評(píng)論
打印
Recording one.
錄音一
Have you ever had someone try to explain something to you a dozen times with no luck?
你有沒(méi)有遇到過(guò)這樣一種情況，即有人向你解釋某件事情，解釋了很多次你卻仍無(wú)法理解。
But then when you see a picture, the idea finally clicks.
但是當(dāng)你看到圖片時(shí)卻恍然大悟。
If that sounds familiar, maybe you might consider yourself a visual learner.
如果你遇到過(guò)這種情況，那么或許你可以自認(rèn)為是一名視覺(jué)學(xué)習(xí)者。
Or if reading or listening does a trick, maybe you feel like you're a verbal learner.
或者說(shuō)如果你通過(guò)閱讀和傾聽(tīng)的方式能更好地理解，那么或許你是一名語(yǔ)言學(xué)習(xí)者。
We call these labels learning styles. But is there really a way to categorize different types of students?
這種標(biāo)簽我們稱之為“學(xué)習(xí)風(fēng)格”。不過(guò)，真的有辦法可以對(duì)不同類型的學(xué)生進(jìn)行歸類嗎？
It actually seems that multiple presentation formats, especially if one of them is visual, help most people learn.
其實(shí)，多樣化的呈現(xiàn)形式在人們學(xué)習(xí)時(shí)幫助很大，尤其是視覺(jué)呈現(xiàn)形式。
When psychologists and educators test for learning styles,
心理學(xué)家和教育工作者在測(cè)試學(xué)習(xí)風(fēng)格時(shí)，
they're trying to figure out whether these are inherent traits that affect how well students learn instead of just a preference.
他們會(huì)盡量弄清楚影響學(xué)生學(xué)習(xí)效率的是他們的遺傳特性還是說(shuō)僅僅是偏好。
Usually they start by giving a survey to figure out what style a student favors, like visual or verbal learning.
通常他們會(huì)先做一個(gè)調(diào)查找出學(xué)生們喜歡的學(xué)習(xí)方式，比如視覺(jué)學(xué)習(xí)方式或者語(yǔ)言學(xué)習(xí)方式。
Then they try to teach the students something with a specific presentation style, like using visual AIDS, and do a follow up test to see how much they learned.
之后他們會(huì)嘗試通過(guò)特定的呈現(xiàn)方式來(lái)給學(xué)生灌輸知識(shí)，比如使用視覺(jué)輔助工具，最后做一個(gè)后續(xù)測(cè)試來(lái)觀察學(xué)生們對(duì)知識(shí)的吸收程度。
That way, the researchers can see if the self identified verbal learners really learned better when the information was just spoken aloud, for example.
這樣一來(lái)，舉個(gè)例子，研究人員就可以看到那些自認(rèn)為是語(yǔ)言學(xué)習(xí)者的人，在信息被大聲讀出來(lái)的時(shí)候其學(xué)習(xí)效率是否真的更高。
But according to a 2008 review, only one study that followed this design found that students actually learned best with their preferred style.
但是，根據(jù)2008年的一項(xiàng)報(bào)告顯示，在遵循這種設(shè)計(jì)的研究中只有一項(xiàng)研究發(fā)現(xiàn)，學(xué)生們實(shí)際上用自己偏愛(ài)的風(fēng)格學(xué)習(xí)效率最高。
But the study had some big flaws. The researchers excluded 2/3 of the original participants,
不過(guò)這項(xiàng)研究有一些大的缺陷，即研究人員排除了最初2/3的參與者，
because they didn't seem to have any clear learning style from the survey at the beginning.
因?yàn)樗麄冊(cè)谡{(diào)查初期似乎沒(méi)有任何明確的學(xué)習(xí)風(fēng)格，
And they didn't even report the actual test scores in the final paper.
甚至也沒(méi)有報(bào)告自己期末考試的真實(shí)成績(jī)。
So it doesn't really seem like learning styles are an inherited trait that we all have.
所以說(shuō)，學(xué)習(xí)風(fēng)格似乎并不是人人都有的遺傳特性。
But that doesn't mean that all students will do amazingly, if they just spend all their time reading from a textbook.
但這并不說(shuō)明，只要學(xué)生把所有時(shí)間花在閱讀上就都能收獲驚人的成績(jī)，
Instead, most people seem to learn better if they're taught in several ways, especially if one is visual.
相反，大多數(shù)人通過(guò)多種呈現(xiàn)方式，尤其是視覺(jué)呈現(xiàn)方式，似乎學(xué)得更好。
In one study, researchers tested whether students remembered lists of words better if they heard them, saw them or both.
在一項(xiàng)研究中，研究人員通過(guò)聽(tīng)、看、聽(tīng)看相結(jié)合三種方式來(lái)測(cè)試哪種方式能讓學(xué)生更好地記住單詞。
And everyone seemed to do better if they got to see the words in print.
結(jié)果顯示，學(xué)生們?cè)诳吹酱蛴〕鰜?lái)的單詞時(shí)記憶效果最好，
Even the self identified auditory learners, their preference didn't seem to matter.
即使是那些自認(rèn)為是聽(tīng)覺(jué)學(xué)習(xí)者的學(xué)生。所以說(shuō)，偏好似乎無(wú)關(guān)緊要。
Similar studies tested whether students learned basic physics and chemistry concepts better
類似的研究還測(cè)試了學(xué)生在閱讀純文本和看圖片兩種呈現(xiàn)方式下對(duì)基本物理化學(xué)概念的記憶，
by reading plain text or viewing pictures to and everyone do better with the help of pictures.
結(jié)果顯示圖片的呈現(xiàn)方式對(duì)學(xué)生的記憶更有幫助。
16. Why do psychologists and educators study learning styles?
16. 心理學(xué)家和教育者為什么要研究學(xué)習(xí)風(fēng)格？
17. What does the speaker say about one study mentioned in the 2008 review?
17. 關(guān)于2008年的報(bào)告，敘述者講述了什么？
18. What message does the speaker want to convey about learning at the end of the talk?
18. 敘述者在最后想要傳達(dá)什么有關(guān)學(xué)習(xí)的內(nèi)容？
