劍橋雅思4 Test 1閱讀原文翻譯Passage 1孩子對熱帶雨林所持觀點的研究

劍橋雅思4 Test 1閱讀原文翻譯Passage 1孩子對熱帶雨林所持觀點的研究，今天中國教育在線就來為大家分析這個問題。

孩子對熱帶雨林所持觀點的研究

第1段

Adults and children are frequently confronted with statements about the alarming rate of loss of tropical rainforests.For example,one graphic illustration to which children might readily relate is the estimate that rainforests are being destroyed at a rate equivalent to one thousand football fields every forty minutes–about the duration of a normal classroom period.In the face of the frequent and often vivid media coverage,it is likely that children will have formed ideas about rainforests-what and where they are,why they are important,what endangers them–independent of any formal tuition.It is also possible that some of these ideas will be mistaken.

成人和兒童經(jīng)常面對有關(guān)熱帶雨林正在以的驚人速度喪失的說法。例如，兒童很容易聯(lián)想到一種圖形化的解釋：據(jù)估計熱帶雨林被破壞的速度相當于每四十分鐘一千個足球場-大約是正常課堂的持續(xù)時間。面對媒體頻繁而生動的報道，孩子們可能會形成關(guān)于雨林的想法：它們的種類和位置，它們?yōu)槭裁粗匾?，以及什么使它們陷入威脅。這些觀念獨立于任何正式的教育。它們中的一些也可能是錯誤的。

第2段

Many studies have shown that children harbour misconceptions about‘pure’,curriculum science.These misconceptions do not remain isolated but become incorporated into a multifaceted,but organised,conceptual framework,making it and the component ideas,some of which are erroneous,more robust but also accessible to modification.These ideas may be developed by children absorbing ideas through the popular media.Sometimes this information may be erroneous.It seems schools may not be providing an opportunity for children to re-express their ideas and so have them tested and refined by teachers and their peers.

許多研究表明，孩子們對“純粹的”，課程里的科學懷有誤解。這些誤解并不是孤立存在的，而是被整合到一個多方面但有組織的概念框架中，使它成為完整的觀點。其中一些是錯誤的，但更多的是可靠的，并且是可以修改的。文章來自 雅思這些想法可能是兒童通過吸收大眾媒體的觀點而形成的。有時，該信息可能是錯誤的?？磥韺W校可能沒有為孩子們提供一個重新表達他們想法的機會，并因此讓老師和他們的同伴對這些想法進行測試和完善。

第3段

Despite the extensive coverage in the popular media of the destruction of rainforests,little formal information is available about children’s ideas in this area.The aim of the present study is to start to provide such information,to help teachers design their educational strategies to build upon correct ideas and to displace misconceptions and to plan programmes in environmental studies in their schools.

盡管大眾媒體對熱帶雨林破壞的大規(guī)模報道，很少有關(guān)于孩子在這一領(lǐng)域觀點的信息。當前這一研究的目的是開始提供這些信息，以幫助教師在正確的觀念上設(shè)計他們的教育策略，替換錯誤的認知，并在學校的環(huán)境學習中計劃新的項目。

第4段

The study surveys children’s scientific knowledge and attitudes to rainforests.Secondary school children were asked to complete a questionnaire containing five open-form questions.The most frequent responses to the first question were descriptions which are self-evident from the term‘rainforest’.Some children described them as damp,wet or hot.The second question concerned the geographical location of rainforests.The commonest responses were continents or countries:Africa(given by 43%of children),South America(30%),Brazil(25%).Some children also gave more general locations,such as being near the Equator.

這項研究調(diào)查的孩子對熱帶雨林的科學知識和態(tài)度。要求中學生填寫包含五個開放式問題在內(nèi)的調(diào)查問卷。對第一個問題的最常見回答是“雨林”一詞的不言而喻的描述。一些孩子將它們描述為濕潤、潮濕或高溫。第二個問題涉及雨林的地理位置。最普遍的回答是各大洲或國家：非洲（占43％的兒童），南美（占30％），巴西（占25％）。一些孩子還提供了更一般的位置，例如靠近赤道。

第5段

Responses to question three concerned the importance of rainforests.The dominant idea,raised by 64%of the pupils,was that rainforests provide animals with habitats.Fewer students responded that rainforests provide plant habitats,and even fewer mentioned the indigenous populations of rainforests.More girls(70%)than boys(60%)raised the idea of rainforest as animal habitats.

對問題三的答復涉及雨林的重要性。由64％的學生提出的主要想法是，雨林為動物提供了棲息地。較少的學生回答說，雨林提供了植物棲息地，而提到雨林土著種群的則更少。提出雨林作為動物棲息地的想法的女孩（70％）比男孩（60％）多。

第6段

Similarly,but at a lower level,more girls(13%)than boys(5%)said that rainforests provided human habitats.These observations are generally consistent with our previous studies of pupils’views about the use and conservation of rainforests,in which girls were shown to be more sympathetic to animals and expressed views which seem to place an intrinsic value on non-human animal life.

同樣，但在較低的水平上，更多女孩（13％）比男孩（5％）認為雨林提供了人類棲息地。這些意見與我們以前的對學生關(guān)于熱帶雨林用途和保護的意見的研究結(jié)果是一致的，其中女孩被證明更加同情動物，并表達出對非人類動物生命內(nèi)在價值的看法。

第7段

The fourth question concerned the causes of the destruction of rainforests.Perhaps encouragingly,more than half of the pupils(59%)identified that it is human activities which are destroying rainforests,some personalising the responsibility by the use of terms such as‘we are’.About 18%of the pupils referred specifically to logging activity.

第四個問題涉及破壞雨林的原因。也許令人鼓舞的是，超過一半的學生（59％）認為是人類活動正在破壞熱帶雨林，其中一些人通過使用諸如“我們是”這樣的術(shù)語來個人化責任。約有18％的學生專門提到伐木活動。

第8段

One misconception,expressed by some 10%of the pupils,was that acid rain is responsible for rainforest destruction;a similar proportion said that pollution is destroying rainforests.Here,children are confusing rainforest destruction with damage to the forests of Western Europe by these factors.While two fifths of the students provided the information that the rainforests provide oxygen,in some cases this response also embraced the misconception that rainforest destruction would reduce atmospheric oxygen,making the atmosphere incompatible with human life on Earth.

約有10％的學生表達了一種誤解，認為酸雨是造成雨林破壞的原因。同樣比例的人說，污染正在破壞雨林。在這里，孩子們混淆了破壞熱帶雨林與到破壞西歐森林的因素。雖然五分之二的學生提供了雨林提供氧氣的信息，但在某些情況下，這種回應還包含了這樣一種誤解，即雨林的破壞會減少大氣中的氧氣，使大氣不適合地球上的人類。

第9段

In answer to the final question about the importance of rainforest conservation,the majority of children simply said that we need rainforests to survive.Only a few of the pupils(6%)mentioned that rainforest destruction may contribute to global warming.This is surprising considering the high level of media coverage on this issue.Some children expressed the idea that the conservation of rainforests is not important.

在最后一個關(guān)于熱帶雨林保護重要性的問題的回答中，大多數(shù)的孩子只是說，我們需要雨林生存。只有極少數(shù)的學生（6％）提到雨林的破壞可能導致全球變暖。考慮到媒體對這一問題的高度報道，這令人驚訝。一些孩子表示保護雨林并不重要。

第10段

The results of this study suggest that certain ideas predominate in the thinking of children about rainforests.Pupils’responses indicate some misconceptions in basic scientific knowledge of rainforests’ecosystems such as their ideas about rainforests as habitats for animals,plants and humans and the relationship between climatic change and destruction of rainforests.

這項研究的結(jié)果表明，某些想法在兒童關(guān)于雨林的思考中占主導地位。學生的反應表明對雨林生態(tài)系統(tǒng)一些基本知識的誤解，如他們對熱帶雨林作為動物，植物和人類棲息地的看法，以及氣候變化和雨林破壞之間的關(guān)系。

第11段

Pupils did not volunteer ideas that suggested that they appreciated the complexity of causes of rainforest destruction.In other words,they gave no indication of an appreciation of either the range of ways in which rainforests are important or the complex social,economic and political factors which drive the activities which are destroying the rainforests.One encouragement is that the results of similar studies about other environmental issues suggest that older children seem to acquire the ability to appreciate,value and evaluate conflicting views.Environmental education offers an arena in which these skills can be developed,which is essential for these children as future decision-makers.

學生沒有主動提出他們認識到雨林破壞原因的復雜性。換句話說，他們沒有意識到雨林為什么重要，以及推動雨林破壞活動背后的復雜社會、經(jīng)濟與政治因素。一種鼓勵是，關(guān)于其他環(huán)境問題的類似研究結(jié)果表明，年齡較大的兒童似乎具有認識，重視和評估矛盾觀點的能力。環(huán)境教育為這些技能的發(fā)展提供了一個舞臺，這對于作為未來的決策者的孩子來說至關(guān)重要。

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