2 . VARK is a questionnaire that helps with your learning by suggesting the strategies you should be using. According to VARK, some people learn best by reading materials, while others are more visually-oriented (视觉导向的) and must see something to understand. Others might fall into the auditory learning subtype, meaning they tend to urderstand materials by listening to instructions. There are also kinesthetic (动觉的) learners, or those who learn best through hands-on activities.

Learning style theories had their popularity in the 1990s, when Beth Rogowsky was just starting as a middle school teacher. “At that time, when my students were given some learning material, if they disliked reading it, they could listen to it instead as long as they’d like to listen to others reading it; whatever they preferred, they would be encouraged to do it,” says Rogowsky, who is now an associate professor of teaching and learning at Bloomsburg University in Pennsylvania.

But when it comes to preferred learning styles, there’s a problem. The idea of using learning styles emerged in the 1980s as many researchers voiced their support, but few actually tested their concepts to confirm the validity in randomized, experimental settings. In the 2000s, when researchers started to do just that, they found little evidence that matching students to their supposed learning style helped them memorize information better.

Rogowsky herself has confirmed the belief that learning styles don’t hold up in her recent studies. In one study published in Frontiers in Psychology this year, Rogowsky and her colleagues tested fifth-graders with preferred auditory and visual learning styles. Students were given standardized reading tests, in both written and audio formats. The team didn’t uncover a relationship between their preferred learning styles and academic performance, according to Rogowsky.

The team’s study noted that a preference to learn material using a certain method could mask skill lack. “Someone who prefers to lean by listening instead of visual approaches might just have underdeveloped reading skills. Letting students learn in their preferred manner doesn’t push them to improve weaker skill sets,” Rogowsky says. “If you need to improve your skills, don’t just keep doing what’s easy to you.”

3 . In 2008, I traveled to a remote region in southwest China to tell the story about the Nu River. The word “Nu” means “angry” in Chinese. Here many ________ lived in the mountains along the narrow river. There were ________ bridges over the river and most people from the villages had to ________ it by zip lines (滑索).

I went to a place closest to a town on a market day. When I got there, a stream of people was already crossing over the ________ waters of the river. They did it ________ or in pairs. Some of them even went with ________ in their arms, such as chickens and pigs. I even saw a goat.

With a camera around my neck, I hooked onto the return line and moved forward until I ________ midway above the river. The waters did look angry below me.

Hanging over the river, I ________ people crossing until those waiting to return home became very ________ . I pulled myself back to the roadside to let them pass, and then hooked onto the line again for another try. Suddenly, I saw a group of people were heading toward the zip lines with a ________!

“What’s the angle? “I asked myself, as I ________ my position. I wanted the river waters in the picture but that was not easy to do. Before I could check all the ________ they tied a rope around the cow, hooked it on the line, and gave it a push. Kicking its legs in the air, the cow ________ the steep line above the angry river.

I reached the line’s end just as the cow closed in. For a second, my camera was in the cow’s face. The view was ________ —completed by the angry river below.

Nowadays, these zip lines have been ________ by modern bridges and government housing projects have been designed to encourage the people to move down to the riversides.