外刊真题题源泛读4:纸质阅读与数字阅读的学习效果差异(A篇题源 2024年新高考一卷)

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题源原文外刊泛读：纸质阅读与数字阅读的学习效果差异（2024年新高考一卷）

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一、基础信息

二、主要内容

本文聚焦不同学习媒介的效果差异，核心论证纸质学习媒介优于数字屏幕、音频、视频媒介。研究证实，长文本深度学习、抽象推理、细节记忆与标准化考试中，纸质阅读表现显著优于屏幕阅读。数字媒介易让人形成娱乐化心态、注意力分散、频繁多任务切换，引发“浅层阅读效应”。同时，当下课堂翻转教学普及，音视频材料逐步替代文本阅读，但音频、视频学习更容易导致思维走神、浅层加工，仅低龄儿童初期听觉学习略有优势。文章最终指出，数字媒介有其教育价值，但深度思考、知识内化的学习场景中，纸质文本仍是最优选择。

三、英文原文（820词）

Traditional print 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.

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.

Naomi S. Baron, Professor of Linguistics Emerita, American University

四、生词中英文梳理

五、全文中文翻译

学习效果比拼：纸质阅读依旧完胜数字阅读

在学习这件事上，纸质阅读是否依旧更具优势？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？接触相同的学习内容时，听音频、看视频的学习效果能否等同于阅读文字？

对于这两个问题，答案通常都是“否定的”。我在2021年3月出版的著作《当下的阅读方式》中对此进行了详细论述。造成效果差异的原因有很多，主要包括注意力下降、娱乐化心态，以及浏览数字内容时习惯性多任务并行的特点。

纸质阅读VS数字阅读

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主旨概括，升级为需要深度抽象思维的文本推断时，纸质阅读的优势会愈发明显。此外，纸质阅读更有助于读者记忆文本细节，比如角色的外貌特征、故事事件的先后顺序等。

研究发现，小学生和大学生都普遍认为，数字阅读能让他们在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，成绩明显更优异。

教育工作者需要意识到，标准化测试的作答媒介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表明，纸质版标准化考试的得分更高。美国的研究进一步发现，数字考试的弊端在阅读能力薄弱学生、英语学习者和特殊教育学生身上体现得最为突出。

我和同事开展了差异化研究，不再让学生读完文本立即应试，而是调研他们对两种阅读方式的主观学习感受。结果显示，绝大多数高中生和大学生都认为，纸质阅读在专注力、知识吸收和内容记忆方面，远优于数字阅读。

纸质与数字阅读的效果差异，部分源于纸质书本的物理特性。纸质阅读有真实的触感，书页的视觉位置清晰可辨，读者往往会将阅读内容与书页位置、阅读进度绑定记忆，加深印象。

而同等重要的原因是思维认知差异，也就是阅读研究者提出的“浅层阅读假说”。该理论认为，人们浏览数字文本时，会带着社交媒体休闲浏览的心态，投入的思维精力远低于纸质阅读。

播客与在线视频学习

随着翻转课堂的普及（学生课前自主收听、观看课程内容），加上播客、在线视频资源日益丰富，以往以文本阅读为主的课后作业，逐渐被视听内容替代。疫情期间线上教学的普及，进一步加速了这一转变。

2019年，斯塔万格大学教授安妮·马根与我对美、挪两国高校教师开展调研。结果显示，32%的美国教师用视频材料替代文本阅读，15%的教师采用音频材料替代，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%都减少了文本阅读作业。

视听材料普及的核心原因是学生普遍抵触文本阅读。这一问题由来已久，2015年一项覆盖18000余名大四学生的研究显示，仅有21%的学生能完整完成所有课程阅读任务。

音频和视频内容的趣味性更强，因此越来越多教师选择这类教学形式，例如用TED演讲视频替代同一作者的相关文章。

提升思维专注度

心理学家研究证实，成年人阅读新闻、小说文本，对内容的记忆效果远优于收听相同内容的音频。

针对大学生的对照实验也得出相同结论：阅读文本的学习效果优于收听同款播客，且听音频时学生的走神频率远高于阅读文本时。

低龄学生的规律大致相似，但存在特殊变化。塞浦路斯的一项研究表明，随着孩子阅读能力提升，听觉与文本学习的优势会发生逆转：二年级学生听觉理解效果更好，而八年级学生的文本阅读理解能力更占优势。

视频与文本的学习效果对比，和音频与文本的对比结论一致。西班牙研究者发现，四至六年级学生阅读文本时，对知识的整合理解程度远高于观看对应视频的学生。研究者认为，学生潜意识中将视频等同于娱乐内容，因此观看视频时学习流于表面。

大量研究共同表明，数字媒介的固有特性和用户使用习惯会限制学习效果，具体表现为专注力下降、娱乐化思维、频繁多任务切换、无固定物理记忆参照、批注复盘减少、内容复盘频次降低。

当然，数字文本、音频和视频并非毫无教育价值，尤其能提供纸质书籍没有的学习资源。但在需要深度专注、深度思考的深度学习场景中，教育者和家长不能默认所有学习媒介的效果完全等同，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 reading on paper is better than reading on screens. A host of studies 56 (suggest) that print reading outperforms digital reading in deep learning.

Simple tasks like identifying main ideas show little difference, but when it comes to abstract thinking and detail memory, paper reading has obvious 57 (advantage). Students always mistakenly believe digital reading brings higher scores, yet test results prove they perform 58 (bad) in digital reading tests.

One reason is the physical property of paper, 59 helps readers locate content and build clear memory. More importantly, people adopt a casual entertainment mindset when 60 (consume) digital content, leading to less mental effort.

Nowadays, flipped classrooms make audio and video learning 61 (wide) popular. Many teachers replace reading tasks with videos or podcasts, mainly because students are unwilling 62 (finish) assigned reading. However, studies show that audio and video learning result in more mind-wandering, 63 (make) knowledge integration harder.

For young learners, the superiority of reading over listening 64 (shift) as their reading ability improves. In general, digital media can serve educational purposes, but for deep learning, print remains 65 (rely) and effective.

七、参考答案

56. suggest57. advantages58. worse59. which60. consuming61. widely62. to finish63. making64. shifts65. reliable

八、答案解析

56. suggest

【考点：一般现在时、主谓一致】

解析：主语A host of studies（大量研究）为复数，本文为客观科普论述，用一般现在时，故填suggest。

57. advantages

【考点：名词复数】

解析：advantage为可数名词，此处表示纸质阅读有“诸多优势”，表泛指，用复数形式advantages。

58. worse

【考点：副词比较级】

解析：前文对比纸质阅读与数字阅读的效果，暗含比较含义，修饰动词perform用副词比较级worse。

59. which

【考点：非限制性定语从句】

解析：先行词为the physical property of paper，指代事物，关系代词在从句中作主语，非限制性定语从句用which引导。

60. consuming

【考点：现在分词作状语】

解析：逻辑主语people与consume为主动关系，省略主语和be动词，用现在分词作时间状语。

61. widely

【考点：副词修饰形容词】

解析：修饰形容词popular，需将形容词wide变为副词widely，表“广泛地”。

62. to finish

【考点：不定式固定搭配】

解析：固定搭配be unwilling to do sth. 不愿做某事，故填to finish。

63. making

【考点：现在分词作结果状语】

解析：前文“视听学习易走神”是主动产生的结果，用现在分词making作自然而然的结果状语。

64. shifts

【考点：一般现在时、主谓一致】

解析：主语superiority为不可数名词，单数概念，客观规律用一般现在时，谓语动词用第三人称单数shifts。

65. reliable

【考点：形容词作表语】

解析：and连接并列形容词，修饰主语print，需将动词rely变为形容词reliable（可靠的）。