本文是关于2019年3月23日雅思考试的阅读考题回顾，希望能够对大家有所帮助！
考试日期 | 2019年3月23日 |
Reading Passage 1 | |
Title | From A Novice to An Expert |
Question types | Complete Flow Chart 5题 TRUE/FALSE/NOT GIVEN 5题 Summary Completion 3题 |
文章内容回顾 | Expertise is commitment coupled with creativity. Specifically, it is the commitment of time, energy, and resources to a relatively narrow field of study and the creative energy necessary to generate new knowledge in that field. It takes a considerable amount of time and regular exposure to a large number of cases to become an expert. A An individual enters a field of study as a novice. The novice needs to learn the guiding principles and rules of a given task in order to perform that task. Concurrently, the novice needs to be exposed to specific cases, or instances, that test the boundaries of such heuristics. Generally, a novice will find a mentor to guide her through the process. A fairly simple example would be someone learning to play chess. The novice chess player seeks a mentor to teach her the object of the game, the number of spaces, the names of the pieces, the function of each piece, how each piece is moved, and the necessary conditions for winning or losing the game. B In time, and with much practice, the novice begins to recognize patterns of behavior within cases and. thus, becomes a journeyman. With more practice and exposure to increasingly complex cases, the journeyman finds patterns not only within cases but also between cases. More importantly, the journeyman learns that these patterns often repeat themselves over time. The journeyman still maintains regular contact with a mentor to solve specific problems and learn more complex strategies. Returning to the example of the chess player, the individual begins to learn patterns of opening moves, offensive and defensive game-playing strategies, and patterns of victory and defeat. C When a journeyman starts to make and test hypotheses about future behavior based on past experiences, she begins the next transition. Once she creatively generates knowledge, rather than simply matching superficial patterns, she becomes an expert. At this point, she is confident in her knowledge and no longer needs a mentor as a guide—she becomes responsible for her own knowledge. In the chess example, once a journeyman begins competing against experts, makes predictions based on patterns, and tests those predictions against actual behavior, she is generating new knowledge and a deeper understanding of the game. She is creating her own cases rather than relying on the cases of others. D The chess example is a rather short description of an apprenticeship model. Apprenticeship may seem like a restrictive 18th century mode of education, but it is still a standard method of training for many complex tasks. Academic doctoral programs are based on an apprenticeship model, as are fields like law, music, engineering, and medicine. Graduate students enter fields of study, find mentors, and begin the long process of becoming independent experts and generating new knowledge in their respective domains. E Psychologists and cognitive scientists agree that the time it takes to become an expert depends on the complexity of the task and the number of cases, or patterns, to which an individual is exposed. The more complex the task, the longer it takes to build expertise, or, more accurately, the longer it takes to experience and store a large number of cases or patterns. F The Power of Expertise An expert perceives meaningful patterns in her domain better than non-experts. Where a novice perceives random or disconnected data points, an expert connects regular patterns within and between cases. This ability to identify patterns is not an innate perceptual skill; rather it reflects the organization of knowledge after exposure to and experience with thousands of cases. Experts have a deeper understanding of their domains than novices do, and utilize higher-order principles to solve problems. A novice, for example, might group objects together by color or size, whereas an expert would group the same objects according to their function or utility. Experts comprehend the meaning of data and weigh variables with different criteria within their domains better than novices. Experts recognize variables that have the largest influence on a particular problem and focus their attention on those variables. G Experts have better domain-specific short-term and long-term memory than novices do. Moreover, experts perform tasks in their domains faster than novices and commit fewer errors while problem solving. Interestingly, experts go about solving problems differently than novices. Experts spend more time thinking about a problem to fully understand it at the beginning of a task than do novices, who immediately seek to find a solution. Experts use their knowledge of previous cases as context for creating mental models to solve given problems. H Better at self-monitoring than novices, experts are more aware of instances where they have committed errors or failed to understand a problem. Experts check their solutions more often than novices and recognize when they are missing information necessary for solving a problem. Experts are aware of the limits of their domain knowledge and apply their domain's heuristics to solve problems that fall outside of their experience base. I The Paradox of Expertise The strengths of expertise can also be weaknesses. Although one would expect experts to be good forecasters, they are not particularly good at making predictions about the future. Since the 1930s, researchers have been testing the ability of experts to make forecasts. The performance of experts has been tested against actuarial tables to determine if they are better at making predictions than simple statistical models. Seventy years later, with more than two hundred experiments in different domains, it is clear that the answer is no. If supplied with an equal amount of data about a particular case, an actuarial table is as good, or better, than an expert at making calls about the future. Even if an expert is given more specific case information than is available to the statistical model, the expert does not tend to outperform the actuarial table. J Theorists and researchers differ when trying to explain why experts are less accurate forecasters than statistical models. Some have argued that experts, like all humans, are inconsistent when using mental models to make predictions. A number of researchers point to human biases to explain unreliable expert predictions. During the last 30 years, researchers have categorized, experimented, and theorized about the cognitive aspects of forecasting. Despite such efforts, the literature shows little consensus regarding the causes or manifestations of human bias.
A 新手进入业界的靠前任务 B 新手积累经验之后的任务 C 新手如何向老师过渡 D 学徒关系训练法的重要性 E 决定成为老师时间的因素 F 老师更善于觉察并聚焦对于特定稳定有较大影响的变脸 G 老师与新手的区别 H 老师相对新手更擅长自我检测 I 老师在题库未来方面不如数据统计 J 老师题库未来逊于统计模型的原因
1. principles rules 2. mentor 3. journeyman 4. patterns of behaviour 5. complex 6. False 7. Not Given 8. True 9. False 10.True 11.models 12.human biases 13.consensus |
题型难度分析 | *篇的题型包括相对来说较为简单也不太费时间的填空和判断题，定位词也比较明显，所花的时间应该控制在十五六分钟以内。 |
题型技巧分析 | 对于Summary一般把握三个关键信息：逻辑关系词，语法属性，定位。首先，观察空格前后语义间是否有逻辑关系的连接词；其次，题库空格处所填的语法属性；较后，根据顺序原则在空格前后找定位关键词回原文定位。 判断题较大的难点对于大部分考生来说是False和Not given的区分，这边笔者给到一个建议，如果是错误的话，可以根据原文的信息改正确，但是not given是不可以的。做题的思路是通过确定句子在文章中的位置进行正误判定即可，一般定位句和答案所在句不太会出现偏差。 |
剑桥雅思推荐原文练习 | 剑13 test1 passage1 |
Reading Passage 2 | |
Title | Leaf-cutting Ants and Fungus |
Question types | Classify 6题 Matching Information 5题 Multiple Choice 2题 |
文章内容回顾 | A）The ants and their agriculture have been extensively studied over the years, but the recent research has uncovered intriguing new findings about the fungus they cultivate, how they domesticated it and how they cultivate it and preserve it from pathogens. For example, the fungus farms, which the ants were thought to keep free of pathogens, turn out to be vulnerable to a devastating mold, found nowhere else but in ants’ nests. To keep the mold in check, the ants long ago made a discovery that would do credit to any pharmaceutical laboratory.
B）Leaf-cutting ants and their fungus farms are a marvel of nature and perhaps the best known example of symbiosis, the mutual dependence of two species. The ants’ achievement is remarkable — the biologist Edward O. Wilson has called it “one of the major breakthroughs in animal evolution” — because it allows them to eat, courtesy of their mushroom’s digestive powers, the otherwise poisoned harvest of tropical forests whose leaves are laden with terpenoids, alkaloids and other chemicals designed to sicken browsers.
C）Fungus growing seems to have originated only once in evolution, because all gardening ants belong to a single tribe, the descendants of the first fungus farmer. There are more than 200 known species of the attine ant tribe, divided into 12 groups, or genera. The leaf-cutters use fresh vegetation; the other groups, known as the lower attines because their nests are smaller and their techniques more primitive, feed their gardens with detritus like dead leaves, insects and feces. In 1994 a team of four biologists, Ulrich G. Mueller and Ted R. Schultz from Cornell University and Ignacio H. Chapela and Stephen A. Rehner from the United States Department of Agriculture, analyzed the DNA of ant funguses. The common assumption that the funguses are all derived from a single strain, they found, was only half true.
D）The leaf-cutters’ fungus was indeed descended from a single strain, propagated clonally, or just by budding, for at least 23 million years. But the lower attine ants used different varieties of the fungus, and in one case a quite separate species, the four biologists discovered. Cameron R. Currie, a Ph.D. student in the University of Toronto, it seemed to Mr. Currie, resembled the monocultures of various human crops, that are very productive for a while and then succumb to some disastrous pathogen, such as the Irish potato blight. Monocultures, which lack the genetic diversity to respond to changing environmental threats, are sitting ducks for parasites. Mr. Currie felt there had to be a parasite in the ant-fungus system. But a century of ant research offered no support for the idea. Textbooks describe how leaf-cutter ants scrupulously weed their gardens of all foreign organisms. “People kept telling me, ‘You know the ants keep their gardens free of parasites, don’t you?’” Mr. Currie said of his efforts to find a hidden interloper.
E）But after three years of sifting through attine ant gardens, Mr. Currie discovered they are far from free of infections. In last month’s issue of the Proceedings of the National Academy of Sciences, he and two colleagues, Dr. Mueller and David Mairoch, isolated several alien organisms, particularly a family of parasitic molds called Escovopsis. Escovopsis turns out to be a highly virulent pathogen that can devastate a fungus garden in a couple of days. It blooms like a white cloud, with the garden dimly visible underneath. In a day or two the whole garden is enveloped. “Other ants won’t go near it and the ants associated with the garden just starve to death,’’Dr. Rehner said. “They just seem to give up, except for those that have rescued their larvae.”
F）Evidently the ants usually manage to keep Escovopsis and other parasites under control. But with any lapse in control, or if the ants are removed, Escovopsis will quickly burst forth. Although new leaf-cutter gardens start off free of Escovopsis, within two years some 60 percent become infected. The discovery of Escovopsis’s role brings a new level of understanding to the evolution of the attine ants. “In the last decade, evolutionary biologists have been increasingly aware of the role of parasites as driving forces in evolution,” Dr. Schultz said. There is now a possible reason to explain why the lower attine species keep changing the variety of fungus in their mushroom gardens, and occasionally domesticating new ones — to stay one step ahead of the relentless Escovopsis.
G）Interestingly, Mr. Currie found that the leaf-cutters had in general fewer alien molds in their gardens than the lower attines, yet they had more Escovopsis infections. It seems that the price they pay for cultivating a pure variety of fungus is a higher risk from Escovopsis. But the leaf-cutters may have little alternative: they cultivate a special variety of fungus which, unlike those grown by the lower attines, produces nutritious swollen tips for the ants to eat.
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