1 . Is a Science-Based Education the Way to Go?
In this present age when we are heavily dependent on science and technology, a science-based education system naturally becomes prevalent to equip the young with knowledge of the
Certainly, it equips us with the knowledge of
Additionally, the scientific method highlights the importance of
Despite its
Moreover, science may have great emphasis on progress that may come at a great
In conclusion, a science-based education coupled with adequate exposure to ethics, values and the humanities would
| A．mechanics | B．inventions | C．truths | D．objectives |
| A．significance | B．evolution | C．composition | D．prospect |
| A．subjected | B．reduced | C．entitled | D．tailored |
| A．Nevertheless | B．Moreover | C．Instead | D．Therefore |
| A．doubt | B．suspicion | C．inquiry | D．consultation |
| A．framed | B．explained | C．assessed | D．justified |
| A．dependence | B．burst | C．consciousness | D．function |
| A．objectivity | B．illustration | C．curiosity | D．inquiry |
| A．deny | B．challenge | C．dismiss | D．highlight |
| A．margins | B．expenses | C．initiatives | D．virtues |
| A．worry | B．care | C．reveal | D．enclose |
| A．draw a parallel | B．make ends meet | C．strike a balance | D．make a comparison |
| A．cost | B．advantage | C．discount | D．angle |
| A．underline | B．prioritize | C．further | D．neglect |
| A．assist | B．furnish | C．occupy | D．engage |
2 . Despite all the efforts students make to graduate with a science major, research has shown that most college science courses provide students with only a fragmented (碎片化的) understanding of fundamental scientific concepts. The teaching method improves memorization of separate facts, proceeding from one textbook chapter to the next without necessarily making connections between them, instead of learning how to use the information and connect those facts meaningfully.
With that in mind, we developed a series of cross-disciplinary (跨学科的) activities. In our most recent study, we investigated how well college students could use their chemistry knowledge to explain real-world biological phenomena. To begin with, we interviewed 28 first-year college students majoring in sciences or engineering. All had taken both introductory chemistry and biology courses. We asked them to identify connections between the content of these courses and what they believed to be the take-home messages from each course. The students responded with extensive lists of topics, concepts, and skills that they’d learned in class.
Following that, a set of cross-disciplinary activities were designed to guide students in the use of core chemistry ideas and knowledge to help explain real-world biological phenomena. One activity explored the impacts of ocean acidification on seashells. Here, the students were asked to use basic chemistry ideas to explain how the increasing level of carbon dioxide in sea water is affecting shell-building marine animals such as corals, clams and oysters.
Overall, the students felt confident of their chemistry knowledge. However, they had a harder time applying the same chemistry knowledge to explaining the biological phenomena. These findings highlight that a big gap remains between what students learn in their science courses and how well prepared they are to apply that information.
The students in our study also reported that these activities helped them see links between the two disciplines that they wouldn’t have perceived otherwise. The ability to make these connections is important beyond the classroom as well, because it’s the basis of science literacy (科学素养). So we also came away with evidence that our chemistry students at least would like to have the ability to have a deeper understanding of science and how to apply it.
1. What does the existing science education fail to do according to the research?| A．Extend students’ theoretical knowledge. |
| B．Engage students in more outdoor activities. |
| C．Encourage students to enjoy the learning process. |
| D．Teach students to make connections among different subjects. |
| A．They have rich academic knowledge. | B．They pay little attention to biology courses. |
| C．They hardly identify the core ideas of science. | D．They fully understand their major’s importance. |
| A．analyse the exact composition of sea water. |
| B．study some unusual phenomena under the sea. |
| C．come up with practical methods to protect sea life. |
| D．explain the effects of carbon dioxide on sea creatures. |
| A．The need to remove the unfairness in education. |
| B．The difficulties of cross-disciplinary study. |
| C．The potential to promote students’ science literacy. |
| D．The method of increasing students’ practical skills. |
3 . Parents often think that their kids should be good at studies and do well in sports. That’s usually the case because parents feel that could get their children admission to top colleges. However, Melissa and Mark Wimmer think differently.
Their 14-year-old son, Mike, is a prodigy. He is a member of Mensa, which is the world’s top IQ club. He completed his high school, associate’s and bachelor’s degrees all in three years. That’s not all. He also ran two tech companies, founded a third one that works towards controlling the population of lionfish, an invasive (入侵的) species.
But the parents are proud that they were able to help Mike with his social skills along with his intellectual skills. Melissa told CNBC that people expected “Young Sheldon” before they met her son. Young Sheldon is a television show about a child talent who is an indoor man and lacks social skills. “But once they talk to Mike, they understand that he’s just a normal 14-year-old that happens to be able to do amazing things,” said Melissa.
Mark and Melissa got to know about their child’s intelligence when he entered preschool. A child psychologist told them that their son would need a different course to support his fast-track development. Many parents aren’t comfortable with putting their children with 18-year-olds, but Mike’s parents saw the value in letting their child go through it. “I wanted him to be social and be able to deal with all the different personalities in the classrooms with older children,” said Melissa.
The parents shared that they were able to do this by letting Mike find his own voice and put it to use. “We let him order food when he’s 3 or 4 from the waiter or waitress and introduce himself to people. Those kinds of things are done to encourage him to engage with everyone else and be more comfortable talking to others outside of our environment,” said Melissa.
Thanks to his parents, Mike has learned to get along with young and old alike.
1. What do the underlined words “a prodigy” in paragraph 2 refer to?| A．A gifted person. | B．A famous student. |
| C．A brilliant biologist. | D．A successful businessman. |
| A．He likes to make friends. | B．He is a well-rounded man. |
| C．He is a popular child actor. | D．He is poor at dealing with people. |
| A．Through a recommendation from a child psychologist. |
| B．Through observing Mike’s behavior in preschool. |
| C．Through participating in a special educational program. |
| D．Through the information provided by Mike’s school teachers. |
| A．Teach him some communication rules. | B．Encourage him to speak in class. |
| C．Place him in social situations. | D．Let him go to school alone. |
4 . On June 6th Columbia University announced that it will no longer co-operate with US News & World Report’s undergraduate rankings. It is the first top-notch institution to do so. Might its departure be the start of a mass departure?
Columbia’s decision follows a rankings scandal last year. In February 2022 one of Columbia’s own maths professors accused the college of fudging its data in several areas. The university later admitted to having used “outdated and/or incorrect methodologies”.
In the 1980s prospective students started to expand their college search beyond their local area, and it was hard to learn about universities and compare them. Hence, US News began ranking America’s top universities in 1983, and has released its findings annually since 1988.
Colleges have gone to great lengths to move up in the ratings. Richard Freeland, Northeastern University’s former president, capped class sizes and hired faculty to improve its spot; it moved from 127th in 2003 to 44th this year. Others went too far. A dean at Temple University’s business school was sentenced to prison and was ordered to pay a $250,000 fine after being found guilty of fraud in relation to artificially inflating his programme’s rankings.
The ranking system used to seem unstoppable. Universities have tried to ditch it before, only to find that doing so can backfire badly. US News still ranks non-participating universities, using publicly available information, and the data often do not go in their favour. Reed College, a liberal-arts college, stopped taking part in 1995. It tumbled from the top quartile to the bottom. Columbia did not submit data for this year’s analysis, citing concerns about Dr Thaddeus’s claims, and its ranking fell from second in 2021-22 (tied with Harvard University and Massachusetts Institute of Technology) to 18th in 2022-23 (tied with the University of Notre Dame).
Recently the mood has begun to change, however, especially among graduate schools. In 2022, of the 15 highest-ranked law schools, only the University of Chicago submitted data. Some undergraduate schools have already opted out this year (Rhode Island School of Design, Colorado College, Stillman College), but none are as prestigious as Columbia.
In May US News announced changes to its ranking methodology. It is moving away from metrics that rely on reputation and towards student outcomes. One way or another, the rankings—and universities more broadly—are in a state of constant change.
1. What is true about the US News undergraduate rankings?| A．It faked the information for the ratings. | B．It filled an information gap at one time. |
| C．It promoted the quality of higher education. | D．It has been released every year for 40 years. |
| A．it will be ordered to pay a fine | B．it will be excluded from the list |
| C．its ranking will suffer consequently | D．its spot in the ranking won’t be affected |
| A．limited | B．increased | C．inflated | D．maintained |
| A．scores given by former students | B．donations from all walks of life |
| C．evaluations from other colleges | D．earnings for college graduates |
5 . As children returned to school in Sweden last month, many of their teachers were putting a new importance on some traditional skills. These included reading printed books, quiet reading time and handwriting practice. Teachers were spending less time on digital products, online research and typing skills.
The return to traditional ways of learning might be the answer to questions raised by experts. They have questioned the country’s dependence on electronic technology in education. For example, schools in Sweden have introduced tablets (平板电脑) in preschools.
Lotta Edholm, Swedish Minister for Schools, was one of the biggest critics (反对者) of the level of technology in schools. “Sweden’s students need more textbooks,” Edholm said. “Physical books are important for student learning.” Edholm said last month that the government wants to reverse the decision made by the National Agency for Education to make digital products required in preschools. The ministry plans to stop digital learning for children under the age of six.
Sweden’s students score above the European average (平均分) for reading ability. But an international test of fourth grade reading levels showed Sweden’s children had lost ground between 2016 and 2021. “An overuse of electronic products during school lessons may cause kids to fall behind,” education experts said.
Sweden’s Karolinska Institute, a medical school centered on research, said in a statement last month, “It has been proved that digital tools harm rather than benefit student learning.” It added that schools should instead center on teaching using printed textbooks.
Not all experts think Sweden’s move away from digital technology is only about what is best for students. “It ignores the fact that technology improves learning,” said Neil Selwyn, a professor of education.
1. How does digital technology influence schools in Sweden?| A．They act as a role model. | B．They tend to depend on it. |
| C．They center on written tests. | D．They value students’ talents. |
| A．Acquire. | B．Change. | C．Recover. | D．Follow. |
| A．It is an ill-considered step. | B．It achieves great results. |
| C．It is easy to be carried out. | D．It opens children’s mind. |
| A．The Advantage of Traditional Skills |
| B．Recent Advances in Electronic Technology |
| C．Sweden Starts to Control Digital Products in Schools |
| D．Students in Europe Gave an Impressive Performance |
6 . The integration of artificial intelligence (AI) in educational technology (EdTech) has brought incomparable convenience and efficiency to classrooms worldwide. However, despite these advancements, it is crucial to recognize the challenges these AI-driven tools pose to the autonomy and professional judgment of instructors.
One of its primary concerns is the depersonalization of instruction. These tools often rely on pre-packaged digital content and standardized solutions, leaving insufficient room for instructors to tailor their teaching methods. Each student possesses unique characteristics. Instructors, armed with their wealth of experience and knowledge, are best positioned to tailor their approaches to these individual needs. However, AI-driven tools restrict their ability to do so effectively, resulting in a one-size-fits-all approach that fails to inspire students to reach their maximum potential.
EdTech companies offer step-by-step solutions to textbook problems. These are intended to act as study aids. However, some students employ this feature as a means to merely copy solutions without comprehending concepts. Consequently, instances of cheating on assignments and exams become widespread. While these tools may offer convenience, students may use external resources or cooperate with others during quizzes, affecting the honesty of their learning outcomes.
The implications of this depersonalization and the increase in academic dishonesty are far-reaching. By decreasing the role of instructors as facilitators of meaningful educational interactions, we run the risk of preventing the growth of critical thinking and problem-solving skills among students. Education should not only focus on knowledge acquisition, but should also develop the ability to analyze, evaluate, and apply that knowledge in real-world contexts. It should help one’s mind grow, not simply memorize information. Through dynamic classroom discussions, cooperative projects, and hands-on activities, instructors play a crucial role in developing these essential skills.
While AI-driven EdTech tools undeniably have their virtues, we must not lose sight of the importance of preserving instructor autonomy and educational experience. Instead of relying only on pre-packaged content and standardized solutions, these tools should be designed to empower instructors to adapt and customize their approaches while taking full advantage of the benefits of technology.
1. What do the underlined words “the depersonalization of instruction” in paragraph 2 refer to?| A．Tailored methods for individuals. | B．Instructors’ dependence on Al. |
| C．Insufficient resources of Al-driven tools. | D．The one-size-fits-all approach. |
| A．A possible solution. |
| B．A further problem. |
| C．A well-meant intention. |
| D．A suggested application |
| A．Thinking skills. | B．Teamwork building. |
| C．Interest development. | D．Knowledge acquisition. |
| A．They should be used widely. |
| B．Their benefits deserve our attention. |
| C．Their resources need enriching. |
| D．They should support instructor autonomy. |
内容包括：
1. 你的看法；
2. 你的理由。
注意：
1. 写作词数应为100左右；
2. 适当增加细节使行文连贯。
My Views on the Cooking Lesson
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8 . Within the education system, teachers are often asked to do too much and, in some places for some subjects, there are teacher shortages.
An AI teaching assistant, for example, can offer students more frequent and immediate feedback on their writing, and can ask them to explain their steps on a math problem.
Spending less time on these tasks does not mean we need fewer teachers. It means teachers have more time to build relationships with students. Studies show that strong relationships with teachers and school staff help increase students’ motivation and academic engagement. Teachers help students achieve a sense of belonging in school, see themselves as capable of success, and act as architects of their own future.
Using AI can shift responsibilities so teachers can focus on the uniquely human things they can do to help students learn and prepare to solve the challenges of tomorrow.
| A．This is where the application of AI can help |
| B．But artificial intelligence cannot do any of that |
| C．When students get feedback on their efforts in time |
| D．AI will allow them, for instance, to reach more students |
| E．Because AI helps students do things faster and more easily |
| F．AI can also help teachers differentiate lessons for learners at different levels |
| G．So AI will really become an extension of the teacher rather than a replacement |
9 . During my freshman year at Brooklyn College, credit card companies were eager to earn the business of students.
Poor credit
To make the class as
We, educators, can help young people
Financial literacy shouldn’t be optional because it puts those without it at a significant
| A．Attracted | B．Sponsored | C．Required | D．Dominated |
| A．conditions | B．benefits | C．consequences | D．processes |
| A．Displaying | B．Maintaining | C．Abandoning | D．Lacking |
| A．However | B．Therefore | C．Otherwise | D．Instead |
| A．secure | B．guarantee | C．request | D．settle |
| A．turned | B．guided | C．followed | D．tricked |
| A．independence | B．responsibility | C．achievement | D．identity |
| A．touching | B．surprising | C．engaging | D．inspiring |
| A．words | B．titles | C．courses | D．topics |
| A．posing | B．considering | C．examining | D．tackling |
| A．search for | B．pay for | C．prepare for | D．care for |
| A．questions | B．paths | C．examples | D．resources |
| A．easier | B．cheaper | C．safer | D．stricter |
| A．distance | B．disadvantage | C．point | D．corner |
| A．duties | B．abilities | C．ambitions | D．experiences |
10 . Although we lack accurate statistics about child mortality in the pre-industrial period, we do have evidence that in the 1660s, the mortality rate for children who died within 14 days of birth was as much as 30 percent. Nearly all families
The 18th century witnessed the
The lives of children
| A．suffered | B．deserved | C．endured | D．defeated |
| A．judgement | B．reaction | C．commitment | D．expression |
| A．interpretation | B．transformation | C．journey | D．migration |
| A．previously | B．naturally | C．dramatically | D．accidentally |
| A．allowed | B．introduced | C．organised | D．forced |
| A．committed | B．addicted | C．subjected | D．entitled |
| A．anticipated | B．caused | C．indicated | D．underwent |
| A．Nevertheless | B．Moreover | C．Instead | D．Therefore |
| A．compared with | B．based on | C．coupled with | D．regardless of |
| A．agriculture | B．machines | C．weather | D．livestock |
| A．industrialism | B．trend | C．popularity | D．development |
| A．experienced | B．gifted | C．imaginative | D．influential |
| A．remarkable | B．authoritative | C．comprehensive | D．alarming |
| A．enriches | B．rebuilds | C．prolongs | D．determines |
| A．recognition | B．experience | C．admission | D．benefits |
