雅思阅读为何自认为读懂全文却做不对题目文档格式.docx
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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”（theinvisiblegorilla）。
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：
NewWaysofTeachingHistory
NewWaysofTeachingHistory
Inatechnologyandmedia-drivenworld,itsbecomingincreasinglydifficulttogetourstudents’attentionsandkeepthemabsorbedinclassroomdiscussions.Thisgeneration,inparticular,hasbroughtauniquesetofchallengestotheeducationaltable.Whereasyouthareeasilyenrapturedbyhigh-definitiontelevision,computers,iPods,videogamesandcellphones,theyarelessthanenthralledbywhattothemareobsoletetextbooksandboringclassroomlectures.Thequestionofhowtoteachhistoryinadigitalageisoftencontentious.Ontheoneside,theoldguardthinkstheprofessionalstandardshistoryisinmortaldangerfromflash-in-the-panchallengesbythedistalthatareallshowandnosubstance.OntheotherSide,theself-styled“disruptors”offerover-blownrhetoricabouthowdigitaltechnologyhaschangedeverythingwhilethemoribundprofessionobstructsallprogressinthenameofoutdatedideals.Atleast,thatsaparody（maybenotmuchofone）ofhowthedebateproceeds.Bothsupportersandopponentsofthedigitalsharemoredisciplinarycommongroundthaneitheradmits.
Whenprovidedwithmerelyatextbookasasupplementallearningtool,testresultshaverevealedthatmoststudentsfailtopinpointthesignificanceofhistoricaleventsandindividuals.Fewerstillareabletociteandsubstantiateprimaryhistoricalsources.Whatdoesthissayaboutthewayoureducatorsarepresentinginformation?
Thequotationcomesfromareportofa1917testof668Texasstudents.Lessthan10percentofschool-agechildrenattendedhighschoolin1917;
today,enrollmentsarenearlyuniversal.Thewholeworldhasturnedonitsheadduringthelastcenturybutonethinghasstayedthesame:
Youngpeopleremainwoefullyignorantabouthistoryreflectedfromtheirhistorytests.Guesswhat?
Historiansareignoranttoo,especiallywhenweequatehistoricalknowledgewiththe"
Jeopardy"
DailyDouble.Inatest,thosespecializinginAmericanhistorydidjustfine.Butthosewithspecialtiesinmedieval,EuropeanandAfricanhistoryfailedmiserablywhenconfrontedbyitemsaboutFortTiconderoga,theOliveBranchPetition,ortheQuebecAct—alltakenfromatypicaltextbook.Accordingtothetesters,theresultsfromtherecentNationalAssessmentinHistory,likescoresfromearliertests,showthatyoungpeopleare"
abysmallyignorant"
oftheirownhistory.InvokingthetragedyoflastSeptember,historianDianeRavitchhitchedherworriesaboutourfuturetotheideathatournationsstrengthisendangeredbyyouthwhodopoorlyonsuchtests.Butifshewerecorrect,wecouldhavegonedownthetubesin1917!
Thereisahugedifferencebetweensaying"
Kidsdon’tknowthehistorywewantthentoknow"
andsaying"
Kidsdontknowhistoryatall."
Historicalknowledgeburrowsitselfintoourculturalporesevenifyoungpeoplecantmarshalitwhenfacedbyamultiplechoicetest.Ifweweren’tsuchhypocrites（ormaybeifwewerebetterhistorians）wedhavetoadmitthattodaysstudentsfollowinourownfootsteps.Fortoolongwevefantasizedthatbyrewritingtextbookswecouldchangehowhistoryislearned.Theproblem,however,isnotthecontentoftextbooksbuttheveryideaofthem.Nohumanmindcouldretaintheinformationcrammedintothesebooksin1917,anditcandonobetternow.Ifwehavelearnedanythingfromhistorythatcanbeappliedtoeverytimeperiod,itisthattheonlyconstantischange.Theteachingofhistory,oranysubjectforthatmatter,isnoexception.Thequestionisnolongerwhethertobringnewtechnologiesintoeverydayeducation;
now,thequestioniswhichThereisahugedifferencebetweensaying"
now,thequestioniswhichtechnologiesaremostsuitablefortherangeoftopicscoveredinjuniorhighandhighschoolhistoryclassrooms.Fortunately,technologyhasprovideduswithopportunitiestopresentourCivilWarlessonplansorourAmericanRevolutionlessonplansinavarietyofnewways.
Teacherscaneasilytargetandengagethelearnersofthisgenerationbyeffectivelycombiningthestudyofhistorywithinnovativemultimedia-PowerPointandpresentationsinparticularcanexpandthescopeoftraditionalclassroomdiscussionbyhelpingteacherstoexplainabstractconceptswhileaccommodatingstudents.uniquelearningstyles.PowerPointstudyunitsthathavebeenpre-madeforhistoryclassroomsincludeallmannerofphotos,prints,maps,audioclips,videoclipsandprimarysourceswhichhelptomakelearninginteractiveandstimulating.Presentinglessonsintheseenticingformatshelpstechnology-drivenstudentsretainthehistoricalinformationtheyllneedtoknowforstandardexams.
WhetheryouarecoveringRevolutionaryWarlessonplansorWorldWarIIlessonplans,PowerPointstudyunitsareavailableinformatstosuittheneedsofyourclassroom.MultimediateachinginstrumentslikePowerPointsoftwarearegettingpositiveresultstheworldover,framingconventionallectureswithcaptivatingwritten,auditoryandvisualcontentthathelpsstudentsrecallnames,datesandcausalrelationshipswithinahistoricalcontext.
Historycontinuestoshowusthatnewtimesbringnewrealities.Educationisnoexceptiontotherule.Thequestionisnotwhethertobringtechnologyintotheeducationalenvironment.Rather,thequestioniswhichtechnologiesaresuitableforU.S.andworldhistorysubjects,fromCivilWarlessonplanstoWorldWarIIlessonplans.Whetheryou’recoveringyourAmericanRevolutionlessonplansoryourColdWarlessonplans,PowerPointpresentationsareavailableinpre-packagedformatstosuityourclassroomsneeds.
Meanwhile,someacademichistoriansholdadifferentviewontheuseoftechnologyinteachinghistory.Onereasontheyholdisthatnotallfactscanberecordedbyfilmorvideosandliteratureisrelativelyfeasibleinthiscase.AnotherchallengetheyhavetobefacedwithisthepainfulprocesstolearnnewtechnologylikethemakingofPowerPointandtheeditingofaudioandvideoclipswhichisalsoreasonableespeciallytosomeelderlyhistorians.
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