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v.(與with連用)使面對(duì)；使 n.損失；喪失；

independentof

harbourv.持有或 (某種特殊的思想或感情)n.海港；藏身componentadj.合成的；作為一個(gè)組成部分的 adj.錯(cuò)誤的；由錯(cuò)誤得出的 n.誤解；錯(cuò)誤想法

adj.

adj.的；孤立vmultifacetedadj.

adj.adj. v nmodificationn.更正；修改；修正incorporatedadj.合成一體的；的 n.同輩；同等的人；同學(xué) n.框架；基本結(jié)構(gòu)

adj.adj. n. n.破壞 ；消 v

adj.questionnairen. geographicaladj.地理的；地理學(xué)的 adj.開(kāi)放式的 n.地點(diǎn)；地方 n.描述 n.赤道 adj. adj. n adj.

adj.adj.與… adj.conservationn encouraginglyadvreferto

vv

v. nacid

adj.n nembracev adj. vconsideringconj.鑒于；考慮到；顧及contributetov.導(dǎo)致；引起predominatevi. adj. n. v.自動(dòng)說(shuō)出 v.獲得；得到 v.鑒別；覺(jué)察； v.尊重；重視appreciationn.

v.對(duì)…評(píng)價(jià)；對(duì)…n.

adj.不一致的 的 n.

n.n. adj. n.decision-makern.Adultsandchildrenarefrequentlyconfrontedwithstatementsaboutthealarmingrateoflossoftropicalrain s.Forexample,onegraphicillustrationtowhichchildrenmightreadilyrelateistheestimatethatrain sarebeingdestroyedatarateequivalenttoonethousandfootballfieldseveryfortyminutes-aboutthedurationofanormalclassroomperiod.Inthefaceofthefrequentandoftenvividmediacoverage,itislikelythatchildrenwillhaveformedideasaboutrain s-whatandwheretheyare,whytheyareimportant,whatendangersthem-independentofanyformaltuition.Itisalsopossiblethatsomeoftheseideaswillbemistaken.Manystudieshaveshownthatchildrenharbourmisconceptionsabout‘pure’,curriculumscience.Thesemisconceptionsdonotremainisolatedbuteincorporatedintoamultifaceted,butorganised,conceptualframework,makingitandthecomponentideas,someofwhichareerroneous,morerobustbutalsoaccessibletomodification.Theseideasmaybedevelopedbychildrenabsorbingideasthroughthepopularmedia.Sometimesthisinformationmaybeerroneous.Itseemsmaynotprovidingopportunityforchildrentheirandsohavethemtestedandtheirpeers.refinedteachersDespitetheextensivecoverageinthepopularmediaofthedestructionofrain s,littleformalinformationisavailableaboutchildren’sideasinthisarea.Theaimofthepresentstudyistostarttoprovidesuchinformation,tohelpteachersdesigntheireducationalstrategiestobuilduponcorrectideasandtodiscemisconceptionsandtonprogrammesinenvironmentalstudiesintheirThestudysurveyschildren’sscientificknowledgeandattitudesto s.Secondaryschoolchildrenwereaskedtocompleteaquestionnairecontainingfiveopen-formquestions.Themostfrequentresponsestothefirstquestionweredescriptionswhichareself-evidentfromtheterm‘rain’.Somechildrendescribedthemasdamp,wetorhot.Thesecondquestionconcernedthegeographicallocationofrains.Thecommonestresponseswerecontinentsorcountries:Africa(givenby43%ofchildren),SouthAmerica(30%),Brazil(25%).Somechildrenalsogavemoregenerallocations,suchasbeingneartheEquator.Responsestoquestionthreeconcernedtheimportance s.Thedominantidea,raisedby64%ofthepupils,wasthatrainsprovideanimalswithhabitats.Fewerstudentsrespondedthatrainsprovidenthabitats,andevenfewermentionedtheindigenouspopulationsofrain s.Moregirls(70%)thanboys(60%)raisedtheideaofrain asanimalSimilarly,butatalowerlevel,moregirls(13%)thanboys(5%)saidthatrain sprovidedhumanhabitats.Theseobservationsaregenerallyconsistentwithourpreviousstudiesofpupils’viewsabouttheuseandconservationofrains,inwhichgirlswereshowntobemoresympathetictoanimalsandexpressedviewswhichseemtoceanintrinsicvalueonnon-humananimallife. questionconcernedthecausesofthedestructionofrains.Perhapsencouragingly,morethanhalfofthepupils(59%)identifiedthatitishumanactivitieswhicharedestroyingrains,somealisingtheresponsibilitybytheuseoftermssuchas‘weare’.About18%ofthepupilsreferredspecificallytologgingactivity.Onemisconception,expressedbysome10%ofthepupils,wasthatacidrainisresponsiblefor destruction;asimilarproportionsaidthatpollutionisdestroyingrain s.Here,childrenareconfusingrain withdamagetothesofWesternEuropebythesefactors.Whiletwofifthsofthestudentsprovidedtheinformationthattherainsprovideoxygen,insomecasesthisresponsealsoembracedthemisconceptionthatraindestructionwouldreduceatmosphericoxygen,makingtheatmospherepatiblewithhumanlifeonInanswertothefinalquestionabouttheimportanceof conservation,themajorityofchildrensimplysaidthatweneedrainstosurvive.Onlyafewofthepupils(6%)mentionedthatraindestructionmaycontributetoglobalwarming.Thisissurprisingconsideringthehighlevelofmediacoverageonthisissue.Somechildrenexpressedtheideathattheconservationofrainsisnotimportant.Theresultsofthisstudysuggestthatcertainideaspredominateinthethinkingofchildrenaboutrain Pupils’responsesindicatesomemisconceptionsinbasicscientificknowledgeofrains’ecosystemssuchastheirideasaboutrainsashabitatsforanimals,ntsandhumansandtherelationshipbetweenclimaticchangeanddestructionofrains..Pupilsdidnotvolunteerideasthatsuggestedthattheyappreciatedthecomplexityofcausesofrain destruction.Inotherwords,theygavenoindicationofanappreciationofeithertherangeofwaysinwhichrain sareimportantorthecomplexsocial,economicandpoliticalfactorswhichdrivetheactivitieswhicharedestroyingtherain s.Oneencouragementisthattheresultsofsimilarstudiesaboutotherenvironmentalissuessuggestthatolderchildrenseemtoacquiretheabilitytoappreciate,valueandevaluate ingviews.Environmentaleducationoffersanarenainwhichtheseskillscanbedeveloped,whichisessentialforthesechildrenasfuture 1Theplightoftherainshaslargelybeenignoredbythemedia.2Childrenonlyacceptopinionsonrainsthattheyencounterintheirclassrooms.3Ithasbeensuggestedthatchildrenholdmistakenviewsaboutthe‘pure’sciencethattheystudyat4Thefactthatchildren’sideasaboutscienceformpartofalargerframeworkofideasmeansthatitiseasiertochangethem.5Thestudyinvolvedaskingchildrenanumberofyes/noquestionssuchas‘ArethereanyrainsinAfrica?’6Girlsaremorelikelythanboystoholdmistakenviewsabouttherains‘destruction.7Thestudyreportedherefollowsonfromaseriesofstudiesthathavelookedatchildren’sunderstandingof8Asecondstudyhasbeen nnedtoinvestigateprimaryschoolchildren’sideasaboutrains.whenaskedwheretherainswere?lossoftherains?13Whichoftheresponsesiscitedasunexpectedlythenewspapersandevision?AThereisacomplicatedcombinationofreasonsforthelossoftherain BTherain sarebeingdestroyedbythesamethingsthataredestroyingthe sofWesternEurope.C sarelocatedneartheDBrazilishometothe EWithoutrain ssomeanimalswouldhavenowheretolive.F sareimportanthabitatsforalot GPeopleareresponsibleforthelossofthe HThe sareasourceof sareofconsequenceforanumberofdifferentreasons.JAstherain saredestroyed,theworldgetsKWithoutrain stherewouldnotbeenoughoxygenintheair.LTherearepeopleforwhomthe sareM sarefoundinN sarenotreallyimportanttohumanOThedestructionoftherain sisthedirectresultofloggingactivity.PHumansdependontherain sfortheircontinuingWhichofthefollowingisthemostsuitabletitleforReadingPassage1?AThedevelopmentofaprogrammeinenvironmentalstudieswithinasciencecurriculumBChildren’sideasabouttherain sandtheimplicationsforcoursedesignCTheextenttowhichchildrenhavebeenmisledbythemediaconcerningtherain DHowtocollect,collateanddescribetheideasofsecondaryschoolchildrenETheimportanceoftherain sandthereasonsfortheirForexample,onegraphicillustrationtowhichmightreadilyrelateistheestimatethat sbeingdestroyedatarateequivalenttoonefootballfieldseveryfortyminutes—aboutofanormalclassroomperiod.Relateto

thedurationThesemisconceptionsdonotremainisolatedbuteincorporatedintoamultifaceted,butorganized,conceptualframework,makingitandthecomponentideas,someofwhichareerroneous,morerobustbutalsoaccessibletomodification.butlframework,分。makingit…是現(xiàn)在分詞做結(jié)果狀語(yǔ)，在其中又插入了由whichTheaimofthepresentstudyistostarttoprovidesuchinformation,tohelpteachersdesigntheireducationalstrategiestobuilduponcorrectideasandtodis misconceptionsandtonprogramsinenvironmentalstudiesintheirschools.tostarttoprovide…Bytheageofthree,thechildrenintheprogrammeweresignificantlymoreadvancedinlanguagedevelopmentthantheirpeers,hadmadegreaterstridesinproblemsolvingandotherin lectualskills,andwerefurtheralonginsocialdevelopment.Infact,theaveragechildontheprogrammewasperformingatthelevelofthetop15to20percentoftheirpeersinsuchthingsasauditorycomprehension,verbalabilityandlanguageBullyingisclearlyunpleasant,andcanmakethechildexperiencingitfeelunworthyanddepressed.Inextremecasesitcanevenleadtosuicide,thoughthisisthankfullyrare.Victimisedpupilsaremorelikelytoexperiencedifficultieswithinter alrelationshipsasadults,whilechildrenwhopersistentlybullyaremorelikelytogrowuptobephysicallyviolent,andconvictedofanti-socialoffences. Lozanov'sinstructionaltechniqueisbasedontheevidencethattheconnectionsmadeinthebrainthroughunconsciousprocessing(whichhecallsnon-specificmentalreactivity)aremoredurablethanthosemadethroughconsciousprocessing.Besidesthelaboratoryevidenceforthis,weknowfromourexperiencethatweoftenrememberwhatwehaveperceivedperipherally,longafterwehaveforgottenwhatwesetouttolearn.JapanhasasignificantlybetterrecordintermsofaveragemathematicalattainmentthanEnglandandWales.Largesampleinternationalcomparisonsofpupils'attainmentssincethe1960shaveestablishedthatnotonlydidJapanesepupilsatage13havebetterscoresofaverageattainment,buttherewasalsoalargerproportionof'low'attainersinEngland, ally,thevariationinattainmentscoreswasmuchgreater.ThepercentageofGrossNationalProductspentoneducationisreasonablysimilarinthetwocountries,sohowisthishigherandmoreconsistentattainmentinmathsTraditionalwaysofteachingformthebasisofthelessonandtheremarkablyquietclassestaketheirownnotesofthepointsmadeandtheexamplesdemonstrated.Everyonehastheirowncopyofthe dbythecentraleducationauthority,Monbusho,aspartoftheconceptof compulsoryeducationuptotheageof15.Thesetextbooksare,onthewhole,small,presumablyinexpensivetoproduce,butwellsetoutandlogicallydeveloped.(Oneteacherwasparticularlykeentointroducecolourandpicturesintomathstextbooks:hefeltthiswouldmakethemmoreaccessibletopupilsbroughtupinacartoonculture.)Besidesapprovingtextbooks,Monbushoalsodecidesthehighlycentralisednationalcurriculumandhowitistobedelivered.Child-rearingwasanevolvingpracticewithintheEnglishupperclassfromthesixteenththrougheighteenthcenturies.Anewadultviewofchildrenasmature,fragileandinherentlygoodledtochangesinthenursing,care,anddisciplineofEnglish,aristocraticInthe16thcentury,muchinaccordancewiththePuritandoctrine,childrenwereseenasnaturallyevilbeings.Properandpiousparentswereresponsibleforinstillingvirtuesandmoralsintotheirorganicallypaganchildren.However,theStuart-runreligiousbeliefsofthe17thcenturyandtheAnglicanChurchbroughtaboutanewanddifferingviewofchildren.Offspringwereeffectivelyblank-slatesand,lefttotheirowndevices,happyandbenevolent.Thenewsocietycedmoreblameonnurture,ratherthatnature,andtheseviewsledtodrasticchangesinhowchildrenwerereared.Inthe1500sandearly1600s,aristocraticmothersoftenhired,aftergivingbirth,awetnurse,awomanwhosejobitwastobreast-feedtheinfant.Womencravedseparationfromungodlychildren,andfeltthedutyofbreastfeedingwasdisgraceful.However,manymothersnowsawthehiringofwetnursesmorallyreprehensible.Inthelate17thand18thcenturies,parentsnowcravedaclosenessandbondwiththeirchildren,oftenenhancedbybreastfeeding.Childrenandinfantshadgarneredabetterreputation,anparentsnowsoughtcloseandlovingrelationshipswiththem.Furthermore,scientificchangesbroughtanewadultviewofchild-rearing.Doctorsnowsoughttocareforaninfantwithamoretenderandlovingtouch,andsoughtlesstocontrolit.Inthe1500s,mothersoftenconstrictedthemotionoftheirnewbornbyswaddlingittightly.Newmedicaldevelopmentsattributedfracturestothispractice,andbythe1700s,itwaslongsince