What did the science professors learn after the experiment? A. They should change the way they teach. B. A poem could be explained in clear definitions. C. A poetry class could be more informative. D. Their teaching was an enjoyable experience. 答案 49.C 50.D 51.A 52.A Passage 21 We can achieve knowledge either actively or passively. We achieve it actively by direct experience, by testing and proving an idea, or by reasoning. We achieve knowledge passively by being told by someone else. Most of the learning that takes place in the classroom and the kind that happens when we watch TV or read newspapers or magazines is passive. Conditioned as we are to passive learning, it’s not surprising that we depend on it in our everyday communication with friends and co-workers. Unfortunately, passive learning has a serious problem. It makes us tend to accept what we are told even when it is little more than hearsay and rumor. Did you ever play the game Rumor? It begins when one person writes down a message but doesn’t show it to anyone. Then the person whispers it, word for word, to another person. That person, in turn, whispers it to still another, and so on, through all the people playing the game. The last person writes down the message word for word as he or she hears it. Then the two written statements are compared. Typically, the original message has changed. That’s what happens in daily life. The simple fact that people repeat a story in their own words changes the story. Then, too, most people listen imperfectly. And many enjoy adding their own creative touch to a story, trying to improve on it, stampingit with their own personal style. Yet those who hear it think they know. This process is also found among scholars and authors: A statement of opinion by one writer may be restated as a fact by another, who may in turn be quoted by yet another; and this process may continue, unless it occurs to someone to question the facts on which the original writer based his opinion or to challenge the interpretation he placed upon those facts. 【查看更多】

 

題目列表(包括答案和解析)

This was no ordinary class. The students who came together were all science or engineering professors at Cornell University. They had interrupted their research to accept an invitation to take part in an unusual experiment: “an interesting week of poetry.” This class was part of a study to answer the questions: Why is science difficult for many non-science students? What can teachers learn about teaching if they take a class that is not in their field?
The students in the poetry class listened to lectures and took notes. They had reading tasks and had to write three short papers. All students noticed one thing – the importance of spoken words. In science and engineering classes, the instructors put tables and drawings on the blackboard. But in this poetry class, the instructors just talked. They didn’t write anything on the board.
The scientists and engineers noticed one similarity between science and poetry. In both subjects, students need to find layers (層次) of meaning . Some layers are simple, clean, and on the surface; other layers are deeper and more difficult. This search for different levels of meaning doesn’t happen much in undergraduate(本科) science classes, but it is important later, in graduate school. And it is always important in humanities(人文科學(xué)).
Both the poetry instructors and their students learned something about teaching from this experience. One poetry instructor, for example, now sees the importance of using informative as he teaches. Most of the scientists agreed on several points. First, humanities classes might help science students to see patterns and decide which information is important. Second, the poetry class was fun. One engineer decided, “We need to change the way we teach engineering to make to make it an enjoyable experience for students.”
But perhaps the most important result of the experience was this; All of the professors began to think about how they teach and how they cam teach better. 

  1. 1.

    What do we know about this unusual class?

    1. A.
      The teachers did lots of writing on the board
    2. B.
      The teacher were invited to attend several lectures.
    3. C.
      The student were professors from a university
    4. D.
      The students were studying science and humanities.
  2. 2.

    The experiment was designed to find out                         

    1. A.
      how to teach the students in the science class
    2. B.
      whether poetry is difficult for science students
    3. C.
      what to be taught in the humanities class
    4. D.
      why many humanities students find science hard.
  3. 3.

    Finding levels of meaning is            .

    1. A.
      important for graduate students in humanities
    2. B.
      difficult for graduate students in humanities
    3. C.
      common for undergraduate students in science
    4. D.
      easy for undergraduate students in science.
  4. 4.

    What did the science professors learn after the experiment?

    1. A.
      They should change the way they teach
    2. B.
      A poem could be explained in clear definitions.
    3. C.
      A poetry class could be more informative.
    4. D.
      Their teaching was an enjoyable experience.

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閱讀理解。

      This was no ordinary class. The students who came together were all science or engineering professors
at Cornell University. They had interrupted their research to accept an invitation to take part in an unusual
experiment:"an interesting week of poetry." This class was part of a study to answer the questions: Why is
science difficult for many nonscience students? What can teachers learn about teaching if they take a class
that is not in their field?
     The students in the poetry class listened to lectures and took notes. They had reading tasks and had to
write three short papers. All students noticed one thing-the importance of spoken words. In science and
engineering classes, the instructors put tables and drawings on the blackboard. But in this poetry class, the
instructors just talked. They didn't write anything on the board.
     The scientists and engineers noticed one similarity between science and poetry. In both subjects, students
need to find layers (層次)　of meaning. Some layers are simple, clean, and on the surface; other layers are
deeper and more difficult. This search for different levels of meaning doesn't happen much in undergraduate
(本科)　science classes, but it is important later, in graduate school. And it is always important in humanities (人文科學(xué)).
     Both the poetry instructors and their students learned something about teaching from this experience.
One poetry instructor, for example, now sees the importance of using informative as he teaches. Most of the
scientists agreed on several points. First, humanities classes might help science students to see patterns and
decide which information is important. Second, the poetry class was fun. One engineer decided, "We need to
change the way we teach engineering to make it an enjoyable experience for students."
     But perhaps the most important result of the experience was this; All of the professors began to think
about how they teach and how they cam teach better.

1. What do we know about this unusual class?
A. The teachers did lots of writing on the board.
B. The teacher were invited to attend several lectures.
C. The student were professors from a university.
D. The students were studying science and humanities.
2. The experiment was designed to find out _____.
A. how to teach the students in the science class.
B. whether poetry is difficult for science students.
C. what to be taught in the humanities class.
D. why many humanities students find science hard.
3. Finding levels of meaning is _____.
A. important for graduate students in humanities.
B. difficult for graduate students in humanities.
C. common for undergraduate students in science.
D. easy for undergraduate students in science.
4. What did the science professors learn after the experiment? 
A. They should change the way they teach .
B. A poem could be explained in clear definitions.
C. A poetry class could be more informative.
D. Their teaching was an enjoyable experience.

查看答案和解析>>

　　This was no ordinary class．The students who came together were all science or engineering professors at Cornell University．They had interrupted their research to accept an invitation to take part in an unusual experiment："an interesting week of poetry"．This class was part of a study to answer the questions：Why is science difficult for many non-science students?What can teachers learn about teaching if they take a class that is not in their field?

　　The students in the poetry class listened to lectures and took notes．They had reading tasks and had to write three short papers．All students noticed one thing---the importance of spoken words．In science and engineering classes, the instructors put tables and drawings on the blackboard．But in this poetry class, the instructors just talked．They didn't write anything on the board．

　　The scientists and engineers noticed one similarity between science and poetry．In both subjects, students need to find layers(層次)of meaning．Some layers are simple, clean, and on the surface; other layers are deeper and more difficult．This search for different levels of meaning doesn't happen much in undergraduate(本科)science classes, but it is important later, in graduate school．And it is always important in humanities(人文科學(xué))．

　　Both the poetry instructors and their students learned something about teaching from this experience．One poetry instructor, for example, now sees the importance of using careful, clear definitions when he explains a poem．He also plans to be more informative as his teaches．Most of the scientists agreed on several points．First, humanities classes might help science students to see patterns and decide which information is important．Second, the poetry class was fun．One engineer decided, "We need to change the way we teach engineering to make it an enjoyable experience for students．"

　　But perhaps the most important result of the experience was this：All of the professors began to think about how they teach and how they can teach better．

(1)

What do we know about this unusual class?

[　　]

A．

The teachers did lots of writing on the board．

B．

The teachers were invited to attend several lectures．

C．

The students were professors from a university．

D．

The students were studying science and humanities．

(2)

The experiment was designed to find out ________．

[　　]

A．

how to teach the students in the science class

B．

whether poetry is difficult for science students

C．

what to be taught in the humanities class

D．

why many humanities students find science hard

(3)

Finding levels of meaning is ________．

[　　]

A．

important for graduate students in humanities

B．

difficult for graduate students in humanities

C．

common for undergraduate students in science

D．

easy for undergraduate students in science

(4)

What did the science professors learn after the experiment?

[　　]

A．

They should change the way they teach．

B．

A poem could be explained in clear definitions．

C．

A poetry class could be more informative．

D．

Their teaching was an enjoyable experience．

查看答案和解析>>

 

This was no ordinary class. The students who came together were all science or engineering professors at Cornell University. They had interrupted their research to accept an invitation to take part in an unusual experiment: “an interesting week of poetry.” This class was part of a study to answer the questions: Why is science difficult for many nonscience students? What can teachers learn about teaching if they take a class that is not in their field?

The students in the poetry class listened to lectures and took notes. They had reading tasks and had to write three short papers. All students noticed one thing – the importance of spoken words. In science and engineering classes, the instructors put tables and drawings on the blackboard. But in this poetry class, the instructors just talked. They didn’t write anything on the board.

The scientists and engineers noticed one similarity between science and poetry. In both subjects, students need to find layers (層次)　of meaning . Some layers are simple, clean, and on the surface; other layers are deeper and more difficult. This search for different levels of meaning doesn’t happen much in undergraduate(本科)　science classes, but it is important later, in graduate school. And it is always important in humanities(人文科學(xué)).

Both the poetry instructors and their students learned something about teaching from this experience. One poetry instructor, for example, now sees the importance of using informative as he teaches. Most of the scientists agreed on several points. First, humanities classes might help science students to see patterns and decide which information is important. Second, the poetry class was fun. One engineer decided, “We need to change the way we teach engineering to make to make it an enjoyable experience for students.”

But perhaps the most important result of the experience was this; All of the professors began to think about how they teach and how they cam teach better.

1.What do we know about this unusual class?

A. The teachers did lots of writing on the board

B. The teacher were invited to attend several lectures.

C. The student were professors from a university

D. The students were studying science and humanities.

2.The experiment was designed to find out              

   A. how to teach the students in the science class

B. whether poetry is difficult for science students

C. what to be taught in the humanities class

D. why many humanities students find science hard.

3.Finding levels of meaning is            .

   A. important for graduate students in humanities

B. difficult for graduate students in humanities

C. common for undergraduate students in science

D. easy for undergraduate students in science.

4.What did the science professors learn after the experiment?

   A. They should change the way they teach

B. A poem could be explained in clear definitions.

C. A poetry class could be more informative.

D. Their teaching was an enjoyable experience.

 

查看答案和解析>>

　　This was no ordinary class．The students who came together were all science or engineering professors at Cornell University．They had interrupted their research to accept an invitation to take part in an unusual experiment：“an interesting week of poetry．” This class was part of a study to answer the questions：Why is science difficult for many nonscience students?What can teachers learn about teaching if they take a class that is not in their field?

　　The students in the poetry class listened to lectures and took notes．They had reading tasks and had to write three short papers．All students noticed one thing－the importance of spoken words．In science and engineering classes, the instructors put tables and drawings on the blackboard．But in this poetry class, the instructors just talked．They didn’t write anything on the board．

　　The scientists and engineers noticed one similarity between science and poetry．In both subjects, students need to find layers(層次)of meaning．Some layers are simple, clean, and on the surface; other layers are deeper and more difficult．This search for different levels of meaning doesn’t happen much in undergraduate(本科)science classes, but it is important later, in graduate school．And it is always important in humanities(人文科學(xué))．

　　Both the poetry instructors and their students learned something about teaching from this experience．One poetry instructor, for example, now sees the importance of using informative as he teaches．Most of the scientists agreed on several points．First, humanities classes might help science students to see patterns and decide which information is important．Second, the poetry class was fun．One engineer decided, “We need to change the way we teach engineering to make to make it an enjoyable experience for students．”

　　But perhaps the most important result of the experience was this; All of the professors began to think about how they teach and how they cam teach better．

(1)

What do we know about this unusual class?

[　　]

A．

The teachers did lots of writing on the board

B．

The teacher were invited to attend several lectures．

C．

The student were professors from a university

D．

The students were studying science and humanities．

(2)

The experiment was designed to find out ________．

[　　]

A．

how to teach the students in the science class

B．

whether poetry is difficult for science students

C．

what to be taught in the humanities class

D．

why many humanities students find science hard．

(3)

Finding levels of meaning is ________．

[　　]

A．

important for graduate students in humanities

B．

difficult for graduate students in humanities

C．

common for undergraduate students in science

D．

easy for undergraduate students in science．

(4)

What did the science professors learn after the experiment?

[　　]

A．

They should change the way they teach

B．

A poem could be explained in clear definitions．

C．

A poetry class could be more informative．

D．

Their teaching was an enjoyable experience．

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