劍橋Cambridge雅思IELTS劍10Test2Passage2Gifted-children-and-learning-天才兒童和學(xué)習(xí)解析

劍10T2Passage22016年12月11日20:43Giftedchildrenandlearning天才兒童和學(xué)習(xí)A

Internationally,‘giftedness’ismostfrequentlydeterminedbyascoreonageneralintelligencetest,knownasanIQtest,whichisaboveachosencutoffpoint,usuallyataroundthetop2-5%.國(guó)際上，“天才”最常規(guī)的被確定的方式是通過generalintelligencetest的分?jǐn)?shù)，也就是公認(rèn)的IQtest，“天才”是選擇超過（scoreofIQtest）一個(gè)臨界點(diǎn)，通常大約是最高的2-5%。key：determine[d??t?:m?n]vt.&vi.（使）下決心，（使）做出決定;vt.決定，確定;determineda.毅然的、確定的；cutoffpoint截止點(diǎn)、臨界點(diǎn)主句：‘giftedness’isdeterminedby…which引導(dǎo)IQtest的非限制性定語從句Children’seducationalenvironmentcontributestotheIQscoreandthewayintelligenceisused.孩子的教育環(huán)境會(huì)對(duì)IQscore很有貢獻(xiàn)，同時(shí)thewayintelligenceisused.Forexample,averyclosepositiverelationshipwasfoundwhenchildren’sIQscoreswerecomparedwiththeirhomeeducationalprovision(Freeman,2010).例如，當(dāng)把孩子的IQscores和家庭教育情況做比較時(shí)，一個(gè)緊密正相關(guān)被發(fā)現(xiàn)(Freeman,2010)。（直譯）key：closepositiverelationship正相關(guān)；educationalprovision教育供給、教育環(huán)境；provisionn.v規(guī)定、條款、準(zhǔn)備、供應(yīng)；provisionaladj.暫時(shí)的，臨時(shí)的;暫定的;n.臨時(shí)性;臨時(shí)人員;AbeencomparedwithB.Thehigherthechildren’sIQscores,especiallyoverIQ130,thebetterthequalityoftheireducationalbackup,measuredintermsofreportedverbalinteractionswithparents,numberofbooksandactivitiesintheirhomeetc.通過報(bào)告的測(cè)量/研究，高智商的孩子特別是IQ超過130的孩子，同時(shí)也有高質(zhì)量的教育背景，被指出的有在他們家中和父母交流、讀書和活動(dòng)的數(shù)量等等。key：intermsof在…方面；verbala.動(dòng)詞的、言語的；interactioninter+actionBecauseIQtestsaredecidedlyinfluencedbywhatthechildhaslearned,theyaretosomeextentmeasuresofcurrentachievementbasedonage-norms;thatis,howwellthechildrenhavelearnedtomanipulatetheirknowledgeandknow-howwithinthetermsofthetest.因?yàn)镮QTest受到孩子學(xué)習(xí)什么的影響，這是正常年齡孩子的成就標(biāo)準(zhǔn)的擴(kuò)大的測(cè)試；這也就是說，孩子們多大程度上學(xué)習(xí)了操作他們的知識(shí)，記憶在測(cè)試項(xiàng)目中知道如何去操作說。key：howwell多大程度上；manipulatevt.操作，處理;巧妙地控制;操縱;Thevocabularyaspect,forexample,isdependentonhavingheardthosewords.ButIQtestscanneitheridentifytheprocessesoflearningandthinkingnorpredictcreativity.比如，在詞匯量方面，是依靠他們之前聽過的那些單詞。但是IQtest既不能識(shí)別出學(xué)習(xí)和思考的過程，也不能識(shí)別創(chuàng)造力。Key:predict;creativityB

Excellencedoesnotemergewithoutappropriatehelp.在缺少合適幫助下，卓越是不能顯現(xiàn)的。key：emerge[i?m?:d?]vi.出現(xiàn)，浮現(xiàn);暴露;擺脫;appropriateToreachanexceptionallyhighstandardinanyareaveryablechildrenneedthemeanstolearn,whichincludesmaterialtoworkwithandfocusedchallengingtuition-andtheencouragementtofollowtheirautonomyandmotivationtodiscover.（這一句主要講填鴨式教學(xué)雖然可以提高成績(jī)卻…）However,whenteacherstopupilstoreflectontheirownlearningandthinkingactivities,theyincreasetheirpupils’self-regulation.Forayoungchild,itmaybejustthesimplequestion‘Whathaveyoulearnedtoday?’whichhelpsthemtorecognisewhattheyaredoing.（這一段主要講另外一種教學(xué)方式…)Giventhatafundamentalgoalofeducationistotransferthecontroloflearningfromteacherstopupils,improvingpupils’learningtolearntechniquesshouldbeamajoroutcomeoftheschoolexperience,especiallyforthehighlycompetent.教育的基礎(chǔ)目標(biāo)是將學(xué)習(xí)的控制從教師轉(zhuǎn)移給學(xué)生，通過學(xué)習(xí)技巧提升孩子學(xué)習(xí)技巧特別是高能力應(yīng)該是學(xué)校經(jīng)歷的主要成果，特別是高能力。key：competentadj.有能力的，能勝任的;能干的，稱職的;足夠的，充足的;有決定權(quán)的;learningto不定式Therearequiteanumberofnewmethodswhichcanhelp,suchaschild-initiatedlearning,ability-peertutoring,etc.Suchpracticeshavebeenfoundtobeparticularlyusefulforbrightchildrenfromdeprivedareas.有很多可以幫助孩子進(jìn)行child-initiatedlearning，ability-peertutoring等的新方法。這些方法是特別為缺少教育的地區(qū)的聰明孩子建立的。key：deprivevt.使喪失，剝奪；deprivedadj.缺少食物的；缺乏足夠教育的Which引導(dǎo)限制性定語從句，先行詞為methodsE

Butscientificprogressisnotalltheoretical,knowledgeisasovitaltooutstandingperformance:individualswhoknowagreatdealaboutaspecificdomainwillachieveatahigherlevelthanthosewhodonot(Elshout,1995).但是，科學(xué)的進(jìn)步不全部是理論性的，知識(shí)在出色的表現(xiàn)中是如此的關(guān)鍵：在某一特殊領(lǐng)域內(nèi)了解更多的特別的人比起那些不那么了解的有更高的成就(Elshout,1995)。key：outstandingperformance出色的表現(xiàn)；specificdomain特殊的領(lǐng)域；individualadj.個(gè)人的;獨(dú)特的;個(gè)別的;n.個(gè)人;個(gè)體;ResearchwithcreativescientistsbySimonton(1988)broughthimtotheconclusionthataboveacertainhighlevel,characteristicssuchasindependenceseemedtocontributemoretoreachingthehighestlevelsofexpertisethanintellectualskills,duetothegreatdemandsofeffortandtimeneededforlearningandpractice.Simonton(1988)的一項(xiàng)創(chuàng)新性的科學(xué)研究結(jié)論表明，在某些高水平方面，性格例如獨(dú)立性似乎比智力技巧更有作用，因?yàn)閭ゴ笮枰蜁r(shí)間進(jìn)行學(xué)習(xí)和練習(xí)。Creativityinallformscanbeseenasexpertisemixedwithahighlevelofmotivation(Weisberg,1993).所有形式的創(chuàng)新都可以被看成是高動(dòng)機(jī)的混合的技術(shù)。Key:expertise[,eksp??'ti?z]n.專門知識(shí)；專門技術(shù)；專家的意見;experta.n.熟練的、專家；FTosumup,learningisaffectedbyemotionsofboththeindividualandsignificantothers.總結(jié)一下，學(xué)習(xí)會(huì)受到個(gè)體和重要的其他情緒的影響。Positiveemotionsfacilitatethecreativeaspectsofearningandnegativeemotionsinhibitit.Fear,forexample,canlimitthedevelopmentofcuriosity,whichisastrongforceinscientificadvance,becauseitmotivatesproblem-solvingbehaviour.積極情緒會(huì)促進(jìn)學(xué)習(xí)的創(chuàng)造性而消極情緒會(huì)抑制創(chuàng)造力。比如，害怕則會(huì)限制好奇心的發(fā)展，好奇心是科學(xué)進(jìn)步的重要?jiǎng)恿?，因?yàn)樗鼤?huì)促進(jìn)問題解決的行為。key：facilitate[f??s?l?te?t]vt.促進(jìn)，助長(zhǎng);使容易;幫助;facilityn.設(shè)備;容易;能力;靈巧;InBoekaerts’(1991)reviewofemotionthelearningofveryhighIQandhighlyachievingchildren,shefoundemotionalforcesinharness.Theywerenotonlycurious,butoftenhadastrongdesiretocontroltheirenvironment,improvetheirlearningefficiencyandincreasetheirownlearningresources.（這一段繼續(xù)講情緒的作用）key：harness[?hɑ:n?s]n.馬具，挽具;背帶;系帶;vt.利用;給（馬等）套軛具;控制;efficienta.有效率的；efficiencyn.效率Questions14-17ReadingPassage2hassixparagraphs,A-F.Whichparagraphcontainsthefollowinginformation?Writethecorrectletter,A-F,inboxes14-17onyouranswersheetNBYoumayuseanylettermorethanonce.14.

areferencetotheinfluenceofthedomesticbackgroundonthegiftedchild15.

referencetowhatcanbelostiflearnersaregiventoomuchguidance16.

areferencetothedamagingeffectsofanxiety17.

examplesofclassroomtechniqueswhichfavoursocially-disadvantagedchildrenQuestions18-22Lookatthefollowingstatements(Questions18-22)andthelistofpeoplebelow.Matcheachstatementwiththecorrectpersonorpeople,A-E.Writethecorrectletter,A-E,inboxes18-22onyouranswersheet.18.

Lesstimecanbespentonexerciseswithgiftedpupilswhoproduceaccuratework.19.

Self-relianceisavaluabletoolthathelpsgiftedstudentsreachtheirgoals.20.

Giftedchildrenknowhowtochanneltheirfeelingstoassisttheirlearning.21.

Theverygiftedchildbenefitsfromappropriatesupportfromcloserelatives.22.

Reallysuccessfulstudentshavelearntaconsiderableamountabouttheirsubject.ListofPeople

A

Freeman

B

ShoreandKanevskyC

Elshout

D

SimontonE

BoekaertsQuestions6-26Completethesentencesbelow.Choose

NOMORETHANTWOWORDS

fromthepassageforeachanswer.Writeyouranswersinboxes23—26onyouranswersheet23.

Onestudyfoundastrongconnectionbetweenchildren’sIQandtheavailabilityof…………..and………..athome.24.

Childrenofaverageabilityseemtoneedmoredirectionfromteachersbecausetheydonothave………25.

Meta-cognitioninvolveschildrenunderstandingtheirownlearningstrategies,aswellasdeveloping………..26.

Teacherswhorelyonwhatisknownas………….oftenproducesetsofimpressivegradesinclasstests.******************StepbystepsolutiontoCAMBREDGEIELTS10–TEST2

–ReadingPassage1–Giftedchildrenandlearning

LocatingParagraphQuestions14-17NBYoumayuseanylettermorethanonce.14.

areferencetotheinfluenceofthedomesticbackgroundonthegiftedchildFOREXAMPLE,

AVERYCLOSEPOSITIVERELATIONSHIP

WASFOUNDWHENCHILDREN’SIQSCORESWERECOMPAREDWITHTHEIRHOMEEDUCATIONALPROVISION(FREEMAN,2010).THEHIGHERTHECHILDREN’SIQSCORES,ESPECIALLYOVERIQ130,

THEBETTERTHEQUALITYOFTHEIR

EDUCATIONALBACKUP,MEASUREDINTERMSOFREPORTEDVERBALINTERACTIONSWITHPARENTS,NUMBEROFBOOKSANDACTIVITIESINTHEIRHOMEETC.Thelineistakenfromthe

2ndlineoftheparagraphA.

Here

educationalbackup,measuredintermsof

…

refersto

domesticbackgroundofeducation,

IQover130

meansthegiftedchild

and

positiverelationship

means

theinfluence.**Sotheansweris

A15.

referencetowhatcanbelostiflearnersaregiventoomuchguidanceTOOMUCHDEPENDENCEONTHETEACHERS

RISKSLOSSOFAUTONOMYANDMOTIVATIONTODISCOVER.thislineistakenfrom

4thlineoftheparagraphD.

Here

toomuch

dependenceonteacher

thatrefersto

iflearnersaregiventoomuchguidance,thenautonomyandmotivationtodiscover

canbelost.**SotheanswerisD16.

areferencetothedamagingeffectsofanxietyFEAR,

FOREXAMPLE,

CANLIMITTHEDEVELOPMENTOFCURIOSITY,

WHICHISASTRONGFORCEINSCIENTIFICADVANCE,BECAUSEITMOTIVATESPROBLEM-SOLVINGBEHAVIOUR.Thisistakenfromthe

3rdlineofparagraphF.

Here

Fear

means

anxiety

canlimitthedevelopmentofcuriosity

is

thedamagingeffect.**SotheanswerisF17.

examplesofclassroomtechniqueswhichfavoursocially-disadvantagedchildrenTHEREAREQUITEANUMBEROFNEWMETHODSWHICHCANHELP,SUCHASCHILD-INITIATEDLEARNING,ABILITY-PEERTUTORING,ETC.

SUCHPRACTICESHAVEBEENFOUNDTOBE

PARTICULARLYUSEFULFOR

BRIGHTCHILDRENFROMDEPRIVEDAREAS.Thislinetakenfromthe

lastlineofparagraphD.

Here

child-initiatedlearning,ability-peertutoring,etc.

arethe

examplesofclassroomtechnique

and

particularlyusefulformeans

favour

and

brightchildrenfromdeprivedareas

means

socially-disadvantagedchildren.**SotheanswerisD=================StatementMatchingQuestions18-2218.

Lesstimecanbespentonexerciseswithgiftedpupilswhoproduceaccuratework.(SHOREANDKANEVSKY,

1993)PUTTHEINSTRUCTOR’SPROBLEMSUCCINCTLY:‘IFTHEY[THEGIFTED]MERELYTHINKMOREQUICKLY,THEN.WE

NEEDONLYTEACHMOREQUICKLY.

IF

THEYMERELYMAKEFEWERERRORS,

THENWECANSHORTENTHEPRACTICE’.Thislineistakenfrom

3rdlineofparagraphC.

Here

needonlyteachmorequickly

andtheymerelymakefewererrors

thatmeans

lesstimecanbespent

andwho

produceaccuratework

respectively.

So

ShoreandKanevsky

quoted

thisline.**Sotheansweris-B.19.

Self-relianceisavaluabletoolthathelpsgiftedstudentsreachtheirgoals.SIMONTON(1988)

BROUGHTHIMTOTHECONCLUSIONTHATABOVEACERTAINHIGHLEVEL,CHARACTERISTICSSUCHASINDEPENDENCE

SEEMEDTOCONTRIBUTE

MORE

TOREACHINGTHEHIGHESTLEVELSOFEXPERTISE

THANINTELLECTUALSKILLS,Thislinetakenfromthe

2ndlineofparagraphE.

Here

independence

isthe

selfreliance,seemtocontribute

thatis

valuabletool,

toreachingtheirhighestlevelsofexpertise

means

toreachtheirgoal.

So

Simonton

quoted

thisline.**Sotheansweris-D.20.

Giftedchildrenknowhowtochanneltheirfeelingstoassisttheirlearning.BOEKAERTS’(1991)

REVIEWOFEMOTIONINTHELEARNINGOFVERYHIGHIQANDHIGHLYACHIEVINGCHILDREN,

SHEFOUND

EMOTIONALFORCESINHARNESS.

THEYWERENOTONLYCURIOUS,BUTOFTENHADASTRONGDESIRETOCONTROLTHEIRENVIRONMENT,IMPROVETHEIRLEARNINGEFFICIENCYANDINCREASETHEIROWNLEARNINGRESOURCES.Thislineistakenfromthe

lastsegmentofparagraphF.

Here,

inthelearningofveryhighIQandhighlyachievingchildren

means

learningprocessofgiftedchild,

emotionalforcesinharness

refersto–

tochanneltheirfillings.

So

Boekaerts

quoted

thisline.**Sotheansweris-E.21.

Theverygiftedchildbenefitsfromappropriatesupportfromcloserelatives.FOREXAMPLE,AVERYCLOSEPOSITIVERELATIONSHIPWASFOUNDWHENCHILDREN’SIQSCORESWERECOMPAREDWITHTHEIRHOMEEDUCATIONALPROVISION

(FREEMAN,2010).

THEHIGHERTHECHILDREN’S

IQSCORES,ESPECIALLYOVERIQ130,

THEBETTERTHEQUALITYOFTHEIREDUCATIONALBACKUP,MEASUREDINTERMSOFREPORTEDVERBALINTERACTIONSWITHPARENTS,NUMBEROFBOOKSANDACTIVITIESINTHEIRHOMEETC.Thislineistakenfrom

3rdlineofparagraphA.

Here–reportedverbalinteractionswithparents,numberofbooksandactivitiesintheirhomeetc

–thatrefersto–appropriatesupportfromcloserelatives,

who

scoredIQover130

means

verygiftedchild.

So

Freeman

quoted

thisline.**Sotheansweris-A22.

Reallysuccessfulstudentshavelearntaconsiderableamountabouttheirsubject.INDIVIDUALSWHO

KNOWAGREATDEALABOUTASPECIFICDOMAIN

WILLACHIEVEATAHIGHERLEVELTHANTHOSEWHODONOT

(ELSHOUT,1995).Thislineistakenfromthe

1stlineofparagraphE.

Here–knowagreatdealaboutaspecificdomain

means

havelearntaconsiderableamountabouttheirsubject.

So

Elshoutquoted

thisline.**Sotheansweris-C.=================FillintheBlanksQuestions6-26NOMORETHANTWOWORDS23.

Onestudyfoundastrongconnectionbetweenchildren’sIQandtheavailabilityof…………..and………..athome.THEBETTERTHEQUALITYOFTHEIREDUCATIONALBACKUP,MEASUREDINTERMSOFREPORTEDVERBALINTERACTIONSWITHPARENTS,NUMBEROF

BOOKSANDACTIVITIESINTHEIRHOME

ETC.Thisistakenfromthe

3rdlineofparagraphA.

Theavailabilityof

booksandactivitiesathome

isthebestanswer.**Sotheansweris-books,activities.24.

Childrenofaverageabilityseemtoneedmoredirectionfromteachersbecausetheydonothave………..COMPAREDWITHMOREAVERAGE-ABILITYOROLDERPUPIL