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I have frequently taught Research Methods and Design to college students at several institutions. I love teaching this course. One reason, of course, is that I enjoy thinking about research methodology (方法学) and sharing it with others. The other reason, however, is the obvious impact that it has on students. Every term, one (if not more) student tells me how taking this course has affected him/her: “I used to just read articles and believe what they said, but now I find myself asking ‘Is this true? How do they know? Is this a well designed study?” That is what I want the students to achieve in this course.

This brings to mind something written by Dorothy L. Sayers in 1948. One of her books, The Lost Tools of Learning speaks to Sayers’ thoughts on education. “By teaching our young men and women to read, we have left them at the mercy of the printed words. By the invention of the film and the radio,we have made certain that no dislike for reading shall protect them from the constant battery of words, words, words. They do not know what the words mean: they are victims to words in their emotions instead of being the masters of them in their intelligence.”

We are well past the 1940s, but her observation is still relevant. Sayers’ point is well taken. In the world of 24-hour news and social media that often resembles (类似) the Wild West, the ability to carry out evaluations has never been more important. In order to resist the distortions with which we are constantly bombed in the media, as well as be able to present a persuasive argument, we must be able to reason well, and think and give a judgement carefully.

When my students begin the Research Methods and Design course, they are generally not content to read all those research article I give. However, by the end of the course, they are excited about their newly obtained abilities.

【小题1】What is the author’s course goal for her students?
A.Thinking critically.B.Reading deeply.
C.Designing studies well.D.Questioning themselves.
【小题2】What did Sayers imply about education?
A.It was boring.B.It was worrying.
C.It was conventional.D.It was useless.
【小题3】What does the underlined word “distortions” in paragraph 3 refer to?
A.Popular news.B.Various evaluations.
C.Persuasive arguments.D.Misleading information.
【小题4】Why does the author write the text?
A.To review a book.B.To introduce a writer.
C.To suggest a practical skill.D.To criticize social media.
2022·宁夏银川·一模
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I have frequently taught Research Methods and Design to college students at several institutions. I love teaching this course. One reason, of course, is that I enjoy thinking about research methodology (方法学) and sharing it with others. The other reason, however, is the obvious impact that it has on students. Every term, one (if not more) student tells me how taking this course has affected him/her: “I used to just read articles and believe what they said, but now I find myself asking ‘Is this true? How do they know? Is this a well designed study?” That is what I want the students to achieve in this course.

This brings to mind something written by Dorothy L. Sayers in 1948. One of her books, The Lost Tools of Learning speaks to Sayers’ thoughts on education. “By teaching our young men and women to read, we have left them at the mercy of the printed words. By the invention of the film and the radio,we have made certain that no dislike for reading shall protect them from the constant battery of words, words, words. They do not know what the words mean: they are victims to words in their emotions instead of being the masters of them in their intelligence.”

We are well past the 1940s, but her observation is still relevant. Sayers’ point is well taken. In the world of 24-hour news and social media that often resembles (类似) the Wild West, the ability to carry out evaluations has never been more important. In order to resist the distortions with which we are constantly bombed in the media, as well as be able to present a persuasive argument, we must be able to reason well, and think and give a judgement carefully.

When my students begin the Research Methods and Design course, they are generally not content to read all those research article I give. However, by the end of the course, they are excited about their newly obtained abilities.

【小题1】What is the author’s course goal for her students?
A.Thinking critically.B.Reading deeply.
C.Designing studies well.D.Questioning themselves.
【小题2】What did Sayers imply about education?
A.It was boring.B.It was worrying.
C.It was conventional.D.It was useless.
【小题3】What does the underlined word “distortions” in paragraph 3 refer to?
A.Popular news.B.Various evaluations.
C.Persuasive arguments.D.Misleading information.
【小题4】Why does the author write the text?
A.To review a book.B.To introduce a writer.
C.To suggest a practical skill.D.To criticize social media.
Work Your Mind
Here’s something to think about the next time you ask your teacher for help: struggling with schoolwork on your own can help you learn. According to a recent study, the more you struggle while you are learning new information, the better you can remember it later.
This theory might surprise you. When teachers are presenting new information, they often give students lots of help. But a new study shows this may not be the best way to support learning. “Don't be too quick to get help when learning something new,” education expert Manu Kapur told TFK. “Try to work on it yourself even if it means trying different ways.”
Kapur came up with the idea that struggling can lead to better learning. Then he tested it out on students in Singapore. He separated students into two groups. In the first group, students were asked to solve math problems with the teacher’s help. In the second group, students were asked to solve the same problems by helping one another, instead of getting help from the teacher.
With the teacher’s help, students in the first group were able to find the correct answers. Students in the second group did not solve the problems correctly. But they did come up with a lot of good ideas. The students were then tested on what they had learned. The group without any help from a teacher scored much higher than the group who had help. Kapur said working to find the answers helped students understand the process, not just the solution.
Kapur’s advice for kids is to put a lot of effort into learning something new rather than going to your teacher for help. “Simply doing a little work or nothing at all won’t work,” says Kapur. “The struggle needs to be a genuine attempt to figure out or solve a problem in as many ways as possible.”
【小题1】When you have doubt on schoolwork, you’d better ____________.
A.ask your teacher for help
B.make it clear by yourself
C.ask your classmates to help you
D.ask your parents for help
【小题2】What’s Manu Kapur educational idea on learning new knowledge?
A.Give students much help as soon as possible.
B.Let students learn it on themselves in one way.
C.Let students learn it by themselves in the same way.
D.Let students learn it for themselves in different ways.
【小题3】How did Kapur check his idea on better learning?
A.By asking questions.
B.By solving art problems.
C.By group comparations.
D.By solving science problems.
【小题4】What is the most important in learning knowledge?
A.Getting the teacher’s help.
B.Getting the student’s help.
C.Grasping the learning course.
D.Receiving the final solution.

Few people doubt the value of developing students' thinking skills. A focus on critical thinking is common in education. In the Australian Curriculum, critical thinking and creative thinking are known as “general capabilities”. The US has a similar focus through their “common core".

Many approaches to developing critical thinking are based on Philosophy for Children. One strategy that has a large impact on students' ability to analyse and evaluate arguments is argument mapping, in which a student's reasoning can be visually displayed by capturing the inferential pathway from assumption to conclusion. This type of argument-based intellectual engagement can show high outcomes in terms of the quality of thinking in any classroom. Research also shows deliberate attention to the practice of reasoning in the context of our everyday lives can be significantly improved through targeted teaching.

Teachers at one high school in Australia, who have much training in critical thinking teaching methods, developed a task that asked students to determine Australia's greatest sports person. Students needed to construct their own criteria for greatness. To do so, they had to analyze the Australian sporting context, create possible evaluative standards, explain and justify why some standards would be more acceptable than others and apply these to their candidates. They then needed to argue their case with their classmates to develop criteria that were solid, defensible, widely applicable and produced a choice that seized significant and relevant aspects of Australian sport.

Researchers looking at the gains made in a single term of teaching critical thinking with argument mapping said the critical thinking gains measured are close to those that could be expected to result from three years of undergraduate education. Students who are taught to think well also do better on subject-based exams and standardized tests than those who do not.

In terms of developing 21st century skills, which includes setting up students for lifelong learning, teaching critical thinking should be core business.

【小题1】Which of the following can explain the underlined word “capturing" in Paragraph 2?
A.Describing.B.Attracting.C.Designing.D.Blocking.
【小题2】Whats the purpose of Paragraph 3?
A.To construct the criteria for being great.
B.To acknowledge the teachers' outcomes.
C.To present how to teach critical thinking.
D.To emphasize the importance of reasoning.
【小题3】What is the author's attitude toward teaching critical thinking?
A.Objective.B.Supportive.C.Doubtful.D.Cautious.
【小题4】What does this text imply?
A.Teaching methods should vary among schools.
B.Research on education deserves more attention.
C.Critical thinking should be valued in education.
D.Concepts of critical thinking aren't well received.

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