劍橋雅思閱讀4test1原文翻譯及答案解析

劍橋雅思閱讀4test1原文翻譯及答案解析雅思閱讀是塊難啃的硬骨頭，需要我們做更多的題目才能得心應(yīng)手。下面小編給大家分享一下劍橋雅思閱讀4test1原文翻譯及答案解析，希望可以幫助到大家。劍橋雅思閱讀4原文(test1)READINGPASSAGE1Youshouldspendabout20minutesonQuestions1-14whicharebasedonReadingPassage1below.Adultsandchildrenarefrequentlyconfrontedwithstatementsaboutthealarmingrateoflossoftropicalrainforests.Forexample,onegraphicillustrationtowhichchildrenmightreadilyrelateistheestimatethatrainforestsarebeingdestroyedatarateequivalenttoonethousandfootballfieldseveryfortyminutes—aboutthedurationofanormalclassroomperiod.Inthefaceofthefrequentandoftenvividmediacoverage,itislikelythatchildrenwillhaveformedideasaboutrainforests—whatandwheretheyare,whytheyareimportant,whatendangersthem—independentofanyformaltuition.Itisalsopossiblethatsomeoftheseideaswillbemistaken.Manystudieshaveshownthatchildrenharbourmisconceptionsabout‘pure’,curriculumscience.Thesemisconceptionsdonotremainisolatedbutbecomeincorporatedintoamultifaceted,butorganised,conceptualframework,makingitandthecomponentideas,someofwhichareerroneous,morerobustbutalsoaccessibletomodification.Theseideasmaybedevelopedbychildrenabsorbingideasthroughthepopularmedia.Sometimesthisinformationmaybeerroneous.Itseemsschoolsmaynotbeprovidinganopportunityforchildrentore-expresstheirideasandsohavethemtestedandrefinedbyteachersandtheirpeers.Despitetheextensivecoverageinthepopularmediaofthedestructionofrainforests,littleformalinformationisavailableaboutchildren’sideasinthisarea.Theaimofthepresentstudyistostarttoprovidesuchinformation,tohelpteachersdesigntheireducationalstrategiestobuilduponcorrectideasandtodisplacemisconceptionsandtoplanprogrammesinenvironmentalstudiesintheirschools.Thestudysurveyschildren’sscientificknowledgeandattitudestorainforests.Secondaryschoolchildrenwereaskedtocompleteaquestionnairecontainingfiveopen-formquestions.Themostfrequentresponsestothefirstquestionweredescriptionswhichareself-evidentfromtheterm‘rainforest’.Somechildrendescribedthemasdamp,wetorhot.Thesecondquestionconcernedthegeographicallocationofrainforests.Thecommonestresponseswerecontinentsorcountries:Africa(givenby43%ofchildren),SouthAmerica(30%),Brazil(25%).Somechildrenalsogavemoregenerallocations,suchasbeingneartheEquator.Responsestoquestionthreeconcernedtheimportanceofrainforests.Thedominantidea,raisedby64%ofthepupils,wasthatrainforestsprovideanimalswithhabitats.Fewerstudentsrespondedthatrainforestsprovideplanthabitats,andevenfewermentionedtheindigenouspopulationsofrainforests.Moregirls(70%)thanboys(60%)raisedtheideaofrainforestasanimalhabitats.Similarly,butatalowerlevel,moregirls(13%)thanboys(5%)saidthatrainforestsprovidedhumanhabitats.Theseobservationsaregenerallyconsistentwithourpreviousstudiesofpupils’viewsabouttheuseandconservationofrainforests,inwhichgirlswereshowntobemoresympathetictoanimalsandexpressedviewswhichseemtoplaceanintrinsicvalueonnon-humananimallife.Thefourthquestionconcernedthecausesofthedestructionofrainforests.Perhapsencouragingly,morethanhalfofthepupils(59%)identifiedthatitishumanactivitieswhicharedestroyingrainforests,somepersonalisingtheresponsibilitybytheuseoftermssuchas‘weare’.About18%ofthepupilsreferredspecificallytologgingactivity.Onemisconception,expressedbysome10%ofthepupils,wasthatacidrainisresponsibleforrainforestdestruction;asimilarproportionsaidthatpollutionisdestroyingrainforests.Here,childrenareconfusingrainforestdestructionwithdamagetotheforestsofWesternEuropebythesefactors.Whiletwofifthsofthestudentsprovidedtheinformationthattherainforestsprovideoxygen,insomecasesthisresponsealsoembracedthemisconceptionthatrainforestdestructionwouldreduceatmosphericoxygen,makingtheatmosphereincompatiblewithhumanlifeonEarth.Inanswertothefinalquestionabouttheimportanceofrainforestconservation,themajorityofchildrensimplysaidthatweneedrainforeststosurvive.Onlyafewofthepupils(6%)mentionedthatrainforestdestructionmaycontributetoglobalwarming.Thisissurprisingconsideringthehighlevelofmediacoverageonthisissue.Somechildrenexpressedtheideathattheconservationofrainforestsisnotimportant.Theresultsofthisstudysuggestthatcertainideaspredominateinthethinkingofchildrenaboutrainforests.Pupils’responsesindicatesomemisconceptionsinbasicscientificknowledgeofrainforests’ecosystemssuchastheirideasaboutrainforestsashabitatsforanimals,plantsandhumansandtherelationshipbetweenclimaticchangeanddestructionofrainforests.Pupilsdidnotvolunteerideasthatsuggestedthattheyappreciatedthecomplexityofcausesofrainforestdestruction.Inotherwords,theygavenoindicationofanappreciationofeithertherangeofwaysinwhichrainforestsareimportantorthecomplexsocial,economicandpoliticalfactorswhichdrivetheactivitieswhicharedestroyingtherainforests.Oneencouragementisthattheresultsofsimilarstudiesaboutotherenvironmentalissuessuggestthatolderchildrenseemtoacquiretheabilitytoappreciate,valueandevaluateconflictingviews.Environmentaleducationoffersanarenainwhichtheseskillscanbedeveloped,whichisessentialforthesechildrenasfuturedecision-makers.Questions1-8DothefollowingstatementsagreewiththeinformationgiveninReadingPassage1?Inboxes1-8onyouranswersheetwriteTRUEifthestatementagreeswiththeinformationFALSEifthestatementcontradictstheinformationNOTGIVENifthereisnoinformationonthis1Theplightoftherainforestshaslargelybeenignoredbythemedia.2Childrenonlyacceptopinionsonrainforeststhattheyencounterintheirclassrooms.3Ithasbeensuggestedthatchildrenholdmistakenviewsaboutthe‘pure’sciencethattheystudyatschool.4Thefactthatchildren’sideasaboutscienceformpartofalargerframeworkofideasmeansthatitiseasiertochangethem.5Thestudyinvolvedaskingchildrenanumberofyes/noquestionssuchas‘ArethereanyrainforestsinAfrica?’6Girlsaremorelikelythanboystoholdmistakenviewsabouttherainforests’destruction.7Thestudyreportedherefollowsonfromaseriesofstudiesthathavelookedatchildren’sunderstandingofrainforests.8Asecondstudyhasbeenplannedtoinvestigateprimaryschoolchildren’sideasaboutrainforests.Questions9-13TheboxbelowgivesalistofresponsesA-PtothequestionnairediscussedinReadingPassage1.AnswerthefollowingquestionsbychoosingthecorrectresponsesA-P.Writeyouranswersinboxes9-13onyouranswersheet.9Whatwasthechildren’smostfrequentresponsewhenaskedwheretherainforestswere?10Whatwasthemostcommonresponsetothequestionabouttheimportanceoftherainforests?11Whatdidmostchildrengiveasthereasonforthelossoftherainforests?12Whydidmostchildrenthinkitimportantfortherainforeststobeprotected?13Whichoftheresponsesiscitedasunexpectedlyuncommon,giventheamountoftimespentontheissuebythenewspapersandtelevision?AThereisacomplicatedcombinationofreasonsforthelossoftherainforests.BTherainforestsarebeingdestroyedbythesamethingsthataredestroyingtheforestsofWesternEurope.CRainforestsarelocatedneartheEquator.DBrazilishometotherainforests.EWithoutrainforestssomeanimalswouldhavenowheretolive.FRainforestsareimportanthabitatsforalotofplants.GPeopleareresponsibleforthelossoftherainforests.HTherainforestsareasourceofoxygen.IRainforestsareofconsequenceforanumberofdifferentreasons.JAstherainforestsaredestroyed,theworldgetswarmer.KWithoutrainforeststherewouldnotbeenoughoxygenintheair.LTherearepeopleforwhomtherainforestsarehome.MRainforestsarefoundinAfrica.NRainforestsarenotreallyimportanttohumanlife.OThedestructionoftherainforestsisthedirectresultofloggingactivity.PHumansdependontherainforestsfortheircontinuingexistence.Question14Choosethecorrectletter,A,B,C,DorE.Writeyouranswerinbox14onyouranswersheet.WhichofthefollowingisthemostsuitabletitleforReadingPassage1?AThedevelopmentofaprogrammeinenvironmentalstudieswithinasciencecurriculumBChildren’sideasabouttherainforestsandtheimplicationsforcoursedesignCTheextenttowhichchildrenhavebeenmisledbythemediaconcerningtherainforestsDHowtocollect,collateanddescribetheideasofsecondaryschoolchildren.ETheimportanceoftherainforestsandthereasonsfortheirdestructionREADINGPASSAGE2Youshouldspendabout20minutesonQuestions15-26whicharebasedonReadingPassage2below.WhatDoWhalesFeel?Anexaminationofthefunctioningofthesensesincetaceans,thegroupofmammalscomprisingwhales,dolphinsandporpoisesSomeofthesensesthatweandotherterrestrialmammalstakeforgrantedareeitherreducedorabsentincetaceansorfailtofunctionwellinwater.Forexample,itappearsfromtheirbrainstructurethattoothedspeciesareunabletosmell.Baleenspecies,ontheotherhand,appeartohavesomerelatedbrainstructuresbutitisnotknownwhetherthesearefunctional.Ithasbeenspeculatedthat,astheblowholesevolvedandmigratedtothetopofthehead,theneuralpathwaysservingsenseofsmellmayhavebeennearlyallsacrificed.Similarly,althoughatleastsomecetaceanshavetastebuds,thenervesservingthesehavedegeneratedorarerudimentary.Thesenseoftouchhassometimesbeendescribedasweaktoo,butthisviewisprobablymistaken.Trainersofcaptivedolphinsandsmallwhalesoftenremarkontheiranimals’responsivenesstobeingtouchedorrubbed,andbothcaptiveandfree-rangingcetaceanindividualsofallspecies(particularlyadultsandcalves,ormembersofthesamesubgroup)appeartomakefrequentcontact.Thiscontactmayhelptomaintainorderwithinagroup,andstrokingortouchingarepartofthecourtshipritualinmostspecies.Theareaaroundtheblowholeisalsoparticularlysensitiveandcaptiveanimalsoftenobjectstronglytobeingtouchedthere.Thesenseofvisionisdevelopedtodifferentdegreeindifferentspecies.Baleenspeciesstudiedatclosequartersunderwater—specificallyagreywhalecalfincaptivityforayear,andfree-rangingrightwhaleandhumpbackwhalesstudiedandfilmedoffArgentinaandHawaii—haveobviouslytrackedobjectswithvisionunderwater,andtheycanapparentlyseemoderatelywellbothinwaterandinair.However,thepositionoftheeyessorestrictsthefieldofvisioninbaleenwhalesthattheyprobablydonothavestereoscopicvision.Ontheotherhand,thepositionoftheeyesinmostdolphinsandporpoisessuggeststhattheyhavestereoscopicvisionforwardanddownward.Eyepositioninfreshwaterdolphins,whichoftenswimontheirsideorupsidedownwhilefeeding,suggeststhatwhatvisiontheyhaveisstereoscopicforwardandupward.Bycomparison,thebottlenosedolphinhasextremelykeenvisioninwater.Judgingfromthewayitwatchesandtracksairborneflyingfish,itcanapparentlyseefairlywellthroughtheair-waterinterfaceaswell.Andalthoughpreliminaryexperimentalevidencesuggeststhattheirin-airvisionispoor,theaccuracywithwhichdolphinsleaphightotakesmallfishoutofatrainer’shandprovidesanecdotalevidencetothecontrary.Suchvariationcannodoubtbeexplainedwithreferencetothehabitatsinwhichindividualspecieshavedeveloped.Forexample,visionisobviouslymoreusefultospeciesinhabitingclearopenwatersthantothoselivinginturbidriversandfloodedplains.TheSouthAmericanboutuandChineseBeiji,forinstance,appeartohaveverylimitedvision,andtheIndiansususareblind,theireyesreducedtoslitsthatprobablyallowthemtosenseonlythedirectionandintensityoflight.Althoughthesensesoftasteandsmellappeartohavedeteriorated,andvisioninwaterappearstobeuncertain,suchweaknessesaremorethancompensatedforbycetaceans’well-developedacousticsense.Mostspeciesarehighlyvocal,althoughtheyvaryintherangeofsoundstheyproduce,andmanyforageforfoodusingecholocation1.Largebaleenwhalesprimarilyusethelowerfrequenciesandareoftenlimitedintheirrepertoire.Notableexceptionsarethenearlysong-likechorusesofbowheadwhalesinsummerandthecomplex,hauntingutterancesofthehumpbackwhales.Toothedspeciesingeneralemploymoreofthefrequencyspectrum,andproduceawidervarietyofsounds,thanbaleenspecies(thoughthespermwhaleapparentlyproducesamonotonousseriesofhigh-energyclicksandlittleelse).Someofthemorecomplicatedsoundsareclearlycommunicative,althoughwhatroletheymayplayinthesociallifeand‘culture’ofcetaceanshasbeenmorethesubjectofwildspeculationthanofsolidscience.1.echolocation:theperceptionofobjectsbymeansofsoundwaveechoes.Questions15-21Completethetablebelow.ChooseNOMORETHANTHREEWORDSfromReadingPassage2foreachanswer.Writeyouranswersinboxes15-21onyouranswersheet.SENSESPECIESABILITYCOMMENTSSmelltoothednoevidencefrombrainstructurebaleennotcertainrelatedbrainstructuresarepresentTastesometypespoornerveslinkedtotheir15………areunderdevelopedTouchallyesregionaroundtheblowholeverysensitiveVision16………yesprobablydonothavestereoscopicvisionDolphins,porpoisesyesprobablyhavestereoscopicvision17………and………18………yesprobablyhavestereoscopicvisionforwardandupwardBottlenosedolphinsyesexceptionalin19………andgoodinair-waterinterfaceBoutuandbeijipoorhavelimitedvisionIndiansusunoprobablyonlysensedirectionandintensityoflightHearingmostlargebaleenyesusuallyuse20………;repertoirelimited21………whalesand………whalesyessong-likeToothedyesusemoreoffrequencyspectrum;havewiderrepertoireQuestions22-26AnswerthequestionsbelowusingNOMORETHANTHREEWORDSfromthepassageforeachanswer.Writeyouranswersinboxes22-26onyouranswersheet.22Whichofthesensesisdescribedhereasbeinginvolvedinmating?23Whatspeciesswimsupsidedownwhileeating?24Whatcanbottlenosedolphinsfollowfromunderthewater?25Whichtypeofhabitatisrelatedtogoodvisualability?26Whichofthesensesisbestdevelopedincetaceans?READINGPASSAGE3Youshouldspendabout20minutesonQuestions27-40whicharebasedonReadingPassage3below.VisualSymbolsandtheBlindPart1Fromanumberofrecentstudies,ithasbecomeclearthatblindpeoplecanappreciatetheuseofoutlinesandperspectivestodescribethearrangementofobjectsandothersurfacesinspace.Butpicturesaremorethanliteralrepresentations.Thisfactwasdrawntomyattentiondramaticallywhenablindwomaninoneofmyinvestigationsdecidedonherowninitiativetodrawawheelasitwasspinning.Toshowthismotion,shetracedacurveinsidethecircle(Fig.1).Iwastakenaback.Linesofmotion,suchastheonesheused,areaveryrecentinventioninthehistoryofillustration.Indeed,asartscholarDavidKunzlenotes,WilhelmBusch,atrend-settingnineteenth-centurycartoonist,usedvirtuallynomotionlinesinhispopularfiguresuntilabout1877.WhenIaskedseveralotherblindstudysubjectstodrawaspinningwheel,oneparticularlycleverrenditionappearedrepeatedly:severalsubjectsshowedthewheel’sspokesascurvedlines.Whenaskedaboutthesecurves,theyalldescribedthemasmetaphoricalwaysofsuggestingmotion.Majorityrulewouldarguethatthisdevicesomehowindicatedmotionverywell.Butwasitabetterindicatorthan,say,brokenorwavylines—oranyotherkindofline,forthatmatter?Theanswerwasnotclear.SoIdecidedtotestwhethervariouslinesofmotionwereaptwaysofshowingmovementoriftheyweremerelyidiosyncraticmarks.Moreover,Iwantedtodiscoverwhetherthereweredifferencesinhowtheblindandthesightedinterpretedlinesofmotion.Tosearchouttheseanswers,Icreatedraised-linedrawingsoffivedifferentwheels,depictingspokeswithlinesthatcurved,bent,waved,dashedandextendedbeyondtheperimeterofthewheel.Ithenaskedeighteenblindvolunteerstofeelthewheelsandassignoneofthefollowingmotionstoeachwheel:wobbling,spinningfast,spinningsteadily,jerkingorbraking.MycontrolgroupconsistedofeighteensightedundergraduatesfromtheUniversityofToronto.Allbutoneoftheblindsubjectsassigneddistinctivemotionstoeachwheel.Mostguessedthatthecurvedspokesindicatedthatthewheelwasspinningsteadily;thewavyspokes,theythought,suggestedthatthewheelwaswobbling;andthebentspokesweretakenasasignthatthewheelwasjerking.Subjectsassumedthatspokesextendingbeyondthewheel’sperimetersignifiedthatthewheelhaditsbrakesonandthatdashedspokesindicatedthewheelwasspinningquickly.Inaddition,thefavoureddescriptionforthesightedwasthefavoureddescriptionfortheblindineveryinstance.Whatismore,theconsensusamongthesightedwasbarelyhigherthanthatamongtheblind.Becausemotiondevicesareunfamiliartotheblind,thetaskIgavetheminvolvedsomeproblemsolving.Evidently,however,theblindnotonlyfiguredoutmeaningsforeachlineofmotion,butasagrouptheygenerallycameupwiththesamemeaningatleastasfrequentlyasdidsightedsubjects.Part2WordsassociatedAgreementwithcircle/squareamongsubjects(%)SOFT-HARD100MOTHER-FATHER94HAPPY-SAD94GOOD-EVIL89LOVE-HATE89ALIVE-DEAD87BRIGHT-DARK87LIGHT-HEAVY85WARM-COLD81SUMMER-WINTER81WEAK-STRONG79FAST-SLOW79CAT-DOG74SPRING-FALL74QUIET-LOUD62WALKING-STANDING62ODD-EVEN57FAR-NEAR53PLANT-ANIMAL53DEEP-SHALLOW51Fig.2Subjectswereaskedwhichwordineachpairfitsbestwithacircleandwhichwithasquare.Thesepercentagesshowthelevelofconsensusamongsightedsubjects.Wehavefoundthattheblindunderstandotherkindsofvisualmetaphorsaswell.Oneblindwomandrewapictureofachildinsideaheart—choosingthatsymbol,shesaid,toshowthatlovesurroundedthechild.WithChangHongLiu,adoctoralstudentfromChina,Ihavebegunexploringhowwellblindpeopleunderstandthesymbolismbehindshapessuchasheartsthatdonotdirectlyrepresenttheirmeaning.Wegavealistoftwentypairsofwordstosightedsubjectsandaskedthemtopickfromeachpairthetermthatbestrelatedtoacircleandthetermthatbestrelatedtoasquare.Forexample,weasked:Whatgoeswithsoft?Acircleorasquare?Whichshapegoeswithhard?Alloursubjectsdeemedthecirclesoftandthesquarehard.Afull94%ascribedhappytothecircle,insteadofsad.Butotherpairsrevealedlessagreement:79%matchedfasttoslowandweaktostrong,respectively.Andonly51%linkeddeeptocircleandshallowtosquare.(SeeFig.2.)Whenwetestedfourtotallyblindvolunteersusingthesamelist,wefoundthattheirchoicescloselyresembledthosemadebythesightedsubjects.Oneman,whohadbeenblindsincebirth,scoredextremelywell.Hemadeonlyonematchdifferingfromtheconsensus,assigning‘far’tosquareand‘near’tocircle.Infact,onlyasmallmajorityofsightedsubjects—53%—hadpairedfarandneartotheoppositepartners.Thus,weconcludedthattheblindinterpretabstractshapesassightedpeopledo.Questions27-29Choosethecorrectletter,A,B,CorD.Writeyouranswersinboxes27-29onyouranswersheet.27Inthefirstparagraphthewritermakesthepointthatblindpeople.Amaybeinterestedinstudyingart.Bcandrawoutlinesofdifferentobjectsandsurfaces.Ccanrecogniseconventionssuchasperspective.Dcandrawaccurately.28ThewriterwassurprisedbecausetheblindwomanAdrewacircleonherowninitiative.Bdidnotunderstandwhatawheellookedlike.Cincludedasymbolrepresentingmovement.Dwasthefirstpersontouselinesofmotion.29FromtheexperimentdescribedinPart1,thewriterfoundthattheblindsubjectsAhadgoodunderstandingofsymbolsrepresentingmovement.Bcouldcontrolthemovementofwheelsveryaccurately.Cworkedtogetherwellasagroupinsolvingproblems.Dgotbetterresultsthanthesightedundergraduates.Questions30-32Lookatthefollowingdiagrams(Questions30-32),andthelistoftypesofmovementbelow.MatcheachdiagramtothetypeofmovementA-Egenerallyassignedtoittheexperiment.ChoosethecorrectletterA-Eandwritetheminboxes30-32onyouranswersheet.AsteadyspinningBjerkymovementCrapidspinningDwobblingmovementEuseofbrakesQuestions33-39Completethesummarybelowusingwordsfromthebox.Writeyouranswersinboxes33-39onyouranswersheet.NBYoumayuseanywordmorethanonce.IntheexperimentdescribedinPart2,asetofword33……wasusedtoinvestigatewhetherblindandsightedpeopleperceivedthesymbolisminabstract34……inthesameway.Subjectswereaskedwhichwordfittedbestwithacircleandwhichwithasquare.Fromthe35…volunteers,everyonethoughtacirclefitted‘soft’whileasquarefitted‘hard’.However,only51%ofthe36……volunteersassignedacircleto37…….Whenthetestwaslaterrepeatedwith38……volunteers,itwasfoundthattheymade39……choices.associationsblinddeephardhundredidenticalpairsshapessightedsimilarshallowsoftwordsQuestion40Choosethecorrectletter,A,B,C,orD.Writeyouranswerinbox40onyouranswersheet.Whichofthefollowingstatementsbestsummarisesthewriter’sgeneralconclusion?ATheblindrepresentsomeaspectsofrealitydifferentlyfromsightedpeople.BTheblindcomprehendvisualmetaphorsinsimilarwaystosightedpeople.CTheblindmaycreateunusualandeffectivesymbolstorepresentreality.DTheblindmaybesuccessfulartistsifgiventherighttraining.劍橋雅思閱讀4原文參考譯文(test1)Passage1參考譯文Adultsandchildrenarefrequentlyconfrontedwithstatementsaboutthealarmingrateoflossoftropicalrainforests.Forexample,onegraphicillustrationtowhichchildrenmightreadilyrelateistheestimatethatrainforestsarebeingdestroyedatarateequivalenttoonethousandfootballfieldseveryfortyminutes—aboutthedurationofanormalclassroomperiod.Inthefaceofthefrequentandoftenvividmediacoverage,itislikelythatchildrenwillhaveformedideasaboutrainforests—whatandwheretheyare,whytheyareimportant,whatendangersthem—independentofanyformaltuition.Itisalsopossiblethatsomeoftheseideaswillbemistaken.無論大人還是孩子都經(jīng)常會遇到這樣的報道，那就是熱帶雨林正在以驚人的速度消失。打個比方，孩子們很容易就能理解這樣一個圖例，即平均每四十分鐘，也就是一節(jié)課的時間內(nèi)，世界上就會有相當(dāng)于一千個足球場大小的熱帶雨林遭到破壞。面對媒體頻繁且生動的報道，也許不需要任何正規(guī)的教育，孩子們就能夠形成一系列有關(guān)熱帶雨林的觀點：比如說雨林是什么，位置在哪里，為什么如此重要，又是什么在威脅它們等等。當(dāng)然，這些觀點也很有可能是錯的。Manystudieshaveshownthatchildrenharbourmisconceptionsabout‘pure’,curriculumscience.Thesemisconceptionsdonotremainisolatedbutbecomeincorporatedintoamultifaceted,butorganised,conceptualframework,makingitandthecomponentideas,someofwhichareerroneous,morerobustbutalsoaccessibletomodification.Theseideasmaybedevelopedbychildrenabsorbingideasthroughthepopularmedia.Sometimesthisinformationmaybeerroneous.Itseemsschoolsmaynotbeprovidinganopportunityforchildrentore-expresstheirideasandsohavethemtestedandrefinedbyteachersandtheirpeers.許多研究表明孩子們對于在學(xué)校里學(xué)到的科學(xué)知識心存誤解。這些誤解不是孤立存在的，而是組成了一個盡管多層面卻十分有條理的概念體系，這一點使得該體系本身及其所有的組成觀點更加難以攻破，有些觀點本身甚至就是錯誤的，但是也正是這樣，它們反而更容易被改動。這些錯誤觀點正是由于孩子們從大眾煤體上吸收了信息而形成的。有時連這些信息本身都是錯誤的。學(xué)校似乎也沒能夠給們提供一個再度闡述自己觀點的機會，因此寵師及其他學(xué)生也不能幫助其檢驗及糾正這種錯誤觀點。Despitetheextensivecoverageinthepopularmediaofthedestructionofrainforests,littleformalinformationisavailableaboutchildren’sideasinthisarea.Theaimofthepresentstudyistostarttoprovidesuchinformation,tohelpteachersdesigntheireducationalstrategiestobuilduponcorrectideasandtodisplacemisconceptionsandtoplanprogrammesinenvironmentalstudiesintheirschools.盡管媒體對于熱帶雨林所遭受的破壞做了大量的報道，但是有關(guān)孩子相關(guān)觀點的信息卻少之又少。所以，目前這項研究的目的就是要給教師提供這樣的信息來幫助他們設(shè)計自己的教學(xué)策略，以便幫助學(xué)生構(gòu)筑正確的觀點，置換他們的錯誤概念，并在學(xué)校中展開環(huán)保研究項目。Thestudysurveyschildren’sscientificknowledgeandattitudestorainforests.Secondaryschoolchildrenwereaskedtocompleteaquestionnairecontainingfiveopen-formquestions.Themostfrequentresponsestothefirstquestionweredescriptionswhichareself-evidentfromtheterm‘rainforest’.Somechildrendescribedthemasdamp,wetorhot.Thesecondquestionconcernedthegeographicallocationofrainforests.Thecommonestresponseswerecontinentsorcountries:Africa(givenby43%ofchildren),SouthAmerica(30%),Brazil(25%).Somechildrenalsogavemoregenerallocations,suchasbeingneartheEquator.該項研究調(diào)査了孩子有關(guān)熱帶雨林的科學(xué)知識以及態(tài)度。研究要求一些中學(xué)生填寫一份包含了五個簡答題的調(diào)査表。對于第一個問題，最常見的解答就來自“熱帶雨林”這一名稱所附帶的不言自明的含義。有些孩子把雨林描述成一個又潮又濕或悶熱的地方。第二個問題是關(guān)于雨林的地理位置的，大多數(shù)答案都提到了國名或洲名：百分之四十三的孩子寫了非洲，百分之三十寫了美洲;還有百分之二十五的人認(rèn)為熱帶雨林主要分布在巴西。有些孩子給出了如“赤道附近”這樣更為寬泛的答案。Responsestoquestionthreeconcernedtheimportanceofrainforests.Thedominantidea,raisedby64%ofthepupils,wasthatrainforestsprovideanimalswithhabitats.Fewerstudentsrespondedthatrainforestsprovideplanthabitats,andevenfewermentionedtheindigenouspopulationsofrainforests.Moregirls(70%)thanboys(60%)raisedtheideaofrainforestasanimalhabitats.第三道題目問及了熱帶雨林的重要性。百分之六十四的學(xué)生認(rèn)為雨林為動物提供了棲身之所。較少的學(xué)生回答說雨林是植物的生長地。更少的學(xué)生提到了雨林中的土著居民。其中，有百分之七十的女孩子認(rèn)為雨林是動物的家，而男孩子中只有百分之六十的人執(zhí)此觀點。Similarly,butatalowerlevel,moregirls(13%)thanboys(5%)saidthatrainforestsprovidedhumanhabitats.Theseobservationsaregenerallyconsistentwithourpreviousstudiesofpupils’viewsabouttheuseandconservationofrainforests,inwhichgirlswereshowntobemoresympathetictoanimalsandexpressedviewswhichseemtoplaceanintrinsicvalueonnon-humananimallife.相似的是，有百分之十三的女生認(rèn)為熱帶雨林為人類提供了居所，而男生中有此想法的人只占百分之五。這些觀點與先前就學(xué)生對熱帶雨林的開發(fā)及保護狀況所做的研究的結(jié)果基本一致，該結(jié)果表明女生更容易表現(xiàn)出對小動物的同情，其觀點也更容易將內(nèi)在價值觀基于動物而非人類生命上。Thefourthquestionconcernedthecausesofthedestructionofrainforests.Perhapsencouragingly,morethanhalfofthepupils(59%)identifiedthatitishumanactivitieswhicharedestroyingrainforests,somepersonalisingtheresponsibilitybytheuseoftermssuchas‘weare’.About18%ofthepupilsreferredspecificallytologgingactivity.第四個問題問到了熱帶雨林遭到破壞的原因。值