剑桥雅思7阅读：Test1雅思阅读PASSAGE 3真题+答案+解析

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　　READING PASSAGE 3

　　You should spend about 20 minutes on Questions 27- 40, which are based on Reading Passage 3below.

　　EDUCATING PSYCHE

　　Educating Psyche by Bernie Neville is a book which looks at radical new approaches tolearning, describing the effects of emotion, imagination and the unconscious on learning.One theory discussed in the book is that proposed by George Lozanov, which focuses on ,the power of suggestion.

　　Lozanov's instructional technique is based on the evidence that the connections made inthe brain through unconscious processing (which he calls non-specific mental reactivity)are more durable than those made through conscious processing. Besides the laboratoryevidence for this, we know from our experience that we often remember what we haveperceived peripherally, long after we have forgotten what we set out to learn. If we thinkof a book we studied months or years ago, we will find it easier to recall peripheral

　　details - the colour, the binding, the typeface, the table at the library where we sat whilestudying it - than the content on which we were concentrating. If we think of a lecturewe listened to with great concentration, we will recall the lecturer's appearance and

　　mannerisms, our place in the auditorium, the failure of the air-conditioning, much moreeasily than the ideas we went to learn. Even if these peripheral details are a bit elusive,they come back readily in hypnosis or when we relive the event imaginatively, as in

　　psychodrama. The details of the content of the lecture, on the other hand, seem to havegone forever.

　　This phenomenon can be partly attributed to the common counterproductive approach tostudy (making extreme efforts to memorise, tensing muscles, inducing fatigue), but it alsosimply reflects the way the brain functions. Lozanov therefore made indirect instruction(suggestion) central to his teaching system. In suggestopedia, as he called his method,consciousness is shifted away from the curriculum to focus on something peripheral. Thecurriculum then becomes peripheral and is dealt with by the reserve capacity of the brain.The suggestopedic approach to foreign language learning provides a good illustration. Inits most recent variant (1980), it consists of the reading of vocabulary and text while theclass is listening to music. The first session is in two parts. In the first part, the music is

　　classical (Mozart, Beethoven, Brahms) and the teacher reads the text slowly and solemnly,with attention to the dynamics of the music. The students follow the text in their books.This is followed by several minutes of silence. In the second part, they listen to baroquemusic (Bach, Corelli, Handel) while the teacher reads the text in a normal speaking voice.During this time they have their books closed. During the whole of this session, their

　　attention is passive; they listen to the music but make no attempt to learn the material.Beforehand, the students have been carefully prepared for the language learning

　　experience. Through meeting with the staff and satisfied students they develop the

　　expectation that learning will be easy and pleasant and that they will successfully learn

　　several hundred words of the foreign language during the class. In a preliminary talk, theteacher introduces them to the material to be covered, but does not 'teach' it. Likewise,the students are instructed not to try to learn it during this introduction.

　　Some hours after the two-part session, there is a follow-up class at which the students arestimulated to recall the material presented. Once again the approach is indirect. The

　　students do not focus their attention on trying to remember the vocabulary, but focus onusing the language to communicate (e.g. through games or improvised dramatisations).Such methods are not unusual in language teaching. What is distinctive in the

　　suggestopedic method is that they are devoted entirely to assisting recall. The 'learning'of the material is assumed to be automatic and effortless, accomplished while listening tomusic. The teacher's task is to assist the students to apply what they have learned

　　paraconsciously, and in doing so to make it easily accessible to consciousness. Anotherdifference from conventional teaching is the evidence that students can regularly learn1000 new words of a foreign language during a suggestopedic session, as well as grammar and idiom.

　　Lozanov experimented with teaching by direct suggestion during sleep, hypnosis and

　　trance states, but found such procedures unnecessary. Hypnosis, yoga, Silva mind- control,religious ceremonies and faith healing are all associated with successful suggestion, butnone of their techniques seem to be essential to it. Such rituals may be seen as placebos.Lozanov acknowledges that the ritual surrounding suggestion in his own system is also aplacebo, but maintains that without such a placebo people are unable or afraid to tap thereserve capacity of their brains. Like any placebo, it must be dispensed with authority tobe effective. Just as a doctor calls on the full power of autocratic suggestion by insistingthat the patient take precisely this white capsule precisely three times a day before meals,Lozanov is categoric in insisting that the suggestopedic session be conducted exactly inthe manner designated, by trained and accredited suggestopedic teachers.

　　While suggestopedia has gained some notoriety through success in the teaching of

　　modern languages, few teachers are able to emulate the spectacular results of Lozanovand his associates. We can, perhaps, attribute mediocre results to an inadequate placeboeffect. The students have not developed the appropriate mind set. They are often notmotivated to learn through this method. They do not have enough 'faith'. They do notsee it as 'real teaching', especially as it does not seem to involve the 'work' they havelearned to believe is essential to learning.

　　你应该花20分钟回答27- 40题，这些问题基于下面阅读文章3。

　　教育心理

　　伯尼·内维尔的《心灵教育》一书探讨了激进的学习新方法，描述了情感、想象力和潜意识对学习的影响。书中讨论的一个理论是由乔治·洛扎诺夫提出的，它着重于暗示的力量。

　　Lozanov的教学技巧是建立在这样的证据之上的，即通过无意识过程(他称之为非特定的心理反应)在大脑中建立的联系比通过有意识过程建立的联系更持久。除了实验证据之外，我们从自己的经验中知道，在我们忘记了自己要学习的东西很久之后，我们经常会记住我们在周边感知到的东西。如果我们想起几个月或几年前读过的一本书，我们会发现外围记忆更容易

　　细节——颜色、装订、字体、我们学习时坐在图书馆的桌子——而不是我们所专注的内容。如果我们想到一个讲座，我们很专注地听，我们会回忆讲师的外表和

　　怪癖，我们在礼堂的位置，空调的故障，比我们去学习的想法要容易得多。即使这些外围的细节有些难以捉摸，但在催眠状态下，或者当我们想象地重温事件时，这些细节会很容易重现

　　心理剧。另一方面，讲座内容的细节似乎永远消失了。

　　这种现象在程度上可以归因于常见的适得其反的学习方法(拼命记忆、绷紧肌肉、导致疲劳)，但它也简单地反映了大脑的运作方式。因此，洛扎诺夫把间接指导(建议)作为他的教学体系的核心。在他所谓的暗示教学法中，意识从课程中转移到外围事物上。然后这个课程变成外围的，由大脑的储备能力来处理。暗示教学法就是一个的例子。在其版本(1980年)中，它包括在听音乐时阅读词汇和文本。次会议分为两部分。在部分，音乐是

　　古典音乐(莫扎特、贝多芬、勃拉姆斯)，老师缓慢而严肃地朗读课文，注意音乐的动态。学生们跟读课本上的课文。随后是几分钟的默哀。在第二部分，他们听巴洛克音乐(巴赫，科雷利，韩德尔)，同时老师用正常的说话声音朗读课文。在这段时间里，他们把帐合上了。在整个会议期间，他们

　　注意是被动的;他们听音乐，但不尝试学习材料。事先，学生们已经为语言学习做了仔细的准备

　　体验。通过与教职员和满意的学生的会面，他们发展

　　期望学习将是轻松愉快的，他们将成功地学习

　　课堂上有几百个外语单词。在初级谈话中，老师向他们介绍要讲的内容，但不“教”。同样地，在介绍过程中，学生也被告知不要试图去学习它。

　　两部分课程结束后的几个小时，还有一节后续课程，在这节课上，学生们会被刺激回忆所展示的材料。同样，这种方法是间接的。的

　　学生的注意力不集中在记忆词汇上，而集中在使用语言进行交流(例如通过游戏或即兴表演)。这种方法在语言教学中并不鲜见。有什么特别之处

　　建议的方法是他们完全致力于帮助回忆。材料的“学习”被认为是自动的、毫不费力的，在听音乐的同时就可以完成。老师的任务是帮助学生应用所学到的知识

　　副科学的，这样做是为了让它更容易被意识所接受。与传统教学的另一个不同之处在于，学生可以在暗示教学中定期学习1000个外语新单词，以及语法和习语。

　　Lozanov实验了在睡眠、催眠和催眠中直接暗示教学

　　恍惚状态，但发现这样的程序没有必要。催眠、瑜伽、席尔瓦精神控制、宗教仪式和信仰治疗都与成功的暗示有关，但它们的技巧似乎都不是必不可少的。这样的仪式可以看作是安慰剂。洛扎诺夫承认，在他自己的系统中，围绕着暗示的仪式也是一种安慰剂，但他坚持认为，如果没有这种安慰剂，人们就无法或害怕发挥他们大脑的备用能力。

　　剑桥雅思7阅读+答案解析Test1Passage3

　　师资点题剑桥雅思7阅读：

　　READING PASSAGE 3

　　文章结构

　　体 裁：心理学介绍

　　主 题：通过无意识行为学习及暗示学习法的原理

　　段落概括

　　段从《教育心理》一书引出无意识行为学习。

　　第二段

　　无意识行为在学习中的体现。

　　第三段暗示教学法的原理。

　　第四段暗示教学法在外语教学中的使用。

　　第五段暗示教学法的应用及其成果。

　　第六段暗示教学法与传统教学方式的区别。

　　第七段暗示教学法被认为是学习中所必须的宽慰剂。

　　第八段暗示教学法并没有真正得到学生的认可和使用。