobbling;andthebentspokesweretakenasasignthatthewheelwasjerking.Subjectsassumedthatspokesextendingbeyondthewheel’sperimetersignifiedthatthewheelhaditsbrakesonandthatdashedspokesindicatedthewheelwasspinningquickly.Inaddition,thefavoureddescriptionforthesightedwasthefavoureddescriptionfortheblindineveryinstance.Whatismore,theconsensusamongthesightedwasbarelyhigherthanthatamongtheblind.Becausemotiondevicesareunfamiliartotheblind,thetaskIgavetheminvolvedsomeproblemsolving.Evidently,however,theblindnotonlyfiguredoutmeaningsforeachlineofmotion,butasagrouptheygenerallycameupwiththesamemeaningatleastasfrequentlyasdidsightedsubjects.Part2WordsassociatedAgreementwithcircle/squareamongsubjects(%)SOFT-HARD100MOTHER-FATHER94HAPPY-SAD94GOOD-EVIL89LOVE-HATE89ALIVE-DEAD87BRIGHT-DARK87LIGHT-HEAVY85WARM-COLD81SUMMER-WINTER81WEAK-STRONG79FAST-SLOW79CAT-DOG74SPRING-FALL74QUIET-LOUD62WALKING-STANDING62ODD-EVEN57FAR-NEAR53PLANT-ANIMAL53DEEP-SHALLOW51Fig.2Subjectswereaskedwhichwordineachpairfitsbestwithacircleandwhichwithasquare.Thesepercentagesshowthelevelofconsensusamongsightedsubjects.Wehavefoundthattheblindunderstandotherkindsofvisualmetaphorsaswell.Oneblindwomandrewapictureofachildinsideaheart—choosingthatsymbol,shesaid,toshowthatlovesurroundedthechild.WithChangHongLiu,adoctoralstudentfromChina,Ihavebegunexploringhowwellblindpeopleunderstandthesymbolismbehindshapessuchasheartsthatdonotdirectlyrepresenttheirmeaning.Wegavealistoftwentypairsofwordstosightedsubjectsandaskedthemtopickfromeachpairthetermthatbestrelatedtoacircleandthetermthatbestrelatedtoasquare.Forexample,weasked:Whatgoeswithsoft?Acircleorasquare?Whichshapegoeswithhard?Alloursubjectsdeemedthecirclesoftandthesquarehard.Afull94%ascribedhappytothecircle,insteadofsad.Butotherpairsrevealedlessagreement:79%matchedfasttoslowandweaktostrong,respectively.Andonly51%linkeddeeptocircleandshallowtosquare.(SeeFig.2.)Whenwetestedfourtotallyblindvolunteersusingthesamelist,wefoundthattheirchoicescloselyresembledthosemadebythesightedsubjects.Oneman,whohadbeenblindsincebirth,scoredextremelywell.Hemadeonlyonematchdifferingfromtheconsensus,assigning‘far’tosquareand‘near’tocircle.Infact,onlyasmallmajorityofsightedsubjects—53%—hadpairedfarandneartotheoppositepartners.Thus,weconcludedthattheblindinterpretabstractshapesassightedpeopledo.Questions27-29Choosethecorrectletter,A,B,CorD.Writeyouranswersinboxes27-29onyouranswersheet.27Inthefirstparagraphthewritermakesthepointthatblindpeople.Amaybeinterestedinstudyingart.Bcandrawoutlinesofdifferentobjectsandsurfaces.Ccanrecogniseconventionssuchasperspective.Dcandrawaccurately.28ThewriterwassurprisedbecausetheblindwomanAdrewacircleonherowninitiative.Bdidnotunderstandwhatawheellookedlike.Cincludedasymbolrepresentingmovement.Dwasthefirstpersontouselinesofmotion.29FromtheexperimentdescribedinPart1,thewriterfoundthattheblindsubjectsAhadgoodunderstandingofsymbolsrepresentingmovement.Bcouldcontrolthemovementofwheelsveryaccurately.Cworkedtogetherwellasagroupinsolvingproblems.Dgotbetterresultsthanthesightedundergraduates.Questions30-32Lookatthefollowingdiagrams(Questions30-32),andthelistoftypesofmovementbelow.MatcheachdiagramtothetypeofmovementA-Egenerallyassignedtoittheexperiment.ChoosethecorrectletterA-Eandwritetheminboxes30-32onyouranswersheet.AsteadyspinningBjerkymovementCrapidspinningDwobblingmovementEuseofbrakesQuestions33-39Completethesummarybelowusingwordsfromthebox.Writeyouranswersinboxes33-39onyouranswersheet.NBYoumayuseanywordmorethanonce.IntheexperimentdescribedinPart2,asetofword33……wasusedtoinvestigatewhetherblindandsightedpeopleperceivedthesymbolisminabstract34……inthesameway.Subjectswereaskedwhichwordfittedbestwithacircleandwhichwithasquare.Fromthe35…volunteers,everyonethoughtacirclefitted‘soft’whileasquarefitted‘hard’.However,only51%ofthe36……volunteersassignedacircleto37…….Whenthetestwaslaterrepeatedwith38……volunteers,itwasfoundthattheymade39……choices.associationsblinddeephardhundredidenticalpairsshapessightedsimilarshallowsoftwordsQuestion40Choosethecorrectletter,A,B,C,orD.Writeyouranswerinbox40onyouranswersheet.Whichofthefollowingstatementsbestsummarisesthewriter’sgeneralconclusion?ATheblindrepresentsomeaspectsofrealitydifferentlyfromsightedpeople.BTheblindcomprehendvisualmetaphorsinsimilarwaystosightedpeople.CTheblindmaycreateunusualandeffectivesymbolstorepresentreality.DTheblindmaybesuccessfulartistsifgiventherighttraining.剑桥雅思阅读4原文参考译文(test1)Passage1参考译文Adultsandchildrenarefrequentlyconfrontedwithstatementsaboutthealarmingrateoflossoftropicalrainforests.Forexample,onegraphicillustrationtowhichchildrenmightreadilyrelateistheestimatethatrainforestsarebeingdestroyedatarateequivalenttoonethousandfootballfieldseveryfortyminutes—aboutthedurationofanormalclassroomperiod.Inthefaceofthefrequentandoftenvividmediacoverage,itislikelythatchildrenwillhaveformedideasaboutrainforests—whatandwheretheyare,whytheyareimportant,whatendangersthem—independentofanyformaltuition.Itisalsopossiblethatsomeoftheseideaswillbemistaken.无论大人还是孩子都经常会遇到这样的报道，那就是热带雨林正在以惊人的速度消失。打个比方，孩子们很容易就能理解这样一个图例，即平均每四十分钟，也就是一节课的时间内，世界上就会有相当于一千个足球场大小的热带雨林遭到破坏。面对媒体频繁且生动的报道，也许不需要任何正规的教育，孩子们就能够形成一系列有关热带雨林的观点：比如说雨林是什么，位置在哪里，为什么如此重要，又是什么在威胁它们等等。当然，这些观点也很有可能是错的。Manystudieshaveshownthatchildrenharbourmisconceptionsabout‘pure’,curriculumscience.Thesemisconceptionsdonotremainisolatedbutbecomeincorporatedintoamultifaceted,butorganised,conceptualframework,makingitandthecomponentideas,someofwhichareerroneous,morerobustbutalsoaccessibletomodification.Theseideasmaybedevelopedbychildrenabsorbingideasthroughthepopularmedia.Sometimesthisinformationmaybeerroneous.Itseemsschoolsmaynotbeprovidinganopportunityforchildrentore-expresstheirideasandsohavethemtestedandrefinedbyteachersandtheirpeers.许多研究表明孩子们对于在学校里学到的科学知识心存误解。这些误解不是孤立存在的，而是组成了一个尽管多层面却十分有条理的概念体系，这一点使得该体系本身及其所有的组成观点更加难以攻破，有些观点本身甚至就是错误的，但是也正是这样，它们反而更容易被改动。这些错误观点正是由于孩子们从大众煤体上吸收了信息而形成的。有时连这些信息本身都是错误的。学校似乎也没能够给们提供一个再度阐述自己观点的机会，因此宠师及其他学生也不能帮助其检验及纠正这种错误观点。Despitetheextensivecoverageinthepopularmediaofthedestructionofrainforests,littleformalinformationisavailableaboutchildren’sideasinthisarea.Theaimofthepresentstudyistostarttoprovidesuchinformation,tohelpteachersdesigntheireducationalstrategiestobuilduponcorrectideasandtodisplacemisconceptionsandtoplanprogrammesinenvironmentalstudiesintheirschools.尽管媒体对于热带雨林所遭受的破坏做了大量的报道，但是有关孩子相关观点的信息却少之又少。所以，目前这项研究的目的就是要给教师提供这样的信息来帮助他们设计自己的教学策略，以便帮助学生构筑正确的观点，置换他们的错误概念，并在学校中展开环保研究项目。Thestudysurveyschildren’sscientificknowledgeandattitudestorainforests.Secondaryschoolchildrenwereaskedtocompleteaquestionnairecontainingfiveopen-formquestions.Themostfrequentresponsestothefirstquestionweredescriptionswhichareself-evidentfromtheterm‘rainforest’.Somechildrendescribedthemasdamp,wetorhot.Thesecondquestionconcernedthegeographicallocationofrainforests.Thecommonestresponseswerecontinentsorcountries:Africa(givenby43%ofchildren),SouthAmerica(30%),Brazil(25%).Somechildrenalsogavemoregenerallocations,suchasbeingneartheEquator.该项研究调査了孩子有关热带雨林的科学知识以及态度。研究要求一些中学生填写一份包含了五个简答题的调査表。对于第一个问题，最常见的解答就来自“热带雨林”这一名称所附带的不言自明的含义。有些孩子把雨林描述成一个又潮又湿或闷热的地方。第二个问题是关于雨林的地理位置的，大多数答案都提到了国名或洲名：百分之四十三的孩子写了非洲，百分之三十写了美洲;还有百分之二十五的人认为热带雨林主要分布在巴西。有些孩子给出了如“赤道附近”这样更为宽泛的答案。Responsestoquestionthreeconcernedtheimportanceofrainforests.Thedominantidea,raisedby64%ofthepupils,wasthatrainforestsprovideanimalswithhabitats.Fewerstudentsrespondedthatrainforestsprovideplanthabitats,andevenfewermentionedtheindigenouspopulationsofrainforests.Moregirls(70%)thanboys(60%)raisedtheideaofrainforestasanimalhabitats.第三道题目问及了热带雨林的重要性。百分之六十四的学生认为雨林为动物提供了栖身之所。较少的学生回答说雨林是植物的生长地。更少的学生提到了雨林中的土著居民。其中，有百分之七十的女孩子认为雨林是动物的家，而男孩子中只有百分之六十的人执此观点。Similarly,butatalowerlevel,moregirls(13%)thanboys(5%)saidthatrainforestsprovidedhumanhabitats.Theseobservationsaregenerallyconsistentwithourpreviousstudiesofpupils’viewsabouttheuseandconservationofrainforests,inwhichgirlswereshowntobemoresympathetictoanimalsandexpressedviewswhichseemtoplaceanintrinsicvalueonnon-humananimallife.相似的是，有百分之十三的女生认为热带雨林为人类提供了居所，而男生中有此想法的人只占百分之五。这些观点与先前就学生对热带雨林的开发及保护状况所做的研究的结果基本一致，该结果表明女生更容易表现出对小动物的同情，其观点也更容易将内在价值观基于动物而非人类生命上。Thefourthquestionconcernedthecausesofthedestructionofrainforests.Perhapsencouragingly,morethanhalfofthepupils(59%)identifiedthatitishumanactivitieswhicharedestroyingrainforests,somepersonalisingtheresponsibilitybytheuseoftermssuchas‘weare’.About18%ofthepupilsreferredspecificallytologgingactivity.第四个问题问到了热带雨林遭到破坏的原因。值