Question

【題目】 For students, college is a series of disconnected experiences: the classroom, the dorm, the athletic field, and the internship（實(shí)習(xí)崗位）. Yet the employers tell me what gets college students hired is the ability to translate what they learned in one place (the classroom, for example) to another that is far different from where they originally learned a concept (a project on an internship).

Educators call this “ transfer learning”—the ability to summarize key principles and apply them in many different places, which becomes more important as the skills needed to keep up in any job and occupation continue to change in the future. Our ability to drive almost any car on the market without reading its manual（手冊）is an example of knowledge transfer.

The concept sounds simple enough. But today’s students, faced with the constant pressure to prepare for standardized tests, rarely have the chance to learn through problem-solving or to be involved in projects that improve skills that can be used in various settings.

In response to demands from students, parents and employers, colleges and universities are adding hands-on experiences to the undergraduate curriculum.

Arizona State University, where I’ m a professor of practice, is testing a curriculum across a dozen majors in which students learn nearly half of the subject matter through group projects. Engineering students might build a robot and learn the key principles of mechanics and electronics during the project. The hope is that students will be more involved if theories from the classroom are immediately applied in the outside world instead of years after students graduate.

What’s the problem with the hands-on learning experiences being added by colleges to the undergraduate curriculum? They’re often not accompanied by the guidance that students need to help them transfer what they learn. So students become adept skilled in job interviews at describing what they did during a project, but they have difficulty talking about what they learned and how they can apply that to where they want to work.

【1】Why is the ability to drive mentioned in Paragraph 2?

A. To show that everything is changing.

B. To prove that driving ability is important.

C. To stress the importance of practical skills.

D. To explain the meaning of transfer learning.

【2】What prevents students from getting the ability to transfer knowledge?

A. Various school projects.B. Too much stress from tests.

C. Their lack of theory knowledge.D. Their unwillingness to solve problems.

【3】Which may arouse students’ interest in school learning according to the author?

A. Seeing what they have learned is applied.

B. Teachers changing the way lectures are given.

C. Focusing on the key principles of every subject.

D. Teachers explaining theories in an interesting way.

【4】What does the author think of the hands-on learning experiences in colleges?

A. They are effective.B. They are unnecessary.

C. They should be improved.D. They cost a lot of time.

Answer 1

【答案】

【1】D

【2】B

【3】A

【4】C

【解析】

這是一篇說明文。短文介紹了“轉(zhuǎn)移學(xué)習(xí)”——總結(jié)關(guān)鍵原則并將其應(yīng)用于許多不同領(lǐng)域的能力，隨著任何工作和職業(yè)所需的技能在未來不斷變化，這種能力變得更加重要。但是現(xiàn)在的學(xué)生，面臨著不斷的標(biāo)準(zhǔn)化考試的壓力，很少有機(jī)會通過解決問題來學(xué)習(xí)，或者參與可以在各種環(huán)境中使用的提高技能的項(xiàng)目。為了響應(yīng)學(xué)生、家長和雇主的要求，高校正在本科課程中增加實(shí)踐經(jīng)驗(yàn)。

【1】推理判斷題。由第二段“ Our ability to drive almost any car on the market without reading its manual（手冊）is an example of knowledge transfer.”可知，我們幾乎可以在市場上駕駛?cè)魏我豢钇�車而不必閱讀其操作手冊，這就是知識轉(zhuǎn)移的一個(gè)例子。例子能更好的說明意義。故判斷出，為什么第2段提到駕駛能力是為了解釋轉(zhuǎn)移學(xué)習(xí)的意義。故選D項(xiàng)。

【2】細(xì)節(jié)理解題。由第三段“. But today’s students, faced with the constant pressure to prepare for standardized tests, rarely have the chance to learn through problem-solving or to be involved in projects that improve skills that can be used in various settings.”可知，但是現(xiàn)在的學(xué)生，面臨著來自不斷的標(biāo)準(zhǔn)化考試的壓力，很少有機(jī)會通過解決問題來學(xué)習(xí)，或者參與可以在各種環(huán)境中使用提高技能的項(xiàng)目。所以考試壓力太大阻止了學(xué)生獲得轉(zhuǎn)移知識的能力。故選B項(xiàng)。

【3】推理判斷題。由第五段“The hope is that students will be more involved if theories from the classroom are immediately applied in the outside world”可知，我們希望，如果課堂上的理論能立即應(yīng)用于外部世界，那么學(xué)生們將會更多地參與進(jìn)來。所以通過關(guān)鍵詞“more involved，applied in the outside world”可以判斷出，學(xué)生看到他們所學(xué)到的東西得到了應(yīng)用能引起學(xué)生對學(xué)校學(xué)習(xí)的興趣。故選A項(xiàng)。

【4】推理判斷題。由最后段“They’re often not accompanied by the guidance that students need to help them transfer what they learn. So students become adept skilled in job interviews at describing what they did during a project, but they have difficulty talking about what they learned and how they can apply that to where they want to work.”可知，動(dòng)手學(xué)習(xí)的經(jīng)驗(yàn)往往沒有得到指導(dǎo)，學(xué)生需要幫助他們轉(zhuǎn)移他們所學(xué)的知識。因此，學(xué)生們在面試中熟練地描述他們在一個(gè)項(xiàng)目中所做的事情，但是他們很難談?wù)撍麄儗W(xué)到了什么，以及他們?nèi)绾螌⑦@些應(yīng)用到他們想要工作的地方。故選C項(xiàng)。

抓住特定信息進(jìn)行逆向或者正向推理。做此類試題要善于抓住某一段話中的關(guān)鍵信息，即某些關(guān)鍵詞或短語去分析、推理、判斷，利用逆向思維或正面推理，從而推斷出這句話所隱含的深層含義。

由第五段“The hope is that students will be more involved if theories from the classroom are immediately applied in the outside world”可知，我們希望，如果課堂上的理論能立即應(yīng)用于外部世界，那么學(xué)生們將會更多地參與進(jìn)來。所以通過關(guān)鍵詞“more involved，applied in the outside world”可以判斷出，學(xué)生看到他們所學(xué)到的東西得到了應(yīng)用能引起學(xué)生對學(xué)校學(xué)習(xí)的興趣。故小題3選A項(xiàng)。