文章大意:这是一篇说明文。主要介绍了卡内基梅隆大学的心理学研究人员安娜·V·费舍尔、凯瑞·E·戈德温和霍华德·塞尔特曼研究了课堂展示是否会影响儿童在教学过程中保持注意力和学习课程内容的能力。他们发现,与没有装饰的教室相比,在装饰得很好的教室里,孩子们更容易分心,花更多的时间不在任务上,学习成绩也更差。研究人员希望这些发现将导致进一步的研究,以制定指导方针,帮助教师设计教室。
2 . Maps, number lines, shapes, artwork and other materials tend to cover elementary classroom walls. However, too much of a good thing may end up _______ attention and learning in young children, according to research published in Psychological Science.
Psychology researchers Anna V. Fisher, Karrie E. Godwin and Howard Seltman of Carnegie Mellon University looked at whether classroom displays affected children’s ability to maintain _______ during instruction and to learn the lesson content. They found that children in highly decorated classrooms were more distracted, spent more time off-task and demonstrated smaller learning _______than when the decorations were removed.
“Young children spend a lot of time — usually the whole day — in the same classroom, and we have shown that a classroom’s _______ environment can affect how much children learn,” said Fisher, lead author and associate professor of psychology in the Dietrich College of Humanities and Social Sciences.
Should teachers _______ their visual displays based on the findings of this study?
“We do not suggest by any means that this is the answer to all _______ problems. Furthermore,_______ research is needed to know what effect the classroom visual environment has on children’s attention and learning in real classrooms,” Fisher said. “_______, I would suggest that instead of removing all decorations, teachers should consider whether some of their visual displays do make it difficult for young children to _______.”
For the study, 24 kindergarten students were placed in ________classrooms for six introductory science lessons on topics they were unfamiliar with. Three lessons were taught in a heavily decorated classroom, and three lessons were given in a sparse (稀疏的) classroom. The results showed that while children learned in both __________ types, they learned more when the room was not heavily decorated. Specifically, children’s __________ on the test questions was higher in the sparse classroom (55% correct) than in the decorated classroom (42% correct).
“We were also interested in finding out if the visual displays were removed, whether the children’s attention would __________ to another distraction, such as talking to their peers, or the total amount of time they were distracted would remain the same,” said Godwin, a Ph.D. candidate in psychology and fellow of the Program in Interdisciplinary Education Research.
However, when the researchers totaled all of the time children spent off-task in both types of classrooms, the rate of off-task __________ was higher in the decorated classroom (38.6% time spent off-task) than in the sparse classroom (28.4% time spent off-task).
The researchers hope these findings will lead to further studies into developing guidelines to help teachers design classrooms __________.
1. A.attracting | B.distracting | C.holding | D.paying |
2. A.confidence | B.relationship | C.consistency | D.focus |
3. A.gains | B.opportunities | C.needs | D.disabilities |
4. A.social | B.natural | C.physical | D.visual |
5. A.turn over | B.take down | C.try out | D.look into |
6. A.athletic | B.environmental | C.educational | D.communicative |
7. A.additional | B.prior | C.national | D.independent |
8. A.However | B.Besides | C.Therefore | D.Meanwhile |
9. A.stretch | B.adapt | C.concentrate | D.explore |
10. A.decorated | B.empty | C.transitional | D.laboratory |
11. A.teaching | B.classroom | C.school | D.personality |
12. A.accuracy | B.emphasis | C.impact | D.perspective |
13. A.refer | B.listen | C.respond | D.shift |
14. A.questions | B.behaviors | C.incidents | D.tasks |
15. A.originally | B.innovatively | C.appropriately | D.exclusively |