雅思阅读实验类文章分析

1、雅思阅读实验类文章分析雅思阅读文章一般可以分为两大类：介绍类的说明文和论证类的学术论文。前者主要是针对一个既定的客观事实进行陈述，不包含argument ；后者则是针对一个悬而未决的问题进行分析论证，继而提出解决方案，其过程一般为提出问题， 分析问题，解决问题。而在具体情况下，这类学术类的文章又可以分为两类：实 验类和逻辑辩论类。下面，笔者就将结合剑桥雅思真题集中的例子，重点分析其中一类-实验类。剑五 test1passage2 ”nature or nurture”A段：A few years ago, in one of the most fasci nat ing and disturb

2、 ing experime nts in behavioral psychology, Stanley Milgram of YaleUn iversity tested 40 subjects from all walks of life for their willi ngn ess to obey instructions given by a 'leader' in a situation in which the subjects might feel a personal distaste for the actions they were called upon

3、to perform. Specifically, Milgram told each volun teer 'teacher-subject' that the experime nt was in the n oble cause of educati on, and was desig ned to test whether or not punishing pupils for their mistakes would have a positive effect on the pupils' ability to learn.B段：Milgram's

4、experime ntal set-up invo Ived placi ng the teacher-subject before a panel of thirty switches with labels ranging from '15 volts ofelectricity (slight shock)' to '450 volts (danger - severe shock)' in steps of 15 volts each. The teacher-subject was told that whe never the pupil gave

5、the wrong an swer to a questio n, a shock was to be adm ini stered, beg inning at the lowest level and in creas ing in severity with each successive wrong answer. The supposed 'pupil' was in reality an actor hired by Milgram to simulate receiving the shocks by emitting a spectrum of groa ns,

6、 screams and writ ings together with an assortme nt of stateme nts and expletives denouncing both the experime nt and the experime nter. Milgram told the teacher-subject to ignore the reacti ons of the pupil, and to adm ini ster whatever level of shock was called for, as per the rule governing the e

7、xperimental situation of the moment.C段：As the experime nt un folded, the pupil would deliberately give the wrong an swers to questio ns posed by the teacher, thereby bringing on various electrical puni shme nts, eve n up to the dan ger level of 300 volts and bey ond. Many of the teacher-subjects bal

8、ked at adm ini steri ng the higher levels of punishment, and turned to Milgram with questioning looks and/or complaints about continuing the experiment. In these situations, Milgram calmly expla ined that the teacher-subject was to ignore the pupil's cries for mercy and carry on with the experim

9、e nt. If the subject was still reluctant to proceed, Milgram said that it was important for thesake of the experime nt that the procedure be followed through to the end. His final argume nt was, 'You have no other choice. You must go on.' What Milgram was tryi ng to discover was the nu mber

10、of teacher-subjects who would be willing to administer the highest levels of shock, eve n in the face of strong pers onal and moral revulsi on aga inst the rules and con diti ons of the experime nt.D段：Prior to carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists and

11、 asked them to predict the average percentage of people in an ordinary population who would be willing to administer the highest shock level of 450 volts. The overwhelming consen sus was that virtually all the teacher-subjects would refuse to obey the experime nter. They psychiatrists felt that '

12、;most subjects would not go beyond 150 volts' and they further anticipated that only four per cent would go up to 300 volts. Furthermore, they thought that only a lun atic fringe of about one in 1,000 would give the highest shock of 450 volts.E段：What were the actual results? Well, over 60 per ce

13、nt of the teacher-subjects continued to obey Milgram up to the 450-volt limit! In repetiti ons of the experime nt in other coun tries, the perce ntage ofobedie nt teacher-subjects was eve n higher, reach ing 85 per cent in one coun try. How can we possible acco unt for this vast discrepa ncy betwee

14、n what calm, rati on al, kno wledgeable people predict in the comfort of their study and what pressured, flustered, but cooperative 'teachers' actually do in the laboratory of real life?F段：One's first inclination might be to argue that there must be some sort of built-in animal aggressio

15、n instinet that was activated by the experimental, and the Milgram's teacher-subjects were just following a gen etic n eed to discharge this pen t-up primal urge onto the pupil by admi nisteri ng the electrical shock. A moder n hard-core social-biologist might even go so far as to claim that thi

16、s aggressive instinet evolved as an adva ntageous trait, hav ing bee n of survival value to our an cestors in their struggle against the hardships of life on the plains and in the caves, ultimately finding its way into our genetic make-up as a remnant of our an cie nt ani mal ways.G段：An alter native

17、 to this no ti on of gen etic program ming is to see the teacher-subjects' acti ons as a result of the social en vir onment un der which the experime nt was carried out. As Milgram himself poin ted out, 'Most subjects in the experime nt see their behavior in a larger con textthat is benevole

18、nt and useful to society - the pursuit of scientific truth. The psychological laboratory has a stro ng claim to legitimacy and evokes trust and con fide nce in those who perform. there. An acti on such as shocking a victim, which in isolation appears evil, acquires a completely differe nt meaning wh

19、e n placed in this sett in g'.H段：Thus, in this explanation the subject merges his unique personality and pers onal and moral code with that of larger in stitutio nal structures, surre nderi ng in dividual properties like loyalty, self-sacrifice and discipli ne to the service of malevole nt syste

20、ms of authority.I段：Here we have two radically differe nt expla nati ons for why so many teacher-subjects were willi ng to forgot their sense of pers onal responsibility for the sake of an institutional authority figure. The problem for biologists, psychologists and an thropologists is to sort out wh

21、ich of these two polar expla nati ons is more plausible. This, in esse nce, is the problem of moder n sociobiology - to discover the degree to which hard-wired gen etic program ming dictates, or at least stron gly biases, the in teract ion of ani mals and huma ns with their en vir onment, that is, t

22、heir behavior. Put ano ther way, sociobiology is concerned with elucidat ing the biological basis of all behavior.不知道考生在想到实验类的文章会想到什么，笔者回想起初中物理课写的实验报告。该报告的组成是实验目的，实验过程，实验结果。回到该文章，我们通过每 段话的首句分析，可以看清楚文章的发展逻辑。首段主要讲的是 Stanley Milgram做实验的目的。“tested 40 subjects from allwalks of life for their willingness

23、to obey instructions given by a 'leader' in a situati on in which the subjects might feel a pers onal distaste for the actio ns they were called upo n to perform”，测试实验主题对领导者的要求的配合度。也就是笔者在前文提到的实验目的。（可以做选择题的第一题以及判 断题的第一题）精读第二段首句 Milgram's experimental set-up involved placing the teacher-su

24、bject before a panel of thirty switches with labels ranging from '15 volts of electricity （slight shock）' to '450 volts （danger - severe shock）' in steps of 15 volts each.我们可以发现实验的安排是电击等级从十五到四百五十伏。（选择题的第二题出自这个段落）第三段的首句内容是指的实验过程中的情况，因为首句有描述as theexperime nt un folded.第四段的首句涉及预测结果，Prio

25、r to carryi ng out the experime nt. Milgramexpla ined his idea to a group of 39 psychiatrists and asked them to predict the average perce ntage of people in an ordinary populati on who would be willi ng to admi nister the highest shock level of 450 volts.预测的是会按电击到四百五十伏的人数。（可以做选择题的最后一题）按照逻辑来看，接下来我们应该

26、可以预测的内容是实验真正的结果。精读第五段的首句我们不难发现，内容确实是这个。“what are the actual results? ”那么按照文章发展的逻辑来看，接下来的内容应该是考虑出现实验结论的原因，“ One's first inclination might be to argue that there must be some sortof built-i n ani mal aggressi on in sti net that was activated by theexperimental, and the Milgram's teacher-subjec

27、ts were just following agen etic n eed to discharge this pen t-up primal urge onto the pupil byadmi nisteri ng the electrical shock. ”“ An alter native to this no ti on ofgen etic program ming is to see the teacher-subjects' actions as a result of the social en vir onment un der which the experi

28、me nt was carried out.”一是基因请款导致，二十实验者认为自己是在追寻科学真理。最后是文章的总结，引入social biology的问题。总结来看，文章的脉络如下：实验前 包括1.1 ntroduction（即点出实验目的The aim of thisexperiment, 或 The explanation for the experiment）。实验前除了对实验目的做出解释外，还有就是 2. Backgrou nd（即对和开展该实验有关的所有东西的介绍，例如实验器材，实验人员，知识背景，身份，实验的架构，历经时 间等等）实验中就是实验的开始阶段Findings的过程，包

29、括实验的具体操作过程和 实验中发现的事实或情况。实验后包括实验最终结果，或者最终结果阐述前插入一段实验的预测结果 当然最终结果的后面还有可能插入对实验结果的原因分析。文章的 最后一段 就是对整个实验的 再次总结 以及对今后某个领域 提出新 的课题。在理清楚文章脉络之后，这篇文章当中最难的段落细节匹配题，也就是笔者在前文讲过的这个阅读高分拦路虎也就没有那么难了。14 a biological expla nati on of the teacher-subjects' behavior15 the explanation Milgram gave the teacher -subject

30、s for theexperime nt16 the ide ntity of the pupils17 the expected statistical outcome18 the gen eral aim of sociobiological study19 the way Milgram persuaded the teacher-subjects to con ti nue按照分类不难看出，14应该隶属于试验后的行为解释，所以答案应该是在 F段 或者G段，再来看到是生物学的解释，所以答案只能是 F 了； 15题是M对于 实验的解释也就是实验目的，所以答案应该是 A段；16题主要问到的是

31、小孩子 的身份，属于实验准备，也就是 B段；17是预测实验结果，可以通过 D段的首 句确认答案；18涉及了 social biological 的内容，那么答案不难确定应该是I 段；最后19题是M劝服学生继续实验，该归属于实验过程，也就是 C段。以上分析，笔者认为，确认文章类型，分析文章发展脉络，对段落细节匹配题,甚至是应对笔者前文提到的剑九到剑十二的既定出题发展方向-定位难，定位词失效，这都是一个非常好的方式。不仅可以加快阅读速度,也可以提高做题的准确率。望考生可以在平时的阅读当中，养成分析文章脉络,细读每段首句主题句的习惯。Whe n you are old and grey and fu

32、ll of sleep,And nodding by the fire, take dow n this book,And slowly read, and dream of the soft lookYour eyes had on ce, and of their shadows deep;How many loved your mome nts of glad grace,And loved your beauty with love false or true,But one man loved the pilgrim soul in you,And loved the sorrows of your cha nging face;And bending dow n beside the glow ing bars,Murmur, a little sadly, how love fl