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从阅读理解语篇中进行词汇写作双向提高的日常积累训练
2024届 T8联考 阅读C篇
Carl Wieman, a Nobel Prize- winning physicist at Stanford University, excelled in the lab, where he created the Bose- Einstein condensate(玻色-爱因斯坦凝聚态). However, his mastery in the lab did not extend to the classroom. For years, he wrestled with what seemed to be a straightforward task: making undergraduates comprehend physics as he did. Laying it out for them- explaining, even demonstrating the core concepts of the discipline- was not working. Despite his clear explanations, his students' capacity to solve the problems he posed to them remained inadequate.
It was in an unexpected place that he found the key to the problem: not in his classrooms but among the graduate students(研究生) who came to work in his lab. When his PH. D. candidates entered the lab, Wieman noticed, their habits of thought were no less narrow and rigid than the undergraduates. Within a year or two, however, these same graduate students transformed into the flexible thinkers he was trying so earnestly, and unsuccessfully, to cultivate. “Some kind of intellectual process must have been missing from the traditional education," Wieman recounts.
A major factor in the graduate students' transformation, Wieman concluded, was their experience of intense social engagement around a body of knowledge- the hours they spent advising, debating with, and recounting anecdotes to one another. In 2019, a study published in the Proceedings of the National Academy of Sciences backed this idea.Tracking the intellectual advancement of several hundred graduate students in the sciences over the course of four years, its authors found that the development of crucial skills such as generating hypotheses(假设), designing experiments, and analyzing data was closely related to the students' engagement with their peers in the lab, rather than the guidance they received from their faculty mentors(导师).
Wieman is one of a growing number of Stanford professors who are bringing this “active learning” approach to their courses. His aspiration is to move science education away from the lecture format, toward a model that is more active and more engaged.
28. What problem did Carl Wieman have with his undergraduates
A. Making them excel in the lab.
B. Demonstrating lab experiments.
C. Facilitating their all-round development.
D. Enhancing their physics problem-solving.
29. Which of the following best describes the graduate students who first joined Wieman's lab
A. Limited in thinking.
B. Resistant to new ideas.
C. Flexible and earnest.
D. Experienced and cooperative.
30. What is crucial for developing students' intelligent thought according to the 2019 study
A. Intense lab work.
B. Peer pressure and evaluation.
C. Academic interaction with fellows.
D. Engagement with external society.
31. Which of the following can be a suitable title for the text
A. Transforming Graduates' Habits
B. Carl Wieman's Nobel Prize Journey
C. The Nobel-Prize Winner's Struggles
D. Carl Wieman's Education Innovation
答案 DACD
重点词句解析
1. excel in：擅长 精通
2. Mastery：n掌握 精通
3. Extend：v 延伸
4. wrestled with what seemed to be a straightforward（简单易懂的） task：使用名从
5. Wrestle：与...摔跤，艰难应对
6. Comprehend：v理解
7. Demonstrate：v演示 示范
8. Core：adj核心的
9. Discipline：n科目 学科
10. Capacity：n能力
11. Pose：v发布 提出
12. Inadequate：adj不足的
13. It was in an unexpected place that he found the key to the problem: 使用强调句
14. Candidate：n候选人 攻读学位者
15. Rigid：adj 刻板僵化的
16. Transform：v转变；transformation（n）
17. Flexible：adj灵活的
18. Earnestly：adj认真 诚挚地
19. Cultivate：v培养
20. Intellectual：adj智力的 思维的
21. Conclude：v总结
22. Intense：adj强烈的
23. Engagement：n参与；engage：（v）
24. Track：v跟踪 追踪
25. Crucial：adj关键的
26. Guidance：n引导
27. Approach：n方法
28. Aspiration：n渴望 抱负 志向
29. Facilitate：v 促进 使便利
30. Enhance：v提高
31. Resistant：adj抵制的，有抵抗力的
32. Academic：adj学术的
33. Interaction：n互动
34. External：adj外部的
35. Innovation：n创新
重点词句积累练习
1. 他善于解决问题，在多个领域都是如此。
______________
2. 他在艰难应对一个看似简单的任务。
______________
3. 理解v________________
4. 演示v________________
5. 核心科目________________
6. 能力________________
7. 我们解决老师所提问题的能力仍然欠缺。
______________
8. 是在这个意外的地方 他发现了问题的关键。
______________
9. 是通过这个新颖的方法 思维狭隘僵化的学生们终于变得灵活变通。
______________
10. 这个活动是为了认真培养灵活变通的思考者。
______________
11. 他总结，学生转变的一个主要因素是他们的社交参与度大。
______________
12. 影响关键技能发展的 主要是学生们跟同伴的互动，而非导师的引导。
______________
13. 他希望教育能从讲课模式向参与性更强的模式发展。
______________
14. 促进全面发展________________
15. 提升解决问题的能力_________________
16. 抗拒新思想________________
17. 高强度工作________________
18. 学术互动________________
19. 外部动力________________
20. 技术创新________________
句子参考答案：
1 His mastery in problem-solving extends to various fields.
2 He wrestled with what seemed to be a straightforward task.
7 Our capacity to solve problems the mentors posed remained inadequate.
8 It was in this unexpected place that he found the key to the problem.
9 It was by this innovative approach that those students with narrow and rigid thought finally transformed into the flexible thinkers.
10 This campaign is designed to earnestly cultivate flexible thinkers.
11 A major factor in the students' transformation, he concluded, was their experience of intense social engagement.
12 The development of crucial skills was closely related to the students' engagement with their peers, rather than the guidance they received from their faculty mentors.
13 His aspiration is to move science education away from the lecture format, toward a model that is more active and more engaged.

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