Study on Gender in Physics剑桥雅思11听力-原文翻译及答案解析

一、Study on Gender in Physics 听力原文：

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 听力中文翻译：

丽莎：好的，格雷格，我终于读到了你提到的那篇文章——关于物理学中性别研究的文章

格雷格：关于三宅昭和他的团队对大学生的研究？

是 啊我很感兴趣的是，研究人员实际上是心理学家和物理学家的混合体

这是一个不寻常的组合

丽莎：是的起初，我对这项研究基于哪些学生感到有点困惑

他们实际上不是主修物理，而是主修STEM学科

那是科学、技术、工程和

格雷格：……还有数学

是的，但他们都在学习物理课程

莉莎：没错

据我所知，三宅一生和他的合作始于这样一个事实，即女性在大学物理入门课程中所占比例不足，而且平均而言，参加这些课程的女性表现比男性差

没有人真正知道为什么会这样

格雷格：是的但研究人员想知道的基本上是他们能对女性相对较低水平的结果做些什么

但为了找到解决方案，他们需要更多地了解问题的性质

莉莎：现在，让我们看看我是否记得

就是在物理课上，女生认为男生都认为女生不擅长物理

是这样吗？

他们认为这些人期望他们在测试中得到糟糕的结果

格雷格：女人们就是这么想的，这让她们很紧张，所以她们的成绩很差

但实际上他们错了

根本没有人对女生做出任何假设

丽莎：不管怎样，三宅一生的团队做的很简单——让学生在上物理课之前先写些东西

他们叫它什么？

格雷格：价值观肯定——他们必须写一篇文章，重点放在对他们有意义的事情上，不是特别放在他们所学的学科上，而是放在更一般的事情上，比如音乐，或者对他们来说很重要的人

丽莎：对所以写作的目的是让学生以积极的方式思考

格雷格：把这些想法用语言表达出来可以让他们放松，帮助他们克服导致表现不佳的心理因素

是 啊但研究人员没有料到的是，这项活动将女性的物理成绩从C提高到了B

丽莎：一个巨大的变化

可惜不是A，但还是！

没有，但这确实表明，与男性相比，女性之前的表现严重不佳

格雷格：是的请注意，三宅一生的文章遗漏了很多细节

比如，学生们是只写了一次，还是几次？

有没有人告诉他们为什么要写作？

这可能会影响结果

丽莎：你的意思是，如果他们知道研究人员认为这可能有助于他们的进步，那么他们就会努力实现这个期望？

格雷格：没错

格雷格：所以不管怎样，我认为我们的项目可以做一个类似的研究，但要调查是否真的是写作活动产生了这样的结果

丽莎：好的所以我们可以让他们写一些完全不同的东西

有更真实的吗？

就像一个常识性的话题

格雷格：也许

或者我们可以让一半的学生做写作任务，另一半做其他事情，比如口语任务

莉莎：甚至，一半的人做与原始研究中相同的写作任务，另一半做事实写作任务

然后，我们会看看这是否真的是造成差异的主题，或者其他什么

格雷格：就是这样好的

所以在我们周一与主管的会议上，我们可以告诉他我们已经决定了我们的项目

到那时，我们应该把目标准备好

我想我们需要阅读原始研究——这篇文章只是一个总结

丽莎：我还读了一篇斯莫林斯基的文章

这是关于她关于男女在课堂上如何在混合团队中表现的研究，与单性团队和他们自己的表现相比

格雷格：让我猜猜

女性更擅长团队合作

丽莎：这是我所期望的，但事实上，无论是团队合作还是独自工作，男女都得到了相同的结果

但我想这与我们无关

格雷格：不管怎样，我担心的是我们如何在这段时间内完成所有事情

丽莎：现在我们知道我们在做什么了，我们会没事的

虽然我不清楚我们如何评估我们实验中的学生是否真的取得了任何进展

格雷格：没有我们可能需要一些建议

主要的是要确保我们有合适大小的样品，不要太大或太小

莉莎：那应该不难

好的，我们接下来需要做什么？

我们可以看看科学课的时间表

或者我们应该预约见一位科学教授

那就更好了

格雷格：太好了

我们甚至可以观察其中一节课

丽莎：为什么？

格雷格：嗯

好吧，也许我们还是照你的想法去做吧

好吧，嗯

三、Study on Gender in Physics 听力问题：

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 听力答案：

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 听力答案解析

21.C通过读题可以预测本题考查的是学生们的专业在录音中考生很容易听到they were majoring in …that’s science, technology,

engineering and…从而选择C为答案major in意为“主修”

22.B通过读题可以预测该题要求听出Miyake的目的是调查什么在录音中考生可以听到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的对

应替换词之后的信息就是答案故选B

23.B通过读题可以预测该题要求听出学习物理的女同学们的错误(wrong)认知是什么在录音中考生很容易听到actually they were

wrong，之后出现的no one was making any assumptions about the female students at all即为答案故选B

24.C通过读题可以预测该题要求听出Miyake的团队要求学生们写什么在录音中考生很容易听到they had to write an essay focusing on

things that were significant to them…but more general things…mattered to them，故选C选项C中的important是录音中significant的替换

词；personally指代的是录音中的more general things…mattered to them

25.A通过读题可以预测该题要求听出writing exercise 的目的(aim)在录音中考生先听到 the idea of doing the writing is that this gets

the students thinking in a positive way句中出现的doing the writing即是writing exercise，其中thinking in a positive way很容易使考生联

想到选项C，但是需要分辨C的意思是“加强逻辑的思维”，与本句不符其后的录音中…can relax them 与help them overcome the

psychological factors that lead to poor performance分别都可以对应A选项

26.B通过读题可以预测该题要求听出令研究者吃惊的信息在录音中考生听到the researchers in the study hadn’t expected was…中

hadn’t expected即是题干中surprise的对应替换，表示后面的this one activity raised the women’s physics grades from the C to B range是

答案，故选B选项B中的positive impact对应录音中的raised

27.C通过读题可以预测该题要求听出结果可能被什么所影响在录音中考生听到And had they been told why they were doing the

writing? That might have affected the results. 即为C选项

28.A通过读题可以预测该题要求听出需要比较什么的效果在录音中考生听到for our project we could do…，说明本题答案即将出现

随后Lisa提到we could ask them to do a writing task…之后Greg说maybe…同时提议half the students doing a writing task and half doing

something else, like an oral task但是考生需注意此时仍然在讨论过程中，两位同学达成的共识在下一句，Lisa说half do the same writing

task as in the original research and half do a factual writing task，Greg对此表示赞成，从而确定A选项正确

29.B通过读题可以预测该题要求听出Smolinsky关于班级团队活动的研究结论当录音中出现Smolinsky…women and men perform in

mixed teams in class时说明此题的答案即将出现，之后Lisa说actually the men and women got the same results whether they were

working in teams or on their own，意即组团也好，个人也好，结果没有不一样故选B

30.A通过读题可以预测该题要求听Lisa和Greg下一步做什么在录音中考生听到Lisa问what do we do next，说明此题的答案即将出

现但是随后听到we could have a look at the timetable for the science classes，考生很容易误以为是选项C，此句的意思是“看看科学课的

时间表”，与C含义并不相同其后的we should just make an appointment to see one of the science professors对应选项A故答案为A

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