Learning style theory suggests that different people have different ways of obtaining information and use various methods to demonstrate（證明）their intelligence and ability. Although experts have many ideas and categories of learning, it is evident that people learn in three basic styles.
When learning something new, if you prefer to read the information, you are probably a student who learns through seeing. These learners like to see teacher’s facial expressions and body language clearly and rend to sit at the front of the classroom. They take detailed notes, think in pictures and can most easily absorb information from textbooks with diagrams, graphs, photographs and drawings.
Students who find it easiest to learn a new concept by hearing a teacher explain it are learning through listening. Reading aloud, using a tape recorder, hearing anecdotes（趣聞）and talking things through are the best methods for these learners to acquire new information. They give close attention to both the content of the discussion and the way that things are said, such as how the sound of the voice and speed of speech show the mood of the speaker.
Learning through doing means being active in exploring the environment and finding out about things by moving and touching. Students who have this learning style take a hands-on approach to education and enjoy experiments or surveys. They do not like to sit still for long periods of time and sometimes find it hard to concentrate when reading or listening.
Teachers study people’s various ways of learning as part of their training. They select a variety of activities to suit their students’ different learning styles. However, restrictions of time, space and resources often make it impossible for teachers to provide the best exercises for all learners. If you are aware of you own learning style, there is a lot you can do personally to improve your study skills and find the most appropriate ways to approach your study tasks. As a result, you will be able to manage your own learning and study more effectively.

【小題1】         
Features of students’ learning
Learning through seeing
*watch a teacher’s facial expressions and body language
*sit 【小題2】    the platform
*take detailed notes
*think in pictures
【小題3】        
*enjoy reading aloud
*prefer to listen to recorded materials
*fond of hearing something and 【小題4】      
*pay special attention to the content of the discussion
*focus on people’s【小題5】        
Learning through doing
*【小題6】           and know better about things by moving and touching.
*know the world 【小題7】         
*carry out experiments or surveys
*dislike sitting still for long
*【小題8】           concentrating when reading or listening
【小題9】             
*A teacher 【小題10】          all his students with a certain teaching method
*A student should improve his learning skills to learn more effectively.


【小題1】Basic learning styles
【小題1】close
【小題1】Learning through listening
【小題1】talking things through
【小題1】ways of talking
【小題1】explore the environment
【小題1】through personal experience
【小題1】having difficulty/trouble in
【小題1】Conclusions
【小題1】can hardly satisfy

解析

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科目：高中英語 來源：2012年普通高等學(xué)校招生全國(guó)統(tǒng)一考試上海卷英語 題型：050

閱讀理解

　　Frederic Mishkin, who's been a professor at Columbia Business School for almost 30 years, is good at solving problems and expressing ideas．Whether he's standing in front of a lecture hall or engaged in a casual conversation, his hands are always waving and pointing．When he was in graduate school, one of his professors was so annoyed by this constant gesturing that he made the young economist sit on his hands whenever he visited the professor's office．

　　It turns out, however, that Mishkin's professor had it exactly wrong．Gesture doesn't prevent but promotes clear thought and speech．Research demonstrates that the movements we make with our hands when we talk form a kind of second language, adding information that's absent from our words．It's learning's secret code：Gesture reveals what we know．It reveals what we don't know．What's more, the agreement(or lack of agreement)between what our voices say and how our hands move offers a clue to our readiness to learn．

　　Manyof the studies establishing the importance of gesture to learning have been conducted by Susan Goldin-Meadow, a professor of psychology at the University of Chicago．"We change our minds by moving our hands," writes Goldin-Meadow in a review of this work．Particularly significant are what she calls "mismatches" between oral expression and physical gestures．A student might say that a heavier ball falls faster than a light one, for example, but make a gesture indicating that they fall at the same rate, which is correct．Such differences indicate that we're moving from one level of understanding to another．The thoughts expressed by hand motions are often our newest and most advanced ideas about the problem we're working on; we can't yet absorb these concepts into language, but we can capture them in movement．

　　Goldin-Meadow's more recent work strews not only that gesture shows our readiness to learn, but that it actually helps to bring learning about．It does so in two ways．First, it elicits(引出)helpful behavior from others around us．Goldin-Meadow has found that adults respond to children's speech-gesture mismatches by adjusting their way of instruction．Parents and teachers apparently receive the signal that children are ready to learn, and they act on it by offering a greater variety of problem-solving techniques．The act of gesturing itself also seems to quicken learning, bringing new knowledge into consciousness and aiding the understanding of new concepts．A 2007 study by Susan Wagner Cook, an assistant professor of psychology at the University of Iowa, reported that third-graders who were asked to gesture while learning algebra(代數(shù))were nearly three times more likely to remember what they'd learned than classmates who did not gesture．

(1)

According to Paragraph 1, Frederic Mishkin was asked to sit on his hands because ________．

[　　]

A．

he could litter express his ideas that way

B．

he always pointed his finger at his professor

C．

his professor did not like his gesturing

D．

his gestures prevented his professor from thinking

(2)

How is gesturing important in acquiring knowledge?

[　　]

A．

It draws tasteful responses from others and increases learning speed．

B．

It promotes second language learning and quickens thinking．

C．

It provides significant clues for solving academic problems．

D．

It reduces students' reliance on teachers' instruction．

(3)

What can be inferred from the passage about gesture-speech mismatches?

[　　]

A．

They can stimulate our creativity．

B．

Instructors should make full use of them．

C．

Teachers can hardly explain new concepts without them．

D．

They serve as a stepping stone to solving real life problems．

(4)

What could be the best title of the passage?

[　　]

A．

Hand Motions, a Second Language

B．

Gesturing：Signal of Understanding

C．

New Uses of Gesturing

D．

The Secret Code of Learning

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閱讀理解。
     Frederic Mishkin, who's been a professor at Columbia Business School for almost 30 years, is good
at solving problems and expressing ideas. Whether he's standing in front of a lecture hall or engaged in a
casual conversation, his hands are always waving and pointing. When he was in graduate school, one of
his professors was so annoyed by this constant gesturing that he made the young economist sit on his
hands whenever he visited the professor's office.
     It turns out, however, that Mishkin's professor had it exactly wrong. Gesture doesn't prevent but
promotes clear thought and speech. Research demonstrates that the movements we make with our hands when we talk form a kind of second language, adding information that's absent from our words. It's
learning's secret code: Gesture reveals what we know. It reveals what we don't know. What's more, the
agreement (or lack of agreement) between what our voices say and how our hands move offers a clue to
our readiness to learn.
     Many of the studies establishing the importance of gesture to learning have been conducted by Susan
Goldin-Meadow, a professor of psychology at the University of Chicago. "We change our minds by
moving our hands," writes Goldin-Meadow in a review of this work. Particularly significant are what she
calls "mismatches" between oral expression and physical gestures. A student might say that a heavier ball
falls faster than a light one, for example, but make a gesture indicating that they fall at the same rate, which
is correct. Such differences indicate that we're moving from one level of understanding to another. The
thoughts expressed by hand motions are often our newest and most advanced ideas about the problem
we're working on; we can't yet absorb these concepts into language, but we can capture them in
movement.
     Goldin-Meadow's more recent work strews not only that gesture shows our readiness to learn, but
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from others around us. Goldin-Meadow has found that adults respond to children's speech-gesture
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B. he always pointed his finger at his professor
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B. It promotes second language learning and quickens thinking.
C. It provides significant clues for solving academic problems.
D. It reduces students' reliance on teachers' instruction.
3. What can be inferred from the passage about gesture-speech mismatches?   
A. They can stimulate our creativity.
B. Instructors should make full use of them.
C. Teachers can hardly explain new concepts without them.
D. They serve as a stepping stone to solving real life problems.
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B. Gesturing: Signal of Understanding
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