大学四级72.docx

1、大学四级72大学四级-72(总分：713.00，做题时间：90分钟)一、BPart Writing/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 We Shouldnt Totally Turn to the Internet(1)Nowadays Internet has become an indispensable part in our life(2)Many people(3)turn to the Internet for help whenever they

2、 have trouble in finding solutions to their problemsThis phenomenon has aroused the publics attention(3)Resorting to the Internet for answers to all our questions can have bad impacts on us(4)On the one hand，we can become very lazy and dont bother to think up an swers by ourselves，which can hinder t

3、he development of creative thinking(4)On the other hand，the answers online may be inaccurate or wrongIf we use them without thinking about the credibility of them，we may make serious mistakes someday(5)As far as Im concerned，we shouldnt completely(3)depend on the Internet in dealing with problemsWhe

4、n we come across some problems，wed better try our best to find possible solutionsOnly when we make great efforts but still cant(6)come up with an answer can we surf the Net for solutionsAnd，we should question the correct ness of these answers before we adopt them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

5、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We Shouldnt Totally Turn to

6、 the Internet(1)When you have questions，who will you turn to?For many people，they would like to turn to the Internet(2)Baidu，the largest searching engine in China，has a famous motto：(3)Baidu it，and youll knowSo a lot of people are willing to Baidu it whenever they have a question(4)However，it has so

7、me negative impacts on you(5)First of all，some information provided by people from all works of life is not correct，and it will mislead you(5)Secondly， many websites you visit are actually spam sites and serve you with much junk information about sex or fake medicine(5)Last，as searching engines offe

8、r you SO many answers，you11 spend much more time to find an ideal one than you expected(6)Therefore，we shouldnt totally turn to the Internet when we come across prob lemsWe can(7)resort to experts or professional booksAnd if you really want to find answers on the Internet，youd better browse some aut

9、horitative websites，such as Wjkinedia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、BPart Reading Comprehension (Skimming and Scanning)/

10、B(总题数：1，分数：70.00)Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A, B, C and 1). For questions 8-10, complete the sentences with the information given

11、in the passage.Learning through TestsTaking a test is not just a passive mechanism for assessing how much people know, according to new research. It actually helps people learn, and it works better than a number of other studying techniques.The research, published online Thursday in the journal Scie

12、nce, found that students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.One of those methodsrepeatedly studying the materialis familiar to a large number of student

13、s who cram (临时死记硬背) before exams. The otherhaving students draw detailed diagrams documenting what they are learningis prized by many teachers because it forces students to make connections among facts.These other methods not only are popular, the researchers reported; they also seem to give student

14、s the illusion that they know material better than they do.In the experiments, the students were asked to predict how much they would remember a week after using one of the methods to learn the material. Those who took the test after reading the passage predicted they would remember less than the ot

15、her students predictedbut the results were just the opposite.I think that learning is all about retrieving (回想), all about reconstructing our knowledge, said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. I think that were tapping into something fundame

16、ntal about how the mind works when we talk about retrieval.Several cognitive scientists and education experts said the results were striking.The students who took the recall tests may recognize some gaps in their knowledge, said Marcia Linn, an education professor at the University of California, Be

17、rkeley, and they might revisit the ideas in the back of their mind or the front of their mind.When they are later asked what they have learned, she went on, they can more easily retrieve it and organize the knowledge that they have in a way that makes sense to them.The researchers engaged 200 colleg

18、e students in two experiments, assigning them to read several paragraphs about a scientific subjecthow the digestive system works, for example.In the first experiment, the students were divided into four groups. One did nothing more than read the text for five minutes. Another studied the passage in

19、 four consecutive (连续的) five-minute sessions.A third group engaged in concept mapping, in which, with the passage in front of them, they arranged information from the passage into a kind of diagram, writing details and ideas in hand- drawn bubbles and linking the bubbles in an organized way.The fina

20、l group took a retrieval practice test. Without the passage in front of them, they wrote what they remembered in a free-form essay for 10 minutes. Then they reread the passage and took another retrieval practice test.A week later all four groups were given a short-answer test that assessed their abi

21、lity to recall facts and draw logical conclusions based on the facts.The second experiment focused only on concept mapping and retrieval practice testing, with each student doing an exercise using each method. In this initial phase, researchers reported, students who made diagrams while consulting t

22、he passage included more detail than students asked to recall what they had just read in an essay.But when they were evaluated a week later, the students in the testing group did much better than the concept mappers. They even did better when they were evaluated not with a short-answer test but with

23、 a test requiring them to draw a concept map from memory.why retrieval testing helps is still unknown. Perhaps it is because by remembering information we are organizing it and creating cues and connections that our brains later recognize.It may also be that the struggle involved in recalling someth

24、ing helps reinforce it in our brains.Maybe that is also why students who took retrieval practice tests were less confident about how they would perform a week later.The struggle helps you learn, but it makes you feel like youre not learning, said Nate Kornell, a psychologist at Williams College. You

25、 feel like: I dont know it that well. This is hard and Im having trouble coming up with this information.By contrast, he said, when rereading texts and possibly even drawing diagrams, you say: Oh, this is easier. I read this already.The Purdue study supports findings of a series of recent research s

26、howing learning benefits from testing, including benefits when students get questions wrong. But by comparing testing with other methods, the study goes further.It really bumps it up a level of importance by contrasting it with concept mapping, which many educators think of as sort of the gold stand

27、ard, said Daniel Willingham, a psychology professor at the University of Virginia. Although its not totally obvious that this is shovel-readyput it in the classroom and its good to gofor educators this ought to be a big deal.Howard Gardner, an education professor at Harvard who advocates constructiv

28、ismthe idea that children should discover their own approach to learning, emphasizing reasoning over memorizationsaid in an e-mail that the results throw down the gauntlet (挑战) to those progressive educators, myself included.Educators who embrace seemingly more active approaches, like concept mappin

29、g, he continued, are challenged to devise outcome measures that can demonstrate the superiority of such active approaches.Testing, of course, is a highly charged issue in education, drawing criticism that too much promotes rote learning (死记硬背), swallows valuable time for learning new things and caus

30、es excessive student anxiety.More testing isnt necessarily better, said Dr. Linn, who said her work with California school districts had found that asking students to explain what they did in a science experiment rather than having them simply conduct the hands-on experimenta version of retrieval pr

31、actice testing was beneficial.Some tests are just not learning opportunities. We need a different kind of testing than we currently have, added Dr. Linn.Dr. Kornell said that even though in the short term it may seem like a waste of time, retrieval practice appears to make things stick in a way that

32、 may not be used in the classroom.Its going to last for the rest of their schooling, and potentially for the rest of their lives.（分数：70.00）(1).What did the study published in the journal Science reveal? A. Testing is a passive studying method. B. Test is the best way to assess peoples learning. C. Taking a test helps peop