2016年12月四级真题(第二套)答案解析
全文翻译

培养聪明孩子的奥秘 A) 20世纪60年代,当我还是耶鲁大学心理学研究生的时候,我第一次开始研究人类动机的基础————人们 在受挫之后如何做到坚持不懈。(42) 宾夕法尼亚大学的心理学家们所做的动物实验表明,在遭遇多次失败之 后,大多数动物会得出这样的结论,即某种局面没有希望变好了,它们无法掌控。 研究人员发现,有了这样的经 历之后,即使一只动物能够做出改变,它也会保持被动————这种状态被称为“习得性无助”。

B) 人们也可以学会无助。(39) 为什么一些学生在遇到围难时放弃,而其他并没有更多技能的学生却继续 奋斗和学习?我很快就发现,答案在于人们对自己为什么失败的看法。

C) 比起归因于缺乏努力,把糟糕的表现归因于缺乏能力对积极性的打击更大。我曾告诉一群有无助行为 表现的学生,是缺乏努力导致他们在数学题上出现了错误,此后,孩子们就学会了在遇到难题时继续努力。另外 一组只因做对了简单题目就获得奖励的无助儿童,并没有提高他们解决数学难题的能力。(37) 这些实验表明 专注于努力有助于解决无助性,从而促进成功。

D) 之后,我提出了一个更广泛的理论,来大致区分两类学习者————无助取向与驾驭取向。我意识到,这些不 同类型的学生不仅对失败的解释不同,对智力也持有不同的“理论”。(44) 无助取向的人认为,智力具有固定不变 的特性:你只有那么多,这没办法。我把这种类型叫作“固定思维模式”。 失误击垮他们的自信,因为他们把错误归 因于缺乏能力,这使他们感觉无力改变。他们躲避挑战是因为挑战更可能出错。相反,驾驭取向的孩子认为,智力 并不是固定不变的,可以通过教育和努力工作来开发。这样的孩子相信,挑战给人增加活力而不是令人生畏;它们 给人提供学习的机会。具有这样成长思维模式的学生,注定会取得更大的学业成就,也很可能超越同龄人。

E) (41) 在我和另外两位心理学家所做的一项研究中,我们证实了这些预期。我们对处于初中过渡期的 一名学生进行了为期两年的跟踪调查。在此期间,学生的作业变得更难,评分也更严格,我们的研究旨在确定 思维模式会怎样影响他们的数学成绩 在七年级开始时,我们对学生的思维模式进行评估,方法是问他们同意 还是不同意这些说法,比如“你的智力是你不能改变的非常基本的东西”。然后我们评估他们对学习其他方面的 看法,期待看他们的成绩有什么变化。

F) 正如我们预测的那样,具有成长思维模式的学生认为,比起得到好的分数,学习本身是更重要的目标 此外,他们非常看重努力学习。他们懂得,即使是天才也需要努力学习。在面对挫折,比如令人失望的考试成绩 时,具有成长思维模式的学生说,他们会更加努力地学习,或者尝试不同的学习方法。然而,持有固定思维模式 的学生却更关心看起来是否聪明,而不重视学习过程本身。(36) 他们对努力持消极看法,相信必须努力做某些 事情是低能的标志。 他们认为,一个有天赋和智慧的人不需要努力就能把事情做好。由于把糟糕的成绩归因于 自己缺乏能力,那些持有固定思维模式的学生说,他们将来会更少地学习,试图永远不再修这门课程并且考虑在 将来的考试中作弊。

G) 这样两种不同的看法对学习表现有着令人吃惊的影响。在初中开始的时候,具有成长思维模式的学生 数学考试得到的分数,与固定思维模式学生的分数相当。(40) 但是随着功课难度的增加,具有成长思维模式的 学生则表现出更强大的毅力。 结果他们的数学成绩在第一学期结束的时候超过了其他学生的成绩————并且两 组之间的差距在我们跟踪调查的两年期间持续扩大。

H) (45) 固定思维模式也会阻碍工作场所中的沟通和进步,影响或忽视建设性批评和建议。研究表明,具 有固定思维模式的经理,比起具有成长愚维模式的经理,不太可能寻求或欢迎自己员工的反馈。

I) (38) 我们怎样才能把成长思维模式传递给我们的孩子呢?一种方式是讲述关于努力工作取得成功的故 事。例如,该论数学天才或多或少生来就这样,会使学生形成固定思维模式,但是描述爱上了数学并成长为具有 惊人技能的伟大数学家,则会形成成长思维模式。

J) (43) 此外,家长和老师还可以提供明确的指导,帮助孩子把大脑视为一台学习机器。 我为91名数学成 绩在下降的初一学生设计了一个八场的讲座。其中,48名学生只得到学习技能方面的指导,其他人则参加了 有关学习技能、成长思维模式以及如何将它们应用于学业中的综合课程。在成长思维模式课程中,学生们阅读 和讨论了一篇题为《你可以使你的大脑成长》的文章。课程教授他们,大脑就像越用越强壮的肌肉,而且学习能 刺激脑中的神经元长出新的连接细胞。接受了这样的指导,许多学生开始把自己看作自己大脑成长的主导者 尽管不知道存在两种指导方式,老师们报告说,他们注意到在成长思维模式小组中,27%的孩子学习积极性出现 了明显变化,相比之下,对照组中此类学生的比例只有9%。

K) 研究得出的结论是,伟大的成就,甚至所谓的天才,通常是长久的热爱和投入的结果,而不是天赋自然而 然产生的结果

详解详析

36. The author’s experiment shows that students with a fixed mind-set believe having to work hard is an indication of low ability.

(译文)作者的实验表明，具有固定思维模式的学生相 信必须努力才能完成某些事 情是低能的表现。

(定位)由题干中的 having to work hard H an indication of low ability定位到原文画 线处。

F) As predicted, the students with a growth mind-set felt that learning was a more important goal than getting good grades. In addition, they held hard work in high regard. They understood that even geniuses have to work hard. Confronted by a setback such as a disappointing test grade, students with a growth mind-set said they would study harder or try a different strategy. The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They haThey had negative views of effort, believing that having to work hard was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that they would study less in the future, try never to take that subject again and consider cheating on future tests.

(详解)该段介绍了不同思维模式的学生对于努力学习的态度。第三、四句指出具有成长思维模式的学生认 为努力学习是非常重要的,甚至天才也需要付出努力;第五、六句则指出拥有固定思维模式的学生则更关心看 起来是否聪明,并将付出努力这件事看作是低能、不够聪明的表现。题干中的 an indication of low ability是 对原文中 a sign of low ability的同义转述,故答案为F)。

37. Focusing on effort is effective in helping children overcome frustration and achieve success.

(译文)专注于努力在帮助孩子 战胜挫折、获得成功方面是有效的。

(备定位)由题干中的 Focusing on effort和 achieve success定位 到原文画线处。

C) In particular, attributing poor performance to a lack of ability depresses motivation more than does the belief that lack of effort is to blame. When I told a group of school children who displayed helpless behavior that a lack of effort led to their mistakes in math, they learned to keep trying when the problems got tough. Another group of helpless children who were simply rewarded for their success on easier problems did not improve their ability to solve hard math problems. These experiments indicated that a focus on effort can help resolve helplessness and generate success. ||| (详解)该段第一句提到,比起归因于缺乏努力,把糟糕的表现归因于缺乏能力对积极性的打击更大。因此 应该让孩子专注于付出努力会帮助他们勇敢地面对挫折,获得成功。题干中的 overcome frustration对应原 文中的 resolve helplessness; achieve对应 generate,故答案为C)。

38. We can cultivate a growth mind-set in children by telling success stories that emphasize hard work and love of learning.

(译文)我们可以通过给孩子讲述一些强调 努力工作和热爱学习的成功故事来培养其成长 思维模式。

(定位)由题干中的 cultivate a growth mind set 和 success stones定位到原文画线处。

I) How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work. For instance, talking about mathematical geniuses who were more or less born that way puts students in a fixed mind-set, but descriptions of great mathematicians who fell in love with math and developed amazing skills produce a growth mind-set.

(详解)定位段首先提出如何培养孩子的成长思维模式,接着指出一种方式就是给孩子讲述关于人们努力工 作从而获得成功的故事,并给孩子介绍一些因为热爱而努力钻研总结出惊人理论的数学家的故事来帮助孩子 形成成长思维模式。题干中的 cultivate a growth mind-set对应原文中的 transmit a growth mind-set,题干是 对本段的概括,故答案为I)。

39. Students’ belief about the cause of their failure explains their attitude toward setbacks.

(译文)学生对于失败原因的看法解释了他们 面对挫折的态度。

(定位)由题干中的 belief和 the cause of their failure定位到原文画线处。

B) People can learn to be helpless, too. Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.

(详解)该段第二句中作者提出疑问,为什么一些学生在遇到困难时放弃,而其他并没有更多技能的学生却 继续奋斗和学习?对于不同学生面对挫折的不同态度,作者随后给出答案,即态度的差别源于他们对失败的 归因不同。题干是对定位段最后两句的概括,故答案为B)。

40. In the author’s experiment, students with a growth mind-set showed greater perseverance in solving difficult math problems.

(译文)在作者的实验中,拥有成长思 维模式的学生在解决数学难题时表现 出更强大的毅力。

(定位)由题干中的 greater perseve rance和 difficult定位到原文画线处。

G) Such different outlooks had a dramatic impact on performance. At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence. As a result, their math grades overtook those of the other students by the end of the first semester—and the gap between the two groups continued to widen during the two years we followed them.

(详解)该段开头提到这两种不同看法或者说两种思维模式会对学生的学业表现产生重大影响,但这种影响 并不会在一开始显现出来。当课程的难度逐渐增大时,拥有成长思维模式的学生会表现出更强大的毅力。题 干中的 perseverance对应原文中的 persistence,题干是对定位句的同义转述,故答案为G)。

41. The author conducted an experiment to find out about the influence of students’ mind-sets on math learning.

(译文)作者做了一项实验来 研究学生的思维模式对数学学 习的影响。

(定位)由题干中的 find out, influence和 math learning定位 到原文画线处。

E) We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades. At the beginning of seventh grade, we assessed the students’ mind-sets by asking them to agree or disagree with statements such as “Your intelligence is something very basic about you that you can’t really change.” We then assessed their beliefs about other aspects of learning and looked to see what happened to their grades.

(详解)该段首句提到,作者和另外两位心理学家对处于初中过渡期的373名学生进行了为期两年的跟踪调 查,目的是要研究思维模式会怎样影响他们的数学成绩。题干中的 find out对应原文中的 determine; influence对应原文中的 affect,题干是对定位句的概括,故答案为E)。

42. After failing again and again, most animals give up hope.

(译文)在一次又一次的失败之 后,大多数动物都会放弃希望。

(定位)由题干中的 failing again and again和 give up hope定位到 原文画线处。

(详解)定位句指出宾夕法尼亚大学的心理学家们所做的动物实验表明,大多数动物在遭遇多次失败之后 会认为没有希望了,对于糟糕的情况它们束手无策。题干中的 failing again and again对应原文中的 repeated failures; give up hope对应原文中的 hopeless,故答案为A)。

43. Informing students about the brain as a learning machine is a good strategy to enhance their motivation for learning.

(译文)告知学生把大脑 当作一台学习机器,是增强 他们学习动机的好策略。

(定位)由题干中的 brain as a leaming machine定位 到原文画线处。

J) In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine. I designed an eight-session workshop for 91 students whose math grades were declining in their first year of junior high. Forty-eight of the students received instruction in study skills only, whereas the others attended a combination of study skills sessions and classes in which they learned about the growth mind-set and how to apply it to schoolwork. In the growth mind-set classes, students read and discussed an article entitled “You Can Grow Your Brain.” They were taught that the brain is like a muscle that gets stronger with use and that learning prompts the brain to grow new connections. From such instruction, many students began to see themselves as agents of their own brain development. Despite being unaware that there were two types of instruction, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.

(详解)定位句提到,家长和老师还可以提供明确的指导,帮助孩子把大脑视为一台学习机器。随后介绍了 作者曾经做过的一个课程项目,即把学生分成两组,一组学生只接受学习技能方面的指导,另一组则参加有关 学习技能、成长思维模式以及如何将它们应用于学业中的综合课程,结果显示综合课程小组中有更多的学生 表现出学习动机的积极变化。由此可见,帮助学生将大脑视为学习机器,学习如何建立成长型思维模式,将有 助于增强学习动机。题干是对本段的概括,故答案为J)。

44. People with a fixed mind-set believe that one’s intelligence is unchangeable.

(译文)具有固定思 维模式的人相信人的 智力是不可改变的。

(定位)由题干中的 a fixed mind-set和 unchangeable定位到 原文画线处。

D) Later, I developed a broader theory of what separates the two general classes of learners-helpless versus mastery-oriented. I realized these different types of students not only explain their failures differently, but they also hold different “theories” of intelligence. The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set (思维模式) .” Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to change. They avoid challenges because challenges make mistakes more likely. The mastery-oriented children, on the other hand, think intelligence is not fixed and can be developed through education and hard work. Such children believe challenges are energizing rather than intimidating (令人生畏); they offer opportunities to learn. Students with such a growth mind-set were destined (注定) for greater academic success and were quite likely to outperform their counterparts.

(详解)段第二句提出不同类型的学生除了对失败的解释不同之外,对智力的认识也各不相同。接着第 三句指出消极型学生认为,智力具有固定不变的特性,这被作者称为“固定思维模式”。由此可知,具有固定 思维模式的人认为智力是固定不变的。题干中的 unchangeable是对原文中的 a fixed characteristic的同义转 述,故答案为D)。

45. In the workplace, feedback may not be so welcome to managers with a fixed mind-set.

(译文)在工作场所,有着固定思维模式的经理 可能不太欢理员工的反馈。

(定位)由题干中的 workplace, feedback和 managers定位到原文画线处。

H) A fixed mind-set can also hinder communication and progress in the workplace and discourage or ignore constructive criticism and advice. Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.

(详解)该段首句提到,固定思维模式会阻碍工作场所中的交流和进步,从而导致对批评或建议的忽视。随 后提出有研究表明,相比拥有成长思维模式的经理,有着固定思维模式的经理不太可能会征求或者欢迎员工 的反馈。题干是对定位段的概括,故答案为H)。