Part 1
You will hear a student and an advisor talking about facilities at a college.
First, you have some time to look at questions 1 to 5.
Now we shall begin.
You should answer the questions as you listen because you will not hear the recording a second time.
Listen carefully and answer questions 1 to 5.
Hi. I wonder if you could help me.
I'm sorry.
I'm sorry.
I'm starting a course at Glenfield in a few weeks. I was just a bit worried about what facilities there will be and what I'll have to do. I'm especially interested in health and welfare stuff.
Certainly. We normally send out a copy of our leaflet, Staying Healthy at Glenfield. I'm not sure why you haven't had it.
Well, could you answer a few questions for me? Firstly, I'm wondering about how I get a doctor when I arrive.
Well, you can register with the University Health Centre on North Campus.
And do I have to pay for that?
Not to register, but if you have to get medicines, there's a prescription charge of £6.50.
OK. Well, I'm not planning to get ill. That's only going to arise if I have any problems. So, should I just go along when I arrive?
That's what we recommend for peace of mind. But it's not compulsory, and if you don't live inside the...
catchment area, you can't, in fact, register there. Where do you live?
Well, at the moment I'm staying at the Backpackers' Hostel in Hill Street. But I will be moving from there shortly, somewhere nearer.
Well, there's a map at the centre which shows you the area that the university practice can accept people from. It's what we call the Yellow Zone.
If you live outside that area, you have to find another medical centre to register with.
It sounds like a...
I'll only qualify after I move.
I think you might be right. Then, in addition to the health centre, there's a free counselling service for all students situated on the North Campus. You don't have to register. They also have drop-in sessions. I say it's free, but that's only for up to eight sessions. Beyond that, they normally refer people elsewhere.
Sounds serious.
Well, it's not just for big problems. People go there for advice on housing...
workload... whatever, really. They can even arrange financial help.
Is it confidential?
Absolutely. Then again, a lot of students prefer to phone the Nightline service, which is run from an office on the Central Campus. They don't really encourage people to drop in.
I see.
So it's basically a free phone line. The number, if you want to make a note, is 0900 762 5913.
I'll say it again. 0900 762 5913.
Fine. Well, I hope I won't need any of these. What I will want is access to some gym facilities.
Right. Well, you'll find those on the South Campus in the Sports Centre. It's great, but it's not free. You have to present your student card and pay a fee of £22 to get a pass, but that will last you for the whole year.
OK.
Before you hear the rest of the conversation, you have some time to look at questions 6 to 10. and answer questions 6 to 10. Is this information on the website?
I'm afraid not.
I can send you some leaflets
or even re-send the whole information pack
if you give me your details.
Er, could you send the whole information pack, please?
Yes, that's fine.
I'll have to take down some details.
Could you tell me your full name?
Sonia Orr.
S-O-N-Y...
Er, no, I'll spell it.
S-O-N-I-A.
Then Orr is O-R-R.
Orr.
OK, and you said you were on Hills Road.
Yes, but don't send it there
as I'm about to move.
I'll give you my new address,
which is 22 Wintergatan,
that's Glenfield.
And the postcode?
Oh, yeah, that's G-F-23-9-B-Q.
Fine.
Now, we're doing a bit of data collection
about who uses our services at the moment.
Can I just ask a few more questions?
Yes, that's fine.
OK, if you're an international student,
what country are you from?
I'm from Switzerland.
And how old...
How old are you?
I'm 24.
And finally, which course are you enrolled on?
Right, well, that's a bit complicated
since I'm hoping to switch to economics and history.
But at the moment...
I'm down to do economics and sociology.
It's a joint degree.
OK, I'll put that.
Great.
Well, I'll pop the information pack in the post
and you should get it soon.
That is the end of part one.
You now have half a minute to check your answers.
Part 2
You will hear a tour guide welcoming a group of visitors to the British Library and telling them about the library and what they will see there.
First, you have some time to look at questions 11 to 15.
Now listen carefully and answer questions 11 to 15.
Good afternoon, ladies and gentlemen, and welcome to your very own tour of the British Library on this lovely afternoon.
My name is Tony Walters and I'm your guide for today.
Could I please see your tickets for the guided tour? I'd also like to see your tickets for the guided tour.
I'd also like to remind you that any tickets bought today do not include a visit to the reading rooms.
I'm afraid we don't do visits on Fridays, or any weekday during working hours, so as not to disturb the readers.
But if you do want to see those rooms, the only day there are tours is on Sundays.
So, I don't want anyone to be disappointed about that today. OK? Thank you.
Right, we'll start with a brief introduction. As many of you know, this is the United Kingdom's National Library, and you can see that this is a magnificent modern building.
It was first designed by Sir Colin St. John Wilson in 1977, and inaugurated by Her Majesty the Queen more than 20 years later in 1998.
As you can see, the size is immense, and the basements alone have 300 kilometres of shelving, and that's enough to hold about 12 million books.
The total floor space here is 100,000 square metres, and, as I'll show you, the library houses a huge range of facilities and exhibition spaces, and it has 1,000 staff members based here in the building.
So, you can appreciate the scale of our operation.
In fact, this was the biggest publicly funded building constructed in the United Kingdom last century.
It is still funded by the government as a national institution, of course, and it houses one of the most important collections in the world.
The different items come from every continent and span almost 3,000 years.
The library isn't a public library, though. You can't just come in and join and borrow any of the books.
Access to the collections is limited to those involved in the work, and the library is not in carrying out research.
So, it's really a huge reference library for that purpose, and anyone who wants to consult any materials that are kept here can formally apply to use the library reading rooms.
You now have some time to look at questions 16 to 20.
Now listen, and answer questions 16 to 20. Right.
Well, here we are, standing at the meeting point on the lower ground floor,
just to the right from here.
Now, let's go to the meeting.
We'll start with one question.
just to the right of the main entrance.
I've given you all a plan of the building
so that we can orientate ourselves and get an idea of where we'll be going.
Now, outside the main entrance,
you'll see the wide piazza with the stunning sculpture of Newton.
The sculptor was Paolozzi,
but it's based on the famous image by William Blake,
and it's definitely worth a closer look.
On the other side of the piazza from the statue is the conference centre,
which is used for all kinds of international conventions.
We'll take a quick look inside at the end of our tour.
Looking ahead of us now,
you'll see that we're standing opposite the staircase down to the basement
where you'll find the cloakroom,
and to the left of that we have the information desk
where you can find out about any current exhibitions,
the times of the tours,
and anything you need.
If you don't have a tour guide.
As you can see, on this lower ground floor,
we also have a bookshop.
That's the area over to the left of the main entrance.
You'll be free to browse there when we get back to the ground floor.
Now, opposite the main entrance on this floor,
we have the open stairs leading up to the upper ground floor.
And at the top of them, in the middle of the upper ground floor,
you can see a kind of glass-sided tower,
that rises all the way up through the ceiling and up to the first floor.
This is called the King's Library.
It's really the heart of the building.
It was built to house the collection that was presented to the nation in 1823 by the King.
You can see it from every floor above ground.
When we go up there, you'll find the library's treasures gallery on the left.
Can you find it on your plan?
That's the exciting one, so we'll be visiting that first,
but we'll also take a look at the stamp display situated behind it on the way to the café.
A lot of people miss that.
The cafeteria runs along the back of the floor,
and in the right-hand corner, you'll find the lifts and toilets.
Always good to locate them.
The other main area on that floor is the public access catalogue.
And I'll show you how that operates when we get up there.
That is the end of part two.
You now have half a minute to check your answers.
Part 3
Here is an interview conducted by an interviewer Spiegel with the scientist Peter Piot who discovered Ebola, a dangerous disease.
Both of them are conversing about the disease and its origin.
First, you have some time to look at questions 21 to 25.
Professor Piot, as a young scientist in Antwerp, you were part of the team that discovered the Ebola virus in 1976.
Can you tell how did it happen?
I still remember. Some day in September, a pilot from Sabina Airlines brought us a shiny blue thermos and a letter from a doctor in Kinshasa in what was then Zara in the Thames.
He wrote, there was a blood sample from a Belgian nun who had recently fallen ill from a mysterious sickness in Yambuku, a remote village in the northern part of the country.
He asked us to test the sample for yellow fever.
These days, Ebola may only be researched in high-security laboratories. How did you protect yourself back then?
We had no idea how dangerous the virus that we were dealing with was.
And there were no high-security...
There were no high-security labs in Belgium back then.
We just wore our white lab coats and protective gloves.
When we opened the thermos, the ice inside had largely melted and one of the veils had broken.
Blood and glass shards were floating in ice water.
We fished the other, intact test tube out of the slop and began examining the blood for pathogens using the methods that were standard at the time.
But the yellow fever virus apparently had nothing to do with the nun's illness.
No.
And the test for Lassa fever and typhoid fever were also negative.
What then could be?
Our hopes were dependent on being able to isolate the virus from the sample.
To do so, we injected it into mice and other lab animals.
At first, nothing happened for several days.
We thought that perhaps the pathogen had been damaged from insufficient refrigeration in the thermos.
But then... One animal after the next.
We began to realize that the sample contained something quite deadly.
But you continued.
Other samples from the nun who had just died arrived from Kinshasa.
When we were just about able to begin examining the virus under the electron microscope, the World Health Organization entrusted us to send all of our samples to a high-security lab in England.
But my boss at the time wanted to bring our work to a close.
So we went to a conclusion, no matter what.
He grabbed a vial containing virus material to examine it.
But his hand was shaking and he dropped it on a colleague's foot.
The vial shattered.
My only thought was, oh shit!
We immediately disinfected everything.
And luckily our colleague was wearing thick leather shoes.
Nothing happened to any of us.
Before you hear the rest of the talk, you have some time to look at questions 26 and 27.
Part 3 Continued:
Now listen carefully and answer questions 26 to 30.
We’re finally able to create an image of the virus using the electron microscope.
Yes, and our first thought was, what the hell is that? The virus that we'd spent so much time searching for was very big, long, and worm-like. It had no similarities with yellow fever. Rather, it looked like the extremely dangerous Marburg virus, which, like Ebola, causes a hemorrhagic fever.
In the 1960s, the virus killed several laboratory workers in Marburg, Germany.
Were you afraid at that point?
I knew almost nothing about the Marburg virus at the time.
When I tell my students about it today, they think I must be from the Stone Age, but I actually had to go to the library and look it up in the Atlas of Biology.
It was the American Center for Disease Control which determined a short time later that it wasn't the Marburg virus.
But a related, unknown virus. Hundreds of people had already succumbed to the virus in Yambuku and the area around it.
You were also the one who gave the virus its name. Why Ebola?
On that day, our team sat together till late into the night. We had a couple of drinks, discussing the question. We definitely didn't want to name the new pathogen Yambuku virus because that would have stigmatized the place forever.
There was a map hanging on the wall, and our American team leader suggested looking at the nearest river and giving the virus its name. It was the Ebola river. So by around three or four in the morning, we had found a name.
But the map was small and inaccurate. We only learned later that the nearest river was actually a different one. But Ebola is a nice name, isn’t it?
That is the end of Part 3.
You now have half a minute to check your answers.
Part 4
Listen carefully and answer questions 31 to 40.
First, you have some time to look at questions 31 to 40.
Listen carefully and answer questions 31 to 40.
Now, we can move on to the educational aspects of this arrangement.
Firstly, all the terms would be approximately the same length.
Instead of terms up to 13 weeks, which we have now, there could be a repeating pattern of 7 weeks of term time plus 2 weeks of vacation.
This would be repeated 6 times per year.
How does this affect the effectiveness of the educational provision?
The most noticeable result would be that the very long summer holiday would be reduced in length.
This by-product of the six-term system could be beneficial.
There's plenty of evidence of huge learning loss by pupils during the summer holidays.
By learning loss, we mean the amount that pupils forget or lose during a holiday break.
Ashley carried out a number of analyses which showed this conclusively.
He investigated 39 studies, examining the effects of summer holidays on standardised test scores.
His analyses indicated that summer learning loss equaled 2 weeks to 7 weeks of instruction.
On average, children's test scores were 3 weeks lower than when they left school in the previous term.
He also found differences in the learning loss effect according to subject.
The subjects he analysed were reading, writing and maths, and he found that the effects of summer holidays were the greatest in maths and reading.
Furthermore, although all social groups experienced roughly similar learning loss in the field of maths,
the studies found that disadvantaged children showed even greater losses in reading skills.
So, the problem of learning loss in traditional schools is clear.
However, the results of studies into the six-term system and learning loss are ambiguous.
Marchmont found that pupils in six-term schools maintained their test scores after the shorter holiday period.
This is certainly an improvement on the traditional system where, as we have seen, pupils perform worse after the summer break.
Benson, however, found no differences between those in traditional schools and on the six-terms schedule.
It would seem reasonable that if long holidays result in learning loss, then shorter holidays should result in less learning loss.
So, we await the outcome of further studies.
Historically, of course, everyone knows the reason for our system of three terms per year.
In days when agriculture was of much greater importance in our working lives, it was essential that the children helped with the harvest.
Later on, this changed, and more people moved into the towns.
But then there was a new problem. Before air conditioning, it was very impractical to try to teach children in the summer months.
Nowadays, that's no longer a barrier.
One way of providing something different is the summer school.
Here, there is a completely different kind of educational provision.
Cooper and others investigated 93 summer schools and the results they achieved.
They all had a positive effect on learning.
Most summer schools, of course, have small classes, and class size was shown to have a positive effect.
Additionally, summer school children usually benefit from a great deal of parental support, not least because payment of fees is involved.
And this, as so often, was shown to produce very good outcomes.
Results were most impressive, in maths in general.
That is the end of Part 4.
You now have half a minute to check your answers.
第一部分你将听到一位学生和一位顾问讨论大学的设施。
首先，您有时间查看问题 1 到 5。
现在我们开始。
您应该在听的过程中回答问题，因为您将不会听到第二遍录音。
请仔细听，并回答问题 1 到 5。
嗨，我想请你帮忙。
抱歉。
抱歉。
我几周后将在格伦菲尔德开始一门课程。我只是有点担心那里会有哪些设施，我需要做些什么。我特别关心健康和福利方面的问题。
当然，我们通常会发送一份我们的宣传册《在格伦菲尔德保持健康》。我不确定为什么你没有收到它。
好吧，你能回答我一些问题吗？首先，我想知道我到达时怎么才能找一个医生。
嗯，你可以在北校区的大学健康中心注册。
那我需要为此付费吗？
注册不需要，但如果你需要药物，有 6.50 英镑的处方费。
好的。嗯，我不打算生病。这些问题只会在我有任何问题时才会发生。所以，我到达时就直接去那儿吗？
我们建议你去注册，这样可以让你放心。但这不是强制性的，如果你不住在……
服务区内，实际上你不能在那里注册。你住在哪里？
嗯，现在我住在希尔街的背包客旅馆。但我不久后会从那里搬到更近的地方。
嗯，中心有一张地图，显示了大学健康中心可以接收的区域，我们称之为黄色区域。
如果你住在这个区域外，你就得找到另一个医疗中心注册。
听起来像是……
我搬家后才能符合条件。
我想你说得对。那么，除了健康中心外，北校区还有一个免费的辅导服务，所有学生都可以使用。你不需要注册，他们也有随时可以参加的咨询。我说它是免费的，但这只限于八次咨询。超过次数后，他们通常会将人转介到其他地方。
听起来很严重。
嗯，这不仅仅是处理大问题。人们也去那里寻求关于住房、工作负担等的建议，实际上是什么问题都可以。甚至可以安排财务帮助。
这是保密的吗？
绝对保密。再说了，许多学生更喜欢打电话给夜线服务，这个服务是从中央校区的一个办公室运营的。他们其实不鼓励人们直接去。
我明白了。
所以，基本上是一个免费的电话热线。如果你想记录下来，电话号码是 0900 762 5913。
我再说一遍。0900 762 5913。
好的。我希望我不需要这些。我会更想要的是一些健身设施。
好的。你会在南校区的体育中心找到这些设施。那儿很棒，但并不是免费的。你需要出示学生卡，并支付 22 英镑的费用获得通行证，这张通行证会有效整整一年。
好的。
在你听到接下来的对话之前，你有时间查看问题 6 到 10。 这些信息在网站上有吗？
恐怕没有。
如果你告诉我你的详细信息，我可以寄给你一些宣传册，或者重新寄整套资料包给你。
呃，你能把整套资料包寄给我吗？
好的，没问题。我需要记录一些信息。
你能告诉我你的全名吗？
Sonia Orr。S-O-N-Y...呃，不，我来拼写一下。S-O-N-I-A。Orr是O-R-R。
Orr。好的，你说你住在Hills Road。
是的，但不要寄到那里，因为我马上要搬家了。我给你我的新地址，是22 Wintergatan，Glenfield。
邮政编码呢？
哦，是G-F-23-9-B-Q。
好的。现在，我们正在做一点数据收集，了解目前谁在使用我们的服务。我可以再问几个问题吗？
可以，没问题。
好的，如果你是国际学生，请问你来自哪个国家？
我来自瑞士。
你多大了？
我24岁。
最后，你报读的是哪个课程？
这个有点复杂，因为我希望能转到经济学和历史专业。但目前……我是经济学和社会学的联合学位。
好的，我就写这个。
很好。那我会把资料包寄出去，你很快就能收到。
第二部分你将听到一位导游欢迎一组游客并告诉他们关于英国图书馆的信息，以及他们将在那儿看到的东西。
首先，你有时间查看问题 11 到 15。
现在仔细听并回答问题 11 到 15。
下午好，女士们先生们，欢迎来到你们的英国图书馆之旅，今天下午非常愉快。
我的名字是 Tony Walters，我是今天的导游。
请让我看看你们的导游票。
我还想提醒大家，今天买的任何票都不包括参观阅览室。
抱歉，我们不提供在星期五或任何工作日工作时间的参观，以免打扰到正在阅读的人员。
但是如果你确实想参观那些阅览室，唯一可以参观的日子是星期日。
所以，我不希望今天有人感到失望。
好的，谢谢。
那么，我们先做一个简短的介绍。正如许多人所知道的，这是英国的国家图书馆，你可以看到这是一座宏伟的现代建筑。
它最初由 Sir Colin St. John Wilson 设计，设计时间为 1977 年，而由女王陛下于 1998 年正式启用。
如你所见，这座建筑非常庞大，地下室就有 300 公里长的书架，足以容纳约 1200 万本书。
这里的总面积为 100,000 平方米，正如我将展示的，图书馆拥有大量的设施和展览空间，建筑内有 1000 名工作人员。
因此，你可以理解我们运营的规模。
事实上，这是上世纪英国最大的一座由公共资金资助的建筑。
当然，它仍然由政府资助，作为一座国家机构，并且它收藏了世界上最重要的收藏之一。
这些物品来自每个大洲，跨越了近 3000 年的历史。
然而，这座图书馆并不是公众图书馆。你不能仅仅通过加入成为会员来借书。
进入这些藏书的权限仅限于那些参与研究的人，图书馆并不进行研究工作。
因此，它实际上是一个巨大的参考图书馆，任何想要查阅馆藏资料的人都必须正式申请使用阅览室。
你现在有时间查看问题 16 到 20。
现在听，并回答问题 16 到 20。 好的，我们现在站在底层的集合点，就在这里的右手边。
现在，让我们前往集合点。我们先从一个问题开始。就在主入口的右边。
我已经给你们每个人一份建筑平面图，这样我们就可以了解自己的方位，以及我们将要去的地方。
现在，在主入口外面，你们会看到宽阔的广场，上面有一座令人惊叹的牛顿雕像。
雕塑家是Paolozzi，但它是基于William Blake著名画作的形象制作的，非常值得近距离欣赏。
在广场上雕像的另一边是会议中心，那里举办各种国际会议。
在我们游览结束时，我们会进去快速参观一下。
现在往前看，你会看到我们正对着通往地下室的楼梯，
在那里你会找到衣帽间，
在它左边是咨询台，你可以了解任何正在举办的展览、参观的时间和你需要的任何信息。
如果你没有导游的话。
你们可以看到，在这个底层，我们还有一家书店。
就在主入口左手边的区域。
回到一楼时，你们可以自由在那里浏览。
现在，在这一层主入口的对面，是通向上层的开放式楼梯。
在楼梯顶端，在上层中央，你会看到一个玻璃围起来的高塔，
它一直贯穿天花板并延伸到一楼。
这个被称为国王图书馆。
它其实是整栋建筑的核心。
它是为了存放国王在1823年赠送给国家的藏书而建的。
你在地面以上的每一层都能看到它。
我们等会儿会上去，在左手边你会看到图书馆的珍品展厅。
你能在你的平面图上找到吗？
这个很精彩，我们会先去那里参观，
但我们也会顺路去看看位于展厅后面的邮票展览，去咖啡馆的路上会经过，
很多人会错过那里。
咖啡馆沿着楼层后面开设，
在右侧角落你会发现电梯和厕所。
知道它们的位置总是有用的。
那一层的另一个主要区域是公共检索目录。
我们等会上去的时候，我会演示它的用法。
第三部分这是一个采访，采访者与科学家彼得·皮奥特教授交谈，他是发现埃博拉病毒的人。
他们两人讨论了这种疾病及其来源。
首先，你有时间查看问题 21 到 25。
皮奥特教授，作为一名年轻的科学家，你是 1976 年发现埃博拉病毒的团队成员之一。
你能讲讲这件事是怎么发生的吗？
我还记得。有一天九月，萨比纳航空的一名飞行员带来了一个闪亮的蓝色热水瓶，还有一封来自金沙萨的医生的信，信中写道：
这是来自一名比利时修女的血样，她最近在偏远的乡村扬布库患上了不明的疾病。
他要求我们测试这个样本是否为黄热病。
如今，埃博拉病毒只能在高安全实验室中研究。你们当时是如何保护自己的？
我们当时根本不知道我们所面对的病毒有多么危险。
而且当时比利时并没有高安全实验室。
我们只是穿上白色实验袍和戴上防护手套。
当我们打开热水瓶时，瓶子里的冰大部分已经融化，瓶子的一部分也破了。
血液和玻璃碎片漂浮在冰水中。
我们从里面捞出另一只完好的试管，开始用当时标准的方法检查血液中的病原体。
但黄热病病毒显然与修女的病情无关。
不对。
对拉沙热和伤寒的检测也都呈阴性。
那接下来可能是什么呢？
我们的希望寄托在能从样本中分离出病毒上。
为了做到这一点，我们把它注射到小鼠和其他实验动物体内。
最开始几天什么也没发生。
我们以为可能是样本因为冰箱温度不够低而受到了损坏。
但随后……每只动物接连出现了反应。
我们开始意识到这个样本中含有某种致命的物质。
但是你们还是继续了。
来自金沙萨的其他样本也抵达了。
当我们终于开始用电子显微镜观察这个病毒时，世界卫生组织指示我们将所有样本送到英国的高安全实验室。
但当时我的上司希望结束我们的工作。
所以我们不顾一切地得出了结论。
他拿起一个装有病毒物质的小瓶子来检查。
但他的手在颤抖，他把瓶子掉到了同事的脚上。
瓶子碎了。
我当时只想到：“天哪！”
我们立即对所有的东西进行了消毒。
幸运的是我们的同事穿着厚重的皮鞋。
我们大家都没事。
在你听到接下来的对话之前，你有时间查看问题 26 和 27。
第三部分继续：
现在仔细听，并回答问题 26 到 30。
我们终于用电子显微镜成功创建了病毒的图像。
是的，我们的第一个想法是：“这到底是什么？”我们花了这么长时间寻找的病毒非常大，长且像虫子。它与黄热病病毒没有任何相似之处。相反，它看起来像极为危险的马尔堡病毒，马尔堡病毒与埃博拉病毒一样，都会引起出血热。
在 1960 年代，这种病毒曾导致几位实验室工作人员在德国的马尔堡去世。
那时你害怕吗？
我当时几乎对马尔堡病毒一无所知。
现在当我告诉学生们这些时，他们以为我来自石器时代，但事实上我当时不得不去图书馆查阅《生物学地图集》。
后来，来自美国疾病控制中心的专家确认这并不是马尔堡病毒。
但它是一种相关的、未知的病毒。数百人已经死于扬布库和周围地区的这种病毒。
你也是给这个病毒命名的人。为什么叫埃博拉？
那天晚上，我们团队一直坐在一起直到很晚。我们喝了几杯，讨论这个问题。我们绝对不想把这种新病原体命名为扬布库病毒，因为那样会让这个地方永远被污名化。
墙上挂着一张地图，我们的美国团队领导建议看一看最近的河流，并以此命名这种病毒。那条河叫做埃博拉河。所以大约到凌晨三四点钟，我们找到了这个名字。
但这张地图很小且不准确。我们后来才知道，最近的河实际上是另一条。但是“埃博拉”这个名字还是很不错，不是吗？
那是第三部分的结束。
你现在有半分钟的时间检查你的答案。
第四部分仔细听并回答问题 31 到 40。
首先，你有一些时间查看问题 31 到 40。
仔细听并回答问题 31 到 40。
现在，我们可以转向这一安排的教育方面。
首先，所有学期的长度大致相同。
不像现在的学期最长为 13 周，可以改为每年有 6 个学期，每个学期有 7 周的学习时间，外加 2 周的假期。
这样每年会有 6 个学期的循环。
这对教育提供的效果有什么影响呢？
最显著的结果是，长期的暑假将会缩短。
这是六学期制的一个附带效果，可能是有益的。
有大量证据表明学生在暑假期间会有巨大的学习损失。
学习损失是指学生在假期中遗忘或丧失的知识量。
Ashley 对此进行了多项分析，并明确地证明了这一点。
他调查了 39 项研究，分析了暑假对标准化测试分数的影响。
他的分析表明，暑假期间的学习损失相当于 2 周到 7 周的教学时间。
平均而言，孩子们的测试分数比他们上个学期结束时低了 3 周的时间。
他还发现，不同学科的学习损失效果有所不同。
他分析的学科包括阅读、写作和数学，并发现暑假对数学和阅读的影响最大。
此外，尽管所有社会群体在数学方面的学习损失大致相似，
但研究发现，弱势群体在阅读技能方面的损失更为严重。
因此，传统学校的学习损失问题是显而易见的。
然而，对六学期制度和学习损失的研究结果并不一致。
Marchmont 发现，六学期学校的学生在较短的假期之后保持了他们的测试成绩。
这无疑比传统的系统更好，正如我们所见，学生在夏季假期后表现较差。
然而，Benson 的研究发现，传统学校和六学期学校之间并没有差异。
如果长期假期导致学习损失，那么较短的假期应该导致较少的学习损失，这似乎是合理的。
所以，我们还需要等待更多研究结果。
当然，历史上大家都知道我们每年有三个学期的原因。
在农业对我们工作生活有重要影响的日子里，孩子们必须帮忙收割。
后来，这一情况发生了变化，更多的人搬到城里。
但接下来又出现了一个新问题。 在没有空调的时代，夏天给孩子们上课非常不现实。
但如今，这不再是障碍。
提供不同的方式之一就是夏季学校。
这里提供了完全不同的教育模式。
Cooper 等人调查了 93 所夏季学校及其取得的成果。
它们都对学习产生了积极的影响。
大多数夏季学校，当然，班级规模较小，班级规模被证明对学习有积极的影响。
此外，夏季学校的学生通常会获得大量家长的支持，尤其是因为收费的原因。
而这，正如我们经常看到的那样，通常会产生非常好的结果。
在数学方面的结果最为显著。
那是第四部分的结束。
你现在有半分钟的时间检查你的答案。 | 
