雅思阅读真题（Part 2）
课堂不当行为早期研究：表扬与忽视
本篇也叫：课堂不当行为研究、学生课堂问题行为、教师表扬与忽视、行为主义课堂管理、Madsen课堂实验、课堂捣乱行为
Part 2 · 最近考试：2026.10.19上海IDP杨浦区
本篇为雅思阅读真题（Part 2）《An early study of inappropriate behaviour in the classroom》，共 11 题，2026.10.19上海IDP杨浦区雅思考试真题回忆，页面提供完整原文、题目、答案与解析，并支持在线机考模式免费练习。本页同时提供 Markdown 版本 供 AI 助手与搜索引擎直接读取。
文章介绍20世纪70-80年代受美国行为主义影响的课堂研究，重点讲述Madsen等人在美国学校对三名学生（两名小学中年级、一名幼儿园）进行的实验，考察教师解释规则、表扬和忽视不当行为对学生行为的影响，并详述观察者培训与不当行为分类（如制造噪音、扰乱他人物品、不当言语、转身、独自玩耍）的记录方法。
A
During the 1970s and 1980s classroom research in the UK was strongly influenced by behavioural approaches pioneered in America. One particular study, by Madsen et al. (1968), laid the foundation for much subsequent work. The study was carried out in an American school, and consisted of accounts of the classroom behaviour of three pupils. Two of those children were in the same middle-primary class, and the other was in a kindergarten class. The specific aim of the study was to investigate experimentally the effects on pupils' behaviour of specific forms of teacher behaviour, namely the explanation of classroom rules, the use of praise, and the disregard of inappropriate behaviour.
B
In this original study, the researchers were concerned to illustrate the major tenet of behavioural psychology, that behaviour is learned, and that pupils can thus learn acceptable and productive classroom behaviour. The experiment shows a typical concern with clearly-defined and observable behaviour, rather than assumed personality traits or motivations. Finally, behavioural approaches are structured around the principle that behaviour is partly governed by the situation in which it occurs, and, accordingly, this factor is kept fairly constant and logged as part of the study.
C
In preparation for the behavioural experiment, two observers were trained over a two-week period to make precise records of the pupils' behaviours in the classroom. A set of categories of inappropriate behaviour was devised, and confirmed with the class teachers. These included making a noise, disturbing others' property, inappropriate verbalisation, turning around and playing alone. This last category was included because observations were to take place during structured group activities, and playing alone would then be perceived by the teacher as inappropriate. Each of these categories was then split into a number of precisely worded and observable behaviours. For example, the category 'verbalisation' was elaborated to include: carrying on conversations with other children when this is not permitted, answering the teacher without raising a hand or without being called on, making comments or calling out remarks when no questions have been asked, or calling the teacher's name to get her attention.
D
In the first phase of the experiment, the teachers were asked to follow certain guidelines in formulating and explaining classroom rules to the children. Firstly, there were to be no more than five or six rules, they should be short and to the point, and framed in a positive rather than a negative form (for example, 'sit quietly while working' rather than 'don't talk to your neighbours'). Then the teachers were asked to keep a tally sheet on their desk, and record the number of times they reiterated the rules. They were to aim at doing this approximately four to six times a day, and avoid doing it just after someone had misbehaved.
E
The second phase of the experiment involved ignoring inappropriate behaviour, unless the behaviour was actually harmful. The reason for this phase of the experiment was to test the possibility that inappropriate behaviour was in some cases strengthened (reinforced) by the attention teachers paid to it, even though this attention was intended to act as a punishment. Perhaps not surprisingly, the teachers in the study found this a particularly difficult strategy to implement and sustain.
F
During the third phase, teachers were asked to give praise when the pupil was doing what was expected during the particular class in question. Emphasis was to be placed on positive and helpful social behaviour and following group rules. The general principles were to give praise for behaviours that facilitated learning, to tell the children what they were being praised for, and to try to encourage positive behaviours.
G
Various measures were adopted to increase the reliability of the findings of this behavioural experiment. For example, the teachers were trained in the method for each phase before any recording took place. They were also asked to apply the procedure to the whole class, not just the target pupils, and for the whole time rather than just the observation periods. The context of the observations was also controlled: in the primary school, observations took place during seated work or group instruction, and in the kindergarten class, during structured activities rather than 'free play'. In addition, two observers were present in each classroom in order to check the accuracy of each other's recordings. It was reported that teachers and pupils quickly learned not to respond to the observers, and the actual experiment did not commence until the two observers had settled into a pattern of agreement in their recordings.
H
The findings for the two pupils in the middle-primary class were similar to those from the kindergarten setting. The strategy adopted by teachers in each of the three phases of the experiment produced little change by itself, but a combination of all of them proved highly effective in reducing inappropriate behaviour.
I
The effect that altering contexts and consequences can have upon the ability of pupils to learn new ways of behaving in classrooms was thus demonstrated. Furthermore, the precise descriptions of behaviour allowed careful records to be kept in graphical form, thus providing the pupils, teachers and researchers with clear evidence that the strategy had achieved its aims.
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答案：I
原文定位：Furthermore, the precise descriptions of behaviour allowed careful records to be kept in graphical form, thus providing the pupils, teachers and researchers with clear evidence that the strategy had achieved its aims
同义替换：「documenting the results」↔「careful records to be kept」，「usefulness」↔「providing the pupils, teachers and researchers with clear evidence」
答案：B
原文定位：In this original study, the researchers were concerned to illustrate the major tenet of behavioural psychology, that behaviour is learned;The experiment shows a typical concern with clearly‑defined and observable behaviour;Finally, behavioural approaches are structured around the principle that behaviour is partly governed by the situation in which it occurs
同义替换：「behavioural studies」↔「behavioural psychology」
答案：E
原文定位：Perhaps not surprisingly, the teachers in the study found this a particularly difficult strategy to implement and sustain
同义替换：「a problem that teachers had」↔「found this a particularly difficult」，「procedure they had to follow」↔「strategy to implement and sustain」
答案：D
原文定位：Firstly, there were to be no more than five or six rules, they should be short and to the point, and framed in a positive rather than a negative form (for example, 'sit quietly while working' rather than 'don't talk to your neighbours
同义替换：「pupils」↔「children」
答案：C
原文定位：A set of categories of inappropriate behaviour was devised, and confirmed with the class teachers. These included making a noise, disturbing others' property, inappropriate verbalisation, turning around and playing alone
同义替换：「classification of the different types」↔「A set of categories」，「pupil behaviour to be observed」↔「inappropriate behaviour」，「in the experiment」↔「In preparation for the behavioural experiment」
答案：The situations in which specific behaviour is observed are included in the records.,The context of the study is carefully controlled.
原文定位：Behavioural approaches are structured around the principle that behaviour is partly governed by the situation in which it occurs, and, accordingly, this factor is kept fairly constant and logged as part of the study;The context of the observations was also controlled: in the primary school, observations took place during seated work or group instruction, and in the kindergarten class, during structured activities rather than 'free play
同义替换：「behaviourist approach to research」↔「behavioural approaches」，「The situations」↔「the situation」，「are included in the records」↔「logged as part of the study」，「The context of the study is carefully controlled」↔「The context of the observations was also controlled」
答案：Observers and teachers received training prior to the experiment.,Teachers were instructed to treat all pupils in the same way.
原文定位：For example, the teachers were trained in the method for each phase before any recording took place;In preparation for the behavioural experiment, two observers were trained over a two‑week period to make precise records of the pupils' behaviours in the classroom;They were also asked to apply the procedure to the whole class, not just the target pupils, and for the whole time rather than just the observation periods
同义替换：「prior to」↔「before」
答案：positive
原文定位：Firstly, there were to be no more than five or six rules, they should be short and to the point, and framed in a positive rather than a negative form (for example, 'sit quietly while working' rather than 'don't talk to your neighbours
答案：harmful
原文定位：The second phase of the experiment involved ignoring inappropriate behaviour, unless the behaviour was actually harmful
同义替换：「second stage」↔「The second phase」，「taking no notice of it」↔「ignoring inappropriate behaviour」，「except in cases where」↔「unless」
答案：praise
原文定位：During the third phase, teachers were asked to give praise when the pupil was doing what was expected during the particular class in question
同义替换：「third stage」↔「The third phase」，「gave」↔「give」，「when pupils behaved well」↔「when the pupil was doing what was expected」
答案：combination
原文定位：The strategy adopted by teachers in each of the three phases of the experiment produced little change by itself, but a combination of all of them proved highly effective in reducing inappropriate behaviour
同义替换：「three strategies」↔「the three phases」，「was required to effect a beneficial change」↔「proved highly effective in reducing inappropriate behaviour」