雅思阅读真题（Part 3）
Part 3 · 考频：中频 · 最近考试：2026.1.9东莞文盛国际学校
A
Prior to 1960, most inquiries into pupils' learning skills explored the relationship between factors such as children's social background, personality or measured intelligence and their achievement in various school subjects. Studies of teachers were largely a quest for criteria of effectiveness, and numerous investigations sought links between personality or attitude and 'success' at teaching. By 1950, Domas and Tiedeman were able to survey 672 such studies of teacher effectiveness. Yet there was widespread disappointment with such research, partly because so little of value seemed to emerge. First of all, there was little agreement about what constituted 'good' teaching or who the good teachers were. Secondly, there were numerous conflicting and contradictory findings. No sooner had one investigator found a relationship which appeared to be significant, than another discovered the opposite effect.
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答案：learning
原文定位：A number of studies in the 1920s and 1930s, by Morrison and others, sought relationships between the degree of attention being paid by children and the amount they subsequently appeared to have learnt
同义替换：「attention」↔「degree of attention」
答案：competence
原文定位：a technique which was also employed extensively by United States administrators in the 1920s and 1930s, in order to assess teachers' competence and allocate merit payments to so-called 'superior' teachers
同义替换：「measure」↔「assess」
答案：authoritarianism
原文定位：As the 1930s came to an end, it was partly the emergence of totalitarian regimes in Europe which led to a shift in interest in the United States away from attentiveness, with its emphasis on the authority of the teacher, and towards a scrutiny of authoritarianism itself
同义替换：「distrust」↔「scrutiny」
答案：processes
原文定位：Several investigators examined the processes taking place within small discussion groups, and tried to establish superiority for discussion groups over lecture classes
同义替换：「examined」↔「analysis」
答案：verbal behavior
原文定位：concentrated his analysis of this climate on the study of teachers' verbal behavior
同义替换：「focus on」↔「concentrated」
答案：reliability
原文定位：Withall also made efforts towards increasing the reliability of analyses
同义替换：「improve」↔「increasing」，「methods」↔「analyses」
答案：authoritarianism
原文定位：the decade 1960-70 produced a large number of studies of classroom processes, based on observation of teachers at work
同义替换：「greatly increased」↔「large number of studies」，「observation of teachers at work」↔「live observation」
答案：Rostker
原文定位：Rostker concluded that the intelligence of the teacher is the most important single factor conditioning teaching ability
同义替换：「contribution」↔「factor」，「success in teaching」↔「teaching ability」
答案：Lewin, Lippitt and White
原文定位：Lewin, Lippitt and White (1939 and 1943) studied the effects of different teaching styles. They arranged for three groups of five boys each to be taught in very different ways: these were labelled 'authoritarian', 'democratic' and "laissez-faire'
同义替换：「set up」↔「arranged for」，「various types of」↔「very different ways」，「how pupils responded」↔「studied the effects」
答案：Stevens
原文定位：Stevens made 100 random observations of lessons in a variety of subject areas, in order to analyze the number and nature of questions being asked by teachers
同义替换：「focused on」↔「analyze」
答案：Rolfe
原文定位：Rolfe, however, found no correlation between intelligence and teaching efficiency: he claimed that the teacher's personality was what produced good teaching
同义替换：「connection」↔「produced」，「success in」↔「good」
答案：E
原文定位：As the 1930s came to an end, it was partly the emergence of totalitarian regimes in Europe which led to a shift in interest in the United States away from attentiveness
同义替换：「political events」↔「emergence of totalitarian regimes in Europe」，「influence」↔「led to a shift in interest」
答案：F
原文定位：Anderson (1939) studied what he called 'domination' and 'integration' amongst kindergarten children;Dominative acts by children included blaming and snatching toys;children's integrative acts included sharing facilities and playing harmoniously
同义替换：「behavior」↔「Dominative」，「research purposes」↔「studied」
答案：D
原文定位：Teachers taught their classes as a whole group;It was hardly surprising, therefore, that one focus of classroom interaction research;was on the phenomenon of ‘attentiveness
同义替换：「research into」↔「focus」