剑桥雅思7阅读真题及解析(4页).doc

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1、-剑桥雅思7阅读真题及解析-第 3 页EDUCATING PSYCHEEducating Psyche be Bernie Neville is a book which looks at radical new approaches to learning ,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

2、the power of suggestion. 由Bernie Neville撰写的教育心理是一本批判变革性的新型学习方法的书，这本书描述了情感的效用、想象力以及学习过程中的无意识行为。其中探讨的一个理论的由George Lozanov提议的，该理论重点在于暗示的影响力。第一段：从教育心理一书引出无意识行为学习Lozanovs instructional technique is based on the evidence that the connections made in the brain through unconscious processing(which he calls

3、non-specific mental reactivity)are more durable than those made through conscious processing . Besides the laboratory evidence for this, we know from our experience that we often remember what we have perceived peripherally, long after we have forgotten what we set out to learn. If we think of a boo

4、k we studied months or years ago, we will find it easy to recall peripheral detailsthe colour, the binding, the typeface, the table of the library where we sat while studying itthan the content on which we were concentrating. If we think of a lecture we listening to with great concentration, we will

5、 recall the lecturers appearance and mannerisms, our place in the auditorium, the failure of the air-conditioning, much more easily than the idea 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

6、psychodrama. The details of the content of the lecture, on the other hand, seem to have gone forever.Lozanov的指导方法基于这样的证据，即大脑通过无意识处理所取得的联系比通过有意识处理所取得的更持久。除诸如此类的实验证据外，我们从自身的经验中也不难窥见，我们常常在淡忘已学过的东西之后，却对这些事物的外部感知记忆犹新。如果想起几个月或者几年前学的一本书，就会发现比起那些当时所专注的内容，我们更加轻而易举地就回想起那些外部细节，比如颜色、封面、字体，甚至读这本书的时候坐的图书馆的椅子。倘若想到

7、曾经全神贯注听得一次演讲，便会想起演讲者的穿着及言谈举止、在礼堂的位置、糟糕的空调设备，而这比回想那些我们从中汲取的要旨要容易的多。及时这些外部细节有点模糊不清，也会像演心理剧一样在催眠中或当我们想象旧事重演的时候回溯。而另一方面，演讲内容的细枝末节似乎就这样一去不返。第二段：无意识行为在学习中的体现The phenomenon can be partly attributed to the common counterproductive approach to study(making extreme efforts to memories, tensing muscles, induci

8、ng fatigue), but it also simply 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. The curriculum

9、then becomes peripheral and is dealt with by the reserve capacity of the brain. 这种现象可以部分归因于学习方法的普遍反作用，（煞费苦心地去记忆、绷紧神经、殚精竭虑），但那也仅是反映大脑技能的工作方式。因此Lozanov对他的教育体系做了间接重要的说明（暗示）。在他的暗示教学法中，意识从总课程中转换出来。重点放于一些表面情况。之后总课程就开始受到外部限制，并由大脑的储存能力进行处理。第三段：暗示教学法的原理The suggestopedic approach to foreign language learning

10、provides a good illustration.In its most recent variant(1980) , it consists of the reading of vocabulary and text while the class 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 s

11、olemnly 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 baroque music(Bach , Corelli , Handel)while the teacher reads the text in a normal speaking voice . During this tim

12、e 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 . 暗示教学法为外语学习的应用提供了很好的例证。根据其最近派生的例子（1980年），便是上课时边听音乐边进行课文词汇的朗读。第一学期分成两部分，第一部分的音乐都是来自莫扎特、贝多芬、勃拉姆斯的古典音乐，教室随着旋律节拍的强弱抑扬顿挫地朗读课文，学生们跟随老师看课文，锁喉安

13、静几分钟。第二部分，他们听一些巴洛克时期的音乐，如巴赫、柯赖尔、亨德尔，此时教师会用平常的语气和声调来朗读课文。在整个课程中，他们的注意力是消极的，他们听音乐但是并没有试图去学习材料。第四段：暗示教学法咋外语教学中的使用Beforehand , the students have been carefully prepared for the language learning experience . Through meeting with the staff and satisfied students the develop the expectation that learning

14、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,the teacher introduces them to the material to be covered,but dose not teach it . Likewise , the student are instructed not to try to learn it during

15、 this introduction. 之前，学生们已经为这种语言学习的体验认真准备过了。通过与教职员和满意的学生的会晤，他们产生了这样一种期望值，即学习会标的轻松有趣，并且他们可以成功地在课程中学会几百个外语单词。起初，教师会让他们盖上材料向他们介绍内容，但是并不教他们。同样的，在这种简单介绍中学生是不去学这些内容的。第五段：暗示教学法的应用及成果Some hours after the two-part session , there is a follow-up class at which the students are stimulated to recall the materi

16、al presented . Once again the approach is indirect . The students do not focus their attention on trying to remember the vocabulary , but focus on using the language to communicate(e.g. through games or improvised dramatisations) . Such methods are not unusual in language teaching . What is distinct

17、ive 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 to music . The teachers task is to assist the students to apply what they have learned paraconsciously , and in

18、 doing so to make it easily accessible to consciousness. Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of a foreign language during a suggestiopedic session , as well as grammar and idiom . 两部分课程结束几小时后，跟着会有一节课来激发学生们去回想材料内容。这种途径仍旧是间接的，学

19、生们并不把他们的注意力放在背单词桑，而是使用语言去沟通。（比如通过一些游戏和即兴小品）。注入此类的方法在语言教学中并不罕见。暗示教学法与众不同的地方就在于其专注于辅助回想，材料的学习看似是一种毫不费力的本能反应，听着音乐就完成了。教师的任务就是辅助学生专注于他们学过的东西。如此一来就轻易进入了意识。另一个和传统教学方式不用的是，在暗示教学法的一期课里，学生们通常可以学习1000个生词，语法还有习语。第六段：暗示教学法与传统教学方式的区别Lozanov experimented with teaching by direct suggestion during sleep , hypnosis and trance states, but found such procedures unnecessary . Hypnosis , yoga , silva mind-control , religious