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【阅读理解】 征服数学恐惧感  

2011-11-07 08:11:30|  分类: 阅读理解 |  标签: |举报 |字号 订阅

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【阅读理解】 征服数学恐惧感 - 佳中 - 佳中Blog
 

  阅读理解                 征服数学恐惧感

                                                                                                                                          命题: 佳中

 

                                                                

        Many of us, I believe, choose to stay within a fairly narrow “comfort zone” of knowledge. If we

do well in reading books and writing essays, we may take more courses in history and literature. 

If we learn best of physically handling things, we go for laboratory courses. By the time we are 

adults, we are reasonably well informed in our special fields but feel psychologically fearful outside 

our comfort zone. In time, a set of preferences becomes a mental prison. That is why what may 

begin as a minor discomfort with mathematics can develop into fear and avoidance.

       Math anxiety usually begins with failure. Whether this happens while learning word problems, 

coping with equations, or confronting calculus, the failure is frightening. And instead of asking 

questions or assuming that in a while he will be able to understand the problem, the student 

decides he can never go further in mathematics. One thing that may contribute to a student’s 

handicap is the myth that some people have a “mathematical mind,” while others do not. We are 

also victims of the belief that if we haven’t learned something so far, it is probably because we 

can’t. Actually mathematical ideas that are difficult at ages seven or eight are much easier to 

comprehend a few years later, if we give them another try.

       Another handicap borne by the math-anxious seems to be a distrust of their own intuition. 

If an idea or a strategy appears to them in a flash, they will assume it is wrong. Mathematicians, 

on the other hand, trust their intuition in solving problems and readily admit they would not be able 

to function without it. A difference in attitude then, seems to be another distinction between the 

math-anxious and people who do well at figures. Teachers therefore should encourage guessing 

and estimating in class, and intuitive thinking should be rewarded.

       Don’t despair. Even Issac Newton, the inventor of calculus, would be hard pressed to solve 

some of the equations given to students today. Quite probably, hidden in the recesses of our 

minds is much of the math we need to cope with in our personal lives. In digging out these dimly 

remembered procedures we may notice some of the mathematical ideas that escaped us the 

first time. To get at these recesses, I believe, we need only some knowledge about our 

temperament, our fears and how these influence clear thinking. If we can control our anxiety by 

recognizing its symptoms, we can go far.

       As W. W. Sawyer, a mathematician and inspired teacher, once remarked: “In discovering 

something for ourselves, we have a sense of freedom and conquest. In memorizing something 

that another person tells us and that we do not understand, we are slaves.”   

                                                                                                                           (457 words) 

 

21. The best title of the passage would be

      [A] Better not to Stay within “Comfort Zone”.

      [B] Stop Worrying over Mathematics.

      [C] Math Anxiety and Its Symptoms.

      [D] No Cut-Short for Studying Mathematics.

22. By “mental prison” (Para. 2), the author most probably means that people

      [A] are lacking of a mathematical mind.

      [B] feel uncomfortable in dealing with figures.

      [C] are reasonably well informed in their special fields.

      [D] refuse to step out of their “comfort zone”.

23. According to the author, fear of mathematics in some students stems from

      [A] psychological fear and avoidance.

      [B] lack of skills in mathematics.

      [C] failure to get at the recesses of mind.

      [D] poor senses of intuitive thinking.

24. The most important idea the author tries to get across to the student is that he can

      [A] comprehend mathematical problems well at ages sever or eight.

      [B] learn mathematics well if he can find the causes for his math fear and anxiety.

      [C] study mathematics well if he can use this intuitive thinking just as mathematicians.

      [D] overcome his math anxiety if he can get at the recesses of his mind.

25. Sawyer’s remark is quoted in the last paragraph in order to

      [A] advise people to memorize what another person tells them that they don’t understand.

      [B] discover a sense of freedom and conquest in studying mathematics.

      [C] warn people not to be frightened by the difficulties in their study of mathematics.

      [D] encourage people to find out the causes for fear and overcome the difficulties themselves.

 

 

答案解析

 21. 【答案】 B

       【考点】 文章标题。     针对全文命题。

       【解析】   学生在学习数学时会遇到许多困难,此时有不少学生会认为自己没有数学头脑,

         学不好数学(decides that he can never go further in mathematics)。作者在文中对这种畏

         难情绪进行了分析,指出数学并不象人们想像得那样难学,只要做到“control anxiety by 

         recognizing its symptoms”,我们就能学好数学(we can go far)。从写作目的上判断,

         作者主要想消除学生学习数学的畏难情绪,鼓励学生学好数学, 因此B项是本题的正确答

         案。

                 本题易错选C项,学习数学的畏难情绪及其症状是作者在文中涉及的内容,但不是作

         者要强调的内容。

 

22.   【答案】 D

        【考点】 词语理解。     针对第一段第三句命题。

        【解析】   作者在第一段中说,到我们步入成年时,我们对自己从事的工作范围里的知识非

         常熟悉,而对我们自己“安乐区”以外的知识心理上会产生恐惧感。久而久之,对熟悉事物的

         偏爱成了“mental prison(精神上的枷锁)”。这就是为什么我们在接触数学问题时遇上一点

         小小的困难就会产生畏难情绪而不愿继续学数学的原因。显然作者是在暗示人们往往有不

         愿摆脱“comfort zone” 的倾向,因此D项是本题的正确答案。

 

23. 【答案】 A

      【考点】 结论归纳。     针对第三、四段命题。

      【解析】   这是一道结论归纳题。作者在第三、四、五段中分析人们惧怕数学的原因有两条:

       1)有些人认为自己没有数学头脑;2)不相信自己的直觉。根据两条原因,我们可以归纳出

        人们之所以惧怕数学的原因主要来自心理因素,而不是缺乏学习数学的技能,因此A项是本

         题的正确答案。

               C项有一定的干扰性,文中提到的“到达头脑的深处”是指我们每个人的头脑深处都有有

        关的数学知识,并不是由于没有到达头脑的深处所以有些人学不好数学。

 

24.  【答案】 B

       【考点】 作者意图。     针对第五段命题。

       【解析】   第五段是文章的中心段落,作者在段中鼓励学生在学习数学时不要害怕,只要做

         到能克服学习数学时的焦虑感,能找出造成他们惧怕数学的原因,就一定能学好数学(If 

 we 

         can control our anxiety by recognizing its symptoms, we can go far)。这是作者在文章表达的

        最重要的思想,也是作者写文章的主要目的。B项是本题的正确答案。

                作者没有在文中说要像数学家那样应用直觉思维才能学好数学,只是在文中提到有些学

        生不相信自己的直觉,而数学家则相信自己的直觉,所以不能选C项。D项的意思是“如果一

        个学生学数学时能到达头脑的深处,他就克服学习数学的焦虑感”。这个说法不对,在第三

        题已作了为什么错的解释。

 

 25.【答案】 D

       【考点】 举例目的。     针对最后一段命题。

       【解析】   这是一道测引语目的的题。Sawyer的话的意思是:“我们自己去发现问题会有一种

        解脱和征服感;如果我们去记住别人告诉我们不懂的东西,我们会成为奴隶(In discovering 

        something for ourselves, we have a sense of freedom and conquest. In memorizing 

        something  that another person tells us and that we do not understand, we are slaves)”。 联

        系前一段,尤其是最后一句可以看出,作者引用 Sawyer 的话的目的是想鼓励人们找出造成

        他们惧怕数学的原因,并自己去克服学习数学的困难。四选项中只有D项的意思能反映

        Sawyer的意思,因此D项是本题的正确答案。


                                                 【阅读理解】 征服数学恐惧感 - 佳中 - 佳中Blog

                                                                                                                                   【阅读理解】 征服数学恐惧感 - 佳中 - 佳中Blog

 

 

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