大学四级72.docx

大学四级72.docx

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大学四级72

大学四级-72

（总分：

713.00，做题时间：

90分钟）

一、{{B}}PartⅠWriting{{/B}}（总题数：

1，分数：

106.00）

1.现在不少人一遇到问题就上网搜答案2.这种现在可能产生的影响3.你认为应该怎么做

（分数：

106.00）

__________________________________________________________________________________________

正确答案：

（[范文一]

WeShouldn’tTotallyTurntotheInternet

（1）NowadaysInternethasbecomeanindispensablepartinourlife．

（2）Manypeople（3）turntotheInternetforhelpwhenevertheyhavetroubleinfindingsolutionstotheirproblems．Thisphenomenonhasarousedthepublic’sattention．

（3）ResortingtotheInternetforanswerstoallourquestionscanhavebadimpactsonus．（4）Ontheonehand，wecanbecomeverylazyanddon’tbothertothinkupanswersbyourselves，whichcanhinderthedevelopmentofcreativethinking．（4）Ontheotherhand，theanswersonlinemaybeinaccurateorwrong．Ifweusethemwithoutthinkingaboutthecredibilityofthem，wemaymakeseriousmistakessomeday．

（5）AsfarasI’mconcerned，weshouldn’tcompletely（3）dependontheInternetindealingwithproblems．Whenwecomeacrosssomeproblems，we’dbettertryourbesttofindpossiblesolutions．Onlywhenwemakegreateffortsbutstillcan’t（6）comeupwithananswercanwesurftheNetforsolutions．And，weshouldquestionthecorrectnessoftheseanswersbeforeweadoptthem．

[审题]分析标题和提纲可知，应该写一篇问题解决型议论文。

根据提纲，写作时，首先指出现象：

很多人一遇到问题就上网寻找答案，然后分析这一现象产生的影响（主要指不好的影响），最后给出建议。

[思路一]第一段：

网络已成为人们生活不可或缺的一部分，很多人一遇到问题就上网搜答案。

第二段：

一遇到问题就求助于网络会产生不好的影响：

使人变懒，不利于创造性思维的发展；网上信息可能不；隹确，会误导人们。

第三段：

自己的建议：

不要一遇到问题就依赖网络。

先自己思考解决问题，从网上寻找答案时要三思。

[点评]

（1）引出话题

（2）简述现象

（3）均指“求助于网络”，表达多样化

（4）说明两个不良影响，结构清晰

（5）给出自己的建议

（6）亮点短语：

“想出”

[范文二]

WeShouldn’tTotallyTurntotheInternet

（1）Whenyouhavequestions，whowillyouturnto?

Formanypeople，theywouldliketoturntotheInternet．

（2）Baidu，thelargestsearchingengineinChina，hasafamousmotto：

（3）Baiduit，andyou’llknow．SoalotofpeoplearewillingtoBaiduitwhenevertheyhaveaquestion．

（4）However，ithassomenegativeimpactsonyou．（5）Firstofall，someinformationprovidedbypeoplefromallworksoflifeisnotcorrect，anditwillmisleadyou．（5）Secondly，manywebsitesyouvisitareactuallyspamsitesandserveyouwithmuchjunkinformationaboutsexorfakemedicine．（5）Last，assearchingenginesofferyouSOmanyanswers，you’11spendmuchmoretimetofindanidealonethanyouexpected．

（6）Therefore，weshouldn’ttotallyturntotheInternetwhenwecomeacrossproblems．Wecan（7）resorttoexpertsorprofessionalbooks．AndifyoureallywanttofindanswersontheInternet，you’dbetterbrowsesomeauthoritativewebsites，suchasWjkinedia．

[思路二]第一段：

指出很多人一有问题就上网搜答案这一现象：

XX一下，你就知道。

第二段：

论述这一做法产生的不良影响：

错误答案，垃圾网站，浪费时间。

第三段：

针对这一问题提出建议：

从专家或专业书中找答案；即使上网搜答案，也要浏览权威网站。

[点评]

（1）以问句开头，引起读者注意

（2）具体例证，说明问题

（3）“XX—下，你就知道”

（4）转折，引出问题

（5）层次分明，理由清晰

（6）“因此”，得出结论

（7）亮点表达：

“求助于”）

解析：

二、{{B}}PartⅡReadingComprehension（SkimmingandScanning）{{/B}}（总题数：

1，分数：

70.00）

Directions:

Inthispart,youwillhave15minutestogooverthepassagequicklyandanswerthequestionsonAnswerSheet1.Forquestions1-7,choosethebestanswerfromthefourchoicesmarked[A],[B],[C]and[1）].Forquestions8-10,completethesentenceswiththeinformationgiveninthepassage.

LearningthroughTests

Takingatestisnotjustapassivemechanismforassessinghowmuchpeopleknow,accordingtonewresearch.Itactuallyhelpspeoplelearn,anditworksbetterthananumberofotherstudyingtechniques.

Theresearch,publishedonlineThursdayinthejournalScience,foundthatstudentswhoreadapassage,thentookatestaskingthemtorecallwhattheyhadread,retainedabout50percentmoreoftheinformationaweeklaterthanstudentswhousedtwoothermethods.

Oneofthosemethods—repeatedlystudyingthematerial—isfamiliartoalargenumberofstudentswhocram（临时死记硬背）beforeexams.Theother—havingstudentsdrawdetaileddiagramsdocumentingwhattheyarelearning—isprizedbymanyteachersbecauseitforcesstudentstomakeconnectionsamongfacts.

Theseothermethodsnotonlyarepopular,theresearchersreported;theyalsoseemtogivestudentstheillusionthattheyknowmaterialbetterthantheydo.

Intheexperiments,thestudentswereaskedtopredicthowmuchtheywouldrememberaweekafterusingoneofthemethodstolearnthematerial.Thosewhotookthetestafterreadingthepassagepredictedtheywouldrememberlessthantheotherstudentspredicted—buttheresultswerejusttheopposite.

"Ithinkthatlearningisallaboutretrieving（回想）,allaboutreconstructingourknowledge,"saidtheleadauthor,JeffreyKarpicke,anassistantprofessorofpsychologyatPurdueUniversity."Ithinkthatwe'retappingintosomethingfundamentalabouthowthemindworkswhenwetalkaboutretrieval."

Severalcognitivescientistsandeducationexpertssaidtheresultswerestriking.

Thestudentswhotooktherecalltestsmay"recognizesomegapsintheirknowledge,"saidMarciaLinn,aneducationprofessorattheUniversityofCalifornia,Berkeley,"andtheymightrevisittheideasinthebackoftheirmindorthefrontoftheirmind."

Whentheyarelateraskedwhattheyhavelearned,shewenton,theycanmoreeasily"retrieveitandorganizetheknowledgethattheyhaveinawaythatmakessensetothem."

Theresearchersengaged200collegestudentsintwoexperiments,assigningthemtoreadseveralparagraphsaboutascientificsubject—howthedigestivesystemworks,forexample.

Inthefirstexperiment,thestudentsweredividedintofourgroups.Onedidnothingmorethanreadthetextforfiveminutes.Anotherstudiedthepassageinfourconsecutive（连续的）five-minutesessions.

Athirdgroupengagedin"conceptmapping,"inwhich,withthepassageinfrontofthem,theyarrangedinformationfromthepassageintoakindofdiagram,writingdetailsandideasinhand-drawnbubblesandlinkingthebubblesinanorganizedway.

Thefinalgrouptooka"retrievalpractice"test.Withoutthepassageinfrontofthem,theywrotewhattheyrememberedinafree-formessayfor10minutes.Thentheyrereadthepassageandtookanotherretrievalpracticetest.

Aweeklaterallfourgroupsweregivenashort-answertestthatassessedtheirabilitytorecallfactsanddrawlogicalconclusionsbasedonthefacts.

Thesecondexperimentfocusedonlyonconceptmappingandretrievalpracticetesting,witheachstudentdoinganexerciseusingeachmethod.Inthisinitialphase,researchersreported,studentswhomadediagramswhileconsultingthepassageincludedmoredetailthanstudentsaskedtorecallwhattheyhadjustreadinanessay.

Butwhentheywereevaluatedaweeklater,thestudentsinthetestinggroupdidmuchbetterthantheconceptmappers.Theyevendidbetterwhentheywereevaluatednotwithashort-answertestbutwithatestrequiringthemtodrawaconceptmapfrommemory.

whyretrievaltestinghelpsisstillunknown.Perhapsitisbecausebyrememberinginformationweareorganizingitandcreatingcuesandconnectionsthatourbrainslaterrecognize.

Itmayalsobethatthestruggleinvolvedinrecallingsomethinghelpsreinforceitinourbrains.

Maybethatisalsowhystudentswhotookretrievalpracticetestswerelessconfidentabouthowtheywouldperformaweeklater.

"Thestrugglehelpsyoulearn,butitmakesyoufeellikeyou'renotlearning,"saidNateKornell,apsychologistatWilliamsCollege."Youfeellike:

'Idon'tknowitthatwell.ThisishardandI'mhavingtroublecomingupwiththisinformation.'"

Bycontrast,hesaid,whenrereadingtextsandpossiblyevendrawingdiagrams,"yousay:

'Oh,thisiseasier.Ireadthisalready.'"

ThePurduestudysupportsfindingsofaseriesofrecentresearchshowinglearningbenefitsfromtesting,includingbenefitswhenstudentsgetquestionswrong.Butbycomparingtestingwithothermethods,thestudygoesfurther.

"Itreallybumpsitupalevelofimportancebycontrastingitwithconceptmapping,whichmanyeducatorsthinkofassortofthegoldstandard,"saidDanielWillingham,apsychologyprofessorattheUniversityofVirginia.Although"it'snottotallyobviousthatthisisshovel-ready—putitintheclassroomandit'sgoodtogo—foreducatorsthisoughttobeabigdeal."

HowardGardner,aneducationprofessoratHarvardwhoadvocatesconstructivism—theideathatchildrenshoulddiscovertheirownapproachtolearning,emphasizingreasoningovermemorization—saidinane-mailthattheresults"throwdownthegauntlet（挑战）tothoseprogressiveeducators,myselfincluded."

"Educatorswhoembraceseeminglymoreactiveapproaches,likeconceptmapping,"hecontinued,"arechallengedtodeviseoutcomemeasuresthatcandemonstratethesuperiorityofsuchactiveapproaches."

Testing,ofcourse,isahighlychargedissueineducation,drawingcriticismthattoomuchpromotesrotelearning（死记硬背）,swallowsvaluabletimeforlearningnewthingsandcausesexcessivestudentanxiety.

"Moretestingisn'tnecessarilybetter,"saidDr.Linn,whosaidherworkwithCaliforniaschooldistrictshadfoundthataskingstudentstoexplainwhattheydidinascienceexperimentratherthanhavingthemsimplyconductthehands-onexperiment—aversionofretrievalpracticetesting—wasbeneficial.

"Sometestsarejustnotlearningopportunities.Weneedadifferentkindoftestingthanwecurrentlyhave,"addedDr.Linn.

Dr.Kornellsaidthat"eventhoughintheshorttermitmayseemlikeawasteoftime,"retrievalpracticeappearsto"makethingsstickinawaythatmaynotbeusedintheclassroom.

"It'sgoingtolastfortherestoftheirschooling,andpotentiallyfortherestoftheirlives."（分数：

70.00）

（1）.WhatdidthestudypublishedinthejournalSciencereveal?

A.Testingisapassivestudyingmethod.B.Testisthebestwaytoassesspeople'slearning.C.Takingatesthelpspeop