Study on Gender in Physics劍橋雅思11聽力-原文翻譯及答案解析

一、Study on Gender in Physics 聽力原文：

LISA:OK, Greg, so I finally managed to read the article you mentioned - the one about the study on gender in physics.

GREG:About the study of college students done by Akira Miyake and his team?

Yeah. I was interested that the researchers were actually a mix of psychologists and physicists.

That's an unusual combination.

LISA:Yeah. I got a little confused at first about which students the study was based on.

They weren't actually majoring in physics - they were majoring in what's known as the STEM disciplines.

That's science, technology, engineering and ...

GREG:… and math.

Yes, but they were all doing physics courses as part of their studies.

LISA:That's correct.

So as I understood it, Miyake and co started from the fact that women are underrepresented in introductory physics courses at college, and also that on average, the women who do enrol on these courses perform more poorly than the men.

No one really knows why this is the case.

GREG:Yeah.  But what the researchers wanted to find out was basically what they could do about the relatively low level of the women's results.

But in order to find a solution they needed to find out more about the nature of the problem.

LISA:Right - now let's see if I can remember ...

it was that in the physics class, the female students thought the male students all assumed that women weren't any good at physics ...

was that it?

And they thought that the men expected them to get poor results in their tests.

GREG:That's what the women thought, and that made them nervous, so they did get poor results.

But actually they were wrong ...

No one was making any assumptions about the female students at all.

LISA:Anyway, what Miyake's team did was quite simple - getting the students to do some writing before they went into the physics class.

What did they call it?

GREG:Values-affirmation- they had to write an essay focusing on things that were significant to them, not particularly to do with the subject they were studying, but more general things like music, or people who mattered to them.

LISA:Right. So the idea of doing the writing is that this gets the students thinking in a positive way.

GREG: And putting these thoughts into words can relax them and help them overcome the psychological factors that lead to poor performance.

Yeah. But what the researchers in the study hadn't expected was that this one activity raised the women's physics grades from the C to the B range.

LISA:A huge change.

Pity it wasn't to an A, but still!

No, but it does suggest that the women were seriously underperforming beforehand, in comparison with the men.

GREG:Yes. Mind you, Miyake's article left out a lot of details.

Like, did the students do the writing just once, or several times?

And had they been told why they were doing the writing?

That might have affected the results.

LISA:You mean, if they know the researchers thought it might help them to improve, then they'd just try to fulfil that expectation?

GREG:Exactly.

GREG:So anyway, I thought for our project we could do a similar study, but investigate whether it really was the writing activity that had that result.

LISA:OK. So we could ask them to do a writing task about something completely different ...

something more factual?

Like a general knowledge topic.

GREG:Maybe ...

or we could have half the students doing a writing task and half doing something else, like an oral task.

LISA:Or even,  half do the same writing task as in the original research and half do a factual writing task.

Then we'd see if it really is the topic that made the difference, or something else.

GREG:That's it. Good.

So at our meeting with the supervisor on Monday we can tell him we've decided on our project.

We should have our aims ready by then.

I suppose we need to read the original study - the article's just a summary.

LISA:And there was another article I read, by Smolinsky.

It was about her research on how women and men perform in mixed teams in class, compared with single-sex teams and on their own.

GREG:Let me guess ...

the women were better at teamwork.

LISA:That's what I expected, but actually the men and the women got the same results whether they were working in teams or on their own.

But I guess it's not that relevant to us.

GREG:What worries me anyway is how we're going to get everything done in the time.

LISA:We'll be OK now we know what we're doing.

Though I'm not clear how we assess whether the students in our experiment actually make any progress or not ...

GREG:NO. We may need some advice on that.

The main thing's to make sure we have the right size sample, not too big or too small.

LISA:That shouldn't be difficult.

Right, what do we need to do next?

We could have a look at the timetable for the science classes ...

or perhaps we should just make an appointment to see one of the science professors.

That'd be better.

GREG:Great.

And we could even get to observe one of the classes.

LISA:What for?

GREG:Well ...

OK maybe let's just go with your idea.

Right, well ...

二、Study on Gender in Physics 聽力中文翻譯：

麗莎：好的，格雷格，我終于讀到了你提到的那篇文章——關(guān)于物理學(xué)中性別研究的文章

格雷格：關(guān)于三宅昭和他的團隊對大學(xué)生的研究？

是 啊我很感興趣的是，研究人員實際上是心理學(xué)家和物理學(xué)家的混合體

這是一個不尋常的組合

麗莎：是的起初，我對這項研究基于哪些學(xué)生感到有點困惑

他們實際上不是主修物理，而是主修STEM學(xué)科

那是科學(xué)、技術(shù)、工程和

格雷格：……還有數(shù)學(xué)

是的，但他們都在學(xué)習(xí)物理課程

莉莎：沒錯

據(jù)我所知，三宅一生和他的合作始于這樣一個事實，即女性在大學(xué)物理入門課程中所占比例不足，而且平均而言，參加這些課程的女性表現(xiàn)比男性差

沒有人真正知道為什么會這樣

格雷格：是的但研究人員想知道的基本上是他們能對女性相對較低水平的結(jié)果做些什么

但為了找到解決方案，他們需要更多地了解問題的性質(zhì)

莉莎：現(xiàn)在，讓我們看看我是否記得

就是在物理課上，女生認為男生都認為女生不擅長物理

是這樣嗎？

他們認為這些人期望他們在測試中得到糟糕的結(jié)果

格雷格：女人們就是這么想的，這讓她們很緊張，所以她們的成績很差

但實際上他們錯了

根本沒有人對女生做出任何假設(shè)

麗莎：不管怎樣，三宅一生的團隊做的很簡單——讓學(xué)生在上物理課之前先寫些東西

他們叫它什么？

格雷格：價值觀肯定——他們必須寫一篇文章，重點放在對他們有意義的事情上，不是特別放在他們所學(xué)的學(xué)科上，而是放在更一般的事情上，比如音樂，或者對他們來說很重要的人

麗莎：對所以寫作的目的是讓學(xué)生以積極的方式思考

格雷格：把這些想法用語言表達出來可以讓他們放松，幫助他們克服導(dǎo)致表現(xiàn)不佳的心理因素

是 啊但研究人員沒有料到的是，這項活動將女性的物理成績從C提高到了B

麗莎：一個巨大的變化

可惜不是A，但還是！

沒有，但這確實表明，與男性相比，女性之前的表現(xiàn)嚴重不佳

格雷格：是的請注意，三宅一生的文章遺漏了很多細節(jié)

比如，學(xué)生們是只寫了一次，還是幾次？

有沒有人告訴他們?yōu)槭裁匆獙懽鳎?/p>

這可能會影響結(jié)果

麗莎：你的意思是，如果他們知道研究人員認為這可能有助于他們的進步，那么他們就會努力實現(xiàn)這個期望？

格雷格：沒錯

格雷格：所以不管怎樣，我認為我們的項目可以做一個類似的研究，但要調(diào)查是否真的是寫作活動產(chǎn)生了這樣的結(jié)果

麗莎：好的所以我們可以讓他們寫一些完全不同的東西

有更真實的嗎？

就像一個常識性的話題

格雷格：也許

或者我們可以讓一半的學(xué)生做寫作任務(wù)，另一半做其他事情，比如口語任務(wù)

莉莎：甚至，一半的人做與原始研究中相同的寫作任務(wù)，另一半做事實寫作任務(wù)

然后，我們會看看這是否真的是造成差異的主題，或者其他什么

格雷格：就是這樣好的

所以在我們周一與主管的會議上，我們可以告訴他我們已經(jīng)決定了我們的項目

到那時，我們應(yīng)該把目標準備好

我想我們需要閱讀原始研究——這篇文章只是一個總結(jié)

麗莎：我還讀了一篇斯莫林斯基的文章

這是關(guān)于她關(guān)于男女在課堂上如何在混合團隊中表現(xiàn)的研究，與單性團隊和他們自己的表現(xiàn)相比

格雷格：讓我猜猜

女性更擅長團隊合作

麗莎：這是我所期望的，但事實上，無論是團隊合作還是獨自工作，男女都得到了相同的結(jié)果

但我想這與我們無關(guān)

格雷格：不管怎樣，我擔心的是我們?nèi)绾卧谶@段時間內(nèi)完成所有事情

麗莎：現(xiàn)在我們知道我們在做什么了，我們會沒事的

雖然我不清楚我們?nèi)绾卧u估我們實驗中的學(xué)生是否真的取得了任何進展

格雷格：沒有我們可能需要一些建議

主要的是要確保我們有合適大小的樣品，不要太大或太小

莉莎：那應(yīng)該不難

好的，我們接下來需要做什么？

我們可以看看科學(xué)課的時間表

或者我們應(yīng)該預(yù)約見一位科學(xué)教授

那就更好了

格雷格：太好了

我們甚至可以觀察其中一節(jié)課

麗莎：為什么？

格雷格：嗯

好吧，也許我們還是照你的想法去做吧

好吧，嗯

三、Study on Gender in Physics 聽力問題：

Question 21-30

Choose the correct letter, A, B or C.

21.The students in Akira Miyake's study were all majoring in

A. physics

B. psychology or physics

C. science, technology, engineering or mathematics

22.The aim of Miyake's study was to investigate?

A. what kind of women choose to study physics.

B. a way of improving women's performance in physics.?

C. whether fewer women than men study physics at college.

23.The female physics students were wrong to believe that

A. the teachers marked them in an unfair way.

B. the male students expected them to do badly.

C. their test results were lower than the male students'.

24.Miyake's team asked the students to write about

A. what they enjoyed about studying physics.

B. the successful experiences of other people.

C. something that was important to them personally.

25.What was the aim of the writing exercise done by the subjects?

A. to reduce stress

B. to strengthen verbal ability

C. to encourage logical thinking?

26.What surprised the researchers about the study?

A. how few students managed to get A grades?

B. the positive impact it had on physics results for women?

C. the difference between male and female performance?

27.Greg and Lisa think Miyake's results could have been affected by?

A. the length of the writing task.

B. the number of students who took part.

C. the information the students were given.

28.Greg and Lisa decide that in their own project, they will compare the effects of?

A. two different writing tasks.?

B. a writing task with an oral task.

C. two different oral tasks.

29.The main finding of Smolinsky's research was that class teamwork activities

A. were most effective when done by all-women groups.?

B. had no effect on the performance of men or women.

C. improved the results of men more than of women.?

30.What will Lisa and Greg do next?

A. talk to a professor

B. observe a science class?

C. look at the science timetable

四、Study on Gender in Physics 聽力答案：

21.C

22.B

23.B

24.C

25.A

26.B

27.C

28.A

29.B

30.A

五、Study on Gender in Physics 聽力答案解析

21.C通過讀題可以預(yù)測本題考查的是學(xué)生們的專業(yè)在錄音中考生很容易聽到they were majoring in …that’s science, technology,

engineering and…從而選擇C為答案major in意為“主修”

22.B通過讀題可以預(yù)測該題要求聽出Miyake的目的是調(diào)查什么在錄音中考生可以聽到what the researchers wanted to find out was

basically what they could do about the relatively low level of the women’s results其中want to 可以指代aim，find out是investigate的對

應(yīng)替換詞之后的信息就是答案故選B

23.B通過讀題可以預(yù)測該題要求聽出學(xué)習(xí)物理的女同學(xué)們的錯誤(wrong)認知是什么在錄音中考生很容易聽到actually they were

wrong，之后出現(xiàn)的no one was making any assumptions about the female students at all即為答案故選B

24.C通過讀題可以預(yù)測該題要求聽出Miyake的團隊要求學(xué)生們寫什么在錄音中考生很容易聽到they had to write an essay focusing on

things that were significant to them…but more general things…mattered to them，故選C選項C中的important是錄音中significant的替換

詞；personally指代的是錄音中的more general things…mattered to them

25.A通過讀題可以預(yù)測該題要求聽出writing exercise 的目的(aim)在錄音中考生先聽到 the idea of doing the writing is that this gets

the students thinking in a positive way句中出現(xiàn)的doing the writing即是writing exercise，其中thinking in a positive way很容易使考生聯(lián)

想到選項C，但是需要分辨C的意思是“加強邏輯的思維”，與本句不符其后的錄音中…can relax them 與help them overcome the

psychological factors that lead to poor performance分別都可以對應(yīng)A選項

26.B通過讀題可以預(yù)測該題要求聽出令研究者吃驚的信息在錄音中考生聽到the researchers in the study hadn’t expected was…中

hadn’t expected即是題干中surprise的對應(yīng)替換，表示后面的this one activity raised the women’s physics grades from the C to B range是

答案，故選B選項B中的positive impact對應(yīng)錄音中的raised

27.C通過讀題可以預(yù)測該題要求聽出結(jié)果可能被什么所影響在錄音中考生聽到And had they been told why they were doing the

writing? That might have affected the results. 即為C選項

28.A通過讀題可以預(yù)測該題要求聽出需要比較什么的效果在錄音中考生聽到for our project we could do…，說明本題答案即將出現(xiàn)

隨后Lisa提到we could ask them to do a writing task…之后Greg說maybe…同時提議half the students doing a writing task and half doing

something else, like an oral task但是考生需注意此時仍然在討論過程中，兩位同學(xué)達成的共識在下一句，Lisa說half do the same writing

task as in the original research and half do a factual writing task，Greg對此表示贊成，從而確定A選項正確

29.B通過讀題可以預(yù)測該題要求聽出Smolinsky關(guān)于班級團隊活動的研究結(jié)論當錄音中出現(xiàn)Smolinsky…women and men perform in

mixed teams in class時說明此題的答案即將出現(xiàn)，之后Lisa說actually the men and women got the same results whether they were

working in teams or on their own，意即組團也好，個人也好，結(jié)果沒有不一樣故選B

30.A通過讀題可以預(yù)測該題要求聽Lisa和Greg下一步做什么在錄音中考生聽到Lisa問what do we do next，說明此題的答案即將出

現(xiàn)但是隨后聽到we could have a look at the timetable for the science classes，考生很容易誤以為是選項C，此句的意思是“看看科學(xué)課的

時間表”，與C含義并不相同其后的we should just make an appointment to see one of the science professors對應(yīng)選項A故答案為A

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