2013年10月12日托福阅读真题解析.doc

2013年10月12日托福阅读真题解析
第一套：
阅读1：儿童的游戏行为的几个阶段以及对其社会性、合作力、情绪控制的作用
解析：本文属于针对一个现象：儿童的游戏行为，解释其在不同阶段对于孩子的作用。本文的理解重点在于对于孩子的影响，结构梳理也可以不同的影响为基础梳理文章的重点信息。
In psychology and ethology, play is a range of voluntary, intrinsically motivated activities normally associated with recreational pleasure and enjoyment. Play is most commonly associated with children and their juvenile-level activities, but play can also be a useful adult activity, and occurs among other higher-functioning animals as well
Many of the most prominent researchers in the field of psychology (including Jean Piaget, William James, Sigmund Freud, Carl Jung and Lev Vygotsky) have viewed play as endemic to (naturally occurring in) the human species. These psychologists all had strong beliefs on how important play was on human development. Many research methods were performed to prove their theories.
Play is often interpreted as frivolous; yet the player can be intently focused on his or her objective, particularly when play is structured and goal-oriented, as in a game. Accordingly, play can range from relaxed, free-spirited and spontaneous through frivolous to planned or even compulsive.
There is a growing body of research that shows a link between play and the development of cognitive and social skills that are prerequisites for learning more complex concepts as children get older. For example, play is linked to growth in memory, self-regulation, oral language, and recognizing symbols. It has been linked to higher levels of school adjustment and increased social development. Play has also been linked to increased literacy skills and other areas of academic learning (a view held by Piagetian and Vygotskian theories of child development).
Play is especially beneficial to children's learning when it reaches a certain degree of sophistication. In other words, “unproductive” play happens not only when children fight and argue over who is going to be the “mommy” and who is going to be the “baby,”