雅思閱讀模擬試題精選

　　閱讀是雅思考試中非常重要的部分，很多考生閱讀成績不是很理想，在這方面考生們既要加強(qiáng)自己的詞匯量和語法知識，同時也要多加練習(xí)。

　　Education Philosophy

　　AIn 1660s, while there are few accurate statistics for child mortality in the preinduslrial world, there is evidence that as many as 30 percent of all children died before they were 14 days old. Few families survived intact. All parents expected to bury some of their children and they found it difficult to invest emotionally in such a tenuous existence as a newborn child. When the loss of a child was commonplace, parents protected themselves from the emotional consequences of the death by refusing to make an emotional commitment to the infant. How else can we explain mothers who call the infant or leave dying babies in gutters, or mention the death of a child in the same paragraph with a reference to pickles?

　　BOne of the most important social changes to take place in the Western world in 18th century was the result of the movement from an agrarian economy to an industrial one. Increasingly, families left the farms and their small-town life and moved to cities where life was very different for them. Social supports that had previously existed in the smaller community disappeared, and problems of poverty, crime, sub-standard housing and disease increased. For the poorest children, childhood could be painfully short, as additional income was needed to help support the family and young children were forced into early employment. Children as young as 7 might be required to work full-time jobs, often under unpleasant and unhealthy circumstances, from factories to prostitution. Although such a role for children has disappeared in most economically strong nations, the practice of childhood employment has hardly disappeared entirely and remains a staple (主要的)in many undeveloped nations.

　　COver the course of the 1800s, the lives of children in the Unites States began to change drastically. Previously, children in both rural and urban families were expected to take part in the everyday labor of the home, as the bulk of manual work had to be completed there. However, establishing a background the technological advances of the mid-1800s, coupled with the creation of a middle class and the redefinition of roles of family members, meant that work and home became less synonymous(同義的)over the course of time. People began to buy

　　their children toys and books to read. As the country slowly became

　　more dependent upon machines for work, both in rural and in urban areas, it became less necessary for children to work inside the home. This trend, which had been rising slowly over the course of the nineteenth century, look off exponentially after the Civil War, with the beginning of the Industrial Revolution. John Locke was one of the most influential writers of his period. His writings on the role of government are seen as foundational to many political movements and activities, including the American Revolution and the drafting of theDeclaration of Independence. His ideas are equally foundational to several areas of psychology. As the father of “British empiricism,” Locke made the first clear and comprehensive statement of the “environmental position” and, by so doing, became the father of modern learning theory. His teachings about child care were highly regarded during the colonial period in America.

　　DJean Jacquesd Rousseau lived during an era of the American and French Revolution. His works condemn distinctions of wealth, property, and prestige. In the original state of nature, according to Rousseau, people were "noble savages", innocent, free and uncorrupted. Rousseau conveyed his educational philosophy through his famous novel Emile, in 1762, which tells the story of a boy's education from infancy to adulthood. Rousseau observed children and adolescents extensively and spoke of children's individuality, but he based much of his developmental theory on observation in writing the book, and on the memories of his own childhood. Rousseau contrasts children to Developmental Psychology in Historical Perspective adults and describes age-specific characteristics. Johan Heinrich Pestalozzi lived during the early stages of industrial revolution, he sought to develop schools would nurture children's development. He agreed with Rousseau that humans are naturally good but were spoiled by a corrupt society. Pestalozzi's approach to teaching can be divided into the general and special methods. The theory was designed to create an emotionally healthy homelike learning environment that had to be in place before more specific instruction occurred.

　　EOne of the best documented cases of all the so-called feral children concerned a young man who was captured in a small town in the south of France in 1800, and who was later named Victor. The young man had been seen in the area for months before his final capture - pre-pubescent, mute, and naked, perhaps 11 or 12 years old, foraging for food in the gardens of the locals and sometimes accepting their direct offers of food. Eventually he was brought to Paris, where it

　　was hoped that he would be able to answer some of the profound questions about the nature of man, but that goal was quashed very early. Jean-Marc-Gaspard Itard, a young physician who had become interested in working with the deaf, was more optimistic about a future for Victor and embarked on a five-year plan of education to civilize him and teach him to speak. With a subsidy from the government, Itard spent an enormous amount of time and effort working with Victor. He was able to enlist the help of a local woman, Madame Gu erin, to assist in his efforts and provide a semblance of a home for Victor. But, after five years and despite all of his efforts, Hard considered the experiment to be a failure. Although Victor had learned some elementary forms of communication, he never learned the basics of speech, which, for Itard, was the goal. Victor's lessons were discontinued, although he continued to live with Madame Gu erin until his death, approximately at the age of 40.

　　FOther educators were beginning to respond to the simple truth that was embedded in the philosophy of Rousseau. Identifying the stages of development of children was not enough. Education had to be geared to those stages. One of the early examples of this approach was the invention of the kindergarten (“the children’s garden”)- a word and a movement created by Friedrich Froebel in 1840, a German-born educator. Froebel placed particular emphasis on the importance of play in a child's learning. His invention, in different forms, would eventually find its way around the world. His ideas about education were initially developed through his association with Johann Heinrich Pestalozzi. Froebel spent five years teaching at one of Pestalozzi's model schools in Frankfurt, and later he studied with Pestalozzi himself. Eventually he was able to open his own schools to test his educational theories. One of his innovative ideas was his belief that women could serve as appropriate educators of young children - an unpopular view at the time. At the age of 58, after almost four decades as a teacher, Froebel introduced the notion of the kindergarten. It was to be a haven and a preparation for children who were about to enter the regimented educational system. A cornerstone of his kindergarten education was the use of guided or structured play. For Froebel, play was the most significant aspect of development at this time of life. Play served as the means for a child to grow emotionally and to achieve a sense of self-worth, the role of the teacher was to organize materials and a structured environment in which each child, as an individual, could achieve these goals. By the time of Froebel’s death in 1852, dozens of kindergartens had been created in Germany. Their use increased in Europe and the movement eventually reached and flourised in the United States in 20th century.

　　Questions 28-31

　　The reading passage has seven paragraphs, A-E

　　Choose the correct heading for paragraphs A-E from the list below.

　　Write the correct number, i-vii, in boxes 28-31 on your answer sheet.

　　List of Headings

　　i Reasons of unusual experiments implemented by several thinkers

　　ii Children had to work to alleviate burden on family

　　iii Why children are not highly valued

　　iv Children died in hospital at their early age

　　v Politics related philosophy appeared

　　vi Creative learning method was applied on certain wild kid

　　vii Emerge and spread of called kindergarten

　　28 Paragraph A

　　Example

　　Paragraph B ii Children have to work

　　29 Paragraph C

　　30 Paragraph D

　　31 Paragraph E

　　Questions 32-35

　　Use the information in the passage to match the time (listed A-C) with correct event below. Write the appropriate letters A-F in boxes 32-35 on your answer sheet.

　　A 18th century

　　B 19th century

　　C 20th century

　　32 need for children to work

　　33 rise of middle class

　　34 emergence of a kindergarten

　　35 the kindergarten in the spread around US

　　Questions 36-40

　　Use the information in the passage to match the people (listed A-D) with opinions or deeds below. Write the appropriate letters A-D in boxes 36-40 on your answer sheet.

　　A Jean Jacquesd Rousseau

　　B Jean-Marc-Gaspard Itard

　　C Johan Heinrich Pestalozzi

　　D Friedrich Froebel

　　36 was not successful to prove the theory

　　37 observed a child's record

　　38 requested a study setting with emotional comfort firstly

　　39 corruption is not a characteristic in people's nature

　　40 responsible fo

　　篇章結(jié)構(gòu)

　　體裁科普說明文

　　題目兒童教育哲學(xué)與歷史

　　結(jié)構(gòu)A：為何父母并不是十分重視孩子

　　B：孩子們需要工作，以減輕對家庭的負(fù)擔(dān)

　　C：中產(chǎn)階級富足的生活的出現(xiàn)，促進(jìn)了政治相關(guān)的哲學(xué)的出現(xiàn)

　　D：幾個思想家進(jìn)行的研究以及結(jié)論和整個的分析

　　E：創(chuàng)造性的學(xué)習(xí)方式被應(yīng)用在幾個野孩子的教育之中

　　F：幼兒園理論的整個發(fā)展和傳播

　　試題分析

　　Question 1-。。。

　　題目類型：

　　題號定位詞文中對應(yīng)點(diǎn)題目解析

　　28Difficult to invest emotionally;

　　Call the infant “it”

　　Reference to pickles文中第四行，第八行

　　最后一行選擇標(biāo)題類型題，首先應(yīng)該歸納文章的主要意思，最好是能找到中心句，其次是把握作者情感走向

　　第一段主體內(nèi)容主要是在講嬰兒在父母心中的位置，第四行 difficult to invest，以及父母call the infant“it”，以及最后一句講到父母談?wù)摵⒆拥乃劳鼋?jīng)常是夾雜在談?wù)撆莶说膬?nèi)容里

　　由此可知，作者的主要情感走向是想說“孩子不受重視”

　　故此iii選項中的 not highly valued就符合這種情感走向，同時，infants又是作者主要談?wù)摰膬?nèi)容，故此，選擇了iii

　　29Change drastically;

　　Role of government;

　　Political movements and activities文章第二行

　　第十三行

　　第十四行選擇標(biāo)題類型題，首先應(yīng)該歸納文章的主要意思，最好是能找到中心句，其次是把握作者情感走向

　　其中前八行的內(nèi)容主要是再講工業(yè)革命后，人們有能力為孩子提供更優(yōu)質(zhì)的生活，而從第十行開始，就在談?wù)撜�治變革為兒童生活，教育，福利所帶來的變化，其中第十三行提到了Locke的文章Role of government，第十四行提到了political movements and activities，表明這段也涉及到了政治內(nèi)容，因此兩相結(jié)合，就比較符合V politics related philosophy appeared

　　故此選擇v

　　30Jean Jacquesd Rousseau;

　　His work;Developmental Psychology;

　　Johan Heinrich Pestalozzi;

　　Pesralozzi’s approach文章第一行，第二行;第十四行;十五行;十八行選擇標(biāo)題類型題，首先應(yīng)該歸納文章的主要意思，最好是能找到中心句，其次是把握作者情感走向

　　文章中提到了兩位思想家專門研究人類的青少年時期的個性發(fā)展，并且結(jié)合了自己成長的經(jīng)歷，因此比較符合i選項所說的Reasons of unusual experiments implemented by several thinkers

　　其中第一行，第十四行的人名Jean， Johan對應(yīng)了 thinkers ，第二行， 第十五行的work， approach對應(yīng)了experiments

　　故此選擇i

　　31Young man，victor，11 or 12 years old;

　　Five-year plan of education;

　　Victor’s lesson文章第四行到第九行，第十二行，倒數(shù)第二行選擇標(biāo)題類型題，首先應(yīng)該歸納文章的主要意思，最好是能找到中心句，其次是把握作者情感走向

　　文章第四行到第九行降到了Victor這個孩子是一個野孩子，呼應(yīng)了vi’選項中的wild kid，同時，第十二行，倒數(shù)第二行，分別出現(xiàn)了Five-year plan of education;五年的教育計劃，以及Victor’s lessons;Victor的課程

　　因此對應(yīng)了vi選項中的method

　　故此，選擇了vi Creative learning method was applied on certain wild kid

　　32Children to workB段落，第十二行，support the family以及 early employment選取題干中的定位詞，children to work，結(jié)合heading題，可以知道，這部分應(yīng)該是工業(yè)革命前，人們的生活質(zhì)量還沒有發(fā)生改變的時候，因此，應(yīng)該是B段落，中間偏后，即12提到了孩子們需要補(bǔ)貼家用，過早成為雇傭工人，第三行表述出時間為18th century，故此選擇A 18thcentury

　　33Middle classC段落，第五行選取題干中的定位詞，middle class，中產(chǎn)階級，結(jié)合heading題，可知，是C段落，因此，定位到C段落中的第五行，出現(xiàn)了middle class，講到中產(chǎn)階級的崛起，是在19世紀(jì)的工業(yè)革命后，因此選擇B

　　34KindergartenF段落，倒數(shù)第三行選取題干中的定位詞，kindergarten，幼稚園，可以確定是F段落有講到幼稚園，倒數(shù)第三行，提到時間是1852年以后，F(xiàn)orebel去世后，德國出現(xiàn)了很多的幼稚園，隨即歐洲和美國也開始不斷出現(xiàn)，因此，1852年后應(yīng)該是幼稚園發(fā)展的時期，故此選擇19世紀(jì)，B

　　PS，以為1852是18世紀(jì)的同志們可以去面壁了

　　同時，因?yàn)榫湮驳?0th century實(shí)際上是美國的幼稚園大量興起的時間，歐洲更早，因而最初開始興起的時間應(yīng)該是19世紀(jì)中頁

　　35Kindergarten

　　USF段落，最后一句選取題干中的定位詞，kindergarten，US;幼稚園，美國，可以確定是F段落有講到幼稚園，倒數(shù)第一行，因?yàn)榫湮驳?0th century實(shí)際上是美國的幼稚園大量興起的時間，歐洲更早，因而最初在美國開始興起的時間應(yīng)該是20世紀(jì)

　　36Not successfulE段落，倒數(shù)第五行 Itard considered te experiment to be a failure首先，題干中的not successful表明，我們要找到的就是失敗，故此，我們知道，結(jié)合heading 題，E段落中提到了有關(guān)野孩子的教育問題里，倒數(shù)第五行，Itard認(rèn)定這個實(shí)驗(yàn)最終是個失敗,因此，選擇了B選項Jean Marc-Gaspard Itard

　　37Child’s recordD段落 第十行

　　Rosseau observed children and adolescents extensively題干中的child’s record，結(jié)合heading 題，表明這個應(yīng)該是和實(shí)驗(yàn)有關(guān)的，因此DE兩個段落應(yīng)該是可以的，其中D段落第十行提到了，Rosseau觀察孩子和成人，并且結(jié)合自身的成長，寫出了一本書，即為上文提到的Emile這本書，因此，選擇了A

　　38Emotional comfort firstlyD段落，倒數(shù)第三行題干中emotional 結(jié)合heading題，我們可以知道，應(yīng)該是D段落提到的內(nèi)容，倒數(shù)第三行，提到了，這一理論是以在使用任何教育方式錢，創(chuàng)造一個情緒健康的家庭式學(xué)習(xí)環(huán)境為目的而創(chuàng)造出來的，而這一理論的提出人是Johan Heinrich Pestalozzi，故選擇C

　　39Corruption;notD段落，第五行題干中corruption，以及后面的not，表明我們要找的應(yīng)該是corruption的否定，或者它的反義詞，由此，定位出了D段落的第五行，Rousseau的觀點(diǎn)是人類早起時無知，自由，遠(yuǎn)離腐化墮落，因此，這一觀點(diǎn)應(yīng)該是Rousseau提出的，故此選擇A

　　40Increase; number;type; schoolF段落，19行題干中 increase，number ; type of school這些詞，我們結(jié)合閱讀的，可以很容易了解到，最后一段提到了教育發(fā)展中kindergarten的出現(xiàn)，而19行以后表明，這一變化與Forbel的努力分不開的，因此選擇了D選項

　　參考譯文：

　　兒童教育哲學(xué)與歷史

　　A1660年代，沒有準(zhǔn)確的數(shù)據(jù)顯示工業(yè)化之前兒童的死亡率，但是有證據(jù)顯示有30%的兒童在14歲之前死亡，很少有家庭能幸免于此。所有的家長都希望能埋葬他們死去的孩子，但是對于一個剛出生不久就夭折的孩子，他們很難在情感上有所觸動。當(dāng)小孩夭折已經(jīng)司空見慣，家長們?yōu)榱瞬蛔屪约簜��? 對于嬰兒不再投入自己的感情來保護(hù)自己的感情，這點(diǎn)也可以幫助我們解釋為什么媽媽會把出生的嬰兒稱為“it”，或是把快要死的嬰兒扔在臭水溝里，或者在講起死去的孩子的時候就像提起腌菜那樣自然。(第28題)

　　B18世紀(jì)，在西方世界發(fā)生的最重要的變化之一就是土地經(jīng)濟(jì)向工業(yè)經(jīng)濟(jì)轉(zhuǎn)換的運(yùn)動。越來越多的家庭扔下自己的農(nóng)場，結(jié)束自己原本在小鎮(zhèn)上寧靜的生活, 搬到大城市去，而那里的生活和他們之前所過的有天壤之別。以前在小小的生活圈子里的人們之間的相互支持消失了，取而代之的是貧窮，犯罪，可怕的居住條件等一系列的問題，對于那些在極端窮困條件下生活的孩子，他們的童年是痛苦且短暫的，因?yàn)榧彝バ枰�額外的收入來幫助補(bǔ)貼家用，年幼的孩子被迫早早開始工作。7歲的孩子可能就需要全職工作，通常是在很惡劣以及很不健康的環(huán)境下，他們從事的工作從工廠做工到出賣肉體。盡管這樣的情況在經(jīng)濟(jì)強(qiáng)大的國家已經(jīng)消失了，但是童工問題并沒有完全消失并且在許多不發(fā)達(dá)國家仍然是一個主要的問題。(第32題)

　　C在整個19世紀(jì)，美國兒童的生活開始有了巨大的轉(zhuǎn)變。之前，在農(nóng)村和在城里的家庭都必須要做家務(wù)，因?yàn)橛泻芏嗉覄?wù)活需要手工完成。但是，到了 19 世紀(jì)中期，科學(xué)技術(shù)有了很大的發(fā)展，隨之而來的還有中產(chǎn)階級的產(chǎn)生以及家庭成員角色的重新定義，這意味著工作和家庭隨著時間的推移成為不同質(zhì)的概念。人們開始給他們的孩子買玩具和書，整個國家不管是在城市還是農(nóng)村， 開始越來越依賴機(jī)器進(jìn)行工作，孩子留在家里干活的需要就減少了.在整個十九世紀(jì)，這個趨勢越來越明顯，特別是在內(nèi)戰(zhàn)過后，工業(yè)革命開始了。 John Locke是當(dāng)時最有影響力的作家之一，他的關(guān)于政府角色的作品被關(guān)乎許多政治運(yùn)動和浪潮，包括美國獨(dú)立戰(zhàn)爭的爆發(fā)和獨(dú)立宣言的起草。他的很多觀點(diǎn) 也影響著心理學(xué)的7個領(lǐng)域作為“英國經(jīng)驗(yàn)主義”之父，Locke第一次清晰并且全面地闡述了環(huán)境的影響。而通過這個研究，他成為現(xiàn)代學(xué)習(xí)理論之父。他對于關(guān)心兒童的教育在美國殖民時期得到高度的認(rèn)可。

　　DJean Jacquesd Rousseau(盧梭)生活在美國和法國革命時期，他的作品譴責(zé)了人們對財富，財產(chǎn)和名譽(yù)的追逐。在盧梭看來，在最初，人們都是“高貴的野蠻人”，無知，自由，是還沒有墮落的。盧梭在1762年通過著名的小說〈Emile〉表達(dá)了自己的教育哲學(xué)該小說講述了一個小男孩從嬰兒到

　　成人的教育故事。盧梭通過廣泛觀察兒童和青少年以及兒童的個性結(jié)合自己的發(fā)展理論和自己的童年記憶寫成了該書。盧梭從歷史和發(fā)展心理學(xué)的角度對比了兒童和成人在特定年齡的特征。Johan Heinrich Pestalozzi生活在工業(yè)革命早期，他提出學(xué)校需要能夠幫助兒童發(fā)展。他同意盧梭的希法，認(rèn)為人性本善，只是被腐朽的社會污染了。 Pestalozzi所說的教授的方法分為一般的和特殊的兩種，他的理論是為了創(chuàng)造一個像家里那樣的良好的學(xué)習(xí)氛圍，這些是一些具體的方法被采用的前提。(第 37,38, 39 題)

　　E有史料記載的一個最好的例子是在1880年在法國的南部發(fā)現(xiàn)的所謂的“野孩 子”，后來給他起名叫“Victor”，這個年輕人經(jīng)常在該地區(qū)被人看見，還沒到靑 春期，不會說話，全身裸露，大約11到12歲，經(jīng)常在當(dāng)?shù)氐幕▓@取尋找食物， 有時也吃別人施舍的食物。最終他被帶到了巴黎，希望他能回答一些稍微有些深度的關(guān)于人性的問題，結(jié)果這個念頭很快就被現(xiàn)實(shí)打消了。 Jean—Marc-Gaspard Itard是一位年輕的醫(yī)生，一直在研究聾啞人，一開始他對Victor的未來很樂觀， 開始了對其的5年計劃希望他可以接受文明的熏陶并且學(xué)習(xí)說話。Itard有政府的補(bǔ)貼，花了大量的時間和精力訓(xùn)練Victor 。好在他得到了當(dāng)?shù)匾粋�婦女Madame Guerin的幫助，她幫助給Victor布置一個家，但是5年后，盡管Itard傾力而為，但是最終實(shí)驗(yàn)還是失敗了。盡管Vicior學(xué)會了 一些基本的交流方式，但是他學(xué)不會說話，而說話曾是Itard教化的目標(biāo)。 Victor的課程暫停了，盡管他一直繼續(xù)和Madame Guerin 生活直到人約40歲去世。

　　F盡管教育學(xué)家開始重視盧梭所持的哲學(xué)觀點(diǎn)里蘊(yùn)含的簡單事實(shí)，但是確認(rèn)兒童的發(fā)展階段不是一件容易的事情，相應(yīng)的階段要有相應(yīng)的教育輔助，他早期研究的例子是幼兒園(孩子的樂園)的發(fā)明。“幼兒園”是德國出生的教育學(xué)家 Friedrich Froebel在1840年發(fā)明的，他特別強(qiáng)調(diào)玩耍對于兒童教育的重要性。 他的發(fā)明，以不同的形式最終在全世界普及。他關(guān)于教育的理念最早是和Johann Heinrich Pestalozzi的合作幵始的，F(xiàn)roebel花了五年的時間在Pestalozzi 在法蘭克福的標(biāo)準(zhǔn)學(xué)校任教，之后他和Pestalozzi—起進(jìn)行研究。最終他自己開了一間學(xué)校，來測試自己的教育理論.他最有創(chuàng)意的想法之一就是認(rèn)為女性可以是兒童早期的導(dǎo)師——這在當(dāng)時不是很被接受。在他58歲的時候，他己經(jīng)從教快40年了，才引進(jìn)了“幼兒園”的概念，(40題)他的這個理念的初衷是在作為兒童進(jìn)入正式的教育系統(tǒng)前的預(yù)備準(zhǔn)備。幼兒園教育理念的基石是教導(dǎo)式的或是有組織的玩耍。對于Froebel,玩耍是孩子在該階段發(fā)展的一個重耍部分， 因?yàn)橥嫠�會讓孩子在情感方面成長，獲得一種自我價值感。老師的角色則是準(zhǔn)備相應(yīng)的材料和環(huán)境，使得兒童作為個人可以獲得前面既定的目標(biāo)。在1852年 Froebel 去世的時候，徳國已經(jīng)有很多幼兒園被建立了，后來歐洲各地也始開辦幼兒園，最終在20世紀(jì)的時候幼兒園的理念傳到美國并且在美國普及。(第 34,35, 40 題)

　　參考答案

　　Version 20316 主題 兒童教育哲學(xué)歷史

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