1 . While technology addicts teens to their devices, they are not helpless against the draw of it. Here are five ways educators can support their students’ digital well-being.
Explore design tricks companies use. The technology we use daily is designed to catch and hold our attention. Companies know what keeps our eyes on the screen. To help, teachers can unpack design tricks and explain how companies employ features like auto-play to get users to stay on their apps.
Talk about how technology can increase feelings of anxiety. The decline in youth mental health is linked to an increase in social media use.
Uncover the ways that AI can play a role in misinformation. AI is rapidly changing the world. Recommendation algorithms (算法), which determine what we do and do not see in our search results, can have very real results.
Encourage families to have meaningful conversations with their child. Take the time to share with families the topics and resources you’re teaching in class.
| A．This doesn’t indicate all technology is bad. |
| B．Knowing these allows students to regain their attention. |
| C．Connect them with their inner world. |
| D．Make them aware of thinking traps. |
| E．Social media is ruining our life. |
| F．Actually, adults and kids all chase after digital well-being. |
| G．They can pull us toward increasingly extreme views. |
2 . Education in 2080 is distinctive from education in the 2020s. Until about 2035, the main function of education systems was to supply the economy with the next generation of workers. In 2080, the purpose of education is the well-being of society and all its members. To make this a bit more tangible for you, I would like to give an example of what a child’s education looks like in 2080. Her name is Shemsy. Shemsy is 13, and she is confident and loves learning.
Shemsy does not go to school in the morning because schools as you know them no longer exist. The institution was abolished as it was widely thought of as more like a prison or a factory than a creative learning environment. Schools have been replaced with “Learning Hubs” that are not restricted to certain ages. They are where intergenerational learning happens, in line with the belief that learning is a lifelong pursuit.
Every year, Shemsy designs her learning journey for the year with a highly attentive “teacher-citizen”. Shemsy is actively engaged in designing her education and has to propose projects she would like to be involved in to contribute to and serve her community. She also spends lots of time playing as the role of play in learning has finally been recognized as essential and core to our humanity. Shemsy works a lot collaboratively. Access to education is universal, and higher education institutions no longer differentiate themselves by how many people they reject yearly. Variability between students is expected and leveraged (利用) as young people teach one another and use their differences as a source of strength. Shemsy naturally explores what she is curious about at a pace she sets. She still has some classes to take that are mandatory for children globally: Being Human and the History of Humanity.
We invite you to think about your vision for education in the year 2080, what does it look like, who does it serve,and how does it transform our societies?
1. What does paragraph 1 mainly tell us?| A．There are different types of education. |
| B．The present education needs improvements. |
| C．Education and economy are closely associated. |
| D．The goal of future education is fundamentally different. |
| A．It accepts students of all ages. | B．It promotes competition. |
| C．It discourages individualized learning. | D．It is all about play-based learning. |
| A．Tough. | B．Satisfactory. | C．Optional. | D．Required. |
| A．An Example to All | B．A Vision for Education |
| C．A Challenge for Education | D．A Journey into the Future |
3 . Aesthetic (审美) education aims to enhance aesthetic perception, experience aesthetic qualities, stimulate aesthetic creativity, and promote aesthetic judgement.
In order for kids to be able to appreciate natural wonders, shapes and pictures, they must be able to first notice them. This is why the development of the ability to notice the beautiful is the primary task of aesthetic education.
It is essential to allow children to participate in activities that will develop their creative abilities.
Judging or evaluating aesthetic qualities demands formed evaluation criteria. In order for beauty to reveal its true value, we must be familiar with its particularities. Throughout the process of aesthetic education, various types of knowledge, abilities and evaluation criteria must be applied.
| A．Aesthetic qualities have to be felt. |
| B．Beauty can be found all around us. |
| C．The beautiful will be likely to be created. |
| D．And it is these that the aesthetic experience is built upon. |
| E．In some way, this is the ability to perceive aesthetic qualities. |
| F．This way, the child will develop the foundations for assessing the beautiful. |
| G．This is not so much about creating aesthetic abilities in the sense of training artists. |
4 . Chinese mathematics educator Gu Lingyuan delivered a lecture about a 45-year math teaching reform program in Shanghai at the 14th International Congress on Mathematical Education. The reform program—the “Qingpu Experiment”—has involved three generations of educators.
The experiment started in Shanghai’s Qingpu District in 1977 when Gu found only 2.8 percent of 4,300 surveyed middle school students there passed a test related to basic math knowledge, and 23.5 percent received zeros. Since then, three rounds of 15-year research and reforms in math teaching have been launched to improve the general local math education quality.
“The first period was to explore practical ways to improve education quality in most common situations,” Gu said. In this period, Gu and his colleagues(同事) spent three years in surveying students’ math learning. They then selected seven local schools and 50 teachers to learn about problems and useful experiences before screening out the most effective teaching approaches. The approaches were then promoted in all local schools.
With their efforts,16 percent of the final-year students passed the math test in the graduation exam in 1979, and the rate increased to 85 percent in 1986.
After improving students’ test scores, they began to work on how to make students become “smarter”. In this period, they developed an approach to guiding students to develop their cognitive ability rather than merely memorizing mathematical concepts and practicing by doing exercises. In the past decade, they have been paying more attention to students’ innovative abilities and putting forward the approach of action education.
“This experiment helped us find out problems in mathematics education in China and offer solutions, in which we have summarized our own experiences,” said Gu.
1. What do the experimental data in paragraph 2 indicate?| A．Students showed little interest in math. |
| B．Students diversified in learning outcomes. |
| C．Students exhibited limited math competence. |
| D．Students were distracted from math learning. |
| A．One in five students passed the final graduation math test. |
| B．Selected measures were taken to boost students’ performance. |
| C．A survey concerning teachers’ education process was conducted. |
| D．Various teaching approaches were promoted across the country. |
| A．Students’ innovative ability. | B．Students’ memorizing ability. |
| C．Teachers’ education system. | D．Teachers’ teaching technique. |
| A．Qingpu Experiment: a 45-year math teaching reform program. |
| B．Gu Lingyuan: A pioneering mathematics educator. |
| C．The development of math education in China. |
| D．Education reforms in Qingpu District. |
Thanks to double reduction policy comes out, many
Some students go to learn music. They sing, dance or play some instruments. Other students can
But
6 . 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. |
1. How many kids were there in the research?
| A．10. | B．14. | C．400. |
| A．Less than 5 hours. | B．About 5 hours. | C．More than 5 hours. |
| A．Parents shouldn’t buy mobile phones. |
| B．Students should reduce their time on the screen. |
| C．Parents should communicate with children frequently. |
8 . 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. |
9 . Some time ago, in my class I was about to fail a student for his answer to a physics question when the student claimed he deserved a better score. The examination question sounded “safe”, “Show how it is possible to determine the height of a tall building with the aid of a barometer (气压表).” The student had answered, “Take the barometer to the top of the building, attach a long rope to it, lower the barometer to the street, and then bring it up, measuring the length of the rope. The length of the rope is the height of the building.”
I argued that a high grade should prove his competence in physics, but the answer did not confirm this. I suggested that the student have another try. Immediately, he worked out his answer: A second best way is to take the barometer to the top of the building. Drop the barometer, timing its fall with a stopwatch. Then, using the formula to calculate the height of the building.
I was shocked by his answer. His method gave me not only a broken barometer but a Uturn in my teaching philosophy. I gave him full marks.
On his leaving my office, I recalled that he suggested there could be a better answer. So I asked him what it was. “Oh, yes,” said the student. “There are many ways. Probably the best,” he said, “is to take the barometer to the basement and ask the superintendent (大楼的管理人). You speak to him as follows, ‘Mr. Superintendent, here I have a fine barometer. If you tell me the height of this building, I will give it to you.’”
At this point, I asked the student if he really did not know the conventional (常规的) answer to this question. He admitted that he did, but said that he was fed up with high school instructors’ trying to teach him how to think, and how to use the socalled “scientific method”. He just wanted to solve the problem in a practical manner, not just answer the question in an expected way. Hearing this, I really had nothing to do but give the boy a firm handshake, feeling thankful that I hadn’t failed him in the first place and even more thankful that neither had he.
1. Why did the author want to fail the student in the first place?| A．The student challenged his authority. |
| B．The student’s answer was not practical. |
| C．The student didn’t show his academic ability. |
| D．The student had a poor performance in physics class. |
A． | B． |
C． | D． |
| A．Without love, there is no education. |
| B．A man becomes learned by asking questions. |
| C．Teaching is to make two ideas grow where only one grew before. |
| D．You can lead your horse to the river, but you can’t make it drink. |
| A．Lack of physicsrelated knowledge. |
| B．Ignorance of the teacher’s expectation. |
| C．Intention to deeply impress his teacher. |
| D．Disapproval of existing teaching concepts. |
10 . Children are naturally curious beings, but getting them to study something they aren’t interested in can be a difficult task. Teachers often find themselves trying to reward in the
Natural curiosity is sometimes referred to as “internal motivation”. Studies have found that children who see learning as
External motivation, things like rewards and punishment, does have its
According to some experts, the key is to
So it seems that the most
| A．form | B．name | C．order | D．right |
| A．examples | B．answers | C．experiments | D．thoughts |
| A．frustrating | B．ordinary | C．overwhelming | D．fun |
| A．ashamed of | B．annoyed with | C．grateful for | D．passionate about |
| A．causes | B．outputs | C．uses | D．principles |
| A．acknowledged | B．restricted | C．challenged | D．treated |
| A．discussion | B．creativity | C．interest | D．demand |
| A．allow | B．pass | C．sense | D．monitor |
| A．social | B．strong | C．frank | D．free |
| A．affected | B．explained | C．analyzed | D．met |
| A．test | B．build | C．admit | D．refresh |
| A．visually | B．slightly | C．exactly | D．originally |
| A．effective | B．humble | C．private | D．traditional |
| A．end up | B．come from | C．commit to | D．set off |
| A．level | B．choice | C．judge | D．doubt |
