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名句积累雅思阅读为何自认为读懂全文却做不对题目

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2021-01-07 07:33
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2021年1月7日发(作者:慎氏)
雅思阅读为何自认为读懂全文却做
不对题目


为什么我整篇 *都读懂了但题目就是做不对?这是很多人都
有的疑惑,下面给大家带来了雅思阅读为何自认为读懂全文 却做
不对题目,希望能够帮助到大家,下面就和大家分享,来欣赏一
下吧。
雅思阅读为何自认为读懂全文却做不对题目?
之前看过一个视频,就是心理学上非常著名的“看不见的黑
猩猩实验”(the invisible gorilla)。实验对象需观看一小段短片,片
中穿着白色和黑色球衣的两队运动员在向对方球队传 球。实验对
象的唯一任务,就是计算白色球衣队员传球的次数。
在影片中间,一个装扮成 大猩猩的人走进人群中,对着镜头
敲打自己的胸膛,停留了八九秒,然后离开。场景背后的幕布颜
色也在实验过程中逐渐变为金色,在大猩猩登场之后,黑衣球队
一位球员退场。
但令人 惊奇的是,几乎一半的实验对象未能发现大猩猩的存
在。追踪实验对象目光转动痕迹的眼动仪测量结果显 示,那些声
称没看到大猩猩的人,大多数目光也曾停留在它身上——他们
“看到”了大猩猩,却 没能“看见”。
主导这场实验的哈佛大学心理学教授西蒙斯与查布里斯后
来将实验结果撰 写成一本心理学著作《看不见的大猩猩:无处不
在的六大错觉》,书中对此得出的结论是:人类真正体验 到的世
界远少于他们所感知到的世界。也就是说,人脑会自动忽略它认
为并不需要的东西,而选 择性地记住那些它认为重要的东西。
除了选择性记忆之外,还有一个记忆错觉理论。
911事件发生后包括美国总统小布什在内的很多人都曾在采
访中栩栩如生地描绘那一天发生的场景,然 而,事实却证明他们
的记忆内容与真实情况大相径庭。有些人会把一件实际发生在亲
友身上的事 情套在自己头上,却信誓旦旦宣称确有此事。
这些都是由记忆错觉导致的。事实上,我们记忆的信 息并不
是现实的复制品,每次回忆都是一个信息重新整合的过程,受到
信仰、喜好、心情等个体 主观意识的左右。留在脑海中的也许不
再是事件本身,而是被大脑重新塑造后的场景。
回 到阅读理解中来,刚刚提到的问题就很好解释了。实际上
你并没有真正读懂整篇*,在阅读过程中人脑会 选择性地记住那
些它认为有用的信息,比如各种数字,可能会出现在选择题中的
句子等,而选择 性地忽略那些“看起来不那么重要“的东西,比如
读不懂的长难句,理解模糊的概念,模棱两可的单词。
也就是说,一篇*你可能只看懂了大部分(90%),而有剩下的
10%没看懂。但人的记 忆模式会自行对*中那些看不懂的部分进
行拼接加工改造解释,以使得它们看起来有意义,符合逻辑。这
个时候你就会产生“我看懂了*”这种错觉。
而*中被强行解释的10%的信息,可能就是决定你选择题能
不能做对的关键。
下次你不 妨可以尝试一下:找一篇带有准确译文的题目,读
完英文后做选择题,然后再一句一句对照中文译文,这 个时候你
很可能会发现其实自己没有并读懂*,只是漏掉细节而不自知而
已。想象一下,如果一 开始读的是中文译文,那么选择题还会做
错吗?
解决这种问题的方法没有别的,只能不断 提高自己的阅读理
解能力,也就是说,要多读,增强词汇功底,强化语法——就像
上面提到的那 些建议一样,努力让读英文的过程越来越流畅自
然,这样你阅读理解的准确率才会不断提高。
雅思阅读无限仿真模拟题详解:New Ways of Teaching
History
New Ways of Teaching History
In a technology and media-driven world, its becoming
increasingly difficult to get our students’ attentions and keep them
absorbed in classroom discussions. This generation, in particular,
has brought a unique set of challenges to the educational table.
Whereas youth are easily enraptured by high-definition television,
computers, iPods, video games and cell phones, they are less than
enthralled by what to them are obsolete textbooks and boring
classroom lectures. The question of how to teach history in a digital
age is often contentious. On the one side, the old guard thinks the
professional standards history is in mortal danger from
flash-in-the-pan challenges by the distal that are all show and no
substance. On the other Side, the self-styled “disruptors” offer
over- blown rhetoric about how digital technology has changed
everything while the moribund profession obstructs all progress in
the name of outdated ideals. At least, thats a parody (maybe not
much of one) of how the debate proceeds. Both supporters and
opponents of the digital share more disciplinary common ground
than either admits.
When provided with merely a textbook as a supplemental
learning tool, test results have revealed that most students fail to
pinpoint the significance of historical events and individuals. Fewer
still are able to cite and substantiate primary historical sources.
What does this say about the way our educators are presenting
information? The quotation comes from a report of a 1917 test of
668 Texas students. Less than 10 percent of school-age children
attended high school in 1917; today, enrollments are nearly
universal. The whole world has turned on its head during the last
century but one thing has stayed the same: Young people remain
woefully ignorant about history reflected from their history tests.
Guess what? Historians are ignorant too, especially when we
equate historical knowledge with the
test, those specializing in American history did just fine. But those
with specialties in medieval, European and African history failed
miserably when confronted by items about Fort Ticonderoga, the
Olive Branch Petition, or the Quebec Act — all taken from a typical
textbook. According to the testers, the results from the recent
National Assessment in History, like scores from earlier tests, show
that young people are
Invoking the tragedy of last September, historian Diane Ravitch
hitched her worries about our future to the idea that our nations
strength is endangered by youth who do poorly on such tests. But if
she were correct, we could have gone down the tubes in 1917!
There is a huge difference between saying
the history we want then to know
history at all.
pores even if young people cant marshal it when faced by a
multiple choice test. If we weren’t such hypocrites (or maybe if we
were better historians) wed have to admit that todays students
follow in our own footsteps. For too long weve fantasized that by
rewriting textbooks we could change how history is learned. The
problem, however, is not the content of textbooks but the very idea
of them. No human mind could retain the information crammed
into these books in 1917, and it can do no better now. If we have
learned anything from history that can be applied to every time
period, it is that the only constant is change. The teaching of history,
or any subject for that matter, is no exception. The question is no
longer whether to bring new technologies into everyday education;
now, the question is which There is a huge difference between
saying
saying
itself into our cultural pores even if young people cant marshal it
when faced by a multiple choice test. If we weren’t such hypocrites
(or maybe if we were better historians) wed have to admit that
todays students follow in our own footsteps. For too long weve
fantasized that by rewriting textbooks we could change how history
is learned. The problem, however, is not the content of textbooks

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