1 . Since young children went back to school across Sweden recently, many of their teachers have been putting a new emphasis on printed books, quiet reading time and handwriting practice, and devoting less time to tablets, independent online research and keyboarding skills.
The return to more traditional ways of learning is a response to politicians and experts questioning whether Sweden’s hyper-digitalized approach to education, including the introduction of tablets in nursery schools, had led to a decline in basic skills.
Sweden’s minister for schools, Lotta Edholm was one of the biggest critics of the all-out embrace of technology. “Sweden’s students need more textbooks,” Edholm said in March. “Physical books are important for student learning.” The minister announced in August that the government wanted to change the decision by the national agency for education to make digital devices compulsory in preschools. It plans to go further and to completely end digital learning for children under age six, the ministry has told the Associated Press.
Although Sweden’s students score above the European average for reading ability, an international assessment of fourth-grade reading levels, the Progress in International Reading Literacy Study (PIRLS), highlighted a decline among Sweden’s children between 2016 and 2021.
In comparison, Singapore — which topped the rankings — improved its PIRLS reading scores from 576 to 587 during the same period, and England’s average reading achievement score fell only slightly, from 559 in 2016 to 558 in 2021. An overuse of screens during school lessons may cause youngsters to fall behind in core subjects, education experts say. “There’s clear scientific evidence that digital tools impair rather than enhance student learning,” Sweden’s Karolinska Institute, a highly respected medical school focused on research, said in a statement in August on the country’s national digitalization strategy in education.
“We believe the focus should return to acquiring knowledge through printed textbooks and teacher expertise, rather than acquiring knowledge primarily from freely available digital sources that have not been checked for accuracy.” the school added.
1. Why do Swedish schools return to paper books?| A．To cater to parents’ increasing needs. |
| B．To help with children’s independent learning. |
| C．To overcome children’s addiction to digital tools. |
| D．To avoid possible decline in children’s basic skills. |
| A．Total acceptance. | B．Creative use. |
| C．Rapid development. | D．Serious addiction. |
| A．Teachers should acquire more knowledge. |
| B．Knowledge from digital tools may not be reliable. |
| C．Digital tools smooth out learning barriers for children. |
| D．The accessibility to digital sources should be improved. |
| A．Swedish Children’s Return to Paper | B．Problems with Children’s Education |
| C．Popularity of Digitalization in Sweden | D．Enhancement of Teaching Strategies in Sweden |
Khan Lab School is bringing back the one-room model to teach young students in Mountain View, California. The school is
Students aged 5 to 15 attend the experimental Khan Lab School. It has no grade levels and no homework. The students are in school from 8:30 in the morning until 6:00 in the afternoon. And, the school is open all year long, with small
The school is the idea of Salman Khan, the founder of Khan Academy. Khan Academy is
Khan
The one-room model lets the older students help younger students,
Khan said students also learn the study material at their own speed through videos. At last, they get more attention through one-on-one discussions with teachers. They also learn by
When I was a child, I was particular about food. It was Aunt Nelda that changed my habit of being a picky eater.
As far as I could remember, on a Friday night, when Dad and I arrived at Aunt Nelda’s house at dinner time, she prepared a big meal for us. Though the dishes smelled delicious, I didn’t feel like eating some of them. I took several bites of the sandwich and then laid it aside. Dad wanted to kick me under the table to remind me to finish all the food, but drawers (抽屉) between us protected me.
Looking at those drawers, I had a good idea. When Dad got up to refill his soup bowl, I pulled the bottom drawer open. It was full of cloth napkins (布餐巾). I put my sandwich under them and shut the drawer quickly. A plan for my rest food at Aunt Nelda’s emerged.
The next morning, I did the same to the food which I hated to eat. When Aunt Nelda saw my empty bowl, she gave me some sweets and said, “Good job, Jodi. You like my cooking just as much as your father.”
On Sunday, the food under the napkins continued growing, but somehow more slowly. Aunt Nelda was actually a pretty good cook. At noon, her children were coming for lunch. I offered to help set the table.
“Jodi, get the cloth napkins out of the bottom drawer,” she said. My heart began to beat fast. It was not because of the bottom drawer or the cloth napkins, but because of the left food.
“No, let’s use these!” I said, grabbing a handful of paper napkins. Aunt Nelda reached for the drawer. “My children prefer cloth napkins!” she said. I held my breath, waiting for the horrible scene. However, I couldn’t believe that she handed me some neat napkins.
“I’ve already cleaned them up,” she said. “It was so strange that there was much food under the napkins. I hadn’t seen mice for years! Guess what? They were back again. A long time ago, they made a nest and carried the food all over the house.”
注意：1. 续写词数应为150左右；
2. 请按如下格式在答题卡的相应位置作答。
Aunt Nelda’s words made me feel relieved but ashamed.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Hearing what I said, Aunt Nelda opened her mouth wide.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4 . It is not only praise or punishment that determines a child’s level of confidence. There are some other important ways we shape our kids—particularly by giving instructions and commands in a negative or positive choice of words. For example, we can say to a child “Don’t run into traffic! ”or “Stay on the footpath close to me.” In using the latter, you will be helping your kids to think and act positively, and to feel competent in a wide range of situations, because they know what to do, and aren’t scaring themselves with what not to do.
Actually, it is all in the way the human mind works. When we think, we automatically practise. For example, if someone offered you a million dollars not to think of a blue monkey for two minutes, you wouldn’t be able to do it. When a child is told “Don’t fall off the tree,” he will think of two things: “don’t” and “fall off the tree”. That is, he will automatically create the picture of falling off the tree in his mind. A child who is vividly imagining falling off the tree is much more likely to fall off. So it is far better to use “Hold on to the tree carefully.”
Clear, positive instructions help kids to understand the right way to do things. Kids do not always know how to be safe, or how to react to the warning of the danger in negative words. So parents should make their commands positive. “Sam, hold on firmly to the side of the boat” is much more useful than “Don’t you dare to fall out of the boat?” or “How do you think I’ll feel if you drown?” The changes are small but the difference is obvious.
Children learn how to guide and organize themselves from the way we guide them with our words, so it pays to be positive.
1. Why do we choose positive words when giving kids commands?| A．to help them to learn in different situations | B．to increase their confidence |
| C．to guide them to do things carefully | D．to improve their imagination |
| A．A child will act on what is instructed. |
| B．One won’t think of a blue monkey when given money. |
| C．A child will fall off the tree when told not to. |
| D．One can’t help imagining what is heard. |
| A．How do you think I’ll feel if you get hurt? |
| B．Don’t walk on the grass. |
| C．Stay on the sidewalk until it’s safe to cross. |
| D．Don’t you dare to walk through the red light? |
| A．Positive instructions guide kids | B．Praise makes kids confident |
| C．Right instructions keep kids safe | D．Clear commands make kids different |
5 . Josie, who is 17 years old, said, “Why do my parents do the same things they tell me not to do? For example, my mum stops me from shouting through the walls and asks me to go and speak to her face-to-face, but she always shouts through the walls to me. What can I do?”
That is a very good point. Parents can be completely inconsistent (不一致), and usually they don’t realize it. You see this a lot in many things like smartphones. Parents always say to their kids, “Oh, you can’t use that. That device (设备) is bad for you, so stop using it at the table. It’s harmful.” But then they are on theirs continually. So what do you expect teenagers to do?
The whole “Do as I say, not as I do” thing is an annoyance, especially for a teenager who is dying for independence and respect but isn’t getting them.
What can teenagers do with it? I would say you should point it out by calmly saying something like “You tell me not to scream through the walls, but you do it to me, so you can understand where I’m coming from. That’s not ideal.” They might object to it, but I think most parents who care about being parents would logically say, “That’s a reasonable point.”
There are a lot of conflicts (矛盾) going on between teenagers and their parents, but a lot of studies show that the conflicts are resolved a lot more when they turn into a dialogue.
If you can talk at a time when you’re both feeling a bit calmer, like just in the kitchen or doing something unimportant, then go in and say, “Can I just mention it? You tell me not to do this, but you do it too.” If you can approach it in a more calm and stress-free manner, most parents will respond positively.
1. How did Josie feel according to her words in paragraph 1?| A．Hopeful. | B．Bored. | C．Proud. | D．Confused. |
| A．The parents’ smartphones. | B．The tables in the house. |
| C．The devices in the house. | D．The teenagers’ points. |
| A．Object to it personally. | B．Complain of it continually. |
| C．Talk with their parents calmly. | D．Do some studies differently. |
| A．To list a fact. | B．To offer a suggestion. |
| C．To show a result. | D．To ask a new question. |
6 . Kenny Lake School in Alaska is small, with about 60 students from kindergarten to high school seniors. Jennifer Hodges, a teacher, said, “My students sit only at desks for 20 minutes a day. They do a lot of practical learning, such as raising salmon (鲑) from egg to fry (鱼苗) in the classroom and then releasing them into lakes.”
It is through a program called Salmon in the Classroom. Kate Morse, program director for the project, is in charge of the program. With this project, students have a completely different attitudes because they know what it takes to actually go through the stages of a salmon.
They think learning about the habitat temperature and the effects of climate change is more crucial now than ever. In 2022, the Arctic had its sixth-warmest year on record. But this is unusual in raising salmon, which require cold water to survive. “We had a failure in our equipment and it brought the temperature up about five degrees”, said Hodges. “Just warming it that much just killed our eggs.”
They can also observe how deadly pollutants can be to salmon’s habitat. During the months when the salmon are in the classroom, students like to sit by the tank to observe. “For instance, putting hand sanitizer (消毒剂) on your hands and then putting your fingers in the tank, you’ve polluted the tank,” said Hodges.
Each year in May, she takes her students on the Salmon Field Trip, where they will name the fish and get to release the salmon they’ve raised in class.
“The best part is getting to release them after watching them hatch from eggs and grow into fry and taking care of them,” said Fisher, a student. “You get to say goodbye.”
“I went to release them last year and the lake was still covered with ice,” said Styrling, a student. “I fell in. It was cold, but it was still funny.”
1. What do we know about the students in Kenny Lake School?| A．They raise salmon for their eggs. | B．They always sit at desks all day. |
| C．They can receive hands-on education. | D．They can combine learning with hobbies. |
| A．To stress the role the program has played. | B．To introduce the founder of the program. |
| C．To explain ways that students raise salmon. | D．To emphasize Kate Morse’s responsibility. |
| A．Climate change has a minimal impact on salmon habitats. |
| B．Salmon eggs are sensitive to the rise of water temperature. |
| C．Their equipment failure caused a decrease in water temperature. |
| D．Students observe the tank to learn about pollution caused by salmon. |
| A．Positive. | B．Doubtful. | C．Neutral. | D．Indifferent. |
7 . On Mondays, two of my children get ready for school in an unusual way. Each packs a large plastic bin with two changes of clothes, plenty of food and water, a pair of rubber boots, hats, mitts, and sometimes a thermos (保温杯) of hot chocolate. Then,
When I first
My concerns quickly melted away as I watched how
They are learning to
Their confidence is growing as they tackle physical tasks that conventional schools would
They are also making social
My boys describe feeling a special bond to “forest school kids” that they encounter elsewhere in our small town. I’m
| A．instead of | B．apart from | C．in spite of | D．in want of |
| A．fix | B．spend | C．imagine | D．celebrate |
| A．checked out | B．held back | C．ran after | D．signed up |
| A．toy | B．idea | C．power | D．announcement |
| A．lost | B．right | C．engaged | D．tired |
| A．joyful | B．polite | C．professional | D．lonely |
| A．amused | B．relieved | C．gifted | D．bored |
| A．direct | B．repeat | C．predict | D．stop |
| A．smell | B．hear | C．observe | D．find |
| A．hungry | B．updated | C．recognized | D．still |
| A．ever | B．frequently | C．always | D．never |
| A．fight | B．build | C．contain | D．control |
| A．connections | B．problems | C．mistakes | D．performances |
| A．designs | B．topics | C．strengths | D．limits |
| A．faithful | B．respectful | C．skillful | D．grateful |
8 . As a society we might want to rethink the time and money spent on education, so that these resources can benefit a greater percentage of the population. Ideally, both high schools and colleges can prepare individuals for the ever-changing roles that are likely to be expected of them.
High school degrees offer far less in the way of preparation for work than they might, or than many other nations currently offer, creating a growing skills gap in our economy. We encourage students to go on to college whether they are prepared or not, or have a clear sense of purpose or interest, and now have the highest college dropout rate in the world.
We might look to other countries for models of how high schools can offer better training, as well as the development of a work ethic (勤奋工作的美德) and the intellectual skills needed for continued learning and development. I recommend Harvard’s 2011 “Pathways to Prosperity” report for more attention to the “forgotten half” (those who do not go on to college) and ideas about how to address this issue.
Simultaneously, the liberal arts become more important than ever. In a knowledge economy where professional roles change rapidly and many college students are preparing for positions that may not even exist yet, the skill set needed is one that prepares them for change and continued learning.
Learning to express ideas well in both writing and speech, knowing how to find information, and knowing how to do research are all-solid background skills for a wide variety of roles, and such training is more important than any particular major in a liberal arts college. We need to continue to value broad preparation in thinking skills that will serve for a lifetime.
Students also need to learn to work independently and to make responsible decisions. The lengthening path to adulthood appears exacerbated (恶化) by parental involvement in the college years. Given the rising investment in college education, parental concern is not surprising, but learning where and when to intervene will help students take more ownership of the outcomes of these increasingly costly educations.
1. What kind of education does the author think is ideal?| A．It benefits the great majority of the general population. |
| B．It prepares students to meet the future needs of society. |
| C．It encourages students to learn throughout their lives. |
| D．It ensures that students' expectations are successfully fulfilled. |
| A．Ignoring the needs of those who don't go to college. |
| B．Teaching skills to be used right after graduation only. |
| C．Giving little attention to those having difficulty learning. |
| D．Creating the highest dropout rate in the developed world. |
| A．New positions are constantly created that require people to keep learning. |
| B．Students majoring in liberal arts usually have difficulty securing a job. |
| C．People have to receive higher education to qualify for a professional position. |
| D．Colleges find it hard to teach students how to cope with the changing economy. |
| A．Basic skills needed for change and lifelong learning. |
| B．Practical skills urgently needed in current society. |
| C．Solid background knowledge in a particular field. |
| D．Useful thinking skills for advanced academic research. |
| A．Rethinking the value of higher education. |
| B．Investing wisely in their children's education. |
| C．Helping their children to bring their talent into full play. |
| D．Avoiding too much intervention in their children’s education. |
9 . What do you think of the “double reduction” policy (双减政策)? Do you have more time to do your favorite things after school? Some students talk about it. Let’s have a look.
| Alice 14, Beijing | The “double reduction” policy really helps me. I don’t have to do lots of homework. I don’t need to stay up late for it. I join the chess club and I go there after school. I make some friends there. It’s relaxing and exciting. |
| Laura, 13, Shanghai | The best thing about my school life is that I have more time to do after-school activities like singing, cooking and playing badminton. I learn a lot. I want to be an artist like my mother. |
| Peter, 14, Guangzhou | This term, I have free time to read books and play sports on school days. I exercise for half an hour every day. It’s good for my health. On weekends, I always help my mother make dinner. |
| Steve, 13, Kunming | I don’t have much homework to do. But I have to take tutoring classes (辅导班) from Monday to Friday. I often feel tired. But I can have happy weekends. |
| A．play ping-pong | B．go swimming | C．go to a chess club | D．play the piano |
| A．Playing badminton. | B．Cooking. | C．Dancing. | D．Singing. |
| A．The four students are in the same middle school. |
| B．The four students all like playing sports. |
| C．The four students don’t have homework. |
| D．The four students have more time to do their favorite things after school. |
10 . For many years the school system in Finland has been very successful. In the PISA’s survey, which compares reading, math and science knowledge of 15⁃year⁃olds around the world, Finland not only is the top European country but also competes with Asian giants (巨头) like China, Singapore and South Korea. But what makes the education system in this small country so different from others in the western world?
Until the 1960s Finland’s school system had been influenced largely by its neighbor, the Soviet Union. Most students left school after six years; some went on to private schools. Only the wealthy ones got a better education. In the middle of the 1960s the Finnish government saw the need to change and modernize their education system if they wanted to be internationally competitive. Lawmakers made a simple decision: a basic school for all the 7-16⁃year⁃olds. Compulsory education (义务教育) begins at 7. The government makes it possible for all children to attend preschool (幼儿园) as well.
Teachers work with their pupils in school as much as possible. When teachers are not with the pupils, they spend a lot of time in schools working on the curriculum and new projects. Schools in Finland are small, at least for international standards. So teachers know every pupil in their school and try everything to succeed with their pupils. That is why dropout rates are low compared to other countries. In contrast to other nations, teachers in Finland are highly respected. Finland selects its teachers very carefully: only talented students go on to university and receive a master’s degree in education. Finland only takes the best to educate its youth.
All Finnish children, whether they come from the city or the country, whether from a rich or poor family, have the same chances of education. There are not so many differences between the wealthy and the poor, as in America or other Western European countries. Education experts say that there is very little difference between very good and very bad students. Two thirds of Finnish pupils move on to higher education, the highest rate in the European Union.
1. What does the author want to show by mentioning China, Singapore and South Korea in the first paragraph?| A．Asian countries are successful in school education. |
| B．The school system in Finland has been very successful. |
| C．Students in these countries are better than those in European countries. |
| D．The education system in Asia is different from that in the western world. |
| A．They changed the school system. |
| B．They lengthened (延长) preschool education. |
| C．They encouraged students to go to private schools. |
| D．They learned modern education from neighboring countries. |
| A．The children in Finland are educated equally. |
| B．The children in Finland get compulsory education at the age of six. |
| C．The school system in Finland is better than that in Singapore. |
| D．The schools in Finland don’t meet international standards. |
| A．What Differences European Schools Have | B．What Good Schools Provide Students with |
| C．Why Finland’s School System Is Successful | D．Why Finland’s School System Has Changed |
