Unit 5 Education 教育（单元阅读精练）英语北师大版选择性必修第二册

**基本信息** 聚焦教育主题，融合词汇积累、长难句分析与多元题型实战，通过真题链接与方法提炼系统提升语言能力与思维品质。 **专项设计** |模块|题量/典例|方法提炼|知识逻辑| |----|-----------|----------|----------| |阅读精练|1篇议论文+译文|长难句结构拆解（如形式主语句型、让步状语从句）|词汇（如feedback）-句法（复杂句式）-语篇（论点论证）递进| |真题链接|1篇记叙文+2长难句|细节题定位、作者态度分析|以词典使用案例串联学习能力培养| |实战演练|10篇（4阅读/2七选五/2完形/2语法填空）|七选五逻辑衔接、完形语境推理、语法填空规则应用|覆盖教育模式（跨学科/多模态）、学习策略等多维度，形成主题知识网络|

Unit 5 Education 教育 单元阅读精练 We generally believe that wisdom grows naturally with experience. As time passes, we make mistakes, learn lessons, and gradually improve our judgment. This common belief is comforting because it suggests that simply living longer will improve our understanding of the world. However, research from psychology and behavioral science now challenges this idea, indicating that experience alone is not always a reliable teacher. In many cases, repetition does not sharpen judgment — rather, it dulls it. People who make the same decisions over and over often grow more confident without becoming more accurate. Consider an investor who continues to pour money into a declining stock because it once made him a fortune. Likewise, a doctor with years of experience in flu diagnosis might ignore an unusual symptom, only to realize later it was the first sign of a rare disease. Experience, it turns out, can solidify errors just as easily as it corrects them. In complex environments like financial markets, relationships or parenting, the consequences of decisions are rarely clear. Success is easily credited to skill when it could just have easily been luck, while failure is excused anyway. How can we trust such biased interpretations? This is why experience so often misleads us. The key is that experience leads to genuine learning only under very specific conditions. As Soyer and Hogarth note in the book The Myth of Experience, “Experience does not automatically lead to learning. What matters is not how much experience someone has, but whether the environment provides clear, timely, and reliable feedback.” When feedback is delayed or unclear, experience acts not as a teacher but as a cheater. Ancient philosophers were cautious of this long before modern psychology started to explore it. Socrates distrusted the authority of experience when unaccompanied by reflection, insisting that unexamined beliefs grow more dangerous with time. Wisdom, on this view, does not emerge from repetition, but from the capacity to question what experience appears to have taught us. 【译文欣赏】 我们通常认为，智慧会随着阅历自然增长。随着时间推移，我们犯错、吸取教训，判断力也逐步提升。这种普遍认知令人心安，因为它意味着只要活得更久，我们对世界的理解就会加深。然而，心理学与行为科学的相关研究如今对这一观点提出了质疑：仅有阅历，并不总能可靠地教会我们道理。 很多时候，重复经历并不会锤炼判断力，反而会使之变得迟钝。反复做出同种抉择的人，自信心不断增强，但判断的准确度却并未提高。试想一名投资者，持续向持续下跌的股票投入资金，只因这支股票曾经让他赚过大钱。同理，一位拥有多年流感诊疗经验的医生，有可能忽视某个反常症状，事后才发现这正是一种罕见疾病的早期信号。事实证明，阅历既能够纠正错误，同样也容易固化错误认知。 在金融市场、人际交往、养育子女这类复杂环境中，决策带来的结果往往难以明晰。成功很容易被归功于个人能力，但它或许仅仅源于运气；而失败总能找到借口。我们又怎能相信这种带有偏见的解读？这就是阅历常常误导我们的原因。关键在于：只有在十分特定的条件下，阅历才能带来真正的成长。索耶与霍加斯在《经验的迷思》一书中写道：“阅历并不会自动带来学习成长。重要的不在于一个人拥有多少阅历，而在于所处环境能否提供清晰、及时、可靠的反馈。” 倘若反馈滞后、模糊不清，阅历就不再是良师，而是欺骗者。 早在现代心理学开展相关研究之前，古代哲学家就已经对此保持警惕。苏格拉底不信任缺乏反思的经验权威，他坚持认为，未经审视的想法会随着时间推移变得更加危险。按照这一观点，智慧并非诞生于不断重复，而是源自一种能力 —— 敢于质疑阅历看似传授给我们的一切。 【词汇积累】 2 原创精品资源学科网独家享有版权，侵权必究！ ( 1 / 29 ) 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 1. wisdom /ˈwɪzdəm/n. 智慧，明智 2. judgment /ˈdʒʌdʒmənt/n. 判断；判断力 3. challenge /ˈtʃælɪndʒ/v. 质疑；挑战 4. reliable /rɪˈlaɪəbl/adj. 可靠的 5. repetition /ˌrepəˈtɪʃn/n. 重复，反复 6. sharpen /ˈʃɑːpn/v. 使敏锐；磨炼 7. dull /dʌl/v. 使迟钝；adj. 迟钝的 8. solidify /səˈlɪdɪfaɪ/v.（使）固化，巩固 9. biased /ˈbaɪəst/adj. 带有偏见的 10. genuine /ˈdʒenjuɪn/adj. 真正的；真实的 11. feedback /ˈfiːdbæk/n. 反馈 12. authority /ɔːˈθɒrəti/n. 权威 13. reflection /rɪˈflekʃn/n. 反思；思考 14. unexamined /ˌʌnɪɡˈzæmɪnd/adj. 未经审视的 15. capacity /kəˈpæsəti/n. 能力 【高考真题链接】 （2026·全国一卷·高考真题）Not long ago, my fifth-grade son Kevin asked me about the meaning of a word in a novel. “Look it up,” I responded. “But my screen time is off,” he said. I looked pointedly at the bookshelf that held at least three dictionaries, and Kevin sighed (叹气) dramatically. “Can’t you just use your phone?” he asked. Suddenly it occurred to me that he did not even know how to use a dictionary. I took down one of the dictionaries, and we read it together for a few minutes before I handed it to him. It took him a few tries to find the word in question. While going through the pages, he kept saying, wide-eyed: “How can there be this many words?” After a while, he looked at me and asked, “Do you know all these words, Mom?” I smiled. “I definitely do not know all these words,” I said. “But that’s why this is one of my favorite books.” I had my first dictionary as a gift for my 13th birthday. I decided that I wanted to learn as many words as I could and started marking every entry I looked up with a pencil to measure my progress. I continued to make these pencil marks for years, and when I went off to college, I packed that dictionary in my suitcase. Kevin wanted to see the dictionary. I felt a small pain in my chest. The dictionary was stolen at the end of my freshman year of college. “That’s so sad,” he said, “but you still know all those words, even without the book.” I realized that this was true. I still made it through the next three years of college, even without the book. And it wasn’t, ultimately, the dictionary that got me there — not really. Now I understand that although my son may be learning differently, he is still learning. It’s not about the words themselves or how we learn them, but the wanting to know them, the curiosity and the appetite. 1．What does Kevin usually do to get the meaning of a word? A．Use electronic devices. B．Consult a paper dictionary. C．Guess from the context. D．Turn to his English teacher. 2．How did Kevin feel while looking up the word in the dictionary? A．Annoyed. B．Disappointed. C．Encouraged. D．Astonished. 3．What can we learn about the author’s first dictionary? A．It helped her through college. B．It was given to Kevin as a gift. C．It bore witness to her efforts. D．It was a valuable limited edition. 4．What has the author come to realize about learning? A．It is never too late to start. B．Motivation is what really matters. C．Children need role models. D．Dictionaries are still a useful tool. ( 长难句一 原文：Suddenly it occurred to me that he did not even know how to use a dictionary. ✅句子结构：形式主语句型 `it occurred to sb. that…`；that 引导真正的主语从句 主干：it occurred to me 主语从句：that he did not even know how to use a dictionary 翻译：我突然意识到，他甚至不知道该如何使用词典。 长难句二 原文：Now I understand that although my son may be learning differently, he is still learning. It’s not about the words themselves or how we learn them, but the wanting to know them, the curiosity and the appetite. ✅句子结构：that 引导宾语从句；从句内含 although 让步状语从句；后半段使用 `not… but…` 并列结构 主干：I understand that … 让步分句：although my son may be learning differently 并列结构：not about … but (about) the wanting to know them, the curiosity and the appetite 翻译：如今我明白，尽管我的儿子学习方式或许不同，但他依然在学习。关键不在于单词本身，也不在于我们学习单词的方式，而在于求知的渴望、好奇心与求知欲。 ) ( 1. dramatically /drəˈmætɪkli/adv. 夸张地；显著地 2. occur /əˈkɜː(r)/v. （想法）浮现；发生 3. entry /ˈentri/n.（词典）词条；条目 4. measure /ˈmeʒə(r)/v. 衡量；测量 5. progress /ˈprəʊɡres/n. 进步，进展 6. suitcase /ˈsuːtkeɪs/n. 行李箱 7. freshman /ˈfreʃmən/n.（大学）新生 8. ultimately /ˈʌltɪmətli/adv. 最终，归根结底 9. curiosity /ˌkjʊəriˈɒsəti/n. 好奇心 10. appetite /ˈæpətaɪt/n. 欲望；爱好；胃口 11. respond /rɪˈspɒnd/v. 回应，答复 12. dictionary /ˈdɪkʃənri/n. 词典，字典 13. stolen /ˈstəʊlən/v. 偷窃（steal 过去分词） 14. pack /pæk/v. 收拾（行李），打包 15. novel /ˈnɒvl/n. 小说 ) 【综合实战演练】 语篇 题型 体裁 内容简介 Passage1 阅读理解 议论文 生物学教师结合教学实践指出，反复标记、重读课本属于低效学习；依据测试效应，主动自我测试才是高效方式，并介绍课堂训练方法，引导学生摆脱 “看似努力” 的学习误区。 Passage2 阅读理解 说明文 介绍 STEAM 跨学科学习模式，以伯克利高中城市生态与艺术融合项目为例，展示其培养创新与综合思维的优势；同时点明师资、课程设计、评价体系等现实挑战，专家认为跨学科学习是未来教育方向。 Passage3 阅读理解 说明文 斯坦福大学研究探究儿童数学学习困难的成因，发现数学薄弱的孩子犯错后难以调整解题策略；脑部扫描显示他们负责监控、调整行为的脑区活跃度更低，研究者计划进一步探究该能力对其他学科的影响。 Passage4 阅读理解 说明文 介绍数字化时代下多模态学习这种新型教育模式，说明其借助图像、音视频等多元形式适配不同学习者；引用研究佐证优势，同时客观指出信息过载、数字鸿沟等难题，倡导平衡数字化工具与传统教学。 Passage5 阅读理解七选五 说明文 针对学生学习容易分心的普遍问题，依次介绍打造无干扰学习环境、设定清晰学习目标、劳逸结合、避免长时间连续学习、保持身心健康五种提升专注力、提高学习效率的实用方法。 Passage6 阅读理解七选五 议论文 探讨教育领域存在学位通胀与分数通胀现象，分析分数虚高产生的多重诱因，阐述分数通胀扰乱大学录取、无法真实反映学生水平等危害，呼吁教育回归培育学习者的本质目标。 Passage7 完形填空 议论文 瑞典不少学校重新重视手写、纸质阅读等传统学习方式，减少课堂电子设备使用；过度依赖数字工具造成学生成绩下滑、损害身心健康，引发家长与教育界担忧，学校出台政策力求打造均衡的学习环境。 Passage8 完形填空 记叙文 作者执教时遇见患有阅读障碍的学生 Sarah，没有局限于糟糕的拼写成绩，发掘其叙事创作天赋并提供适配的学习支持；这段经历重塑作者教育理念，促使其转型为学习辅导专家，二人互相带来长久影响。 Passage9 语法填空 议论文 论述艺术是公共教育不可或缺的组成部分，艺术学习有助于学生表达情感、拓展思维；艺术课程能够全面提升学生学业水平，优化课堂氛围，同时培养自律、坚持、追求卓越等优良品质。 Passage10 语法填空 议论文 围绕 “读大学是否值得” 展开正反两方讨论：支持者认为大学学位拓宽就业渠道、降低失业率；反对者指出高等教育成本高昂、毕业生背负债务，部分雇主更加看重实践工作经验。 Passage 1 （25-26高二下·江苏苏州·期末）I teach biology at the University of Washington, and I’ve lost count of how many times students come to me with textbooks highlighted in four different colors. “I can tell you’ve done a lot of work,” I say. “You really want to succeed.” Then I have to tell them the hard truth: any more time spent on this after the first time was a waste. They’re shocked. “How is that possible?” Students have been trained for years to keep reading and rereading, to mark every page until it glows (变得鲜亮). But research on the testing effect shows that people learn more by testing themselves than by rereading. The idea is simple: read a little, then test yourself. The problem is that many students don’t know how to study this way. So I model it in class. Every five minutes I throw out a question on the material we have just talked about, and I can see them start to look through their notes. I say, “Stop. Do not look at your notes. Take a minute to think about it yourself.” I tell them our brains are like a forest, and your memory is in there somewhere. You’re here, and the memory is over there. The more times you make a path to that memory, the better the path is, so that the next time you need the memory, it’s going to be easier to find it. But as soon as you get your notes out, you have short-circuited the path. You are not exploring for the path anymore, someone has told you the way. At other times, I pose a question and have students write three possible answers on the board. They vote by raising fingers, then find someone with a different answer and figure out who is correct. This transforms how they see their own learning. When students trip over an exam question, they’ll commonly accuse the test of containing trick questions. But now they come to me after a disappointing exam and say, “I have the illusion (错觉) of knowing. How do I get better?” 1．Why are the students shocked by the author’s comment on their textbooks? A．They consider the teacher too critical. B．They find their study method questioned. C．They regard reading as effective learning. D．They view highlighting as a waste of time. 2．What problem do many students face? A．They depend on frequent tests. B．They lack self-testing skills. C．They spend little time in reading. D．They object to page marking. 3．What does the author mean by comparing the brain to a forest? A．Memory disappears without regular use. B．Memories exist in fixed locations. C．Memory training means making paths. D．Note consultation helps recall. 4．What do students’ words imply in paragraph 4? A．They are disappointed at the exam result. B．They regret not testing themselves earlier. C．They prefer solving problems independently. D．They are ready to improve their learning methods. Passage 2 （25-26高二下·四川凉山·期末）In classrooms around the world, a new approach to education is gaining popularity: interdisciplinary (跨学科的) learning, which breaks down traditional subject barriers to connect art, science, technology, engineering, and mathematics (STEAM). This method isn’t just about mixing subjects — it’s about solving real-world problems through integrated, hands-on learning, preparing students to thrive in a world that demands creativity and cross-functional thinking. At Berkeley High School in California, the “Urban Ecology + Art” project exemplifies (体现) this approach. Over a semester, students combined biology, environmental science, engineering, and visual art to address urban greening challenges. They conducted field research on local plant species, analyzed soil samples, and designed rainwater collection systems and vertical (垂直的) gardens. Finally, they worked with art students to create interactive installations, turning scientific data into colorful murals and 3D models. “The project changed how my students see learning,” said coordinator Lisa Marquez. “Before, they thought science was just textbooks and art was just painting. Now, they understand that science needs creativity, and art needs logic. One student who struggled with biology now wants to study environmental design — she found her passion through this work.” The results are striking. A 2025 study found that students in interdisciplinary STEAM projects scored 23% higher on problem-solving assessments and submitted 40% more innovative ideas than peers in traditional classes. They also reported higher engagement and confidence, as hands-on work made abstract concepts tangible. Despite its success, this approach faces significant challenges. Many schools lack teachers trained across subjects, and designing high-quality curriculum requires time and resources often in short supply. Additionally, assessing student learning is more complex than traditional testing, involving both content mastery and creative application. Experts argue that the benefits far outweigh the challenges. “The problems we face today — climate change, public health crises — can’t be solved by a single subject,” said Dr. Elena Carter, a researcher at Oxford. “We need citizens who can connect ideas across fields and think both analytically and creatively. Interdisciplinary learning isn’t just a trend — it’s the future of education.” 1．What did students learn from the “Urban Ecology + Art” project? A．Biology is more creative than they assumed. B．Art requires more scientific data than expected. C．Science and art are more connected than they thought. D．Engineering is less practical than visual art in cities. 2．What does the 2025 study show about STEAM students? A．They spend more time on hands-on work. B．They perform better in problem-solving. C．They engage less in traditional classes. D．They show less interest in art subjects. 3．What does the author imply about the assessment of STEAM projects? A．It follows traditional testing methods. B．It demands more comprehensive criteria. C．It prioritizes artistic over scientific accuracy. D．It relies merely on students’ creative performance. 4．What is Dr. Elena Carter’s attitude toward interdisciplinary learning? A．Supportive. B．Concerned. C．Skeptical. D．Neutral. Passage 3 （25-26高二下·贵州遵义·期末）A Stanford University study led by Hyesang Chang explored why some children find math much harder than their classmates. Many people think math difficulties simply come from not understanding numbers. However, this study looked deeper at how children learn from mistakes and adjust their strategies over time. In the study, children completed simple comparison tasks. They had to decide which of two groups of dots was larger. The researchers didn’t just focus on whether answers were right or wrong. Instead, they tracked how each child’s performance changed across many trials, paying attention to whether children adjusted their approach after making errors. The results showed a clear pattern. Children who struggled with math were less likely to shift their strategy after getting a problem wrong. Even when they made different kinds of mistakes, they did not seem to update their thinking. This difficulty in adjusting behavior was a key difference between children with typical math abilities and those with math learning challenges. To understand what was happening in the brain, the researchers used brain imaging. This technique measures activity in different regions of the brain while a person performs tasks. The scans revealed that children with more math difficulties had weaker activity in brain areas responsible for monitoring performance and adjusting behavior. These brain regions help evaluate mistakes, shift strategies, and adapt to new information. Lower activity in these areas could predict whether a child had math difficulties. The findings suggest that math struggles may not come only from problems with understanding numbers. Some children have trouble revising their thought processes while working through problems. Being able to recognize an error and try a new approach is essential not just in math, but in many types of learning. Chang explained that these difficulties may apply to broader cognitive abilities, not just number skills. The researchers now plan to study larger and more diverse groups of children to see whether problems with adapting strategies affect other academic areas as well. 1．What task did children perform in the study? A．Grouping the dots. B．Comparing the quantities. C．Adjusting the trials. D．Adopting post-error strategies. 2．What can be inferred about children struggling with math? A．They failed to predict their mistakes. B．They solved problems at a slower pace. C．They repeated similar errors frequently. D．They had trouble changing their thinking. 3．What did the brain scans suggest about children with math difficulties? A．Better performance in irrelevant brain parts. B．Lower activity in performance-related sections. C．Quicker response in mistake-evaluating regions. D．Less connection in performance-monitoring areas. 4．What may be explored in future research? A．Differences among larger child samples. B．Typical thinking shifts of children. C．Academic effects of poor adjustments. D．Cognitive abilities in number skills. Passage 4 （25-26高二下·福建福州·期末）In today’s digital age, education is experiencing a great change. Traditional classrooms, once dominated (主导) by textbooks and face-to-face lectures, are gradually developing into modern multi-modal learning environments. In these new settings, students process information not only through words but also through images, audio, video and interactive digital tools. This transformation reflects how modern teenagers prefer to receive information. Multi-modal learning makes use of sensory and digital forms to present materials. For example, a history lesson may combine textbooks with short films, interactive timelines and audio programs. This teaching method meets diverse learning needs: visual learners benefit from charts and videos, auditory (听觉的) learners improve by listening to speeches, and hands-on students learn better through practical activities and virtual experiences. Research has shown advantages of multi-modal learning. A 2025 study by the Global Education Research Institute showed that students using such materials remembered 60% more information and were 45% more focused in class than those using traditional textbooks. They were also more willing to take part in class discussions and complete tasks. Technology has greatly sped up this educational change. Smartphones and computers provide students with multi-modal learning resources. Learning platforms, including Khan Academy and TED-Ed, offer high-quality videos and interactive lessons. Meanwhile, teachers use digital whiteboards, virtual reality field trips and online programs to create interesting class experiences. However, some challenges still exist. Critics warn that too much digital information may cause overload. The digital divide is another problem, since not all students have equal access to digital tools. Some educators also worry that overusing technology may reduce real communication and weaken critical (批判性的) thinking. Even so, these challenges are minor compared to the profound gains; by thoughtfully balancing digital integration with traditional wisdom, we ensure that multi-modal learning effectively empowers students for the 21st century. 1．What is a key feature of modern learning environments? A．Satisfying different learning needs. B．Requiring face-to-face lectures. C．Developing teenage learning preferences. D．Combining diverse visual forms. 2．Why does the author mention the 2025 study? A．To show the advantages of data correction. B．To prove the importance of class discussions. C．To support the benefits of multi-modal learning. D．To compare the difference of learning materials. 3．How is Paragraph 4 mainly developed? A．By analyzing causes. B．By listing examples. C．By recording findings. D．By making comparisons. 4．What is the author’s attitude towards digital educational tools? A．Objective B．Critical. C．Doubtful. D．Supportive. 5．What can be a suitable title for the text? A．Digital Tools: A Key to Effective Learning. B．Digital education: A Source of New Challenges. C．Multi-modal Learning: A New Educational Trend. D．Multi-modal Learning: A Guide to Future Classrooms. Passage 5 （25-26高二下·海南海口·期末）Many students find it hard to concentrate when studying. They open their books, but their minds soon wander to phones, music, or even the weather outside. In today’s world of constant distraction (干扰), building deep focus has become an important skill for learners. Here are some practical ways to train your mind and study more effectively. First, create a study space that is free from distractions. 1 This small change tells your brain that it is time to work, and it can greatly improve your ability to concentrate. Second, set clear goals for each study session. 2 For example, instead of telling yourself to “study math,” set a goal like “finish ten algebra problems in 30 minutes.” Clear goals make it easier to stay on track and measure your progress. Third, take regular breaks. 3 A popular method is the “25-minute rule”: study for 25 minutes, then take a 5-minute break. This helps your brain rest and keeps you from feeling tired too quickly. 4 Many students believe that studying longer means learning better, but in fact, the brain needs time to organize new information. Short, focused study sessions over several days are usually more effective than one long, sleepless night. Finally, stay healthy. 5 A balanced diet, enough sleep, and regular exercise all play an important role in how well your brain works. Remember, a healthy body supports a healthy mind. A．Try to study in a quiet room with your phone put away. B．Good study habits also depend on your physical health. C．Don’t try to learn everything in one long study session. D．Studying with friends can sometimes help you focus better. E．Knowing exactly what you want to achieve keeps you motivated. F．Some students find that listening to music helps them study. G．Our brains cannot focus for hours without short periods of rest. Passage 6 （25-26高二下·黑龙江哈尔滨·期中）Education is about learning, enriching our lives and making us better citizens and independent thinkers. 1 But over the last decade and a half, the goal of learning has given way to grades and degrees. This has led to inflation (通货膨胀) in both. Degree inflation means employers require a bachelor’s degree or more for work that really doesn’t need it. Fortunately, hiring managers have begun to learn that, and degree requirements have been declining in many fields. 2 An analysis showed that grades in the Los Angeles have been rising while scores on nationwide standardized exams have been crashing. The gaps between grades and test scores are immense and consistent. Students’ actual mastery of the material declines despite their more credits and higher grades in math. 3 To avoid discouraging students, some school districts did away with F grade, so grade point averages have consistently risen. Plus, there is huge pressure from students and their parents. In a 2023 survey, educators said roughly half of students requested higher grades than they had earned and that 8 out of 10 teachers gave in, for a third of students and parents bother them when they don’t. Inflated grades damage the college admission process. While colleges used to regard high school grade point averages as the best predictor of higher education success, their predictive value has decreased. 4 Consequently, some students, armed with good grades, march off to college, only to find themselves in remedial classes (补习班) because they haven’t learned enough to take college-level courses. We have to ask ourselves: Do we want education to be about intellectual growth or a performance driven by grade inflation? 5 A．Grade inflation results from multiple factors. B．Its core mission is globally recognized by educators. C．Standardized tests reflect real academic performance effectively. D．Yet grade inflation shows no sign of slowing down in this period. E．After all, education should return to original nurturing of learners. F．A high grade no longer guarantees a student’s academic competence. G．Many teachers are tired of parents’ endless requests for higher grades. Passage 7 （2026·云南·模拟预测）As children returned to school in Sweden last month, many of their teachers were putting new importance on some traditional skills. These included reading printed books, quiet reading time and 1 practice. Teachers were spending 2 time with digital devices, online research and typing skills. The return to traditional ways of learning might be the 3 to criticism about dependence on electronic technology in education. Critics 4 that students are not learning basic skills with the introduction of tablets (平板电脑) in schools. They also claim that physical books are 5 for student learning. According to an international test, compared with other European countries, Sweden’s children 6 below average in 2023. This could partly 7 an overuse of electronic devices during school lessons, which might cause kids to fall behind. Digital learning tools in schools have 8 drawn widespread concern. There has been clear scientific evidence that digital learning tools harm rather than 9 student learning. Moreover, information from digital sources may not be 10 . Parents always 11 that their children are spending too much time staring at screens, which they believe can lead to 12 problems as well as neck and back strain (拉伤). They also fear that the constant 13 to digital distractions may weaken their children’s ability to focus and learn effectively. In response, schools begin to carry out policies and practices that 14 to reduce screen time and promote more 15 learning environments. 1．A．pronunciation B．teaching C．handwriting D．translation 2．A．less B．better C．more D．worse 3．A．access B．answer C．topic D．ability 4．A．admire B．deny C．object D．argue 5．A．essential B．interesting C．demanding D．secondary 6．A．sought B．advanced C．cheated D．scored 7．A．lead to B．rule out C．result from D．focus on 8．A．only B．even C．still D．seldom 9．A．soften B．rescue C．enhance D．track 10．A．accurate B．specific C．global D．official 11．A．approve B．complain C．regard D．pretend 12．A．hearing B．heart C．sight D．mind 13．A．resistance B．addiction C．commitment D．exposure 14．A．refer B．aim C．suit D．agree 15．A．balanced B．diverse C．severe D．stable Passage 8 （25-26高三上·河南郑州·期末）When Sarah joined my third-grade class as an 8-year-old with dyslexia (阅读障碍), she’d sit at her desk and avoid eye contact. I didn’t realize how her learning difference would 1 my teaching. During each morning’s free writing period, she showed her 2 . She filled pages 3 , with her Pen moving fast, but her spelling was terrible. When I asked her to read, her whisper 4 a fine tale, which amazed me. I saw a talented storyteller hidden behind her 5 writing. I began rethinking priorities — was perfect spelling more important than 6 ？My answer was “no”. Then I encouraged her to learn more about stories through audiobooks, asked her parents to record her tales, and even provided voice-to-text tools, never letting spelling 7 her creative flow. Sarah soon 8 searching for extra audio materials, growing into her own self-guidance. This 9 shook my teaching core: I left classroom life to work one-on-one as an educational specialist, trained in multisensory approaches, and later 10 as a learning specialist bridging teachers, students and families. Today, I help teachers avoid making judgments 11 — like I almost did with Sarah. I guide them to look beyond 12 by sharing her story. Sarah went to an arts high school with a 13 on creative writing and graduated from college last December. I hugged her tightly at the ceremony, feeling so 14 . Teachers rarely know their impact, but I always know Sarah’s 15 influence on me. 1．A．mention B．shape C．prove D．explain 2．A．calmness B．management C．passion D．appearance 3．A．tirelessly B．carelessly C．helplessly D．uselessly 4．A．revealed B．broke C．simplified D．hid 5．A．slow B．detailed C．visible D．messy 6．A．guidance B．communication C．creativity D．participation 7．A．restore B．disturb C．track D．replace 8．A．recommended B．postponed C．avoided D．began 9．A．invitation B．anniversary C．registration D．shift 10．A．returned B．apologized C．waited D．hesitated 11．A．in debt B．in advance C．in danger D．in short 12．A．contributions B．grades C．exchanges D．habits 13．A．focus B．myth C．lecture D．debate 14．A．confident B．curious C．proud D．secure 15．A．unknown B．slight C．lasting D．mutual Passage 9 （25-26高二下·广西桂林·期末）阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 The arts are an essential part of public education. From dance and music 1 theater and the visual arts, these programs give children a means of expression that helps capture their passions and emotions, 2 (allow) them to explore new ideas. The arts touch every aspect of our lives. The arts can play 3 crucial role in improving students’ ability to learn because they can make use of a wide range of intelligence and learning 4 (style). Schools that include music, art, drama, dance and creative writing into their courses have found that teaching the arts has 5 (significant) affected a student’s overall success in school. I believe the success 6 (base) on the fact that the arts are closely associated with important ideas and events in history. Students 7 have a good background in the arts are likely to have more information and insight. Furthermore, the arts can change the classroom environment, with tasks 8 (finish) in relaxing settings. The arts create enthusiasm 9 motivation for learning. The arts also teach self-discipline, the value of determination 10 (achieve) excellence and the rewards of hard work. Passage 10 （25-26高二下·浙江·期中）阅读下面短文，在空白处填入1个恰当的单词或括号内单词的正确形式。 With the cost of higher education increasing rapidly, many young people are wondering if going to university is still worth the effort. So it’s vital 1 (balance) the costs with the potential benefits and make sure it’s the right decision for you. Let’s take a look at the 2 (argue). What are the benefits? First of all, a university education improves your job prospects and broadens your future options. Increasingly, you’re at a disadvantage 3 a degree. Statistics show that graduates have a 4 (low) unemployment rate than non-graduates and higher annual earnings. And a degree opens up job opportunities abroad as well — when you’re a graduate, you have 5 (limit) chances! Still, not everyone is so enthusiastic about higher education. Some people argue that university education is 6 (great) overestimated and that it gives young people false expectations about their career prospects. Many students leave university 7 (burden) with debt, and with no guarantee of a decent job. Others argue that many employers appear to value work experience over 8 degree. As one employer puts it, “I now make a point of interviewing people first 9 have spent their time travelling or working instead of doing a degree, because this shows they 10 (prepare) to stand out from the crowd.” ( 1 / 29 ) 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ Unit 5 Education 教育 单元阅读精练 We generally believe that wisdom grows naturally with experience. As time passes, we make mistakes, learn lessons, and gradually improve our judgment. This common belief is comforting because it suggests that simply living longer will improve our understanding of the world. However, research from psychology and behavioral science now challenges this idea, indicating that experience alone is not always a reliable teacher. In many cases, repetition does not sharpen judgment — rather, it dulls it. People who make the same decisions over and over often grow more confident without becoming more accurate. Consider an investor who continues to pour money into a declining stock because it once made him a fortune. Likewise, a doctor with years of experience in flu diagnosis might ignore an unusual symptom, only to realize later it was the first sign of a rare disease. Experience, it turns out, can solidify errors just as easily as it corrects them. In complex environments like financial markets, relationships or parenting, the consequences of decisions are rarely clear. Success is easily credited to skill when it could just have easily been luck, while failure is excused anyway. How can we trust such biased interpretations? This is why experience so often misleads us. The key is that experience leads to genuine learning only under very specific conditions. As Soyer and Hogarth note in the book The Myth of Experience, “Experience does not automatically lead to learning. What matters is not how much experience someone has, but whether the environment provides clear, timely, and reliable feedback.” When feedback is delayed or unclear, experience acts not as a teacher but as a cheater. Ancient philosophers were cautious of this long before modern psychology started to explore it. Socrates distrusted the authority of experience when unaccompanied by reflection, insisting that unexamined beliefs grow more dangerous with time. Wisdom, on this view, does not emerge from repetition, but from the capacity to question what experience appears to have taught us. 【译文欣赏】 我们通常认为，智慧会随着阅历自然增长。随着时间推移，我们犯错、吸取教训，判断力也逐步提升。这种普遍认知令人心安，因为它意味着只要活得更久，我们对世界的理解就会加深。然而，心理学与行为科学的相关研究如今对这一观点提出了质疑：仅有阅历，并不总能可靠地教会我们道理。 很多时候，重复经历并不会锤炼判断力，反而会使之变得迟钝。反复做出同种抉择的人，自信心不断增强，但判断的准确度却并未提高。试想一名投资者，持续向持续下跌的股票投入资金，只因这支股票曾经让他赚过大钱。同理，一位拥有多年流感诊疗经验的医生，有可能忽视某个反常症状，事后才发现这正是一种罕见疾病的早期信号。事实证明，阅历既能够纠正错误，同样也容易固化错误认知。 在金融市场、人际交往、养育子女这类复杂环境中，决策带来的结果往往难以明晰。成功很容易被归功于个人能力，但它或许仅仅源于运气；而失败总能找到借口。我们又怎能相信这种带有偏见的解读？这就是阅历常常误导我们的原因。关键在于：只有在十分特定的条件下，阅历才能带来真正的成长。索耶与霍加斯在《经验的迷思》一书中写道：“阅历并不会自动带来学习成长。重要的不在于一个人拥有多少阅历，而在于所处环境能否提供清晰、及时、可靠的反馈。” 倘若反馈滞后、模糊不清，阅历就不再是良师，而是欺骗者。 早在现代心理学开展相关研究之前，古代哲学家就已经对此保持警惕。苏格拉底不信任缺乏反思的经验权威，他坚持认为，未经审视的想法会随着时间推移变得更加危险。按照这一观点，智慧并非诞生于不断重复，而是源自一种能力 —— 敢于质疑阅历看似传授给我们的一切。 【词汇积累】 2 原创精品资源学科网独家享有版权，侵权必究！ ( 1 / 29 ) 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 1. wisdom /ˈwɪzdəm/n. 智慧，明智 2. judgment /ˈdʒʌdʒmənt/n. 判断；判断力 3. challenge /ˈtʃælɪndʒ/v. 质疑；挑战 4. reliable /rɪˈlaɪəbl/adj. 可靠的 5. repetition /ˌrepəˈtɪʃn/n. 重复，反复 6. sharpen /ˈʃɑːpn/v. 使敏锐；磨炼 7. dull /dʌl/v. 使迟钝；adj. 迟钝的 8. solidify /səˈlɪdɪfaɪ/v.（使）固化，巩固 9. biased /ˈbaɪəst/adj. 带有偏见的 10. genuine /ˈdʒenjuɪn/adj. 真正的；真实的 11. feedback /ˈfiːdbæk/n. 反馈 12. authority /ɔːˈθɒrəti/n. 权威 13. reflection /rɪˈflekʃn/n. 反思；思考 14. unexamined /ˌʌnɪɡˈzæmɪnd/adj. 未经审视的 15. capacity /kəˈpæsəti/n. 能力 【高考真题链接】 （2026·全国一卷·高考真题）Not long ago, my fifth-grade son Kevin asked me about the meaning of a word in a novel. “Look it up,” I responded. “But my screen time is off,” he said. I looked pointedly at the bookshelf that held at least three dictionaries, and Kevin sighed (叹气) dramatically. “Can’t you just use your phone?” he asked. Suddenly it occurred to me that he did not even know how to use a dictionary. I took down one of the dictionaries, and we read it together for a few minutes before I handed it to him. It took him a few tries to find the word in question. While going through the pages, he kept saying, wide-eyed: “How can there be this many words?” After a while, he looked at me and asked, “Do you know all these words, Mom?” I smiled. “I definitely do not know all these words,” I said. “But that’s why this is one of my favorite books.” I had my first dictionary as a gift for my 13th birthday. I decided that I wanted to learn as many words as I could and started marking every entry I looked up with a pencil to measure my progress. I continued to make these pencil marks for years, and when I went off to college, I packed that dictionary in my suitcase. Kevin wanted to see the dictionary. I felt a small pain in my chest. The dictionary was stolen at the end of my freshman year of college. “That’s so sad,” he said, “but you still know all those words, even without the book.” I realized that this was true. I still made it through the next three years of college, even without the book. And it wasn’t, ultimately, the dictionary that got me there — not really. Now I understand that although my son may be learning differently, he is still learning. It’s not about the words themselves or how we learn them, but the wanting to know them, the curiosity and the appetite. 1．What does Kevin usually do to get the meaning of a word? A．Use electronic devices. B．Consult a paper dictionary. C．Guess from the context. D．Turn to his English teacher. 2．How did Kevin feel while looking up the word in the dictionary? A．Annoyed. B．Disappointed. C．Encouraged. D．Astonished. 3．What can we learn about the author’s first dictionary? A．It helped her through college. B．It was given to Kevin as a gift. C．It bore witness to her efforts. D．It was a valuable limited edition. 4．What has the author come to realize about learning? A．It is never too late to start. B．Motivation is what really matters. C．Children need role models. D．Dictionaries are still a useful tool. 【答案】1．A 2．D 3．C 4．B 【导语】文章主要讲述了作者回忆自己通过纸质词典学习单词的经历，并与儿子使用电子设备查询单词的方式形成对比，最终意识到学习的本质在于好奇心与求知欲。 1．细节理解题。根据第一段中“Not long ago, my fifth-grade son Kevin asked me about the meaning of a word in a novel. “Look it up,” I responded. “But my screen time is off,” he said. I looked pointedly at the bookshelf that held at least three dictionaries, and Kevin sighed (叹气) dramatically. “Can’t you just use your phone?” he asked. (不久前，我上五年级的儿子Kevin问我一本小说里某个词的意思。“查字典，”我回答。“但是我的屏幕使用时间已经用完了，”他说。我刻意地看向放着至少三本字典的书架，Kevin夸张地叹了口气。“你就不能用你的手机查吗？”他问道。)”可知，作者提示Kevin用纸质词典查单词，但他想用手机，说明Kevin通常使用电子设备来获取单词的意思。 2．细节理解题。根据第二段中“I took down one of the dictionaries, and we read it together for a few minutes before I handed it to him. It took him a few tries to find the word in question. While going through the pages, he kept saying, wide-eyed: “How can there be this many words?” (我取下一本字典，我们一起读了几分钟，然后我把它递给了他。他试了好几次才找到那个词。在翻阅书页时，他睁大眼睛不停地说：“怎么会有这么多单词?”)”可知，Kevin查字典才发现有那么多单词，他感到很惊讶。 3．推理判断题。根据第三段“I had my first dictionary as a gift for my 13th birthday. I decided that I wanted to learn as many words as I could and started marking every entry I looked up with a pencil to measure my progress. I continued to make these pencil marks for years, and when I went off to college, I packed that dictionary in my suitcase. (我的第一本字典是我13岁生日时的礼物。我决定要尽可能多地学习单词，并开始用铅笔在我查过的每个词条旁做标记来衡量自己的进步。我持续做这些铅笔标记多年，上大学时，我把那本字典装进了行李箱)”可知，作者的第一本字典见证了她进入大学之前的整个努力过程。 4．细节理解题。根据最后一段“Now I understand that although my son may be learning differently, he is still learning. It’s not about the words themselves or how we learn them, but the wanting to know them, the curiosity and the appetite. (现在我明白了，虽然我的儿子可能以不同的方式学习，但他仍在学习。重要的不是单词本身或我们如何学习它们，而是想知道它们的欲望、好奇心和求知欲)”可知，作者意识到学习的真正关键在于动机和好奇心。 ( 长难句一 原文：Suddenly it occurred to me that he did not even know how to use a dictionary. ✅句子结构：形式主语句型 `it occurred to sb. that…`；that 引导真正的主语从句 主干：it occurred to me 主语从句：that he did not even know how to use a dictionary 翻译：我突然意识到，他甚至不知道该如何使用词典。 长难句二 原文：Now I understand that although my son may be learning differently, he is still learning. It’s not about the words themselves or how we learn them, but the wanting to know them, the curiosity and the appetite. ✅句子结构：that 引导宾语从句；从句内含 although 让步状语从句；后半段使用 `not… but…` 并列结构 主干：I understand that … 让步分句：although my son may be learning differently 并列结构：not about … but (about) the wanting to know them, the curiosity and the appetite 翻译：如今我明白，尽管我的儿子学习方式或许不同，但他依然在学习。关键不在于单词本身，也不在于我们学习单词的方式，而在于求知的渴望、好奇心与求知欲。 ) ( 1. dramatically /drəˈmætɪkli/adv. 夸张地；显著地 2. occur /əˈkɜː(r)/v. （想法）浮现；发生 3. entry /ˈentri/n.（词典）词条；条目 4. measure /ˈmeʒə(r)/v. 衡量；测量 5. progress /ˈprəʊɡres/n. 进步，进展 6. suitcase /ˈsuːtkeɪs/n. 行李箱 7. freshman /ˈfreʃmən/n.（大学）新生 8. ultimately /ˈʌltɪmətli/adv. 最终，归根结底 9. curiosity /ˌkjʊəriˈɒsəti/n. 好奇心 10. appetite /ˈæpətaɪt/n. 欲望；爱好；胃口 11. respond /rɪˈspɒnd/v. 回应，答复 12. dictionary /ˈdɪkʃənri/n. 词典，字典 13. stolen /ˈstəʊlən/v. 偷窃（steal 过去分词） 14. pack /pæk/v. 收拾（行李），打包 15. novel /ˈnɒvl/n. 小说 ) 【综合实战演练】 语篇 题型 体裁 内容简介 Passage1 阅读理解 议论文 生物学教师结合教学实践指出，反复标记、重读课本属于低效学习；依据测试效应，主动自我测试才是高效方式，并介绍课堂训练方法，引导学生摆脱 “看似努力” 的学习误区。 Passage2 阅读理解 说明文 介绍 STEAM 跨学科学习模式，以伯克利高中城市生态与艺术融合项目为例，展示其培养创新与综合思维的优势；同时点明师资、课程设计、评价体系等现实挑战，专家认为跨学科学习是未来教育方向。 Passage3 阅读理解 说明文 斯坦福大学研究探究儿童数学学习困难的成因，发现数学薄弱的孩子犯错后难以调整解题策略；脑部扫描显示他们负责监控、调整行为的脑区活跃度更低，研究者计划进一步探究该能力对其他学科的影响。 Passage4 阅读理解 说明文 介绍数字化时代下多模态学习这种新型教育模式，说明其借助图像、音视频等多元形式适配不同学习者；引用研究佐证优势，同时客观指出信息过载、数字鸿沟等难题，倡导平衡数字化工具与传统教学。 Passage5 阅读理解七选五 说明文 针对学生学习容易分心的普遍问题，依次介绍打造无干扰学习环境、设定清晰学习目标、劳逸结合、避免长时间连续学习、保持身心健康五种提升专注力、提高学习效率的实用方法。 Passage6 阅读理解七选五 议论文 探讨教育领域存在学位通胀与分数通胀现象，分析分数虚高产生的多重诱因，阐述分数通胀扰乱大学录取、无法真实反映学生水平等危害，呼吁教育回归培育学习者的本质目标。 Passage7 完形填空 议论文 瑞典不少学校重新重视手写、纸质阅读等传统学习方式，减少课堂电子设备使用；过度依赖数字工具造成学生成绩下滑、损害身心健康，引发家长与教育界担忧，学校出台政策力求打造均衡的学习环境。 Passage8 完形填空 记叙文 作者执教时遇见患有阅读障碍的学生 Sarah，没有局限于糟糕的拼写成绩，发掘其叙事创作天赋并提供适配的学习支持；这段经历重塑作者教育理念，促使其转型为学习辅导专家，二人互相带来长久影响。 Passage9 语法填空 议论文 论述艺术是公共教育不可或缺的组成部分，艺术学习有助于学生表达情感、拓展思维；艺术课程能够全面提升学生学业水平，优化课堂氛围，同时培养自律、坚持、追求卓越等优良品质。 Passage10 语法填空 议论文 围绕 “读大学是否值得” 展开正反两方讨论：支持者认为大学学位拓宽就业渠道、降低失业率；反对者指出高等教育成本高昂、毕业生背负债务，部分雇主更加看重实践工作经验。 Passage 1 （25-26高二下·江苏苏州·期末）I teach biology at the University of Washington, and I’ve lost count of how many times students come to me with textbooks highlighted in four different colors. “I can tell you’ve done a lot of work,” I say. “You really want to succeed.” Then I have to tell them the hard truth: any more time spent on this after the first time was a waste. They’re shocked. “How is that possible?” Students have been trained for years to keep reading and rereading, to mark every page until it glows (变得鲜亮). But research on the testing effect shows that people learn more by testing themselves than by rereading. The idea is simple: read a little, then test yourself. The problem is that many students don’t know how to study this way. So I model it in class. Every five minutes I throw out a question on the material we have just talked about, and I can see them start to look through their notes. I say, “Stop. Do not look at your notes. Take a minute to think about it yourself.” I tell them our brains are like a forest, and your memory is in there somewhere. You’re here, and the memory is over there. The more times you make a path to that memory, the better the path is, so that the next time you need the memory, it’s going to be easier to find it. But as soon as you get your notes out, you have short-circuited the path. You are not exploring for the path anymore, someone has told you the way. At other times, I pose a question and have students write three possible answers on the board. They vote by raising fingers, then find someone with a different answer and figure out who is correct. This transforms how they see their own learning. When students trip over an exam question, they’ll commonly accuse the test of containing trick questions. But now they come to me after a disappointing exam and say, “I have the illusion (错觉) of knowing. How do I get better?” 1．Why are the students shocked by the author’s comment on their textbooks? A．They consider the teacher too critical. B．They find their study method questioned. C．They regard reading as effective learning. D．They view highlighting as a waste of time. 2．What problem do many students face? A．They depend on frequent tests. B．They lack self-testing skills. C．They spend little time in reading. D．They object to page marking. 3．What does the author mean by comparing the brain to a forest? A．Memory disappears without regular use. B．Memories exist in fixed locations. C．Memory training means making paths. D．Note consultation helps recall. 4．What do students’ words imply in paragraph 4? A．They are disappointed at the exam result. B．They regret not testing themselves earlier. C．They prefer solving problems independently. D．They are ready to improve their learning methods. 【答案】1．B 2．B 3．C 4．D 【导语】本文讲述了作者通过亲身教学实践，引导学生从低效的“反复阅读和划重点”转向更有效的“自我测试”学习方法。 1．细节理解题。根据第一段“I teach biology at the University of Washington, and I’ve lost count of how many times students come to me with textbooks highlighted in four different colors.(我在华盛顿大学教生物学，我已经记不清有多少次学生带着四种不同颜色的课本来找我了。)”和“Then I have to tell them the hard truth: any more time spent on this after the first time was a waste. They’re shocked. “How is that possible?”(然后我不得不告诉他们一个残酷的真相：第一次阅读之后，再多花在这上面的时间都是浪费。他们很震惊：“这怎么可能？”)”可知，学生一直使用标记课本、反复阅读的方法学习，作者指出他们的这种学习方法是在浪费时间，他们的学习方法受到了质疑，因此感到震惊。 2．细节理解题。根据第二段“But research on the testing effect shows that people learn more by testing themselves than by rereading. The idea is simple: read a little, then test yourself. The problem is that many students don’t know how to study this way.(但关于测试效应的研究表明，相比反复阅读，人们通过自我测试能学到更多。这个方法思路很简单：读一点内容，然后自我测试。问题在于很多学生不知道该怎么用这种方法学习)”可知，很多学生缺乏自我测试的学习技能。 3．推理判断题。根据第三段“I tell them our brains are like a forest, and your memory is in there somewhere. You’re here, and the memory is over there. The more times you make a path to that memory, the better the path is, so that the next time you need the memory, it’s going to be easier to find it.(我告诉他们，我们的大脑就像一片森林，你的记忆就藏在这片森林的某个地方。你在这边，记忆在那边。你通往这段记忆的路走得越多次，这条路就越好走，所以下次你需要这段记忆的时候，就会更容易找到它)”可知，作者将大脑比作森林，是想说明记忆训练就像开辟路径，主动回忆的次数越多，越容易找回记忆。 4．推理判断题。根据第四段“When students trip over an exam question, they’ll commonly accuse the test of containing trick questions. But now they come to me after a disappointing exam and say, “I have the illusion (错觉) of knowing. How do I get better?”(当学生在考试问题上绊住时，他们通常会指责考试中包含陷阱题。但现在他们在一次令人失望的考试后来找我，说：“我有一种知道的错觉。我怎样才能变得更好？” )”可知，学生不再像过去那样指责考试，反而认识到自身学习方法的问题，开始主动反思，想要改进自己的学习方法，说明他们已经做好了改进学习方法的准备。 Passage 2 （25-26高二下·四川凉山·期末）In classrooms around the world, a new approach to education is gaining popularity: interdisciplinary (跨学科的) learning, which breaks down traditional subject barriers to connect art, science, technology, engineering, and mathematics (STEAM). This method isn’t just about mixing subjects — it’s about solving real-world problems through integrated, hands-on learning, preparing students to thrive in a world that demands creativity and cross-functional thinking. At Berkeley High School in California, the “Urban Ecology + Art” project exemplifies (体现) this approach. Over a semester, students combined biology, environmental science, engineering, and visual art to address urban greening challenges. They conducted field research on local plant species, analyzed soil samples, and designed rainwater collection systems and vertical (垂直的) gardens. Finally, they worked with art students to create interactive installations, turning scientific data into colorful murals and 3D models. “The project changed how my students see learning,” said coordinator Lisa Marquez. “Before, they thought science was just textbooks and art was just painting. Now, they understand that science needs creativity, and art needs logic. One student who struggled with biology now wants to study environmental design — she found her passion through this work.” The results are striking. A 2025 study found that students in interdisciplinary STEAM projects scored 23% higher on problem-solving assessments and submitted 40% more innovative ideas than peers in traditional classes. They also reported higher engagement and confidence, as hands-on work made abstract concepts tangible. Despite its success, this approach faces significant challenges. Many schools lack teachers trained across subjects, and designing high-quality curriculum requires time and resources often in short supply. Additionally, assessing student learning is more complex than traditional testing, involving both content mastery and creative application. Experts argue that the benefits far outweigh the challenges. “The problems we face today — climate change, public health crises — can’t be solved by a single subject,” said Dr. Elena Carter, a researcher at Oxford. “We need citizens who can connect ideas across fields and think both analytically and creatively. Interdisciplinary learning isn’t just a trend — it’s the future of education.” 1．What did students learn from the “Urban Ecology + Art” project? A．Biology is more creative than they assumed. B．Art requires more scientific data than expected. C．Science and art are more connected than they thought. D．Engineering is less practical than visual art in cities. 2．What does the 2025 study show about STEAM students? A．They spend more time on hands-on work. B．They perform better in problem-solving. C．They engage less in traditional classes. D．They show less interest in art subjects. 3．What does the author imply about the assessment of STEAM projects? A．It follows traditional testing methods. B．It demands more comprehensive criteria. C．It prioritizes artistic over scientific accuracy. D．It relies merely on students’ creative performance. 4．What is Dr. Elena Carter’s attitude toward interdisciplinary learning? A．Supportive. B．Concerned. C．Skeptical. D．Neutral. 【答案】1．C 2．B 3．B 4．A 【导语】本文介绍了STEAM跨学科学习模式，以美国伯克利高中的项目为例介绍其教学优势、实践成果，同时指出该模式现存的发展难题，并借专家观点肯定其未来教育价值。 1．细节理解题。根据第三段“Before, they thought science was just textbooks and art was just painting. Now, they understand that science needs creativity, and art needs logic.(此前，他们认为科学只是课本知识，艺术只是绘画。如今他们明白科学需要创造力，艺术需要逻辑思维)”可知，学生认识到科学与艺术并非相互割裂，二者的关联比他们以往认知的更加紧密。 2．细节理解题。根据第四段“A 2025 study found that students in interdisciplinary STEAM projects scored 23% higher on problem-solving assessments and submitted 40% more innovative ideas than peers in traditional classes.(2025年的一项研究发现，参与STEAM跨学科项目的学生，在问题解决能力测评中的得分比传统课堂的学生高出23%，提出的创新想法也多出40%)”可知，这类学生的问题解决能力表现更优异。 3．推理判断题。根据第五段“Additionally, assessing student learning is more complex than traditional testing, involving both content mastery and creative application.(此外，对学生学习成果的评估比传统考试更为复杂，既考查知识掌握程度，也考查创意应用能力)”可知，STEAM项目的评估不再单一，需要更全面、综合的评判标准。 4．推理判断题。根据最后一段“Interdisciplinary learning isn’t just a trend — it’s the future of education.(跨学科学习并非只是一时潮流——而是教育的未来)”可知，卡特博士高度认可跨学科学习，对此持支持态度。 Passage 3 （25-26高二下·贵州遵义·期末）A Stanford University study led by Hyesang Chang explored why some children find math much harder than their classmates. Many people think math difficulties simply come from not understanding numbers. However, this study looked deeper at how children learn from mistakes and adjust their strategies over time. In the study, children completed simple comparison tasks. They had to decide which of two groups of dots was larger. The researchers didn’t just focus on whether answers were right or wrong. Instead, they tracked how each child’s performance changed across many trials, paying attention to whether children adjusted their approach after making errors. The results showed a clear pattern. Children who struggled with math were less likely to shift their strategy after getting a problem wrong. Even when they made different kinds of mistakes, they did not seem to update their thinking. This difficulty in adjusting behavior was a key difference between children with typical math abilities and those with math learning challenges. To understand what was happening in the brain, the researchers used brain imaging. This technique measures activity in different regions of the brain while a person performs tasks. The scans revealed that children with more math difficulties had weaker activity in brain areas responsible for monitoring performance and adjusting behavior. These brain regions help evaluate mistakes, shift strategies, and adapt to new information. Lower activity in these areas could predict whether a child had math difficulties. The findings suggest that math struggles may not come only from problems with understanding numbers. Some children have trouble revising their thought processes while working through problems. Being able to recognize an error and try a new approach is essential not just in math, but in many types of learning. Chang explained that these difficulties may apply to broader cognitive abilities, not just number skills. The researchers now plan to study larger and more diverse groups of children to see whether problems with adapting strategies affect other academic areas as well. 1．What task did children perform in the study? A．Grouping the dots. B．Comparing the quantities. C．Adjusting the trials. D．Adopting post-error strategies. 2．What can be inferred about children struggling with math? A．They failed to predict their mistakes. B．They solved problems at a slower pace. C．They repeated similar errors frequently. D．They had trouble changing their thinking. 3．What did the brain scans suggest about children with math difficulties? A．Better performance in irrelevant brain parts. B．Lower activity in performance-related sections. C．Quicker response in mistake-evaluating regions. D．Less connection in performance-monitoring areas. 4．What may be explored in future research? A．Differences among larger child samples. B．Typical thinking shifts of children. C．Academic effects of poor adjustments. D．Cognitive abilities in number skills. 【答案】1．B 2．D 3．B 4．C 【导语】文章主要介绍斯坦福大学关于儿童数学学习困难的新研究。 1．细节理解题。根据第二段中“In the study, children completed simple comparison tasks. They had to decide which of two groups of dots was larger. (在这项研究中，孩子们完成了简单的比较任务，他们必须判断两组点中哪一组的数量更多。)”可知，孩子们的任务是比较数量多少。 2．推理判断题。根据第三段中“The results showed a clear pattern. Children who struggled with math were less likely to shift their strategy after getting a problem wrong. Even when they made different kinds of mistakes, they did not seem to update their thinking. (结果呈现出清晰规律：数学学习吃力的孩子，在答错题目后更难切换解题策略，即便犯下不同类型的错误，也不会更新自身思维。)”可知，数学学习困难的孩子很难转变自己的思维。 3．细节理解题。根据第四段中“The scans revealed that children with more math difficulties had weaker activity in brain areas responsible for monitoring performance and adjusting behavior. (扫描结果显示，数学学习困难更多的孩子，在负责监测表现和调整行为的大脑区域活动更弱。)”可知，他们和表现监测相关的脑区活跃度更低。 4．细节理解题。根据最后一段中“The researchers now plan to study larger and more diverse groups of children to see whether problems with adapting strategies affect other academic areas as well. (研究人员现在计划研究更大、更多样化的儿童群体，看看策略调整的问题是否也会影响其他学术领域。)”可知，未来研究会探索策略调整能力不足对学业的影响。 Passage 4 （25-26高二下·福建福州·期末）In today’s digital age, education is experiencing a great change. Traditional classrooms, once dominated (主导) by textbooks and face-to-face lectures, are gradually developing into modern multi-modal learning environments. In these new settings, students process information not only through words but also through images, audio, video and interactive digital tools. This transformation reflects how modern teenagers prefer to receive information. Multi-modal learning makes use of sensory and digital forms to present materials. For example, a history lesson may combine textbooks with short films, interactive timelines and audio programs. This teaching method meets diverse learning needs: visual learners benefit from charts and videos, auditory (听觉的) learners improve by listening to speeches, and hands-on students learn better through practical activities and virtual experiences. Research has shown advantages of multi-modal learning. A 2025 study by the Global Education Research Institute showed that students using such materials remembered 60% more information and were 45% more focused in class than those using traditional textbooks. They were also more willing to take part in class discussions and complete tasks. Technology has greatly sped up this educational change. Smartphones and computers provide students with multi-modal learning resources. Learning platforms, including Khan Academy and TED-Ed, offer high-quality videos and interactive lessons. Meanwhile, teachers use digital whiteboards, virtual reality field trips and online programs to create interesting class experiences. However, some challenges still exist. Critics warn that too much digital information may cause overload. The digital divide is another problem, since not all students have equal access to digital tools. Some educators also worry that overusing technology may reduce real communication and weaken critical (批判性的) thinking. Even so, these challenges are minor compared to the profound gains; by thoughtfully balancing digital integration with traditional wisdom, we ensure that multi-modal learning effectively empowers students for the 21st century. 1．What is a key feature of modern learning environments? A．Satisfying different learning needs. B．Requiring face-to-face lectures. C．Developing teenage learning preferences. D．Combining diverse visual forms. 2．Why does the author mention the 2025 study? A．To show the advantages of data correction. B．To prove the importance of class discussions. C．To support the benefits of multi-modal learning. D．To compare the difference of learning materials. 3．How is Paragraph 4 mainly developed? A．By analyzing causes. B．By listing examples. C．By recording findings. D．By making comparisons. 4．What is the author’s attitude towards digital educational tools? A．Objective B．Critical. C．Doubtful. D．Supportive. 5．What can be a suitable title for the text? A．Digital Tools: A Key to Effective Learning. B．Digital education: A Source of New Challenges. C．Multi-modal Learning: A New Educational Trend. D．Multi-modal Learning: A Guide to Future Classrooms. 【答案】1．A 2．C 3．B 4．A 5．C 【导语】本文主要介绍多模态学习这一新型教育趋势，阐述了多模态学习的定义、优势、推动技术，同时客观指出其现存挑战，并说明合理平衡数字工具与传统教学能助力学生成长。 1．细节理解题。根据文章第二段“This teaching method meets diverse learning needs: visual learners benefit from charts and videos, auditory learners improve by listening to speeches, and hands-on students learn better through practical activities and virtual experiences.(这种教学方式满足多样化的学习需求：视觉型学习者能从图表视频中获益，听觉型学习者通过听讲解提升，动手型学习者在实践和虚拟体验中学习效果更好)”可知，现代学习环境的核心特点是满足不同的学习需求。 2．推理判断题。根据文章第三段 “Research has shown advantages of multi-modal learning. A 2025 study by the Global Education Research Institute showed that students using such materials remembered 60% more information and were 45% more focused in class than those using traditional textbooks.(研究表明多模态学习具备诸多优势。全球教育研究所 2025 年的一项研究显示，使用这类材料的学生相比只用传统课本的学生，知识记忆量多出 60%，课堂专注度提升 45%)”可推知，作者引用该研究是为佐证多模态学习的益处。 3．推理判断题。根据文章第四段“Smartphones and computers provide students with multi-modal learning resources. Learning platforms, including Khan Academy and TED-Ed, offer high-quality videos and interactive lessons. Meanwhile, teachers use digital whiteboards, virtual reality field trips and online programs to create interesting class experiences.(手机电脑为学生提供多模态学习资源；可汗学院、TED-Ed 等学习平台提供优质视频互动课程；教师借助电子白板、虚拟实地研学、线上课程打造趣味课堂)”可推知，本段通过列举各类数字工具、学习平台实例展开论述。 4．推理判断题。根据文章第五段“However, some challenges still exist...Even so, these challenges are minor compared to the profound gains; by thoughtfully balancing digital integration with traditional wisdom, we ensure that multi-modal learning effectively empowers students for the 21st century.(然而仍存在一些挑战……即便如此，对比巨大收益，这些挑战微不足道；合理平衡数字工具与传统教学，多模态学习能切实赋能 21 世纪学生)”可推知，作者既客观陈述数字教育工具的弊端，也认可其价值，态度客观中立。 5．主旨大意题。全文围绕 multi-modal learning(多模态学习)展开，依次介绍其概念、优势、支撑技术与现存难题，核心是介绍这一新兴教育发展趋势。 C选项“多模态学习：一种全新教育趋势” 精准概括全文。 Passage 5 （25-26高二下·海南海口·期末）Many students find it hard to concentrate when studying. They open their books, but their minds soon wander to phones, music, or even the weather outside. In today’s world of constant distraction (干扰), building deep focus has become an important skill for learners. Here are some practical ways to train your mind and study more effectively. First, create a study space that is free from distractions. 1 This small change tells your brain that it is time to work, and it can greatly improve your ability to concentrate. Second, set clear goals for each study session. 2 For example, instead of telling yourself to “study math,” set a goal like “finish ten algebra problems in 30 minutes.” Clear goals make it easier to stay on track and measure your progress. Third, take regular breaks. 3 A popular method is the “25-minute rule”: study for 25 minutes, then take a 5-minute break. This helps your brain rest and keeps you from feeling tired too quickly. 4 Many students believe that studying longer means learning better, but in fact, the brain needs time to organize new information. Short, focused study sessions over several days are usually more effective than one long, sleepless night. Finally, stay healthy. 5 A balanced diet, enough sleep, and regular exercise all play an important role in how well your brain works. Remember, a healthy body supports a healthy mind. A．Try to study in a quiet room with your phone put away. B．Good study habits also depend on your physical health. C．Don’t try to learn everything in one long study session. D．Studying with friends can sometimes help you focus better. E．Knowing exactly what you want to achieve keeps you motivated. F．Some students find that listening to music helps them study. G．Our brains cannot focus for hours without short periods of rest. 【答案】1．A 2．E 3．G 4．C 5．B 【导语】文章主要针对学生学习注意力不集中的问题，详细介绍打造无干扰环境、设定学习目标、劳逸结合等提升学习专注力的有效方法。 1．根据空前的“First, create a study space that is free from distractions.(第一，打造一个不受外界干扰的学习空间。)”以及空后的“This small change tells your brain that it is time to work, and it can greatly improve your ability to concentrate.(这个小小的改变会提醒大脑进入学习状态，能够极大地提升你的专注能力。)”可知，本段中心是营造无干扰的学习环境，空处需要填入具体可操作的环境优化方法，且能够被后文 This small change 指代。A选项“Try to study in a quiet room with your phone put away (在安静的房间学习，并将手机收起来)”具体落实了消除干扰的要求，去掉手机、安静环境都是减少分心的关键做法，完美承接前后文，符合语境。 2．根据空前的“Second, set clear goals for each study session.(第二，为每一次学习设定清晰的目标。)”以及空后的“For example, instead of telling yourself to “study math,” set a goal like “finish ten algebra problems in 30 minutes.”(例如，不要笼统地告诉自己“学数学”，而是设定“三十分钟完成十道代数题”这样的目标。)”可知，前文提出设定明确学习目标的方法，后文举例细化具体目标，空处需要解释设定清晰目标带来的积极作用。E选项“Knowing exactly what you want to achieve keeps you motivated (清楚自己想要达成的目标可以让你保持学习动力)”承接本段分论点，阐释精准目标的价值，衔接后文具体举例，逻辑通顺，符合语境。 3．根据空前的“Third, take regular breaks.(第三，定时休息。)”以及空后的“A popular method is the “25-minute rule”: study for 25 minutes, then take a 5-minute break.(一种常用的方法是“25分钟法则”：学习25分钟，然后休息5分钟。)”可知，本段核心是学习需要劳逸结合、定时休息，空处需要解释必须休息的科学原理。G选项“Our brains cannot focus for hours without short periods of rest (我们的大脑无法长时间持续专注，离不开短暂的休息)”从大脑运行规律角度解释定时休息的原因，承接前文观点，引出后文时间管理方法，符合语境。 4．分析语篇可知，此处应为本段的分点主旨句，与前文各段总起句格式一致。根据空后的“Many students believe that studying longer means learning better, but in fact, the brain needs time to organize new information. Short, focused study sessions over several days are usually more effective than one long, sleepless night.(许多学生认为学习时间越长效果越好，但事实上大脑需要时间整理新信息，分段短时专注学习远比熬夜长时间学习更高效。)” 可知，本段反驳了“长时间学习=高效学习”的误区，强调分段学习、拒绝一次性长时间学习。C选项“Don’t try to learn everything in one long study session (不要试图在一次长时间的学习中完成所有学习任务)”概括本段核心观点，总领整段内容，贴合段落主旨，符合语境。 5．根据本段小标题“Finally, stay healthy.(最后，保持身体健康。)”以及空后的“A balanced diet, enough sleep, and regular exercise all play an important role in how well your brain works.(均衡的饮食、充足的睡眠和规律的运动，对大脑运转状态至关重要。)” 可知，本段围绕身体健康与学习效率的关系展开，空处需要衔接主题，点明身体健康对学习的重要性。B选项“Good study habits also depend on your physical health (良好的学习习惯也依赖于自身的身体健康)”承接本段健康主题，建立身体健康与高效学习的关联，引出后文饮食、睡眠、运动的具体作用，符合语境。 Passage 6 （25-26高二下·黑龙江哈尔滨·期中）Education is about learning, enriching our lives and making us better citizens and independent thinkers. 1 But over the last decade and a half, the goal of learning has given way to grades and degrees. This has led to inflation (通货膨胀) in both. Degree inflation means employers require a bachelor’s degree or more for work that really doesn’t need it. Fortunately, hiring managers have begun to learn that, and degree requirements have been declining in many fields. 2 An analysis showed that grades in the Los Angeles have been rising while scores on nationwide standardized exams have been crashing. The gaps between grades and test scores are immense and consistent. Students’ actual mastery of the material declines despite their more credits and higher grades in math. 3 To avoid discouraging students, some school districts did away with F grade, so grade point averages have consistently risen. Plus, there is huge pressure from students and their parents. In a 2023 survey, educators said roughly half of students requested higher grades than they had earned and that 8 out of 10 teachers gave in, for a third of students and parents bother them when they don’t. Inflated grades damage the college admission process. While colleges used to regard high school grade point averages as the best predictor of higher education success, their predictive value has decreased. 4 Consequently, some students, armed with good grades, march off to college, only to find themselves in remedial classes (补习班) because they haven’t learned enough to take college-level courses. We have to ask ourselves: Do we want education to be about intellectual growth or a performance driven by grade inflation? 5 A．Grade inflation results from multiple factors. B．Its core mission is globally recognized by educators. C．Standardized tests reflect real academic performance effectively. D．Yet grade inflation shows no sign of slowing down in this period. E．After all, education should return to original nurturing of learners. F．A high grade no longer guarantees a student’s academic competence. G．Many teachers are tired of parents’ endless requests for higher grades. 【答案】1．B 2．D 3．A 4．F 5．E 【导语】这篇文章主要探讨了教育领域的分数通胀与学位通胀问题，分析了其成因、危害，并呼吁教育回归培养学习者的本质。 1．上文“Education is about learning, enriching our lives and making us better citizens and independent thinkers.(教育在于学习，丰富我们的生活，并使我们成为更好的公民和独立思考者。)”明确阐述了教育的核心内涵（学习、丰富生活、培养公民与独立思考者），下文“But over the last decade and a half, the goal of learning has given way to grades and degrees.(但在过去的十五年里，学习的目标逐渐被成绩和学位所取代。)”用“But”转折，指出如今学习目标已让位于分数和学位。B选项“Its core mission is globally recognized by educators.(其核心使命已被教育界广泛认可。)”中的“Its”精准指代前文的 “Education”，“core mission”（核心使命）对应前文对教育价值的定义，先肯定教育使命的普世认可，再转折引出当下的问题，逻辑链条完整。 2．上文“Fortunately, hiring managers have begun to learn that, and degree requirements have been declining in many fields.(幸运的是，招聘经理们已经开始意识到这一点，许多领域的学位要求正在降低。)”说“幸运的是，许多领域的学位要求正在下降”（学位通胀有所缓解），下文“An analysis showed that grades in the Los Angeles have been rising while scores on nationwide standardized exams have been crashing.( 一项分析显示，洛杉矶的学生成绩一直在上升，而全国性的标准化考试成绩却在下降。)”立刻用数据说明“成绩上升但标准化考试分数暴跌”（分数通胀严重）。D选项“Yet grade inflation shows no sign of slowing down in this period.(然而，在此期间，成绩虚高的现象丝毫没有减缓的迹象。)”“Yet”（然而）表示强烈转折，将“学位通胀好转”与“分数通胀加剧” 形成对比，自然过渡到下文对分数通胀的重点讨论。 3．空格位于段首，后文“To avoid discouraging students, some school districts did away with F grade, so grade point averages have consistently risen. Plus, there is huge pressure from students and their parents.(为了避免打击学生们的积极性，一些学区取消了“F”等级，因此平均学分绩点一直在上升。此外，来自学生和家长的巨大压力也促使这种情况发生。)”分别列举了两个原因：① 部分学区取消 F 等级以避免打击学生；② 学生和家长的巨大压力。A 选项“Grade inflation results from multiple factors.(学生成绩的通胀是由多种因素造成的。)”是典型的总起句，“multiple factors”（多种因素）精准概括了后文的两个分论点，起到了统领全段的作用。 4．上文“While colleges used to regard high school grade point averages as the best predictor of higher education success, their predictive value has decreased. (过去，大学将高中平均学分绩点视为衡量高等教育成功的重要指标，但这种预测作用已经减弱。)”说“高中 GPA 的预测价值已经下降”，下文“Consequently, some students, armed with good grades, march off to college, only to find themselves in remedial classes (补习班) because they haven’t learned enough to take college-level courses.(因此，一些成绩优异的学生进入大学后，却发现由于没有掌握足够的知识，无法修读大学课程，只能参加补习课程。)”说“因此，很多拿着高分的学生进入大学后需要上补习班”。F选项“A high grade no longer guarantees a student’s academic competence.(高分不再能保证学生的学业能力。)”解释了“预测价值下降”的本质原因 —— 高分不再等同于实际学术能力，这正是导致学生进入大学后跟不上课程的直接原因，完美衔接了前后的因果关系。 5．上文“We have to ask ourselves: Do we want education to be about intellectual growth or a performance driven by grade inflation? (我们必须扪心自问：我们希望教育是关于智力的提升，还是仅仅是一种由成绩膨胀所驱动的表现？)”用设问句提出核心问题：“我们想要的是智力成长的教育，还是分数通胀驱动的表演？”E选项“After all, education should return to original nurturing of learners.(最终，教育应当回归到对学生的原初培养上。)”给出了明确的答案和呼吁，“return to original nurturing”（回归最初的培养）呼应了文章开头对教育本质的定义，收束全文，点明主旨。 Passage 7 （2026·云南·模拟预测）As children returned to school in Sweden last month, many of their teachers were putting new importance on some traditional skills. These included reading printed books, quiet reading time and 1 practice. Teachers were spending 2 time with digital devices, online research and typing skills. The return to traditional ways of learning might be the 3 to criticism about dependence on electronic technology in education. Critics 4 that students are not learning basic skills with the introduction of tablets (平板电脑) in schools. They also claim that physical books are 5 for student learning. According to an international test, compared with other European countries, Sweden’s children 6 below average in 2023. This could partly 7 an overuse of electronic devices during school lessons, which might cause kids to fall behind. Digital learning tools in schools have 8 drawn widespread concern. There has been clear scientific evidence that digital learning tools harm rather than 9 student learning. Moreover, information from digital sources may not be 10 . Parents always 11 that their children are spending too much time staring at screens, which they believe can lead to 12 problems as well as neck and back strain (拉伤). They also fear that the constant 13 to digital distractions may weaken their children’s ability to focus and learn effectively. In response, schools begin to carry out policies and practices that 14 to reduce screen time and promote more 15 learning environments. 1．A．pronunciation B．teaching C．handwriting D．translation 2．A．less B．better C．more D．worse 3．A．access B．answer C．topic D．ability 4．A．admire B．deny C．object D．argue 5．A．essential B．interesting C．demanding D．secondary 6．A．sought B．advanced C．cheated D．scored 7．A．lead to B．rule out C．result from D．focus on 8．A．only B．even C．still D．seldom 9．A．soften B．rescue C．enhance D．track 10．A．accurate B．specific C．global D．official 11．A．approve B．complain C．regard D．pretend 12．A．hearing B．heart C．sight D．mind 13．A．resistance B．addiction C．commitment D．exposure 14．A．refer B．aim C．suit D．agree 15．A．balanced B．diverse C．severe D．stable 【答案】 1．C 2．A 3．B 4．D 5．A 6．D 7．C 8．B 9．C 10．A 11．B 12．C 13．D 14．B 15．A 【导语】这篇文章主要介绍了瑞典学校重拾手写、纸质阅读等传统学习方式，减少电子设备使用。过度数字化拖累学生成绩、危害健康与学习效率，多方对此担忧，学校出台政策营造均衡的学习环境。 1．考查名词。句意：这些技能包括阅读印刷书籍、安静的阅读时间以及书写练习。A. pronunciation发音；B. teaching教学；C. handwriting书写；D. translation翻译。根据前文列举传统技能“reading printed books, quiet reading time”均为线下传统学习行为，可知，手写练习属于同类传统技能。 2．考查形容词。句意：老师们减少了使用电子设备、进行在线研究和打字技能的时间。A. less更少的；B. better更好的；C. more更多的；D. worse更差的。根据上文“many of their teachers were putting new importance on some traditional skills”可知，学校重新重视传统技能，必然减少电子设备、线上查阅、打字等数字化学习的时间。 3．考查名词。句意：回归传统的学习方式或许能解决有关教育中过度依赖电子技术的批评。A. access通道，使用权；B. answer回应，答案；C. topic话题；D. ability能力。根据句意以及下文“…to criticism about dependence on electronic technology in education”可知，外界一直批评教育过度依赖电子科技，回归传统就是对此的回应。固定搭配the answer to criticism“对批评的回应”。 4．考查动词。句意：批评者认为，自从学校引入平板电脑后，学生们并没有掌握基本技能。A. admire欣赏；B. deny否认；C. object反对；D. argue主张，认为。根据句意以及下文“…that students are not learning basic skills with the introduction of tablets in schools”可知，批评者认为，自从学校引入平板电脑后，学生们并没有掌握基本技能。 5．考查形容词。句意：他们还声称，实体书籍对于学生的学习至关重要。A. essential至关重要的；B. interesting有趣的；C. demanding费力的；D. secondary次要的。根据上文“They also claim that physical books”以及全文推崇传统纸质学习，批判数字化，因此纸质书对学习是必不可少的。 6．考查动词。句意：根据一项国际测试，与其他欧洲国家相比，瑞典孩子的 2023 年成绩得分低于平均水平。A. sought寻找；B. advanced进步；C. cheated作弊；D. scored得分。根据句意以及上文“According to an international test”可知，此处指的是瑞典孩子的2023 年成绩得分低于平均水平。 7．考查动词短语。句意：这可能部分是由于在课堂上过度使用电子设备所致，这可能会导致孩子们落后。A. lead to导致；B. rule out排除；C. result from起因于；D. focus on聚焦于。 根据下文“an overuse of electronic devices during school lessons”可知，成绩偏低，部分源于课堂过度使用电子设备。 8．考查副词。句意：学校里的数字学习工具甚至引起了广泛的担忧。A. only仅仅；B. even甚至；C. still仍然；D. seldom很少。根据前文提到数字化带来诸多问题，语境下文“drawn widespread concern”可知，此处递进指出：数字化学习工具甚至引发了全社会的广泛担忧。 9．考查动词。句意：有明确的科学证据表明，数字学习工具对学生的学习起着损害而非促进的作用。A. soften软化；B. rescue拯救；C. enhance提升，增强；D. track追踪。根据句意以及上文“digital learning tools harm rather than”可知，数字工具损害而非提升学生学习效果。 10．考查形容词。句意：此外，来自数字来源的信息可能并不准确。A. accurate准确的；B. specific具体的；C. global全球的；D. official官方的。根据语境以及上文“information from digital sources may not be”可知，网络信息杂乱，天然弊端是不够准确、真伪难辨。 11．考查动词。句意：家长们总是抱怨自己的孩子花太多时间盯着屏幕，他们认为这可能会导致视力问题以及颈部和背部拉伤。A. approve赞成；B. complain抱怨；C. regard看待；D. pretend假装。根据后文“their children are spending too much time staring at screens”提到孩子盯着屏幕太久、损害健康，可知，此处指的是家长的不满与抱怨。 12．考查名词。句意：家长们总是抱怨自己的孩子花太多时间盯着屏幕，他们认为这可能会导致视力问题以及颈部和背部拉伤。A. hearing听力；B. heart心脏；C. sight视力；D. mind心智。根据上文“spending too much time staring at screens”可知，长时间看屏幕，最直接的问题是视力下降。 13．考查名词。句意：他们还担心孩子长期接触电子干扰因素可能会削弱他们集中注意力和有效学习的能力。A. resistance抵制；B. addiction上瘾；C. commitment投入；D. exposure接触，暴露。根据语境以及下文“digital distractions may weaken their children’s ability to focus”可知，长期接触各类数字干扰，会削弱专注力。 14．考查动词。句意：对此，学校开始实施相关政策和措施，旨在减少屏幕使用时间，并营造更加平衡的学习环境。A. refer参考；B. aim旨在，目标是；C. suit适合；D. agree同意。根据上文“In response, schools begin to carry out policies and practices”可知，校出台政策，目的是减少屏幕时间。固定搭配aim to do“旨在做某事”。 15．考查形容词。句意：对此，学校开始实施相关政策和措施，旨在减少屏幕使用时间，并营造更加平衡的学习环境。A. balanced均衡的；B. diverse多样的；C. severe严苛的；D. stable稳定的。根据语境以及下文“learning environments”可知，减少数字化、回归传统，目的是平衡两种学习模式，打造均衡的学习环境。 Passage 8 （25-26高三上·河南郑州·期末）When Sarah joined my third-grade class as an 8-year-old with dyslexia (阅读障碍), she’d sit at her desk and avoid eye contact. I didn’t realize how her learning difference would 1 my teaching. During each morning’s free writing period, she showed her 2 . She filled pages 3 , with her Pen moving fast, but her spelling was terrible. When I asked her to read, her whisper 4 a fine tale, which amazed me. I saw a talented storyteller hidden behind her 5 writing. I began rethinking priorities — was perfect spelling more important than 6 ？My answer was “no”. Then I encouraged her to learn more about stories through audiobooks, asked her parents to record her tales, and even provided voice-to-text tools, never letting spelling 7 her creative flow. Sarah soon 8 searching for extra audio materials, growing into her own self-guidance. This 9 shook my teaching core: I left classroom life to work one-on-one as an educational specialist, trained in multisensory approaches, and later 10 as a learning specialist bridging teachers, students and families. Today, I help teachers avoid making judgments 11 — like I almost did with Sarah. I guide them to look beyond 12 by sharing her story. Sarah went to an arts high school with a 13 on creative writing and graduated from college last December. I hugged her tightly at the ceremony, feeling so 14 . Teachers rarely know their impact, but I always know Sarah’s 15 influence on me. 1．A．mention B．shape C．prove D．explain 2．A．calmness B．management C．passion D．appearance 3．A．tirelessly B．carelessly C．helplessly D．uselessly 4．A．revealed B．broke C．simplified D．hid 5．A．slow B．detailed C．visible D．messy 6．A．guidance B．communication C．creativity D．participation 7．A．restore B．disturb C．track D．replace 8．A．recommended B．postponed C．avoided D．began 9．A．invitation B．anniversary C．registration D．shift 10．A．returned B．apologized C．waited D．hesitated 11．A．in debt B．in advance C．in danger D．in short 12．A．contributions B．grades C．exchanges D．habits 13．A．focus B．myth C．lecture D．debate 14．A．confident B．curious C．proud D．secure 15．A．unknown B．slight C．lasting D．mutual 【答案】 1．B 2．C 3．A 4．A 5．D 6．C 7．B 8．D 9．D 10．A 11．B 12．B 13．A 14．C 15．C 【导语】本文是一篇记叙文。文章讲述了作者遇到患有阅读障碍的学生Sarah后，其教学理念和职业方向因Sarah发生重大转变，作者助力Sarah发挥创作天赋，自身也成长为教育专家的故事。 1．考查动词词义辨析。句意：我没有意识到她的学习差异会如何影响我的教学。A. mention提到；B. shape影响；C. prove证明；D. explain解释。根据后文“I began rethinking priorities — was perfect spelling more important than ? (我开始重新思考教学的重点——完美的拼写比……更重要吗？)”和“This ____ shook my teaching core(这……动摇了我的教学核心)”可知，Sarah的情况影响了作者的教学理念与方式。故选B。 2．考查名词词义辨析。句意：每天早上的自由写作时间，她都展现出自己的热情。A. calmness冷静；B. management管理；C. passion热情；D. appearance外貌。根据后文“She filled pages , with her pen moving fast(她……写满一页页纸，她的笔移动得很快)”可知，Sarah写作时十分投入，体现出对写作的热爱。故选C。 3．考查副词词义辨析。句意：她不知疲倦地写满了一页页纸，她的笔移动得很快。A. tirelessly不知疲倦地；B. carelessly粗心地；C. helplessly无助地；D. uselessly无用地。根据前文“filled pages(写满一页页纸)”以及后文“with her pen moving fast(她的笔移动得很快)”可知，Sarah因热爱写作而不知疲倦地创作。故选A。 4．考查动词词义辨析。句意：当我让她朗读时，她轻声的话语却展现出一个精彩的故事，这让我惊叹不已。A. revealed揭示；B. broke打破；C. simplified简化；D. hid隐藏。根据后文“which amazed me(这让我惊叹不已)”和“I saw a talented storyteller(我发现了一个有天赋的讲故事的人)”可知，Sarah的朗读展现出了精彩的故事内容。故选A。 5．考查形容词词义辨析。句意：我看到一个有才华的故事讲述者隐藏在她凌乱的书写背后。A. slow缓慢的；B. detailed详细的；C. visible可见的；D. messy凌乱的。根据前文“her spelling was terrible(她的拼写很糟糕)”可知，Sarah的书写很凌乱。故选D。 6．考查名词词义辨析。句意：我开始重新思考教学的重点——完美的拼写比创造力更重要吗？A. guidance指导；B. communication交流；C. creativity创造力；D. participation参与。根据前文“a talented storyteller(一个有才华的故事讲述者)”以及后文“her creative flow(她的创作流)”可知，作者在比较拼写准确性和“创造力”哪个更重要。故选C。 7．考查动词词义辨析。句意：于是我鼓励她通过有声书了解更多故事，让她的父母记录下她的故事，甚至提供语音转文字工具，从不让拼写干扰她的创作流。A. restore恢复；B. disturb打扰；C. track追踪；D. replace取代。根据前文“Then I encouraged her to learn more about stories through audiobooks, asked her parents to record her tales, and even provided voice-to-text tools(于是我鼓励她通过有声书了解更多故事，让她的父母记录下她的故事，甚至提供语音转文字工具)”可知，作者采取这些措施是为了不让拼写问题“打扰”Sarah的创造性思维过程。故选B。 8．考查动词词义辨析。句意：Sarah很快开始主动寻找更多的有声材料，逐渐学会了自主学习。A. recommended推荐；B. postponed推迟；C. avoided避免；D. began开始。根据后文“growing into her own self-guidance(逐渐学会了自主学习)”可知，Sarah在作者的鼓励下开始主动寻找额外的有声材料。故选D。 9．考查名词词义辨析。句意：这种转变动摇了我的教学核心：我离开了课堂教学，成为一名一对一辅导的教育专家，接受了多感官教学法的培训，后来又重返岗位，成为一名连接教师、学生和家庭的学习专家。A. invitation邀请；B. anniversary周年纪念；C. registration注册；D. shift轮班。根据前文“I began rethinking priorities(我开始重新思考教学的重点)”以及后文“I left classroom life to work one-on-one as an educational specialist(我离开了课堂教学，成为一名一对一辅导的教育专家)”可知，Sarah的出现让作者的教学理念和职业发展发生了转变。故选D。 10．考查动词词义辨析。句意：这种转变动摇了我的教学核心：我离开了课堂教学，成为一名一对一辅导的教育专家，接受了多感官教学法的培训，后来又重返岗位，成为一名连接教师、学生和家庭的学习专家。A. returned返回；B. apologized道歉；C. waited等待；D. hesitated犹豫。根据前文“I left classroom life(我离开了课堂教学)”以及后文“as a learning specialist bridging teachers, students and families(成为一名连接教师、学生和家庭的学习专家)”可知，作者在离开课堂后，又以新的身份重返教育领域。故选A。 11．考查介词短语辨析。句意：如今，我帮助老师们避免过早下判断——就像我当初差点对Sarah那样。A. in debt负债；B. in advance提前；C. in danger处于危险中；D. in short总之。根据前文“When Sarah joined my third-grade class as an 8-year-old with dyslexia (阅读障碍), she’d sit at her desk and avoid eye contact.(8岁的Sarah患有阅读障碍，来到我的三年级班级时，她总是坐在课桌前，避免与人眼神接触)”和“her spelling was terrible(她的拼写很糟糕)”可知，作者最初只看到Sarah的问题，差点过早地对她的能力下否定判断，in advance符合语境。故选B。 12．考查名词词义辨析。句意：我通过分享她的故事，引导老师们看到分数之外的东西。A. contributions贡献；B. grades成绩；C. exchanges交换；D. habits习惯。根据前文“was perfect spelling more important than ____ ? My answer was “no”.(完美的拼写比……更重要吗？我的答案是‘不’)”以及“I saw a talented storyteller hidden behind her ____ writing(我看到一个有天赋的讲故事的人隐藏在她……的书写背后)”可知，作者希望老师们不要只关注代表学习表现的分数，更要看到学生的天赋与创造力。故选B。 13．考查名词词义辨析。句意：Sarah进入了一所专注于创意写作的艺术高中，并于去年12月大学毕业。A. focus焦点；B. myth神话；C. lecture讲座；D. debate辩论。根据前文“I saw a talented storyteller(我看到一个有才华的故事讲述者)”和“never letting spelling ____ her creative flow(从不让拼写干扰她的创作流)”可知，Sarah拥有创作天赋，且作者一直鼓励其发挥创造力，因此她进入了以创意写作为重点的艺术高中。故选A。 14．考查形容词词义辨析。句意：在毕业典礼上，我紧紧地拥抱了她，感到无比自豪。A. confident自信的；B. curious好奇的；C. proud骄傲的；D. secure安心的。根据前文“Sarah went to an arts high school with a ____ on creative writing and graduated from college last December(Sarah进入了一所……创意写作的艺术高中，并于去年12月大学毕业)”可知，Sarah从有阅读障碍、拼写糟糕的孩子成长为大学毕业生，作者为她的成长与成就感到自豪。故选C。 15．考查形容词词义辨析。句意：老师们很少知道自己对学生的影响，但我一直清楚Sarah对我产生了持久的影响。A. unknown未知的；B. slight轻微的；C. lasting持久的；D. mutual相互的。根据前文“This ____ shook my teaching core: I left classroom life to work one-on-one as an educational specialist(这种……动摇了我的教学核心：我离开了课堂教学，成为一名一对一辅导的教育专家)”可知，Sarah让作者的教学理念和职业方向发生了根本性的改变，对作者的影响是持久的。故选C。 Passage 9 （25-26高二下·广西桂林·期末）阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 The arts are an essential part of public education. From dance and music 1 theater and the visual arts, these programs give children a means of expression that helps capture their passions and emotions, 2 (allow) them to explore new ideas. The arts touch every aspect of our lives. The arts can play 3 crucial role in improving students’ ability to learn because they can make use of a wide range of intelligence and learning 4 (style). Schools that include music, art, drama, dance and creative writing into their courses have found that teaching the arts has 5 (significant) affected a student’s overall success in school. I believe the success 6 (base) on the fact that the arts are closely associated with important ideas and events in history. Students 7 have a good background in the arts are likely to have more information and insight. Furthermore, the arts can change the classroom environment, with tasks 8 (finish) in relaxing settings. The arts create enthusiasm 9 motivation for learning. The arts also teach self-discipline, the value of determination 10 (achieve) excellence and the rewards of hard work. 【答案】 1．to 2．allowing 3．a 4．styles 5．significantly 6．is based 7．who/that 8．finished 9．and 10．to achieve 【导语】本文主要论述艺术是公共教育不可或缺的部分，阐述艺术课程助力孩子表达情绪、拓展思维，能够提升学生综合学习能力，紧密关联历史知识，还可以优化课堂氛围、培养自律毅力等宝贵品质。 1．考查介词。句意：从舞蹈、音乐到戏剧与视觉艺术，这些课程为孩子提供了表达途径，帮助释放热忱与情绪，让他们探索全新想法。from...to...是固定搭配，意为“从……到……”。 2．考查非谓语动词。句意：从舞蹈、音乐到戏剧与视觉艺术，这些课程为孩子提供了表达途径，帮助释放热忱与情绪，让他们探索全新想法。主句和从句已分别有谓语动词give和helps，空处应填非谓语形式；allow与其逻辑主语these programs之间为主动关系，此处应用现在分词形式作伴随状语。 3．考查冠词。句意：艺术能够在提升学生学习能力方面起到至关重要的作用，因为艺术可以利用各种智力类型与学习方式。play a(n)...role in是固定短语，表示“在……方面起到……的作用”，且crucial以辅音音素开头，用不定冠词a。 4．考查名词复数。句意：艺术能够在提升学生学习能力方面起到至关重要的作用，因为艺术可以利用各种智力类型与学习方式。空前有a wide range of修饰，意为“多种多样的”，需接可数名词复数形式。 5．考查副词。句意：将音乐、美术、戏剧、舞蹈和创意写作纳入课程的学校已经发现，艺术教学对学生在校的整体成功有显著影响。空格修饰动词affected，需用副词作状语，significant的副词形式为significantly，意为“极大地”。 6．考查动词时态和语态。句意：我认为这种成功基于一个事实：艺术与历史上重要的思想和事件密切相关。be based on是固定短语，意为“以……为基础”，句子描述的是个人长期持有的观点，用一般现在时，且主语the success为不可数名词，be动词用is。 7．考查定语从句。句意：具备扎实艺术功底的学生往往拥有更丰富的知识与更深刻的见解。空处为定语从句，先行词是Students，指人，从句缺少主语，应用关系代词who/that引导。 8．考查非谓语动词。句意：此外，艺术可以改变课堂环境，各项任务在轻松的环境中完成。此处考查with复合结构：“with + 宾语 + 宾语补足语”，宾语tasks和finish之间为被动关系，此处用过去分词形式作宾语补足语。 9．考查连词。句意：艺术催生学习的热情与动力。enthusiasm和motivation为并列名词作宾语，用并列连词and连接。 10．考查非谓语动词。句意：艺术同样教会学生自律、决心追求卓越的价值，以及努力付出带来的回报。句中已有谓语动词teach，空处应用非谓语形式；determination to do sth.是固定搭配，表示“做某事的决心”，此处用不定式作后置定语。 Passage 10 （25-26高二下·浙江·期中）阅读下面短文，在空白处填入1个恰当的单词或括号内单词的正确形式。 With the cost of higher education increasing rapidly, many young people are wondering if going to university is still worth the effort. So it’s vital 1 (balance) the costs with the potential benefits and make sure it’s the right decision for you. Let’s take a look at the 2 (argue). What are the benefits? First of all, a university education improves your job prospects and broadens your future options. Increasingly, you’re at a disadvantage 3 a degree. Statistics show that graduates have a 4 (low) unemployment rate than non-graduates and higher annual earnings. And a degree opens up job opportunities abroad as well — when you’re a graduate, you have 5 (limit) chances! Still, not everyone is so enthusiastic about higher education. Some people argue that university education is 6 (great) overestimated and that it gives young people false expectations about their career prospects. Many students leave university 7 (burden) with debt, and with no guarantee of a decent job. Others argue that many employers appear to value work experience over 8 degree. As one employer puts it, “I now make a point of interviewing people first 9 have spent their time travelling or working instead of doing a degree, because this shows they 10 (prepare) to stand out from the crowd.” 【答案】 1．to balance 2．arguments 3．without 4．lower 5．unlimited/limitless 6．greatly 7．burdened 8．a 9．who/that 10．are prepared 【导语】文章主要围绕“上大学是否值得”这一话题，从支持和反对两个角度阐述了关于高等教育的不同观点。 1．考查非谓语动词。句意：所以，必须将成本与潜在收益进行权衡，并确保这一决定对你来说是正确的。分析句子结构可知，句中it为形式主语，真正的主语应用不定式短语充当，构成“It is vital to do sth.”句型。 2．考查名词。句意：让我们来看看这些论点。分析句子结构可知，设空处位于定冠词the之后，介词at之前，需用名词形式作宾语；argue的名词形式为argument，结合上下文可知，此处指多种论点，应用复数形式。 3．考查介词。句意：越来越多的情况是，没有学位的话，你就会处于劣势。分析句子结构可知，设空处需填介词与后面的名词构成介词短语；结合上下文逻辑，此处表示“没有”学位就处于劣势，应用介词without。 4．考查形容词比较级。句意：统计数据显示，毕业生比非毕业生的失业率更低，且年收入更高。分析句子结构可知，设空处修饰名词rate，需用形容词；根据后面的than可知，此处应用比较级形式，low的比较级为lower。 5．考查形容词。句意：而且学位也能打开国外的就业机会——当你是毕业生时，你拥有无限的机会！分析句子结构可知，设空处修饰名词chances，需用形容词；根据前文“opens up job opportunities”可知，此处指机会“无限的”，limit的形容词形式为unlimited或limitless。 6．考查副词。句意：有些人认为大学教育被大大高估了，它给年轻人带来了关于职业前景的虚假期望。分析句子结构可知，设空处修饰动词overestimated，需用副词形式；great的副词形式为greatly，作状语。 7．考查非谓语动词。句意：许多学生毕业时背负着债务，而且没有保证能得到一份体面的工作。分析句子结构可知，设空处作伴随状语，burden与逻辑主语students之间为被动关系，表示“被债务负担”，应用过去分词形式。 8．考查冠词。句意：另一些人则认为，许多雇主似乎更看重工作经验而非学位。分析句子结构可知，degree为可数名词单数，此处表泛指，且degree以辅音音素开头，应用不定冠词a。 9．考查定语从句。句意：正如一位雇主所说：“我现在特意先面试那些花时间旅行或工作而不是攻读学位的人，因为这表明他们准备好脱颖而出。” 分析句子结构可知，设空处引导限定性定语从句，先行词为people，指人，且关系词在从句中作主语，应用关系代词who或that。 10．考查动词短语及时态。句意：正如一位雇主所说：“我现在特意先面试那些花时间旅行或工作而不是攻读学位的人，因为这表明他们准备好脱颖而出。”此处为动词短语be prepared to do sth.“准备好做某事”；主语为they，且引述的是一般性观点，应用一般现在时的复数形式are prepared。 ( 1 / 29 ) 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $