【雅思文章架构剖析】如何快速读懂雅思阅读文章

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在雅思阅读众多题材中，实验性文章占有相当大的比例。我们就以剑5 中的文章 Nature or Nurture(遗传还是环境)

为例来剖析一下实验型文章的总体架构。

实验型文章常用的框架结构是研究基本情况，实验具体过程，实验结果，相关结论。Nature or

Nurture(遗传还是环境)就是一篇非常有代表性的实验型文章。文章一共分为9

段，框架结构非常清晰。文章一开始就总体上介绍了实验的参与者是40个来自各个行业的教师-

实验对象。接下来阐述了实验的背景设置和学生参与者的真实身份。文章的第三段则是比较详细地介绍了在实验过程中实验对象和实验者 Milgram

的表现。第四段和第五段分别呈现了精神科医生对实验结果的预测和实际实验结果与预测结果形成的巨大反差。精神科医生预测，只有少数的教师实验对象能按照实验者的要求，把电压加到最大值。而实验的实际结果就是85%

的教师实验对象都做到了这一点。第六、七段是从遗传和环境的角度用两种截然不同的说法来解释这些差异。最后两段则是从当代社会生物学角度总结了这个实验的结论。

综上所述，考生在应对实验性文章时一定要搞懂框架结构，这对考题的解答，尤其是段落信息配对题，有着举足轻重的作用。

附：实验类阅读文章一篇

系教育心理方面的文章，有关儿童教育中长期讨论的问题——教育传授vs自学探索

When should you teach children, and when should you let them explore?

It Is one of the oldest debates in education. Should teachers tell pupils the

way things are or encourage them to find out for themselves? Telling children

"truths" about the world helps them learn those facts more quickly. Yet the

efficient learning of specific facts may lead to the assumption that when the

adult has finished teaching, there is nothing further to learn—because if there

were, the adult would have said so. A study just published in Cognition by

Elizabeth Bonawitz of the University of California, Berkeley, and Patrick Shafto

of the University of Louisville, in Kentucky, suggests that is true.

Dr Bonawitz and Dr Shafto arranged for 85 four- and five-year-olds to be

presented, during a visit to a museum, with a novel toy that looked like a

tangle of coloured pipes and was capable of doing many different things. They

wanted to know whether the way the children played with the toy depended on how

they were instructed by the adult who gave it to them.

One group of children had a strictly pedagogical

introduction. The experimenter said "Look at my toy! This is my toy. I'm going

to show you how my toy works." She then pulled a yellow tube out of a purple

tube, creating a squeaking sound. Following this, she said, "Wow, see that? This

is how my toy works!" and then demonstrated the effect again.:

With a second group of children, the experimenter acted differently. She

interrupted herself after demonstrating the squeak by saying she had to go and

write something down, thus suggesting that she might not have finished the

demonstration. With a third group, she activated the squeak as if by accident.

To a fourth, the toy was simply presented with the comment, "Wow, see this toy?

Look at this!"'

After these varied introductions, the children were left with the toy and

allowed to play. They might discover that, as well as the squeaker, the toy had

a button inside one tube which activated a light, a keypad that played musical

notes, and an inverting mirror inside one of the tubes. All the children were

told to let the experimenter know when they had finished playing and were asked

by the instructor if they were done if they stopped playing for more than five

consecutive seconds. The entire interaction was recorded on video.,

Footage of each child playing was passed to a research assistant who was

ignorant of the purpose of the study. The assistant was asked to record the

total playing time, the number of different actions the child performed, the

time spent playing with the squeak, and the number of other functions the child

discovered.

The upshot was that children in the first group spent less time playing (119

seconds) than those in the second (180 seconds), the third (133 seconds) or the

fourth (206 seconds). Those in the first group also tried out four different

actions, on average. The others tried 5.3, 5.9 and 6.2, respectively. A similar

pattern (0.7, 1.3, 1.2 and 1.2) pertained to the number of functions other than

the squeak that the children found."

The researchers' conclusion was that, in the context of strange toys of

unknown function, prior explanation does, indeed, inhibit exploration and

discovery. Generalising from that would be ambitious. But it suggests that

further research might be quite a good idea.

文章结构：

para1 引出讨论观点，开门见山，并引出接下来要进行的试验。

para2 实验内容和实验目的

para3 ; para4 实验中，主试(experimenter)将被试(children)按照实验的自变量( different way

instructed by the adult)分为四组。

para5 主试离开后，被试的反应。

para6 实验数据的后续处理

para7 实验数据分析

para8 实验结论

以上就是易伯华雅思频道为大家带来的雅思阅读实验型文章的结构分析，希望能对雅思备考有所帮助。