抢分03 教育广角与校园生活（热点话题）（抢分专练）（上海专用）2026年高考英语终极冲刺讲练测

抢分03 教育广角与校园生活（热点话题） 热点导读 热点集训 教育广角与校园生活 (Education & Campus Life) 核心内涵 围绕课堂教学、研学实践、心理健康、家校沟通、学习压力、校园活动、教育改革 考查角度 事件细节、人物情感、作者教育理念、推理判断、写作意图 备考重点 熟悉校园生活高频表达；把握记叙文与夹叙夹议文逻辑；理解教育类观点与建议 相关词汇 comprehensive quality, holistic development, peer pressure 语法填空 阐释苏格拉底 “点燃火焰而非填充容器” 的教育观，批判应试模式，倡导批判性思考。 选词填空 探讨期中考试利弊，初衷是评估学习，实则加剧压力，建议改革为过程性评价。 完形填空 研究显示小学早期出现数学性别差异，源于教育环境与教师期望，需早期干预。 阅读理解 批判商学院表面多元实则同质化，呼吁招收多元背景学生，培养协作型领导者。 概要写作 “密集育儿” 理念给家长带来压力，相关研究存缺陷，父母只需提供安全成长环境。 一、语法填空 Directions: After reading the passage below, fill in the blanks to make the passage coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank. The Flame, Not the Vessel Were Socrates to enter a modern classroom, he would behold students diligently writing down notes and pursuing predetermined answers. After observing this, the philosopher would pose his defining question: “What truly constitutes learning?” To the thinker 1 methods would shape Western philosophy, education was never about information accumulation. He envisioned it as “the kindling of a flame, not the filling of a vessel.” In our era of standardized testing, this 2,400-year-old perspective remains not merely relevant, but urgently necessary 2 (defend). Modern education largely operates on 3 might be termed the “empty vessel” model. Knowledge flows one way-from teacher to student-with success measured by exam performance. Socrates valued information but challenged this process as misunderstanding education’s purpose. For him, genuine knowledge emerges from within. Through his questioning method, he acted as an intellectual midwife, 4 (guide) students to “give birth” to truths within their own minds. His classroom 5 (build) on questions, not lectures-persistent inquiries that exposed contradictions. This approach reshapes modern subjects: History becomes meaningful when we ask, “Was the Treaty of Versailles truly just?” Such questions turn history 6 a dialogue about justice. Literature becomes profound when we inquire, “What does Atticus Finch’s struggle reveal about courage?” It becomes a mirror for self-examination. Mathematics becomes fascinating when students ask, “Why does the Pythagorean theorem hold true?” This restores mathematics as discoverable patterns, not rules to memorize. Socrates’ declaration “I know that I know nothing” represents intellectual humility. This acknowledgement enables true learning. Students who see their limits stay curious, 7 those who think they have all answers shut their minds. This humility demands courage: to challenge narratives, admit confusion, and revise beliefs. It also requires embracing the discomfort of 8 (challenge) assumptions. Like exercise strengthening muscles, this discomfort signals intellectual growth. Socrates was executed for “corrupting the youth” by teaching independent thinking. His legacy challenges us to turn education from passive reception to active investigation. The ability to ask insightful questions represents education’s 9 (precious) offering. True education prepares students for life’s complexities, cultivating thoughtful human beings. The flame of critical inquiry, once kindled, becomes self-sustaining-illuminating not only academic subjects but life 10 . 【答案】 1．whose 2．to be defended 3．what 4．guiding 5．was built 6．into 7．while 8．challenging 9．most precious 10．itself 【导语】本文是一篇议论文。主要阐述苏格拉底的教育理念，批判现代“空容器”教育模式，强调批判性探究在教育中的核心价值。 1．考查定语从句。句意：对于这位其方法将塑造西方哲学的思想家来说，教育从来都不是信息的积累。此处引导定语从句，先行词为the thinker，关系词在从句中作定语，修饰methods，表示“……的”，故用关系代词whose。故填whose。 2．考查非谓语动词。句意：在我们这个标准化测试的时代，这种有着2400年历史的观点不仅依然重要，而且迫切需要被捍卫。此处为“be+形容词+to do”结构，且this 2,400-year-old perspective与defend之间是被动关系，故用不定式的被动形式to be defended。故填to be defended。 3．考查宾语从句。句意：现代教育在很大程度上遵循着一种可被称为“空容器”的模式。此处引导宾语从句，作介词on的宾语，从句中缺少主语，指代“一种模式”，故用连接代词what。故填what。 4．考查非谓语动词。句意：通过他的提问法，他扮演了知识助产士的角色，引导学生在自己的头脑中“孕育”真理。此处为非谓语动词作伴随状语，he与guide之间是主动关系，故用现在分词guiding。故填guiding。 5．考查动词时态和语态。句意：他的课堂建立在问题之上，而非讲座——那些持续的探究能揭示矛盾。此处为谓语动词，主语His classroom与build之间是被动关系，且描述苏格拉底的教育方式，用一般过去时的被动语态，主语为单数，故填was built。 6．考查介词。句意：这样的问题使历史变成一场关于正义的对话。turn...into...为固定搭配，意为“将……变成……”，此处表示把历史转化为对话，故填into。 7．考查连词。句意：认识到自身局限的学生保持好奇，而那些认为自己知晓所有答案的学生则封闭思想。此处前后句为对比关系，故用连词while“然而”连接。故填while。 8．考查非谓语动词。句意：这也需要接受挑战假设所带来的不适感。此处作介词of的宾语，用动名词形式。故填challenging。 9．考查形容词最高级。句意：提出深刻问题的能力是教育最宝贵的馈赠。根据定冠词the及语境，此处表示“最宝贵的”，故用形容词precious的最高级形式most precious。故填most precious。 10．考查反身代词。句意：批判性探究的火焰一旦点燃，便会自我维系——不仅照亮学术科目，也照亮生活本身。此处指代“life”自身，故用反身代词itself。故填itself。 二、选词填空 Directions: Fill in each blank with a proper word chosen from the box. Each word can be used only once. Note that there is one word more than you need. A．universal B．assess C． evenly D．glorifies E. genuine F. fuels G. perspective H. prioritize I. rarely J. approach K. arises Every fall, university students across the country prepare themselves for the same academic storm: midterms. Libraries fill up, coffee consumption skyrockets and the collective stress on campus mounts. But as another testing season passes, a question 11 : are midterms helping students learn, or are they just another outdated academic tradition that does more harm than good? In an informal study of about 30 University of Idaho students from various majors and years, a small portion of students defended midterms. But the overwhelming (压倒性的) majority voiced frustration. This mix of opinions highlights a larger truth: while midterms were designed to 12 understanding and encourage consistent study habits, the reality is that they often fail to achieve those goals. Instead, they’ve become a ritual that 13 stress and burnout rather than meaningful learning. Let’s start with the minority view, those who actually appreciate midterms. They said that midterms give them a checkpoint in their education. This 14 reflects the original purpose of midterms: to provide both students and professors with feedback halfway through the semester. Ideally, a midterm helps students identify their weak areas, while giving instructors insight into how well their teaching methods are working. However, this feeling is far from 15 . For most students, midterms feel less like a helpful progress check and more like a punishment. And that’s the heart of the issue. Midterms often just increase stress to unhealthy levels. When every class demands a major exam within the same week period, students are stretched thin and tend to 16 test performance over true understanding. Another common complaint is that midterms 17 reflect real learning. Memorizing formulas, flashcards or historical dates might yield a good grade, but it doesn’t guarantee long-term comprehension. The problem isn’t that exams are bad. Students should absolutely be evaluated on what they know. But the way we test that knowledge needs to change. Many professors have started to use quizzes that reduce pressure while still providing feedback throughout the semester. This 18 is more in line with how real-world learning works: increasing gradually, reflective and applied. Midterms don’t have to disappear completely, but they do need to be changed. If they are going to continue, they should be reimagined as tools for learning rather than reasons for stress. That means designing exams that test understanding instead of memorization, spreading assignments more 19 throughout the semester and providing flexible options for students who learn differently. Universities also need to address the culture surrounding midterms, one that 20 all-nighters, caffeine overloads and burnout as signs of dedication. Academic strictness does not have to mean academic suffering. 【答案】 11．K 12．B 13．F 14．G 15．A 16．H 17．I 18．J 19．C 20．D 【导语】本文是一篇议论文，探讨大学期中考试的利弊，指出其初衷是评估学习情况，但如今常加剧压力，建议改革考试方式以促进真正学习。 11．考查动词。句意：但随着又一个考试季过去，一个问题浮现出来：期中考试是在帮助学生学习，还是只是另一个弊大于利的过时学术传统？根据“a question”可知，此处指问题出现，arises意为“出现，产生”，符合“考试季过后引发思考”的语境。故选K。 12．考查动词。句意：这种观点的混合凸显了一个更大的事实：虽然期中考试的设计初衷是评估学生的理解程度并鼓励持续的学习习惯，但实际上它们往往未能实现这些目标。根据“understanding”及考试的作用可知，此处指评估学生对知识的理解，assess意为“评估，评定”，符合“考试检测学习效果”的初衷。故选B。 13．考查动词。句意：相反，它们已经变成了一种加剧压力和倦怠，而非促进有意义学习的惯例。根据“stress and burnout”可知，此处指期中考试会加重学生的压力，fuels意为“加剧，激起”，符合“考试带来负面情绪”的语境。故选F。 14．考查名词。句意：这种观点反映了期中考试的初衷：在学期过半时为学生和教授提供反馈。根据前文“those who actually appreciate midterms”可知，此处指支持期中考试的学生的看法，perspective意为“观点，看法”，符合语境。故选G。 15．考查形容词。句意：然而，这种感受远非普遍存在。根据后文“For most students, midterms feel less like a helpful progress check and more like a punishment”可知，只有少数学生认可期中考试，这种感受并不普遍，universal意为“普遍的”，符合“少数与多数观点对比”的逻辑。故选A。 16．考查动词。句意：当每门课都要求在同一周内进行大型考试时，学生们会不堪重负，往往会优先考虑考试成绩而非真正的理解。根据“test performance over true understanding”可知，此处指学生更重视考试分数，prioritize意为“优先考虑”，符合“学生应对多门考试时的取舍”的语境。故选H。 17．考查副词。句意：另一个常见的抱怨是，期中考试很少能反映真正的学习效果。根据后文“Memorizing formulas...might yield a good grade, but it doesn’t guarantee long-term comprehension”可知，靠死记硬背取得的成绩不能体现真正的学习，rarely意为“很少，难得”，符合“学生质疑考试价值”的语境。故选I。 18．考查名词。句意：这种方法更符合现实世界中的学习方式：循序渐进、反思性和应用性。根据前文“Many professors have started to use quizzes that reduce pressure”可知，此处指教授采用的小测验这种新方式，approach意为“方法，方式”，符合“替代期中考试的新举措”的语境。故选J。 19．考查副词。句意：这意味着设计考查理解而非记忆的考试，在整个学期中更均匀地分配作业，并为学习方式不同的学生提供灵活的选择。根据“spreading assignments”可知，此处指作业分配更均衡，evenly意为“均匀地，平均地”，符合“减轻学生集中备考压力”的改革思路。故选C。 20．考查动词。句意：大学还需要改变围绕期中考试的文化，这种文化将通宵熬夜、过量摄入咖啡因和身心俱疲吹捧为敬业的象征。根据“all-nighters...as signs of dedication”可知，此处指错误的校园文化将备考的痛苦行为美化，glorifies意为“吹捧，美化”，符合“批判不良学术文化”的语境。故选D。 三、完形填空 Early Schooling and the emergence of a Gender Gap in Mathematics Although boys and girls 21 similar cognitive abilities in early childhood, especially in basic number and spatial 22 , gender differences in mathematics achievement often emerge later. A recent large-scale study conducted in France has shed new light on when and how this 23 begins. Researchers analyzed data from over 2.6 million students from first to second grade over a four-year period. At the start of 24 education, boys and girls performed nearly 25 in mathematics. However, just four months after entering first grade, a small but 26 gap appeared, favoring boys. By the beginning of second grade, the gap had widened further. This trend was observed across all school types, socio-economic levels, and geographic regions, suggesting a systemic phenomenon. The findings also 27 that the gap correlates more with time spent in school than with age, indicating that the school environment plays a crucial role in its development. The researchers 28 that this disparity is unlikely to reflect inherent differences in ability. 29 , social and educational factors — such as teacher 30 , classroom dynamics, and stereotype internalization — may be responsible. For instance, previous studies have shown that teachers often attribute boys’ math success to talent, while girls’ success is linked to effort. Additionally, girls tend to 31 higher levels of math anxiety, especially under pressure. More than 76% of girls in the research claimed they were under much stress. In contrast to mathematics, a 32 performance gap — favoring girls — was already present before school entry and remained relatively stable, showing less influence from classroom instruction. These findings highlight the importance of early educational 33 . Promoting gender-equitable teaching practices, presenting diverse role models in STEM fields, and 34 math anxiety in young students could help reduce the gender gap before it becomes entrenched. By recognizing that such differences begin during the first year of schooling, educators and policymakers may take timely action to foster more 35 and supportive learning environments for all children. 21．A．have B．display C．cultivate D．increase 22．A．reasoning B．imagining C．thinking D．observing 23．A．development B．phenomenon C．disparity D．transformation 24．A．intermediate B．further C．formal D．routine 25．A．distinctly B．outstandingly C．poorly D．identically 26．A．significant B．obvious C．unusual D．surprising 27．A．challenged B．presumed C．restated D．revealed 28．A．assume B．propose C．oppose D．prove 29．A．Therefore B．Instead C．Meanwhile D．Nevertheless 30．A．requirements B．perspectives C．expectations D．affection 31．A．present B．face C．report D．tackle 32．A．music B．debating C．painting D．language 33．A．activities B．interventions C．supervisions D．trainings 34．A．addressing B．discovering C．recognizing D．improving 35．A．helpful B．friendly C．harmonious D．inclusive 【答案】 21．B 22．A 23．C 24．C 25．D 26．A 27．D 28．B 29．B 30．C 31．C 32．D 33．B 34．A 35．D 【导语】本文是一篇说明文。主要介绍早期学校教育中数学学科性别差异的出现时间、成因及缩小该差异的针对性举措。 21．考查动词词义辨析。句意：尽管男孩和女孩在幼儿期展现出相似的认知能力，尤其是在基础的数字和空间推理方面，但数学成绩的性别差异往往会在后期显现。A. have拥有；B. display展现；C. cultivate培养；D. increase增加。根据后文“similar cognitive abilities in early childhood”以及“gender differences in mathematics achievement often emerge later”的对比可知，幼儿期男孩女孩会“展现”相似的认知能力。故选B项。 22．考查名词词义辨析。句意：尽管男孩和女孩在幼儿期展现出相似的认知能力，尤其是在基础的数字和空间推理方面，但数学成绩的性别差异往往会在后期显现。A. reasoning推理；B. imagining想象；C. thinking思考；D. observing观察。根据前文“basic number and spatial”以及数学学科所需的能力可知，此处指“空间推理”能力。故选A项。 23．考查名词词义辨析。句意：最近一项在法国开展的研究为这种差异开始的时间和方式带来了新的启示。A. development发展；B. phenomenon现象；C. disparity差异；D. transformation转变。根据前文“gender differences in mathematics achievement”可知，研究探讨的是数学成绩的性别“差异”。故选C项。 24．考查形容词词义辨析。句意：在正式入学之初，男孩和女孩的数学表现几乎完全相同。A. intermediate中间的；B. further进一步的；C. formal正式的；D. routine常规的。根据前文“data from over 2.6 million students from first to second grade”可知，研究对象是一、二年级学生，此处指“正式”入学阶段。故选C项。 25．考查副词词义辨析。句意：在正式入学之初，男孩和女孩的数学表现几乎完全相同。A. distinctly明显地；B. outstandingly杰出地；C. poorly糟糕地；D. identically相同地。根据后文“However, just four months after entering first grade, a small but  ____6____  gap appeared, favoring boys”可知，前后文之间为转折关系，由此可知，入学初期男女生表现“相同”。故选D项。 26．考查形容词词义辨析。句意：然而，入学仅四个月后，一个虽小但显著的差距就出现了，且男孩表现更优。A. significant显著的；B. obvious明显的；C. unusual不寻常的；D. surprising令人惊讶的。根据后文“By the beginning of second grade, the gap had widened further”可知，这个小差距是“显著的”，并会进一步扩大。故选A项。 27．考查动词词义辨析。句意：研究结果还显示，这种差距与在校时间的关联比与年龄的关联更大，这表明学校环境在差距的形成过程中起着关键作用。A. challenged挑战；B. presumed假定；C. restated重申；D. revealed显示。根据前文“The findings”可知，此处指研究结果“显示”的结论。故选D项。 28．考查动词词义辨析。句意：研究人员提出，这种差异不太可能反映出能力上的固有差别。A. assume假定；B. propose提出；C. oppose反对；D. prove证明。根据后文“social and educational factors — such as teacher ____10____, classroom dynamics, and stereotype internalization — may be responsible.”可知，这是研究人员“提出”的看法。故选B项。 29．考查副词词义辨析。句意：相反，社会和教育因素——如教师的期望、课堂动态以及刻板印象的内化——可能是问题的根源。A. Therefore因此；B. Instead相反；C. Meanwhile同时；D. Nevertheless然而。根据前文“unlikely to reflect inherent differences in ability”和后文“classroom dynamics, and stereotype internalization”中的社会教育因素的对比可知，此处用“相反”表转折。故选B项。 30．考查名词词义辨析。句意：相反，社会和教育因素——如教师的期望、课堂动态以及刻板印象的内化——可能是问题的根源。A. requirements要求；B. perspectives观点；C. expectations期望；D. affection喜爱。根据后文“teachers often attribute boys’ math success to talent, while girls’ success is linked to effort”可知，这体现了教师对男女生的不同“期望”。故选C项。 31．考查动词词义辨析。句意：此外，女孩往往表现出更高程度的数学焦虑，尤其是在压力之下。A. present呈现；B. face面对；C. report报告、表现出；D. tackle处理。根据前文“girls tend to”以及后文“higher levels of math anxiety”可知，女孩更容易“表现出”数学焦虑。故选C项。 32．考查名词词义辨析。句意：与数学相反，语言表现差距——偏向女孩——在入学前就已经存在，并且保持相对稳定，显示出课堂教学的影响较小。A. music音乐；B. debating辩论；C. painting绘画；D. language语言。根据后文“showing less influence from classroom instruction”以及与前文“In contrast to mathematics”可知，此处与数学学科进行对比，由此可知，此处指“语言”能力。故选D项。 33．考查名词词义辨析。句意：这些发现凸显了早期教育干预的重要性。A. activities活动；B. interventions干预；C. supervisions监督；D. trainings培训。根据后文“Promoting gender-equitable teaching practices, presenting diverse role models in STEM fields, and ____14____ math anxiety in young students could help reduce the gender gap”可知，此处指早期教育“干预”。故选B项。 34．考查动词词义辨析。句意：推行性别平等的教学方法、展示科学、技术、工程和数学领域多元的榜样以及解决低龄学生的数学焦虑问题，都有助于在性别差距根深蒂固之前缩小它。A. addressing解决；B. discovering发现；C. recognizing识别；D. improving改善。根据后文“math anxiety in young students”可知，此处指“解决”数学焦虑问题。故选A项。 35．考查形容词词义辨析。句意：通过认识到这种差异始于入学第一年，教育工作者和政策制定者或许能及时采取行动，为所有儿童营造更具包容性和支持性的学习环境。A. helpful有帮助的；B. friendly友好的；C. harmonious和谐的；D. inclusive包容的。根据前文“for all children”可知，此处指营造“包容的”学习环境。故选D项。 四、阅读理解 Picture a typical MBA lecture theatre twenty years ago. In it the majority of students will have conformed to (符合) the standard model of the time: male, middle class and Western. Walk into a class today, however, and you’ll get a completely different impression. For a start, you will now see plenty more women — the University of Pennsylvania’s Wharton School, for example, boasts that 40% of its new enrolment is female, you will also see a wide range of ethnic groups and nationals of practically every country. It might be tempting, therefore, to think that the old barriers have been broken down and equal opportunity achieved. But, increasingly, this apparent diversity is becoming a mask for a new type of conformity: Behind the differences in sex, skin tones and mother tongues, there are common attitudes, expectations and ambitions which risk creating a set of clones (仿造品) among the business leaders of the future. Diversity, it seems, has not helped to deal with basic weaknesses in business leadership. So, what can be done to create more effective managers of the commercial world? According to Valerie Gauthier, associate dean at HEC Paris, the key lies in the process by which MBA programs recruit their students. At the moment candidates are selected on a fairly narrow set of standards such as previous academic and career performance, and analytical and problem solving abilities. This is then coupled to a school’s mixture of what a diverse class should look like, with the result that passport, ethnic origin and sex can all become influencing factors. But schools rarely dig down to find out what really makes an applicant succeed, to create a class which also contains diversity of attitude and approach — arguably the only diversity that, in a business context, really matters. Professor Gauthier believes schools should not just be selecting candidates from traditional sectors such as banking, consultancy and industry. They should also be seeking individuals who have backgrounds in areas such as political science, the creative arts, history or philosophy, which will allow them to put business decisions into a wider context. Indeed, there does seem to be a demand for the more rounded leaders such diversity might create. A study by Mannaz, a leadership development company, suggests that, while the bully-boy chief executive of old may not have been removed completely, there is a definite shift in emphasis towards less tough styles of management — at least in America and Europe. Perhaps most significant, according to Mannaz, is the increasing interest large companies have in more collaborative management models, such as those popular in Scandinavia, which seek to combine the hard and soft aspects of leadership and encourage delegated responsibility. 36．What is the author’s concern about current business school education? A．It will arouse students’ unrealistic expectation. B．It will produce business leaders of a uniform style. C．It focuses on theory rather than on practical skills. D．It stresses competition rather than cooperation. 37．What aspect of diversity does Valerie Gauthier think is most important? A．Age and educational background. B．Social and professional experience. C．Attitude and approach to business. D．Ethnic origin and gender. 38．What applicants does the author think MBA programs should consider recruiting? A．Applicants with prior experience in business companies. B．Applicants with sound knowledge in math and statistics. C．Applicants from outside the traditional sectors. D．Applicants from less developed regions and areas. 39．The underlined word in the last paragraph is closest in meaning to ________. A．effective B．traditional C．decisive D．joint 【答案】36．B 37．C 38．C 39．D 【导语】本文是一篇议论文。文章主要讲述了作者对当前商学院教育多样性的担忧，认为其可能产生风格单一的商业领袖，并提出改进建议。 36．细节理解题。根据第二段“It might be tempting, therefore, to think that the old barriers have been broken down and equal opportunity achieved. But, increasingly, this apparent diversity is becoming a mask for a new type of conformity: Behind the differences in sex, skin tones and mother tongues, there are common attitudes, expectations and ambitions which risk creating a set of clones (仿造品) among the business leaders of the future.(因此，人们很容易认为旧有的壁垒已经被打破，机会均等已经实现。但越来越明显的是，这种表面上的多元化正在成为一种新型同质化的面具：在性别、肤色和母语的差异背后，存在着共同的态度、期望和抱负，这有可能在未来的商业领袖中造就一批千篇一律的“复制品”。)”可知，作者对当前的商学院教育表示担忧，认为其可能培养出风格单一的商业领袖。故选B。 37．细节理解题。根据第三段中“But schools rarely dig down to find out what really makes an applicant succeed, to create a class which also contains diversity of attitude and approach — arguably the only diversity that, in a business context, really matters.(但学校很少深入探究真正决定申请者能否成功的特质，去打造一个在态度与思维方式上同样多元的班级 —— 可以说，这才是商业环境中真正重要的唯一一种多元化。)”可知，Valerie Gauthier认为态度和商业方法方面的多样性是最重要的。故选C。 38．推理判断题。根据第四段中“Professor Gauthier believes schools should not just be selecting candidates from traditional sectors such as banking, consultancy and industry.(Gauthier教授认为，学校不应该只从银行、咨询和工业等传统行业挑选候选人。)”和最后一段中“Indeed, there does seem to be a demand for the more rounded leaders such diversity might create.(事实上，市场似乎确实需要这种多元化所能造就的更全面的领导者。)”可知，作者认为MBA项目应该考虑招收非传统行业的申请者。故选C。 39．词句猜测题。根据最后一段中“Perhaps most significant, according to Mannaz, is the increasing interest large companies have in more collaborative management models, such as those popular in Scandinavia, which seek to combine the hard and soft aspects of leadership and encourage delegated responsibility.(Mannaz认为，也许最重要的是，大公司对更collaborative管理模式越来越感兴趣，比如斯堪的纳维亚地区流行的管理模式，这种模式试图将领导力的硬性和软性方面结合起来，并鼓励下放责任。)”可知，此处指更具合作性的管理模式，故collaborative意为“合作的，联合的”，与joint意思相近。故选D。 五、概要写作 Directions: Read the following passage. Summarize the main idea and the main point(s) of the passage in no more than 60 words. Use your own words as far as possible. The Pressure on Parents to Train Their Babies’ Brains Relax, but be on constant alert. Follow your instincts, but do exactly what the scientists say Amid such a flood of “expert” advice, is it any wonder that the experience of modern parenting can often feel exhausting? Thankfully, researchers are questioning this stress-generating situation. It all begins with the idea of “intensive parenting”, coined in the 1990s, describing a parenting standard that parents need to be sharply sensitive to their children’s cognitive, psychological and emotional needs to shape their babies’ brains. Unfortunately, it turns many of parenting’s pleasures-such as smiling along with your baby — into critically important work which, if not performed adequately, puts that child’s future health and happiness in danger. However, the evidence used to explain how baby brain develops is often flawed — whether it is a result of small samples that are more likely to turn up weird results or studying children who have experienced extreme neglect and then inferring more general lessons from this. Worse still, such research takes a short path to becoming public policy. Take A vision for the 1,001 critical days, a UK government report published in 2021, which states that the infant brain “becomes hardwired by the baby’s earliest experiences”. Similar narratives have been adopted by various organizations that frame parents’ interactions with their baby as a crucial window for shaping that child’s future. Of course, there is a place for science in understanding child development and parenting. Rather than analyzing the parent-child relationship, think how babies and children really learn. They do so from everyone, not just their parents, and are doing it all the time — through watching, listening and playing. Rather than attempt to shape infants into a particular type of person, parents just need to provide a safe and stable environment in which they can develop. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】Modern parents face pressure to engage in “intensive parenting” to shape their baby’s brain development, often based on flawed or misinterpreted research. This anxiety is worsened when such studies influence public policy, framing early interactions as crucial for future outcomes. However, babies learn continuously from various sources in safe environments, not solely through targeted parental efforts. 【导语】本文是一篇议论文。文章指出，现代父母因“密集育儿”理念承受着塑造孩子大脑的压力，而该理念基于有缺陷的研究，且这类研究还影响了公共政策；但实际上，婴儿会从多方持续学习，父母只需提供安全环境即可。 【详解】1.要点摘录 ①Amid such a flood of “expert” advice, is it any wonder that the experience of modern parenting can often feel exhausting? Thankfully, researchers are questioning this stress-generating situation. ②It all begins with the idea of “intensive parenting”, coined in the 1990s, describing a parenting standard that parents need to be sharply sensitive to their children’s cognitive, psychological and emotional needs to shape their babies’ brains. ③However, the evidence used to explain how baby brain develops is often flawed. ④Worse still, such research takes a short path to becoming public policy; frame parents’ interactions with their baby as a crucial window for shaping that child’s future. ⑤They do so from everyone, not just their parents, and are doing it all the time — through watching, listening and playing; parents just need to provide a safe and stable environment in which they can develop. 2.缜密构思 将①②③重组为“密集育儿”给父母带来压力的背景及依据缺陷；将④整合为研究对政策的影响；将⑤概括为婴儿学习的实际方式及父母的正确做法。 3.遣词造句 Modern parents face stress from “intensive parenting” to shape babies’ brains, based on flawed research. This research even affects public policy, emphasizing early parent-baby interactions. However, babies learn constantly from various sources, so parents only need to offer safe, stable environments. 【点睛】【高分句型1】Modern parents face pressure to engage in “intensive parenting” to shape their baby’s brain development, often based on flawed or misinterpreted research. (运用了过去分词短语based on，简洁补充了“密集育儿”的依据缺陷，结构精炼) 【高分句型2】This anxiety is worsened when such studies influence public policy, framing early interactions as crucial for future outcomes. (运用了when引导的时间状语从句与现在分词短语framing...作状语，清晰呈现了研究影响政策与焦虑加剧的逻辑关系，句式层次丰富) 2 / 23 学科网（北京）股份有限1 / 23 学科网（北京）股份有限公司 $ 抢分03 教育广角与校园生活（热点话题） 热点导读 热点集训 教育广角与校园生活 (Education & Campus Life) 核心内涵 围绕课堂教学、研学实践、心理健康、家校沟通、学习压力、校园活动、教育改革 考查角度 事件细节、人物情感、作者教育理念、推理判断、写作意图 备考重点 熟悉校园生活高频表达；把握记叙文与夹叙夹议文逻辑；理解教育类观点与建议 相关词汇 comprehensive quality, holistic development, peer pressure 语法填空 阐释苏格拉底 “点燃火焰而非填充容器” 的教育观，批判应试模式，倡导批判性思考。 选词填空 探讨期中考试利弊，初衷是评估学习，实则加剧压力，建议改革为过程性评价。 完形填空 研究显示小学早期出现数学性别差异，源于教育环境与教师期望，需早期干预。 阅读理解 批判商学院表面多元实则同质化，呼吁招收多元背景学生，培养协作型领导者。 概要写作 “密集育儿” 理念给家长带来压力，相关研究存缺陷，父母只需提供安全成长环境。 一、语法填空 Directions: After reading the passage below, fill in the blanks to make the passage coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank. The Flame, Not the Vessel Were Socrates to enter a modern classroom, he would behold students diligently writing down notes and pursuing predetermined answers. After observing this, the philosopher would pose his defining question: “What truly constitutes learning?” To the thinker 1 methods would shape Western philosophy, education was never about information accumulation. He envisioned it as “the kindling of a flame, not the filling of a vessel.” In our era of standardized testing, this 2,400-year-old perspective remains not merely relevant, but urgently necessary 2 (defend). Modern education largely operates on 3 might be termed the “empty vessel” model. Knowledge flows one way-from teacher to student-with success measured by exam performance. Socrates valued information but challenged this process as misunderstanding education’s purpose. For him, genuine knowledge emerges from within. Through his questioning method, he acted as an intellectual midwife, 4 (guide) students to “give birth” to truths within their own minds. His classroom 5 (build) on questions, not lectures-persistent inquiries that exposed contradictions. This approach reshapes modern subjects: History becomes meaningful when we ask, “Was the Treaty of Versailles truly just?” Such questions turn history 6 a dialogue about justice. Literature becomes profound when we inquire, “What does Atticus Finch’s struggle reveal about courage?” It becomes a mirror for self-examination. Mathematics becomes fascinating when students ask, “Why does the Pythagorean theorem hold true?” This restores mathematics as discoverable patterns, not rules to memorize. Socrates’ declaration “I know that I know nothing” represents intellectual humility. This acknowledgement enables true learning. Students who see their limits stay curious, 7 those who think they have all answers shut their minds. This humility demands courage: to challenge narratives, admit confusion, and revise beliefs. It also requires embracing the discomfort of 8 (challenge) assumptions. Like exercise strengthening muscles, this discomfort signals intellectual growth. Socrates was executed for “corrupting the youth” by teaching independent thinking. His legacy challenges us to turn education from passive reception to active investigation. The ability to ask insightful questions represents education’s 9 (precious) offering. True education prepares students for life’s complexities, cultivating thoughtful human beings. The flame of critical inquiry, once kindled, becomes self-sustaining-illuminating not only academic subjects but life 10 . 二、选词填空 Directions: Fill in each blank with a proper word chosen from the box. Each word can be used only once. Note that there is one word more than you need. A．universal B．assess C． evenly D．glorifies E. genuine F. fuels G. perspective H. prioritize I. rarely J. approach K. arises Every fall, university students across the country prepare themselves for the same academic storm: midterms. Libraries fill up, coffee consumption skyrockets and the collective stress on campus mounts. But as another testing season passes, a question 11 : are midterms helping students learn, or are they just another outdated academic tradition that does more harm than good? In an informal study of about 30 University of Idaho students from various majors and years, a small portion of students defended midterms. But the overwhelming (压倒性的) majority voiced frustration. This mix of opinions highlights a larger truth: while midterms were designed to 12 understanding and encourage consistent study habits, the reality is that they often fail to achieve those goals. Instead, they’ve become a ritual that 13 stress and burnout rather than meaningful learning. Let’s start with the minority view, those who actually appreciate midterms. They said that midterms give them a checkpoint in their education. This 14 reflects the original purpose of midterms: to provide both students and professors with feedback halfway through the semester. Ideally, a midterm helps students identify their weak areas, while giving instructors insight into how well their teaching methods are working. However, this feeling is far from 15 . For most students, midterms feel less like a helpful progress check and more like a punishment. And that’s the heart of the issue. Midterms often just increase stress to unhealthy levels. When every class demands a major exam within the same week period, students are stretched thin and tend to 16 test performance over true understanding. Another common complaint is that midterms 17 reflect real learning. Memorizing formulas, flashcards or historical dates might yield a good grade, but it doesn’t guarantee long-term comprehension. The problem isn’t that exams are bad. Students should absolutely be evaluated on what they know. But the way we test that knowledge needs to change. Many professors have started to use quizzes that reduce pressure while still providing feedback throughout the semester. This 18 is more in line with how real-world learning works: increasing gradually, reflective and applied. Midterms don’t have to disappear completely, but they do need to be changed. If they are going to continue, they should be reimagined as tools for learning rather than reasons for stress. That means designing exams that test understanding instead of memorization, spreading assignments more 19 throughout the semester and providing flexible options for students who learn differently. Universities also need to address the culture surrounding midterms, one that 20 all-nighters, caffeine overloads and burnout as signs of dedication. Academic strictness does not have to mean academic suffering. 三、完形填空 Early Schooling and the emergence of a Gender Gap in Mathematics Although boys and girls 21 similar cognitive abilities in early childhood, especially in basic number and spatial 22 , gender differences in mathematics achievement often emerge later. A recent large-scale study conducted in France has shed new light on when and how this 23 begins. Researchers analyzed data from over 2.6 million students from first to second grade over a four-year period. At the start of 24 education, boys and girls performed nearly 25 in mathematics. However, just four months after entering first grade, a small but 26 gap appeared, favoring boys. By the beginning of second grade, the gap had widened further. This trend was observed across all school types, socio-economic levels, and geographic regions, suggesting a systemic phenomenon. The findings also 27 that the gap correlates more with time spent in school than with age, indicating that the school environment plays a crucial role in its development. The researchers 28 that this disparity is unlikely to reflect inherent differences in ability. 29 , social and educational factors — such as teacher 30 , classroom dynamics, and stereotype internalization — may be responsible. For instance, previous studies have shown that teachers often attribute boys’ math success to talent, while girls’ success is linked to effort. Additionally, girls tend to 31 higher levels of math anxiety, especially under pressure. More than 76% of girls in the research claimed they were under much stress. In contrast to mathematics, a 32 performance gap — favoring girls — was already present before school entry and remained relatively stable, showing less influence from classroom instruction. These findings highlight the importance of early educational 33 . Promoting gender-equitable teaching practices, presenting diverse role models in STEM fields, and 34 math anxiety in young students could help reduce the gender gap before it becomes entrenched. By recognizing that such differences begin during the first year of schooling, educators and policymakers may take timely action to foster more 35 and supportive learning environments for all children. 21．A．have B．display C．cultivate D．increase 22．A．reasoning B．imagining C．thinking D．observing 23．A．development B．phenomenon C．disparity D．transformation 24．A．intermediate B．further C．formal D．routine 25．A．distinctly B．outstandingly C．poorly D．identically 26．A．significant B．obvious C．unusual D．surprising 27．A．challenged B．presumed C．restated D．revealed 28．A．assume B．propose C．oppose D．prove 29．A．Therefore B．Instead C．Meanwhile D．Nevertheless 30．A．requirements B．perspectives C．expectations D．affection 31．A．present B．face C．report D．tackle 32．A．music B．debating C．painting D．language 33．A．activities B．interventions C．supervisions D．trainings 34．A．addressing B．discovering C．recognizing D．improving 35．A．helpful B．friendly C．harmonious D．inclusive 四、阅读理解 Picture a typical MBA lecture theatre twenty years ago. In it the majority of students will have conformed to (符合) the standard model of the time: male, middle class and Western. Walk into a class today, however, and you’ll get a completely different impression. For a start, you will now see plenty more women — the University of Pennsylvania’s Wharton School, for example, boasts that 40% of its new enrolment is female, you will also see a wide range of ethnic groups and nationals of practically every country. It might be tempting, therefore, to think that the old barriers have been broken down and equal opportunity achieved. But, increasingly, this apparent diversity is becoming a mask for a new type of conformity: Behind the differences in sex, skin tones and mother tongues, there are common attitudes, expectations and ambitions which risk creating a set of clones (仿造品) among the business leaders of the future. Diversity, it seems, has not helped to deal with basic weaknesses in business leadership. So, what can be done to create more effective managers of the commercial world? According to Valerie Gauthier, associate dean at HEC Paris, the key lies in the process by which MBA programs recruit their students. At the moment candidates are selected on a fairly narrow set of standards such as previous academic and career performance, and analytical and problem solving abilities. This is then coupled to a school’s mixture of what a diverse class should look like, with the result that passport, ethnic origin and sex can all become influencing factors. But schools rarely dig down to find out what really makes an applicant succeed, to create a class which also contains diversity of attitude and approach — arguably the only diversity that, in a business context, really matters. Professor Gauthier believes schools should not just be selecting candidates from traditional sectors such as banking, consultancy and industry. They should also be seeking individuals who have backgrounds in areas such as political science, the creative arts, history or philosophy, which will allow them to put business decisions into a wider context. Indeed, there does seem to be a demand for the more rounded leaders such diversity might create. A study by Mannaz, a leadership development company, suggests that, while the bully-boy chief executive of old may not have been removed completely, there is a definite shift in emphasis towards less tough styles of management — at least in America and Europe. Perhaps most significant, according to Mannaz, is the increasing interest large companies have in more collaborative management models, such as those popular in Scandinavia, which seek to combine the hard and soft aspects of leadership and encourage delegated responsibility. 36．What is the author’s concern about current business school education? A．It will arouse students’ unrealistic expectation. B．It will produce business leaders of a uniform style. C．It focuses on theory rather than on practical skills. D．It stresses competition rather than cooperation. 37．What aspect of diversity does Valerie Gauthier think is most important? A．Age and educational background. B．Social and professional experience. C．Attitude and approach to business. D．Ethnic origin and gender. 38．What applicants does the author think MBA programs should consider recruiting? A．Applicants with prior experience in business companies. B．Applicants with sound knowledge in math and statistics. C．Applicants from outside the traditional sectors. D．Applicants from less developed regions and areas. 39．The underlined word in the last paragraph is closest in meaning to ________. A．effective B．traditional C．decisive D．joint 五、概要写作 Directions: Read the following passage. Summarize the main idea and the main point(s) of the passage in no more than 60 words. Use your own words as far as possible. The Pressure on Parents to Train Their Babies’ Brains Relax, but be on constant alert. Follow your instincts, but do exactly what the scientists say Amid such a flood of “expert” advice, is it any wonder that the experience of modern parenting can often feel exhausting? Thankfully, researchers are questioning this stress-generating situation. It all begins with the idea of “intensive parenting”, coined in the 1990s, describing a parenting standard that parents need to be sharply sensitive to their children’s cognitive, psychological and emotional needs to shape their babies’ brains. Unfortunately, it turns many of parenting’s pleasures-such as smiling along with your baby — into critically important work which, if not performed adequately, puts that child’s future health and happiness in danger. However, the evidence used to explain how baby brain develops is often flawed — whether it is a result of small samples that are more likely to turn up weird results or studying children who have experienced extreme neglect and then inferring more general lessons from this. Worse still, such research takes a short path to becoming public policy. Take A vision for the 1,001 critical days, a UK government report published in 2021, which states that the infant brain “becomes hardwired by the baby’s earliest experiences”. Similar narratives have been adopted by various organizations that frame parents’ interactions with their baby as a crucial window for shaping that child’s future. Of course, there is a place for science in understanding child development and parenting. Rather than analyzing the parent-child relationship, think how babies and children really learn. They do so from everyone, not just their parents, and are doing it all the time — through watching, listening and playing. Rather than attempt to shape infants into a particular type of person, parents just need to provide a safe and stable environment in which they can develop. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2 / 23 学科网（北京）股份有限1 / 23 学科网（北京）股份有限公司 $