1 . New research highlights how different forms of praise can promote positive encouragement, while others can backfire(适得其反) by promoting dishonesty and lying.
According to the two new studies by researchers at the Ontario Institute for Studies in Education (OISE) at the University of Toronto, kids who are praised for being smart are more likely to be dishonest and to cheat in the hopes of maintaining their positive image.
The first of the two studies gathered a group of 3-to 5-year-olds to play a guessing game. If they were correct, half of them were praised for being smart by saying “You are so smart.” The other half were praised for their performance by saying “You did very well this time.” This tiny change in emphasis was enough to affect the way the kids viewed their performance.
The researchers then left the room and told the children to promise they would not cheat by looking at the answers. Watching them through a hidden camera, they found that children who were praised for being smart were more likely to act dishonestly and peek(偷窥) at the answers.
The second experiment, published in Developmental Science, set out with a similar assumption. They told certain children they had a reputation for being smart. Hearing this kind of praise was associated with a higher tendency to cheat.
The important difference in wording can have a huge effect. While you might believe you are encouraging a child by saying “you are awesome”, this can, in fact, lead them to cheat in order to uphold the positive character assessment. Instead, their actions and behavior should be praised.
“Praising a child’s ability implies that the specific behavior that is commented on stems from stable character related to one’s ability, such as smartness,” said Professor Kang Lee, OISE’s Jackman Institute of Child Studies (JICS). “This is different than other forms of praise, such as praising specific behaviors or praising effort.”
1. Which praise belongs to positive encouragement?| A．“You are so clever.” |
| B．“You have made great progress.” |
| C．“You are the best students.” |
| D．“Your drawing is wonderful.” |
| A．To potentially apply the research findings. |
| B．To find supporting evidence for the studies. |
| C．To try out another different research method. |
| D．To argue about the previous research process. |
| A．Praise is more complex than it seems. |
| B．Children’s ability shouldn’t be praised. |
| C．All children care about their own image. |
| D．Adults’ examples affect children’s view. |
| A．A news report. | B．A science fiction. |
| C．A website for teenagers. | D．A science magazine. |
删除：把多余的词用斜线（\）划掉。
修改：在错的词下划一横线，并在该词下面写出修改后的词。
注意：1. 每处错误及其修改均限一词；
2. 只允许修改 10 处，多者（从第 11 处起）不计分。
With the on-going development of science and technology, our studies are sure to change great.
First, we can study in whichever place we like in the future, not just at school. For an example, we can have various online classes from the best teachers without leaving home, thus make our learning a lot convenient. Besides, there will be more tool like Ding-ding and Wechat to help us study. We will have no exams at school as they can study easily and do what we have a talent in. Learning will be delighted for all of us.
Every time I look forward to the future, I can’t feel more excited because many kinds of possibilities were waiting for me.
3 . There was a time when parents raised their children without relying on expert advice. In those days aunts and grandmothers were available to help. But during most of this century families have been increasingly separated from their extended families. Because child rearing seems to be a risky experiment, many parents have turned to experts. Unfortunately, that expert advice has been interpreted in the context of social trends and changed into child rearing fashions that later have been cast aside along with the reputations of some unreal experts whose names have been associated with those child rearing eras.
Early in this century, John Broadus Watson warned parents against spoiling their children with unnecessary displays of affection and recommended placing regular habits on them in order to instill self-discipline. The ideas of Sigmund Freud led the next era toward reasoning with children to help them become insightful individuals, capable of enjoying leisure as well as work. After World War Ⅱ, permissiveness (宽容) with children was inferred from the writings of Dr. Benjamin Spock, who enjoined parents to trust their intuitions (直觉) as they tried to meet their children’s needs.
Now we can choose from a variety of experts. On the “conservative” side are those who encourage firmness and “tough love” with children. On the “liberal” side are those who minimize confrontation (冲突) and stress negotiating with children.
Now parenthood has almost become professionalized so that many parents seek “the best way” to raise their children. Child rearing no longer is something that can be done by tradition, or common sense. There is a “right way” to put a child to bed, to leave a child with a sitter, to get a child started in school, and to have a friend over. Because being a parent is a career, like any career the harder we work at it the more we gain. The result is the general feeling that we cannot do enough for our children. Certainly we should raise our children better than we were raised.
1. What can be inferred from Paragraph 1?| A．Traditional child rearing wastes much money. |
| B．Parents are easy to be misled in child rearing. |
| C．Family members are major roles in child rearing. |
| D．Parents want to have their way of raising children. |
| A．Children should have more free space. |
| B．Parents should treat children with equality. |
| C．Parents should become strict with children. |
| D．Parents should be careful to avoid conflicts. |
| A．Intolerant. | B．Doubtful. |
| C．Unclear. | D．Favorable. |
| A．The Road to Creative Parenting | B．The Challenge to Bringing Up Kids |
| C．The Best Way to Be Clever Parents | D．The Significance of Parents’ Companion |
4 . During the industrial age, when high school was key to the American dream, public-school systems covered the costs of earning a diploma. Today, however, ns college degrees have replaced high-school diplomas as the ticket into the middle class, families are forced to cover the costs of higher education and more. If the information-age economy demands a workforce with higher education, the US government needs to make the same deal with students and their families: Anyone willing to work hard and earn the degree should be able to attend college—for free.
With that basic bargain in mind, Michigan has lately joined Oregon, Rhode Island and Tennessee in experimenting with ways to make community college free. Under the terms of the Chicago Star Scholarship, a program that has already enrolled more than 6,000 students, if a student at a public high school in Michigan maintains a B average, the state will provide a free degree at a local community college. Then, through another program Chicago Star Plus, students who have scored 3.0 GPA are qualified to receive a tuition discount at 18 of the four-year colleges located in Michigan.
Chicago Star Scholarship and Chicago Star Plus are already changing young lives. Its high-school graduation rate grew from 56.9 percent in 2011 to 78.2 percent in 2022. And Chicago Star Plus’ college attending rate is 86 percent, well above the national average of 62.7 percent.
More than a century ago, America achieved an explosion of social mobility by creating a supportive public school system that runs to 12th grade. By adding community colleges to the nation’s public-school systems and educational requirements, we can strengthen the belief in the American dream again.
1. What does the author suggest the US government do today?| A．Cancel all college students’ debts. |
| B．Reduce the costs for the middle class. |
| C．Provide free higher education for qualified students. |
| D．Help poor families to cover the fees of higher education. |
| A．Any student who has achieved 3.0 GPA. |
| B．All public high school students in Michigan. |
| C．All students admitted into the 18 four-year colleges. |
| D．Any Michigan public high schooler who maintains a B average. |
| A．The significance of the programs in Michigan. | B．The high dropout rate in the US colleges. |
| C．The potential costs of Chicago Star Plus. | D．The popularization of higher education in the US. |
| A．By analyzing data. | B．By listing examples. | C．By making comparisons. | D．By conducting surveys. |
5 . Between school and downtime, most children do one or more extracurricular activities. These classes, sports teams, and other programs allow children and teens to pursue a special interest outside of the typical educational curriculum.
Scouting
Scouting groups arc a great choice for children who enjoy nature and are willing to try a variety of activities. Scouts learn basic outdoor survival skills, but they are also expected to cam badges in other skills like cooking, cleaning, arts, finances, goal setting, and personal care.
Student Government
Student government normally is available from upper elementary grades through college. Children who are elected to student government are given the power to organize and make decisions about important events for the student body and occasionally weigh in on school policy decisions.
STEM Programs
Programs based on STEM arc a natural fit for children who like to fix or play on computers or tablets. Our school offers science, computer, or engineering clubs, and more and more programs cater to children's STEM interests. If your child has shown interest in LEGO-based robotics, coding, they should consider exploring these programs.
Community Service
Service organizations are great for teaching children about social and humanitarian issues. Older children and teens often gain leadership skills and make important personal connections. Churches, temples, and junior versions of groups offer community service opportunities for children.
1. Which of the following suits children who are interested in wilderness survival?| A．Scouting. | B．Community Service. |
| C．STEM Programs. | D．Student Government. |
| A．They both boost children's exploring spirit. |
| B．They both develop children's learning skills. |
| C．They both cultivate children's moral awareness. |
| D．They both enhance children's management abilities. |
| A．Culture. | B．Education. | C．Science. | D．Entertainment. |
6 . My 21-year-old niece, a second-year undergraduate, mentioned that she watches video lectures offline at twice the normal speed. Struck by this, I asked some other students I know. Many now routinely speed up their lectures when learning offline — often by 1.5 times, sometimes by even more. Speed learning is not for everyone, but there are websites where students discuss how odd it will be once they return to the lecture theatre. One contributor wrote: “Normal speed now sounds like drunk speed.”
Education was adapting to the digital world long before Covid-19 but, as with so many other human activities, the pandemic has given learning a huge push towards the virtual. Overnight, schools and universities closed and teachers and students had to find ways to do what they do only via the internet. “This is a time for schools and systems to reimagine education without schooling or classrooms,” says Professor Yong Zhao. Dr Jim Watterston in Australia thinks that, while the traditional classroom is still alive and well, education needs to be more adventurous and flexible. Earlier this year, Zhao and Watterston co-authored a paper in which they identified some major changes that should happen in education post-lockdown.
The first concerns the content, which should emphasize such things as creativity, critical thinking and leadership, rather than the collection and storage of information. “For humans to progress in the age of smart machines, it is essential that they do not compete with machines.”, they wrote, “Instead, they need to be more human.”
The second is that students should have more control over their learning, with the teacher’s role shifting from instructor to supervisor of learning resources, advisor and motivator. This is where so-called “active learning” comes in with a growing body of research suggesting that comprehension and memory are better when students learn in a hands-on way — through discussion and interactive technologies, for example. It’s also where the concept of “productive failure” applies. Professor Manu Kapurin argues that students learn better from their own or others’ failed attempts to solve a problem before or even instead of being told how to solve it.
If the progress of the times is unable to hold back the coming revolution in education, it seems unlikely that the traditional classroom is going to have any luck in its attempts trying to turn back the clock. As Laurillard puts it, “It took a global pandemic to drive home what we’ve been saying for 20 years.”
1. By giving examples of “speed learning” in the first paragraph, the author wants to show that _________.| A．digital world is dramatically reforming the way of learning. |
| B．speed learning completely replaces normal speed learning. |
| C．returning to the lecture theatre is strange after speed learning. |
| D．education begins to adapt to digital world after Covid-19. |
| A．It is essential for smart machines to be more human. |
| B．Students should possess more information about creativity. |
| C．Students value others’ failure over their own failure. |
| D．“Active learning” calls for diverse ways of involvement. |
①learning mode ②learning motive ③learning attitude ④learning focus
| A．①④ | B．②③ | C．①③ | D．②④ |
| A．Speed learning harms students’ learning efficiency. |
| B．The coming revolution in education is irreversible. |
| C．Teachers will play a less important role in the future. |
| D．The traditional classrooms will eventually disappear. |
A Montessori Education
There are now at least 60,000 schools across the world using the Montessori method. There are different kinds of Montessori schools, but certain fundamental principles have remained the same.
One is the idea of teachers encouraging the children to complete the activities with as little adult involvement as possible. Take the Ecoscuola Montessori on the Italian island of Sicily. At the school, there is a subject called “Practical Life”. It involves real-life practical tasks, such as serving drinks to their classmates. For safety, teachers would take charge of boiling the water, but the children would play active roles in cleaning the work surface and then presenting the drinks to others. “During breakfast and lunch, they are also self-directed, taking it in turns to lay the table and serve their classmates,” says Miriam Ferro, the headteacher of Ecoscuola.
The method encourages not only independence, but also cooperation. Children of different ages are taught in the same classroom, so that the six-year-olds, for example, can help the three-year-olds. In addition, each session is three hours long so as to allow the children to bury themselves in what they are doing. The learning materials are also designed for being handled and explored with all the senses. For example, letters and numbers are made of sandpaper, which the child can trace with their finger.
This concept may sound sensible. But does it bring about any tangible (实际的) benefits, beyond those seen in a typical classroom?
Angeline Lillard, a professor of psychology, found some benefits for children’s development while looking at a Montessori school in Milwaukee, in the United States. Analyzing their progress at age five, she found that the children tended to have better literacy, numeracy, executive function and social skills, compared to those who had attended the other schools. And at age 12, they showed better story-telling abilities.
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8 . A baby born today will be thirty-something in 2050. If all goes well, that baby will still be around in 2100, and might even be an active citizen of the 22nd century. What should we teach that baby to help them survive and flourish in the world of 2050 and beyond? What kind of skills will they need in order to get a job, understand what is happening around them, and navigate their tough life?
At present, too many schools across the world focus on providing pupils with a set of predetermined skills, such as writing computer code in C++ and conversing in Chinese. Yet since we have no idea how the world and the job market will look in 2050, we don’t really know what particular skills people will need. We might invest a lot of effort in teaching kids how to write in C++ or to speak Chinese, only to discover sooner or later that AI will have been able to code software far better than humans, and that a new translation app will have enabled you to conduct a conversation in almost flawless Mandarin, Cantonese or Hakka, even though you only know how to say ni hao.
So what should we be teaching? Many experts argue that schools should downplay technical skills and emphasize general-purpose life skills: the ability to deal with change, to learn new things, and to preserve your mental balance in unfamiliar situations. In order to keep up with the world of 2050, you will above all need to reinvent yourself again and again.
To succeed in such a demanding task, you will need to work very hard on getting to know your operating system better—to know what you are and what you want from life. This is, of course, the oldest advice in the book: know thyself. This advice was never more urgent than in the mid-21st century, because unlike in the days of Laozi or Socrates, now you have serious competition. Coca-Cola, Amazon and Facebook are all racing to hack you.
Right now, the algorithms (算法) are watching where you go, what you buy, and who you meet. Soon they will monitor all your steps, breaths and heartbeats. They are relying on big data and machine learning to get to know you better and better. And once these algorithms know you better than you know yourself, they could control and manipulate (操纵) you. In the end, authority will shift to them.
Of course, you might be perfectly happy giving up all authority to the algorithms and trusting them to make decisions for you and for the rest of the world. If, however, you want to maintain some control over your personal existence and over the future of life in general, you have to run faster than the algorithms. To run fast, don’t take much luggage with you. Leave all your illusions (幻想) behind. They are very heavy.
1. What does the underlined word “downplay” in paragraph 3 most probably mean?| A．Give too much emphasis on something. |
| B．Make people think that something is less important. |
| C．Offer your reasons why something is right or wrong. |
| D．Decide something in advance so that it does not happen. |
| A．imagination | B．adaptability | C．self-discipline | D．a good sense of balance |
| A．if we don’t, algorithms will hack all our devices. |
| B．it is an essential skill for us to succeed in the world of 2050. |
| C．we need to learn how algorithms work and make full use of them. |
| D．we need to outrun algorithms to keep some control over our personal life. |
| A．the importance of knowing yourself |
| B．the threats and dangers of technology |
| C．what kind of skills we might need in the future |
| D．some potential benefits algorithms would bring to humankind |
9 . Ajay Gupta suffered from polio (小儿麻痹症) when he was six months old. However, seeing his father and grandfather run businesses aroused a deep sense of curiosity within Ajay to explore entrepreneurship.
While sending his daughter to playschool, he realized there was a gap in the quality of education provided. That’s when the idea of starting a playschool chain struck him. He launched Bachpan Play School in 2004 using his personal savings. Starting with one branch in Delhi, today the school has scaled up to 1,100 branches across India.
According to Ajay, what is unique about Bachpan’s story is the impact it has been able to create across Tier Il and Tier III cities in India. “Education institutes seem crowded in big cities, but when you move away from them, the case is different,” says Ajay. Furthermore, in the smaller cities, many schools were established around 40 years ago, and they lacked quality.
Ajay did not set out to penetrate (渗透) Tier II and Tier III cities exactly. His mission was to make preschool education more accessible and standardized. “I did not want Bachpan Play School to be a place where you send your kid for two months,” he says. “We made clear guidelines for teachers and syllabuses (教学大纲) for the kids monthly and annually.” Ajay adds that the particular curriculum, design, books, and well-thought-out strategy along with professional training are what shapes the core of Bachpan Play School chain.
As offline classes shifted to online ones during the pandemic, Ajay’s company launched Bachpan Live platform in April 2020. It also launched Bachpan Live app to offer live classes, online books, and more.
Since its launch, the platform has witnessed about 65,000 downloads. Ajay says, “The team has to consistently work towards improving the platform as parents of today have become very demanding. You cannot sell them anything. They want to see quality programs.”
1. What did Ajay realize when he sent his daughter to playschool?| A．There was a gap between his daughter and him. |
| B．His daughter was not satisfied with her playschool. |
| C．He could make a big profit by running a playschool. |
| D．Some children couldn’t have access to quality education. |
| A．It is not very competitive in big cities. |
| B．It is specially designed for disabled children. |
| C．It is financially supported by the government. |
| D．It has improved education quality in small cities. |
| A．He employed experienced teachers. |
| B．He designed a two-month course for kids. |
| C．He made preschool education more formal. |
| D．He stressed the role of preschool education in society. |
| A．Meet parents’ expectations. |
| B．Invite kids to attend online classes. |
| C．Replace offline classes in the future. |
| D．Share more books and classes online. |
10 . Parents and teachers worry about the loss of learning caused by the COVID-19 and want to catch up immediately. But it’s unrealistic to think that a few months will fully close the gaps.
Educators tend to underestimate the importance of knowledge, as though rote (死记硬背) teaching harms teaching higher-order thinking. But science shows otherwise. The processes that teachers care about most, like critical thinking, are closely interconnected with factual knowledge stored in long-term memory. Yet we continue to romanticize an impossible shortcut: teaching critical thinking as if it were a universally applicable skill.
Take the subject of reading, which schools see as thinking skills that can be taught directly: I will teach students what an inference is. Actually, students make inferences when they can read fluently and have the vocabulary and background knowledge to name what is unsaid.
Educators also often underestimate memory. Cognitive (认知的) scientist Paul Kirschner argues that building memory is “the aim of all teaching” and that “if nothing has changed in long-term memory, nothing has been learned”. At the end of a lesson, if students appear to understand an idea, their teacher may think, “Great, they really understand the point.” But if weeks later, the students forget it, learning has not really occurred.
Finally, we must consider students’ emotional needs. Belonging is one of the most profound (深切的) human emotions. Consider a classroom in which students are socialized to comment: “I agree with Cassidy and want to provide another example.” That conveys to Cassidy that her comments were meaningful. This would also be achieved if, when Cassidy is speaking, her classmates are looking at her, nodding and sending positive nonverbal social signals that they value her words. Only peers can provide this sense of belonging, but teachers can cultivate the environment.
All in all, if we want to benefit students, we must ground our teaching in the science that value knowledge and memory, and the role that belonging plays in students’ study.
1. What can we know about critical thinking according to the passage?| A．It can be taught directly. | B．It is gradually formed. |
| C．It is deeply rooted in reading. | D．It is universally applicable. |
| A．When students perform well in class activities. |
| B．When students understand what has been taught. |
| C．When students achieve changes in long-term memory. |
| D．When students start to forget unnecessary information. |
| A．Nonverbal social signals matters in class. |
| B．Being sociable in the classroom is important. |
| C．Students should support each other in class discussions. |
| D．Classrooms are where the feeling of belonging is developed. |
| A．To urge schools to teach more knowledge. |
| B．To show concern about the influence of COVID-19. |
| C．To promote higher-order thinking like critical thinking. |
| D．To suggest a scientific way to catch up the loss of learning. |
