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题型:阅读理解-阅读单选 难度:0.4 引用次数:200 题号:19598113

I’ve been giving lots of thought recently to the teaching of the science subject at schools. I’m wondering whether spending more time learning how we “do” science –– the scientific method –– is more valuable than simply making children memorize scientific “facts”.

After all, science isn’t a collection of facts about the world. That’s just called “knowledge”. Rather, science is a process of thinking and making sense of the world, which will then lead to new knowledge. We’ve often heard it said that we should be teaching children not what to think but how to think. However, schools now spend so much of the science subject loading up children’s brains with “knowledge”.

Surely, everyone needs a basic scientific understanding. We all need to know some science: facts about the world to help us make informed decisions about important issues that face us all in our everyday lives, from the risks of smoking to the benefits of exercising or why recycling our waste is good for the planet.

Yet what seems to be missing today is an understanding of the way we gain this scientific understanding of the world. Nowadays, social media has played a significant role in spreading information. However, many people use it as a medium for spreading disinformation or harmful opinions. But social media has only enlarged the societal problem that has been with us.

On top of this, our attention spans(时长)are naturally getting shorter, and we don’t take the time to question our views, or ask whether the information we are getting is reliable. This is where thinking scientifically can help. Adopting some of the ways that good science is practiced can help us to critically assess what we believe, question our own views before we attack views we don’t like, and so on.

This is exactly why we should be teaching more of scientific methods in schools. This remarkable way of seeing, thinking and knowing, is one of humankind’s great riches and the birthright of everyone. And, most wonderfully, it only grows in quality and value the more widely it is shared.

1. What is the author concerned about according to Paragraph 1?
A.The teaching topics of the science subject.B.Students’ interest in the science subject.
C.The teaching content of the science subject.D.The lack of emphasis on science in schools.
2. What is the third paragraph mainly about?
A.The application of science in daily lives.B.The understanding of science in daily lives.
C.The method of knowing scientific facts.D.Some scientific phenomena in daily lives.
3. What does the underlined part “the societal problem” in Paragraph 4 refer to?
A.The spread of false information.B.The misunderstanding of science.
C.The popularity of social media.D.The negative impact of social media.
4. What can students get from learning scientific methods?
A.Improved attention in class.B.Growing interest in science.
C.The deeper understanding of science.D.The ability to think critically.
【知识点】 学习 议论文

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阅读理解-七选五(约220词) | 较难 (0.4)
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【推荐1】How to stay focused in class

    1     No matter how much you want to sit with your friends during the class, try your best to stay away from them. Talking with friends is not going to help you stay focused (集中注意力的) in class and will cause trouble, too.

Look at the teacher. Your teacher is not just standing up there talking — they’re trying to give you an acceptable education. Show the teacher that he or she has your full attention, by looking him or her in the eye.     2    

Take notes. By taking notes, you’ll be able to “get into” the lesson.     3     Listen for key phrases such as, “This is important,” “This is the main idea,” etc. This can help you listen more carefully; you’ll have something to do and focus on.

Join in class discussions. This is a wonderful way to become a more focused, successful student. When a teacher asks a question, offer to answer it.     4     This shows the teacher that you’re listening carefully during the class.

Ask a question.     5     This really shows your teacher that you want to be better, and can recognize the things you’re having difficulty with. Maybe someone else in the class has the same question but he or she is too afraid to ask. When the question is asked by you, he or she will be relaxed and so will you.

A.Do your best.
B.Don’t sit with friends.
C.Don’t try to finish your homework in class.
D.This person should have your full attention at all times in class.
E.Write down key points as your teacher speaks.
F.If you don’t understand something, never be afraid to ask.
G.When he or she asks for an opinion, share your own.
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文章大意:本文为一篇说明文。讲述了现在越来越多的学生在STEM学位学习中,因微积分太难而选择放弃,导致了人才的流失。莱特州立大学应用了将微积分学习放到特定的STEM的背景下学习,收到了良好的结果,并发现,也许STEM的领域才是数学学习的基础。

【推荐2】All routes to STEM (science, technology, engineering and mathematics) degrees run through calculus (微积分) classes. Each year, thousands of college students take introductory calculus. But only a small number ultimately complete a STEM degree, and research about why students abandon such degrees suggests that traditional calculus courses are one of the reasons. With scientific understanding and innovation increasingly central to solving 21st-century problems, this loss of talent is something society can ill afford.

Math departments alone are unlikely to solve this dilemma. Several of the promising calculus reforms were spearheaded by professors outside of math departments. STEM faculty are prioritizing cooperation across disciplines to transform math classes to cultivate a diverse generation of STEM researchers and professionals.

This is not uncharted territory. In 2013, life sciences faculty at the University of California, Los Angeles, developed a two-course sequence that covers classic calculus topics, but also emphasizes their application in a biological context. Creating this course, Mathematics for Life Scientists, wasn’t easy. The life sciences faculty involved, none of whom had a joint appointment with the math department, said they turned to designing the course themselves after math faculty rejected their request for cooperation.

In Ohio, Wright State University’s Engineering departments also revised math offerings. Rather than changing the content of the calculus course, they focused on preparing students for calculus by emphasizing “engineering motivation for math.” The approach enhanced opportunities for students with weaker math backgrounds to succeed in engineering and doubled the average graduation rate of engineering students without reducing the average grade of graduates. Math learning is fundamental to all STEM fields, but the opposite also appears to be true.

1. What problem is mentioned in paragraph 1?
A.Increasing STEM dropout rate.
B.The reform of calculus courses.
C.Shrinking admission to STEM majors.
D.The shaken belief in the role of calculus.
2. What does “spearheaded” in paragraph 2 probably mean?
A.challengedB.evaluatedC.cancelledD.initiated
3. What do we know about the calculus course reform according to the text?
A.STEM departments made calculus content easier to improve students’ grades.
B.Math departments sought cooperation with STEM counterparts to urge reforms.
C.Placing calculus learning in specific STEM contexts is a workable approach.
D.Removing calculus is the key to increasing graduation rate of STEM students.
4. What does “the opposite” in the last paragraph refer to?
A.The STEM fields may be the foundation of other science subjects.
B.The STEM fields may be central to making math learning effective.
C.Math learning may set barrier for science study in the STEM fields.
D.Math learning may make way for science study in the STEM fields.
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【推荐3】iPads vs Textbooks

What if you could have your whole backpack at the touch of your fingertips? In the first month of the Apple iPads release, 25million were sold! People all over the world use iPads for all sorts of different things, but one of their finest qualities is the ability to be a textbook.     1    

To begin with, iPads are less expensive. Textbooks become outdated and schools have to buy new books, but with an iPad schools can update them for free.     2     Schools don’t have to spend $500 every year for iPads because they last a while and can be updated.

    3     Students usually have multiple classes, which results in multiple textbooks. Heavy backpacks filled with books can cause back problem. A solution to that is an iPad, which only weighs 1.33 pounds and can hold all of a student’s textbooks.

Third, schools should get rid of their textbooks and get iPads because they have more capabilities. Some might think all of the apps are distracting, but the apps actually make iPads more efficient.     4     Textbooks cannot do those tasks, but iPads can easily do them with just a tap of the fingertip.

Lastly, iPads are a better choice for schools instead of textbooks because these devices allow students to access their learning anywhere at any time.     5     With iPads, they find it easier to get their homework done.

In conclusion, schools should get rid of their clumsy textbooks and switch to iPads. iPads have allowed this generation to have their entire backpack in the palm of their hands.

A.Second, iPads cost less and are more popular.
B.These tablets are perfect for busy students.
C.Therefore, they can use the saved money for other programs.
D.Moreover, in high school, textbooks have an average of 4.8 pounds each.
E.iPads have already replaced textbooks in over 600 American counties.
F.Schools have every reason to do away with their school books and switch to iPads.
G.iPads absorb the need to buy calculators, dictionaries, and other items that are found within the device.
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