外刊真题题源泛读16:纸质与数字媒介的学习效率差异(C篇题源 2024.6新高考一卷题源)

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外刊真题题源泛读16：纸质与数字媒介的学习效率差异（C篇题源2024.6新高考一卷题源）

私家英语

一、基础信息

二、主要内容

本文围绕核心问题展开：纸质阅读与屏幕阅读、文字阅读与音视频学习的学习效果是否存在差异。大量科研数据证实，三者的学习效率差距显著，纸质阅读在深度理解、细节记忆、逻辑推导等深度学习场景中优势突出。数字阅读易让人形成娱乐化心态、专注力下降、频繁多任务分心，导致浅层阅读。同时，当下课堂翻转教学普及，音视频作业逐渐替代文字阅读，但音视频学习更容易让学生走神，深度知识整合能力远不及文本阅读。文章指出，低龄儿童听力理解更具优势，而随着阅读能力提升，青少年的文字阅读理解效率会反超音视频。最终总结：数字媒介、音视频有其教学价值，但需要深度思考与专注学习的场景中，纸质文本的学习效果无可替代，教育者和家长需区分不同媒介的学习效用。

三、英文原文（820词）

Traditional print wins when it comes to learning

Is comprehension the same whether a person reads a text onscreen or on paper? And are listening and viewing content as effective as reading the written word when covering the same material?

The answers to both questions are often “no,” as I discuss in my book “How We Read Now,” released in March 2021. The reasons relate to a variety of factors, including diminished concentration, an entertainment mindset and a tendency to multitask while consuming digital content.

Print versus digital reading

When reading texts of several hundred words or more, learning is generally more successful when it’s on paper than onscreen. A cascade of research confirms this finding.

The benefits of print particularly shine through when experimenters move from posing simple tasks – like identifying the main idea in a reading passage – to ones that require mental abstraction – such as drawing inferences from a text. Print reading also improves the likelihood of recalling details – like “What was the color of the actor’s hair?” – and remembering where in a story events occurred – “Did the accident happen before or after the political coup?”

Studies show that both grade school students and college students assume they’ll get higher scores on a comprehension test if they have done the reading digitally. And yet, they actually score higher when they have read the material in print before being tested.

Educational testing differences

Educators need to be aware that the method used for standardized testing can affect results. Studies of Norwegian tenth graders and U.S. third through eighth graders report higher scores when standardized tests were administered using paper. In the U.S. study, the negative effects of digital testing were strongest among students with low reading achievement scores, English language learners and special education students.

My own research and that of colleagues approached the question differently. Rather than having students read and take a test, we asked how they perceived their overall learning when they used print or digital reading materials. Both high school and college students overwhelmingly judged reading on paper as better for concentration, learning and remembering than reading digitally.

The discrepancies between print and digital results are partly related to paper’s physical properties. With paper, there is a literal laying on of hands, along with the visual geography of distinct pages. People often link their memory of what they’ve read to how far into the book it was or where it was on the page.

But equally important is mental perspective, and what reading researchers call a “shallowing hypothesis.” According to this theory, people approach digital texts with a mindset suited to casual social media, and devote less mental effort than when they are reading print.

Podcasts and online video

Given increased use of flipped classrooms – where students listen to or view lecture content before coming to class – along with more publicly available podcasts and online video content, many school assignments that previously entailed reading have been replaced with listening or viewing. These substitutions have accelerated during the pandemic and move to virtual learning.

Surveying U.S. and Norwegian university faculty in 2019, University of Stavanger Professor Anne Mangen and I found that 32% of U.S. faculty were now replacing texts with video materials, and 15% reported doing so with audio. The numbers were somewhat lower in Norway. But in both countries, 40% of respondents who had changed their course requirements over the past five to 10 years reported assigning less reading today.

A primary reason for the shift to audio and video is students refusing to do assigned reading. While the problem is hardly new, a 2015 study of more than 18,000 college seniors found only 21% usually completed all their assigned course reading.

Audio and video can feel more engaging than text, and so faculty increasingly resort to these technologies – say, assigning a TED talk instead of an article by the same person.

Maximizing mental focus

Psychologists have demonstrated that when adults read news stories or transcripts of fiction, they remember more of the content than if they listen to identical pieces.

Researchers found similar results with university students reading an article versus listening to a podcast of the text. A related study confirms that students do more mind-wandering when listening to audio than when reading.

Results with younger students are similar, but with a twist. A study in Cyprus concluded that the relationship between listening and reading skills flips as children become more fluent readers. While second graders had better comprehension with listening, eighth graders showed better comprehension when reading.

Research on learning from video versus text echoes what we see with audio. For example, researchers in Spain found that fourth through sixth graders who read texts showed far more mental integration of the material than those watching videos. The authors suspect that students “read” the videos more superficially because they associate video with entertainment, not learning.

The collective research shows that digital media have common features and user practices that can constrain learning. These include diminished concentration, an entertainment mindset, a propensity to multitask, lack of a fixed physical reference point, reduced use of annotation and less frequent reviewing of what has been read, heard or viewed.

Digital texts, audio and video all have educational roles, especially when providing resources not available in print. However, for maximizing learning where mental focus and reflection are called for, educators – and parents – shouldn’t assume all media are the same, even when they contain identical words.

四、生词中英文梳理

五、全文中文翻译

纸质阅读，学习效果更胜一筹

人们在屏幕上和纸质书本上阅读文本，理解效果是否完全一致？当学习相同内容时，收听、观看影音资料的效果是否等同于阅读书面文字？

这两个问题的答案通常都是“否定的”，这是我在2021年3月出版的著作《我们当下的阅读方式》中提出的观点。造成效果差异的原因有很多，包括专注力下降、娱乐化思维模式，以及人们浏览数字内容时习惯性多任务分心的问题。

纸质阅读与数字阅读的对比

阅读数百字及以上的长文本时，纸质阅读的学习效果普遍优于屏幕阅读，大量研究成果均证实了这一结论。

当阅读任务从简单的提炼文章主旨，升级为需要抽象思维的文本推理时，纸质阅读的优势会尤为凸显。纸质阅读更有助于读者记忆文本细节，比如故事中人物的发色、事件发生的先后顺序等细节信息。

研究表明，小学生和大学生普遍认为，数字阅读能让自己在阅读理解测试中取得更高分数。但实际测试结果恰恰相反，考前进行纸质阅读的学生，得分普遍更高。

测试形式带来的成绩差异

教育工作者需要意识到，标准化测试的作答形式会直接影响考试成绩。针对挪威十年级学生、美国三至八年级学生的多项研究显示，纸质版标准化测试的学生得分更高。美国的研究进一步发现，数字测试对阅读能力薄弱学生、英语学习者和特殊教育学生的负面影响最为显著。

我和同事采用了不同的研究方式：不要求学生读完文本立即测试，而是让学生自主评判纸质阅读和数字阅读的整体学习效果。结果显示，绝大多数高中生和大学生都认为，纸质阅读更利于集中注意力、吸收知识和记忆内容。

纸质与数字阅读的效果差异，部分源于纸张的物理特性。阅读纸质书时，我们可以亲手触摸书页，清晰感知不同页面的视觉位置，人们常常会将阅读内容与文本在书本中的位置绑定记忆。

而同等重要的原因是思维差异，也就是阅读研究者提出的“浅层阅读假说”。该理论认为，人们阅读数字文本时，会带着浏览社交媒体的休闲心态，投入的思维精力远少于纸质阅读。

播客与在线视频学习

随着翻转课堂的普及（学生课前收听、观看授课内容，课堂开展互动学习），加上公开可获取的播客、在线视频资源增多，大量文字阅读作业被音视频学习替代。疫情期间线上教学的普及，进一步加速了这一趋势。

2019年，我与斯塔万格大学的安妮·马根教授对美国和挪威高校教师展开调研，结果显示：32%的美国教师用视频资料替代文本阅读作业，15%的教师采用音频资料替代；挪威的占比略低。但两国数据均显示，近五到十年调整课程要求的教师中，40%都减少了学生的文字阅读任务。

音视频替代文本阅读的主要原因，是学生不愿完成指定阅读任务。这一问题由来已久，2015年一项覆盖18000余名大四学生的研究发现，仅有21%的学生能完整完成所有课程阅读作业。

相较于枯燥的文字，音视频内容更具吸引力，因此越来越多教师选择这类教学方式，例如用同名专家的TED演讲替代其撰写的文章。

最大化学习专注力

心理学研究证实，成年人阅读新闻、小说文本的记忆效果，优于收听相同内容的音频。针对大学生的实验也得出一致结论：阅读文本比收听同内容播客的学习效果更好，且收听音频时学生更容易走神分心。

低龄学生的规律大体相似，但存在特殊差异。塞浦路斯的一项研究表明，随着孩子阅读能力不断提升，听力与阅读的理解优势会发生反转：二年级学生收听学习的理解效果更好，而八年级学生的文本阅读理解效率远超听力学习。

视频与文本的学习对比研究，结论与音频一致。西班牙研究者发现，四至六年级学生阅读文本时，对知识的整合理解能力远高于观看视频的学生。研究者推测，学生默认视频属于娱乐内容，因此只会浅层浏览，不会深度思考。

大量综合研究表明，数字媒介的固有特性和使用习惯会限制深度学习：专注力下降、娱乐化心态、频繁多任务分心、无固定物理记忆参照、批注复盘行为减少等。

数字文本、音频和视频并非毫无教学价值，尤其可以弥补纸质资料的资源空缺。但在需要专注思考、深度复盘的学习场景中，教育者和家长不能默认所有学习媒介效果等同，即便它们传递的文字内容完全一致。

六、语法填空

阅读下面短文，在空白处填入 1 个适当的单词或括号内单词的正确形式。

People have long wondered whether onscreen reading is equal to paper reading in terms of comprehension. Researchers have found that paper reading is 56 (effective) for deep learning than digital reading. The benefits are obvious in tasks 57 require mental abstraction and detailed memory.

Students always hold the wrong belief 58 digital reading can bring higher test scores. In fact, paper-based tests consistently produce 59 (good) results, especially for students with weak reading ability. The physical features of paper allow readers 60 (link) contents to specific page positions, strengthening memory.

Different from print reading, digital reading easily leads to a shallow mindset, making people devote 61 (little) mental effort to learning. Nowadays, flipped classrooms make audio and video learning 62 (common) than before. However, studies show that students tend 63 (wander) more when listening to audio or watching videos.

Age plays a key role in the effect difference. Young kids benefit more from listening, 64 older students perform better in reading. Overall, digital media has educational value but cannot replace print reading 65 deep learning is needed.

七、参考答案

56. more effective

57. that/which

58. that

59. better

60. to link

61. less

62. more common

63. to wander

64. while

65. when

八、答案解析

56. more effective

【考点：形容词比较级】

解析：句中出现 than 表比较，effective 为多音节形容词，比较级变形为 more effective，句意：纸质阅读在深度学习中比数字阅读更有效。

57. that/which

【考点：限制性定语从句关系代词】

解析：先行词为 tasks（表事物），从句缺少主语，可用 that 或 which 引导定语从句。

58. that

【考点：同位语从句】

解析：从句解释说明抽象名词 belief 的具体内容，从句成分完整、语义完整，用 that 引导同位语从句，无词义、不充当成分。

59. better

【考点：形容词比较级】

解析：结合上下文对比语境，此处暗含纸质测试与数字测试的效果对比，good的比较级为 better，修饰名词 results。

60. to link

【考点：非谓语动词（不定式固定搭配）】

解析：固定搭配 allow sb. to do sth. 允许某人做某事，此处用不定式 to link 作宾语补足语。

61. less

【考点：形容词比较级】

解析：结合前文浅层阅读的弊端，数字阅读让人投入更少的精力，little的比较级为 less，修饰不可数名词 effort。

62. more common

【考点：形容词比较级】

解析：句中 than 提示用比较级，common 为双音节形容词，比较级为 more common。

63. to wander

【考点：非谓语动词（不定式固定搭配）】

解析：固定搭配 tend to do sth. 倾向于做某事，故填 to wander。

64. while

【考点：并列连词（对比转折）】

解析：前后分句对比低龄儿童和大龄学生的学习差异，while 可表“然而”，用于对比两种不同情况。

65. when

【考点：时间状语从句】

解析：句意：在需要深度学习的场景中，数字媒介无法替代纸质阅读。when引导时间状语从句，表“当……时”。