2016年10月8日雅思A类阅读考试真题回忆

摘要:2016年10月8日雅思考试已经结束,雅思中国网教育教学研发中心陈莹老师和陈蓉老师为大家带来最新,最快,最全的A类阅读考试回忆。

2016年10月8日雅思考试已经结束,雅思中国网教育教学研发中心陈莹老师和陈蓉老师为大家带来最新,最快,最全的A类阅读考试回忆。


20161008雅思阅读机经考题回忆

——来自雅思中国网教育教学研发中心

Passage One

新旧

题材

题目

题型

20140426

社会

Museum Blockbuster

单选4

填空4

多选2

多选3

文章主旨:博物馆展览大片

单选4

1. C

2. A

3. A

4. C

填空4

5. customers

6. pubic relationship skills

7.

8. Attractions

多选2

9. A

10. C

多选3

11. C

12. E

13. G

Passage Two

新旧

题材

题目

题型

教育

Parent Involvement

判断6

配对6

主旨1

文章主旨:家长参与学校教育对孩子成绩有直接影响

判断6

14. FALSE

15. TRUE

16. TRUE

17. FALSE

18. NOT GIVEN

19. FALSE

配对6

20. C

21. B

22. A

23. D

24. E

25. A

主旨1

26. B

Children’s acquiring the principles of mathematics and science

A

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 the 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 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 may 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 applying 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 change was expected to result from the pupils' own intellectual activity. When confronted with a result that challenges their thinking—that is, when faced with conflict—pupils realize that they need to think again about their own ways of solving problems, regardless of whether the problem is one in mathematics 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 engaged 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

Piaget's hypothesis about how cognitive 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' peers 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 studies of science teaching and learning.

E

Christine Howe and her colleagues, for example, have compared children's 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 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 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 discussions, 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 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' predictions 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 made by pupils in their conceptions of what influenced the path of falling objects.

Passage Three

新旧

题材

题目

题型

20140619

教育

Perseverance to Success

单选4

判断6

选项填空4

文章主旨:天赋是遗传先天的还是靠练习,主要以音乐为例。讨论坚持不懈对成功的作用和他们的关系。首先探讨了毅力是否是成功的必要条件,并阐述了众多学家就此提出的各类观点。在论证天才是不是也需要坚持不懈时,举例了莫扎特一个人坚持找工作的过程。最后证明了坚持不懈和成功的关系密切。

单选4

27. B

28. C

29. A

30. A

判断6

31. NO

32. YES

33. NOT GIVEN

34. NO

35. NO

36. YES

选项填空4

37. Tuition

38. 8

39. popular

40. inherited



文章来源于网络,如有侵权请联系我们,将会在第一时间处理
更多资讯可以关注微信公众号:IELTSIM。
[AD] 点击此处了解【雅思合集】【学习计划定制】【终生VIP服务】
2016年11月26日A类雅思阅读考试真题回忆
雅思考试:2016年1月23日场次真题回忆
2016年9月10日雅思A类阅读考试真题回忆
2016年10月22日雅思写作考试真题回忆