关于雅思阅读的未解之谜：先看题还是先看文章

1、关于雅思阅读的未解之谜：先看题还是先看文章 关于雅思阅读的未解之谜：先看题还是先看*!一 循序渐进法适合英语基础不是非常好，词汇量缺乏，*对其来说基本看不太懂的雅思考生。操作方法：拿到阅读试卷后浏览*标题，然后选定一篇*开始做题。但是选择的时候要注意题材的熟悉度，可以挑选自己相对比较熟悉的题材先做。选定后就开始审题。按照题型来看。首选是填空题和判断题，其次是选择和配对题。例如说*后题型搭配为判断题+选择题+填空题，那么先审判断题这一部分题目，一题一题做，根据判断题的做题方法去做，而且可以利用顺序性去看*找答案。做完判断题以后再做填空题，利用填空题的标题或第一句话中的名词去做定位，然后用填空题的

2、做题方法去把填空题做完。最后去做选择题，因为选择题对于*的理解要求比较高，对于程度不太好的考生来说会比较难做。优点能尽量保证填空题的正确率，在能得分的题目中保证得分。对于基础不是很好的考生来说是既能保证正确率又能相对节约时间的方法 。缺陷时间花费比较多，而且会多次重复阅读*。二 登高望远法适合高层次学生。英语词汇量大，平时经常阅读英语*或浏览英语网站，语法基础扎实，短期记忆力强，对自己的英语能力非常有信心的雅思考生。操作方法：拿到阅读试卷后浏览*标题，然后选定一篇*开始做题。选定*后先阅读所有的题目，即13-14道题目，把每一道题目的关键词划出来并进行短期记忆。(注：关键词包括定位词和考点，定

3、位词多以名词为主，考点则多以谓语动词和形容词副词为主)重点记忆一些定位性强的名词。看完题目之后去看*，从头开始看，按*的顺序和段落去理解，边看边回忆之前记忆中的定位词，看到了就用笔做一个记号。注意在看的过程中是要以理解*为主，不要过多的去想题目的内容，主要是看懂*。看完以后再去看题目，根据*的内容去做题。如果有*的内容记不清，就可以利用之前读*时划出的定位词再回原文看一下然后确定答案。优点绝对节省时间，确保时间充足缺陷挑战考生英语能力和记忆力，并不适用于大部分考生，主要针对一些立志阅读考8分以上的考生。三 理论实战法适合有一定的英语词汇量，并参加过雅思培训班，掌握了基础语法知识的雅思考生。操作

4、方法：拿到阅读试卷后浏览*标题和*后的题型，选择自己最熟悉的话题或者有自己最擅长的题型的那篇*。然后浏览一下题型，确定下题型关注的先后顺序，也是先填空判断，后配对选择。但这种先后并不是绝对的，而是交替的，也就是在重点做填空判断之前已经将配对选择的定位词和关键词划出并记忆，然后在做填空判断时顺带这看看有没有配对题和选择题的定位词出现。如果程度稍好的同学则可以看一段*，把这段*中涉及到的各种题型的题目都完成，一段一段解决问题。但是用这种方法的时候要注意时间的把握。优点可以相对合理的安排时间去做题，也能保证容易做的题型的正确率。缺陷需要考生能随机应变，对不同的题型搭配要有合理的时间分配，可能会造成审

5、题或看*内容的混乱。雅思阅读机经真题解析-儿童学习childrens acquiring the principles of mathematics and sciencea 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 th

6、e 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

7、 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 m

8、ay 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 applyin

9、g 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

10、change was expected to result from the pupils own intellectual activity. when confronted with a result that challenges their thinkingthat is, when faced with conflictpupils realize that they need to think again about their own ways of solving problems, regardless of whether the problem is one in mat

11、hematics 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 e

12、ngaged 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 piagets hypothesis about how co

13、gnitive 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 peer

14、s 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

15、studies of science teaching and learning.e christine howe and her colleagues, for example, have compared childrens 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

16、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

17、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 discussi

18、ons, 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

19、 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 p

20、redictions 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

21、 made by pupils in their conceptions of what influenced the path of falling objects.questions 28-30choose three letters, a-f.the list below contains some possible statements about learningwhich three of these statements are attributed to piaget by the writer of the passage?a teachers play a big role

22、 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 co

23、gnitive progress is mainly relied on childrens own intellectual activity.questions 31-33choose three letters, a-f.which three of these statements describe howes experiment with 8-12-year-olds children?a the difference of learning progress between groups was obvious.b the most active children made th

24、e 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 34-37do the f

25、ollowing statements agree with the hypothesis of the psychologist piaget?in boxes 34-37 on your answer sheet, writetrue if the statement is truefalse if the statement is falsenot given if the information is not given in the passage34 facing incompatible problems in different disciplines, students ma

26、y be required to rethink their approach to solve the problem35 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 sc

27、ience than in mathematics.questions 38-40choose 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 whicha is the main approach for discovery learning in many teaching nowb requires help from the pupils pe

28、ers.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 ea that children acquire more when learning in groups.b that children opposing each other would learn slower.c researches sh

29、ould 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 toa study how 12-15-years old pupils learn scientific concepts.b assess whether teammates would have the features of exchange ideas.c inves

30、tigate pupils the ability of solving physics problems.d predict and explain the path of falling objects.*题目：childrens acquiring the principles of mathematics and science篇章结构体裁议论文题目儿童对于数学与科学原则的习得结构(一句话概括每段大意)a段：儿童思维方式(认知)转变b段：传统教学难以促进儿童的转变c段：皮亚杰认为智力活动会导致认知改变d段：皮亚杰的理论发展成“发现式学习”e段：实验表明不同意见组比相同意见组进步多f段：

31、实验两人合作交换意见是否有助于取得进步试题分析question 1-。题目类型：题号定位词文中对应点题目解析28-30piaget段落ca选项：教师通过解释难的概念在学习中扮演重要角色。原文没提到。b选项：智力挑战促进学习。段落c倒数第三句。c选项：为了容易获得知识，教学必须一致。原文没提到。d 选项：儿童有时会忽略与其原始理念违背的证据。段落c倒数两句。e选项：儿童可以相互帮助达成认知进步。原文没提到f选项：认知进步主要依赖于儿童自我的智力活动。段落c第二句。31-33howe 8-12段落ea选项：两组学习进步的差别很明显。e段落倒数第二句。b选项：最积极的学生进步最少。原文没提到c选项：

32、儿童被评估理解物理现象的能力。e段第二句理解斜坡上的移动。d选项：教师辅助学生理解科学问题。有问题，原文没提到。e选项：总共三个测试给到学生。原文没提到f选项：所有的儿童在有各种能力层次的组中学习。原文没提到34facing problem段落c第三句面对不同原则下的不同问题，学生可能要重新考虑解决问题的方法。对应段落c第三句，当面临挑战他们想法的结果，即面对冲突时，学生必须意识到他们需要重新思考解决问题的方法。因此答案为true.35questioning original way段落c第三句学生通过质疑原始的思维方式习得新的解决方案。同上。因此答案为true.36clear instruc

33、tion 有着清晰的指导，学生在习得新概念时问题更少。有问题，原文没提到，答案应该是not given.37challenge concepts段落c第三句相比数学，学生在面对科学问题的时候更不可能改变其观念。regardless of whetherscience,不管是数学还是科学，所以比较错误。答案应该是false.38lone learner段落d第二句第二句开始介绍lone learner. 讲到发现式学习最初采用现在被认为是“单独学习者”的方法。在这种情况下，老师在没有学生同伴时，挑战学生的理解。a选项：是现在许多发现式教学的主要方法。没有大的问题，故比较下来选a。b选项：需要来自

34、于同伴的帮助。矛盾，故不选。c选项：十分依赖于老师指导学生的程度。没提到，故不选。d选项：遗漏了发现式学习很重要的一步。矛盾，故不选。39段落e中实验段落e段落e讲了比较两组学生的进步情况，一组为争议大，一组为无争议，得出争议大的组进步大这一结论。但是因为并没有在实验后马上检验，没有证据支持。a选项：组团学习的儿童获得更多知识。两组都有组团，故不选。b选项：相互反对的儿童学得更慢。矛盾，故不选。c选项：研究者应该在第一次实验结束后马上检测反馈。对d选项：由于实验的持续性，应该有一个满意的结果产生。没提到，故不选。40pair work experiment 段落f第一句通过研究12-15岁学生

35、理解物体降落的进步，调查通过通过交换意见是否有助于取得进步。实验前，先做了评估，再去检测进步。a选项：研究12-15岁学生学习科学概念。研究内容而不是目的，故不选。b选项：研究队员是否有交换想法的特点。c选项：研究学生解决物理问题的能力。研究内容而不是目的，故不选。d选项：预测和解释下降物体的途径。研究内容而不是目的，故不选。参考译文：(儿童)数学与科学的学习原理a已经有研究指出，学习数学和科学不像学习思考一样那么直观：也有人强调，学习科学知识的时候，人们往往不得不改变他们在普通的情况下的思维方式。(1题)例如，为了理解如热量和温度这样简单的科学概念，温度作为热量的衡量单位的思維方式必须被抛弃，温度和热之间的区别也必须学习。这些思维方式的变化通常被称为概念上的变化。但概念上的变化是怎么发生的呢?在青年人发展脑部和在校学习的时候，他们是如何改变思考方式的呢?b以传统的教学方法告诉学生现代科学家的思考方式似乎并不很成功。(2题)学生可以学习定义、公式和术语，但仍然维持其先前的概念。这个困境已经被说明很多次。例如，当被告知关于热能和温度后的学生受访时，教师往往发现同学在课堂上应用科学概