考研英語閱讀理解精讀100篇【教育類】

考研英語閱讀理解精讀100篇之教育類

考研英語閱讀理解精讀100篇unit71
Unit 71
Back in 1922, Thomas Edison predicted that "the motion picture is destined to revolutionize our educational system and...in a few years it will supplant largely, if not entirely, the use of textbooks." Well, we all make mistakes. But at least Edison did not squander vast quantities of public money on installing cinema screens in schools around the country.

With computers, the story has been different. Many governments have packed them into schools, convinced that their presence would improve the pace and efficiency of learning. Large numbers of studies, some more academically respectable than others, have purported to show that computers help children to learn. Now, however, a study that compares classes with computers against similar classes without them casts doubt on that view.

In the current Economic Journal, Joshua Angrist of the Massachusetts Institute of Technology and Victor Lavy of the Hebrew University of Jerusalem look at a scheme which put computers into many of Israel's primary and middle schools in the mid-1990s. Dr Angrist and Dr Lavy compare the test scores for maths and Hebrew achieved by children in the fourth and eighth grades (ie, aged about nine and 13) in schools with and without computers. They also asked the classes' teachers how they used various teaching materials, such as Xeroxed worksheets and, of course, computer programs. The researchers found that the Israeli scheme had much less effect on teaching methods in middle schools than in elementary schools. It also found no evidence that the use of computers improved children's test scores. In fact, it found the reverse. In the case of the maths scores of fourth-graders, there was a consistently negative relationship between computer use and test scores.

The authors offer three possible explanations of why this might be. First, the introduction of computers into classrooms might have gobbled up cash that would otherwise have paid for other aspects of education. But that is unlikely in this case since the money for the programme came from the national lottery, and the study found no significant change in teaching resources, methods or training in schools that acquired computers through the scheme.

A second possibility is that the transition to using computers in instruction takes time to have an effect. Maybe, say the authors, but the schools surveyed had been using the scheme's computers for a full school year. That was enough for the new computers to have had a large (and apparently malign) influence on fourth-grade maths scores. The third explanation is the simplest: that the use of computers in teaching is no better (and perhaps worse) than other teaching methods.

The bottom line, says Dr Angrist, is that "the costs are clear-cut and the benefits are murky." The burden of proof now lies with the promoters of classroom computers. And the only reliable way to make their case is, surely, to conduct a proper study, with children randomly allocated to teachers who use computers and teachers who use other methods, including the cheapest of all: chalk and talk.
注（1）：本文選自Economist；10/26/2002, p74;
注（2）：本文習(xí)題命題模仿對象是1999年真題text4(1, 2, 3, 4)和text1第4題（第5題）;

1.       We can learn from the first paragraph that __________________.

[A] motion picture has revolutionized education system
[B] Edison’s prediction has been proved wrong
[C] Edison encouraged schools to install cinema screens
[D] schools are cautious about Edison’s idea

2.       Dr. Angrist and Dr. Lavy have done the following except _______________.

[A] comparing the test scores of students in different age groups
[B] interviewing teachers about their teaching methods
[C] launching the computer program in many Israeli schools
[D] explaining students’ school performance

3.       According to Dr. Angrist and Dr. Lavy, in the Israeli scheme, students didn’t make
improvement in their test scores because______________.

[A] other aspects of education were affected due to cash shortage
[B] it was not long enough for the program to take effect
[C] there was a negative relationship between computer use and test scores
[D] the use of computer was no better than other teaching methods

4.       It can be inferred from the last paragraph that ________________.

[A] there hasn’t been a proper study on this issue yet
[B] school authorities should provide proof to support the computer program
[C] installing computers in schools costs too much, but has little or no effect
[D] chalk and talk work better than computer in teaching

5.       The author’s attitude towards governments’ packing computers in schools seems to be
___________________.

[A] biased
[B] indifferent
[C] disapproving
[D] puzzling

答案：BCDAC

篇章剖析：
本文為說明文，采用新聞報道體，在第一段以愛迪生所作的錯誤預(yù)測開始，將其與第二段中學(xué)校期望通過將電腦引入課堂來改進(jìn)教學(xué)的想法進(jìn)行對照，引入話題，指出學(xué)校的上述想法未必正確。第三段敘述了兩位研究人員對以色列在1990年代中期將電腦引入中小學(xué)課堂所帶來的教學(xué)效果的研究，以此說明電腦未必如人們所期望的那樣促進(jìn)課堂學(xué)習(xí)。第四段，第五段，第六段分別引述了研究人員的解釋，并逐一進(jìn)行分析，最后得出結(jié)論：要證明電腦有助于教學(xué)，必須進(jìn)行正確的研究。

詞匯注釋：
supplant[] v. 取代，代替（另一個）
squander[] v. 揮霍或浪費(fèi)；放蕩地花掉
purport[] v. 聲稱
Hebrew []n. 以色列語；希伯來人
Xerox v. 復(fù)印
reverse []n. 相反，顛倒：相反的事物或相反的方面
gobble []v. 吞并；貪婪地攫取
transition []n. 轉(zhuǎn)變, 轉(zhuǎn)換
malign [] adj. 有害的：具不良影響的；有害的
the bottom line 要點(diǎn)或關(guān)鍵之處；結(jié)果，結(jié)局：最后結(jié)果或聲明
randomly adv. 任意地, 隨便地,
allocate []v. 分派, 分配

難句突破
1．First, the introduction of computers into classrooms might have gobbled up cash that would otherwise have paid for other aspects of education.
主體句式：the introduction might have gobbled up cash
結(jié)構(gòu)分析：本句是一個主從復(fù)合句，主句中的might have gobbled up表示對過去事實(shí)的猜測，that引導(dǎo)一個定語從句，限定修飾cash，其中從句中的otherwise常常用來引出虛擬語氣，表示“要不然；在另一種情況下”。例如：Otherwise I might have helped you. 要不然我就幫你了。
句子譯文：第一，將電腦引入課堂可能會占用本應(yīng)用于其它教育方面的資金。

2．And the only reliable way to make their case is, surely, to conduct a proper study, with children randomly allocated to teachers who use computers and teachers who use other methods, including the cheapest of all: chalk and talk.
主體句式：the way is to conduct a study
結(jié)構(gòu)分析：本句是一個復(fù)雜長句，不但涉及主從句，還涉及不定式，分詞和介詞短語。第一個不定式to make their case作定語修飾way，第二個不定式作表語；with引導(dǎo)的介詞短語往往可以是“介詞+復(fù)合賓語”的形式，其中復(fù)合賓語可以由現(xiàn)在分詞或者過去分詞來充當(dāng)，由它和介詞賓語之間的邏輯關(guān)系決定，例如：with her hair flying in the wind；with the paper tucked under his arm等；who引導(dǎo)的定語從句修飾教師，分詞including 引導(dǎo)的短語限定修飾methods。
句子譯文：而他們所能采用的唯一可靠方法當(dāng)然就是進(jìn)行適當(dāng)?shù)难芯�，學(xué)生應(yīng)該是隨機(jī)分配給使用電腦教學(xué)的教師和使用其他方法教學(xué)的教師，包括最廉價的方法：粉筆和談話。

題目分析：
1．  答案是B，屬事實(shí)細(xì)節(jié)題。文中第一段提到“we all make mistakes”，說明愛迪生的預(yù)言
是錯誤的。
2．  答案是C，屬事實(shí)細(xì)節(jié)題。文中第三段和第四段分別提到兩位研究人員compare test
scores；ask the classes’ teachers和offer explanations，但launch the computer program則是由以色列政府所為。
3．  答案是D，屬事實(shí)細(xì)節(jié)題。從文中第四段，第五段里兩位研究人員所給出的解釋以及
相應(yīng)的分析可以看出，學(xué)生成績沒有提高主要是因?yàn)樵诮虒W(xué)中使用電腦并不比采用其他方法教學(xué)更好。
4．  答案是A，屬推理判斷題。作者在本文第二段中指出，許多學(xué)術(shù)文章都宣稱使用電腦
有助于課堂教學(xué)，但新的研究對這一說法提出了懷疑。在最后一段中，作者說要證明使用電腦有助于教學(xué)，就必須進(jìn)行正確的研究。可見，作者對以前的研究方法提出了質(zhì)疑。
5．  答案是C，屬推理判斷題。對政府在學(xué)校安裝電腦一事，作者雖然沒有明確提出反對，
但字里行間都透出不贊成的態(tài)度。在第一段，作者以愛迪生的預(yù)言為例，說愛迪生至少沒有浪費(fèi)公共資金，言下之意就是當(dāng)前發(fā)生的情況算得上是浪費(fèi)公共資金的舉動。在最后一段，作者引用研究人員的觀點(diǎn)說明在學(xué)校安裝電腦是成本清楚但收效模糊的事。并提出讓支持使用電腦的人采用正確的方法對學(xué)校應(yīng)不應(yīng)該在教室安裝電腦進(jìn)行論證�？梢娮髡邔�這一類問題持否定的態(tài)度。

參考譯文：
1922年的時候，托馬斯•愛迪生曾經(jīng)預(yù)測說“電影必將革新我們的教育制度，…要不了幾年，它就能取代大部分（即便不是全部的）教科書。”當(dāng)然，人都會有出錯的時候。不過至少在給全國各地的學(xué)校安裝電影屏幕這件事上，愛迪生并沒有浪費(fèi)大筆公共資金。

有了電腦，情況又不一樣了。許多政府已經(jīng)把電腦裝進(jìn)了學(xué)校，并深信電腦會提高學(xué)習(xí)的速度和效率。大量的研究，其中還包括一些學(xué)術(shù)性更強(qiáng)的研究，都試圖說明電腦有助于兒童的學(xué)習(xí)。不過，現(xiàn)在有一項(xiàng)對用電腦教學(xué)和不用電腦教學(xué)的課堂的比較研究對這一觀點(diǎn)提出了懷疑。

在本期經(jīng)濟(jì)�？�中，來自麻省理工學(xué)院的喬舒亞•安格里斯特和耶路撒冷希伯萊大學(xué)的維克多•拉維對九十年代中期開始在許多以色列中小學(xué)安裝電腦的計劃進(jìn)行了研究。安格里斯特博士和拉維博士比較了有電腦和沒有電腦的四年級和八年級（也就是年齡在9到13歲之間）的兒童在數(shù)學(xué)和希伯萊語兩個科目的考試成績。他們還訪問了課堂教師，詢問他們是如何使用各種教學(xué)材料，例如復(fù)印紙，電腦設(shè)備等。兩位研究者發(fā)現(xiàn)，這個以色列計劃在改進(jìn)中學(xué)教學(xué)方法方面的效果比小學(xué)的效果遜色得多。研究還發(fā)現(xiàn)，沒有證據(jù)證明使用電腦能夠提高兒童的考試成績。實(shí)際上，情況正好相反。從四年級學(xué)生的數(shù)學(xué)成績來看，使用電腦和考試成績的關(guān)系一直成反比。

兩位作者對這種情況提出了三種可能的解釋。第一，將電腦引入課堂可能會占用本應(yīng)用于其它教育方面的資金。但在這個例子當(dāng)中，這種情況不太可能發(fā)生，因?yàn)樵撚媱澋馁Y金來自國家彩票。研究發(fā)現(xiàn)，在按照該計劃添置電腦的學(xué)校中，教學(xué)資源，教學(xué)方法或者培訓(xùn)并沒有顯著變化。

第二種可能性就是用電腦授課的這種變化要一段時間才能見效。兩位作者說的只是一種可能性，但被調(diào)查的學(xué)校使用計劃中的電腦已經(jīng)有整整一學(xué)年了。新電腦在這段時間里足以對四年級的數(shù)學(xué)成績產(chǎn)生較大的（但顯然是不利的）影響。第三種解釋也最簡單：在教學(xué)中使用電腦并不比其他教學(xué)方法更好（也許還更糟）。

最后，安格里斯特博士說：“成本很清楚，但收效卻很模糊�！鼻笞C效果的擔(dān)子現(xiàn)在就落在那些提倡在課堂使用電腦的人身上了。而他們所能采用的唯一可靠方法當(dāng)然就是進(jìn)行適當(dāng)?shù)难芯�，學(xué)生應(yīng)該是隨機(jī)分配給使用電腦教學(xué)的教師和使用其他方法教學(xué)的教師，包括最廉價的方法：粉筆和談話。
考研英語閱讀理解精讀100篇unit72
Unit 72
Sal Monella is a poisonous gangster hell bent on infection, and a pimple is a power-mad oil gland. That's life--and a quirky twist on salmonella and acne--in the animated world of Ozzy & Drix, part of the WB network's Saturday-morning lineup. This was the first season for what might be called a "smartoon." It was in the top programs among kids ages 2 to 11. And it's coming back this fall.

Instead of battling mystical monsters, Ozzy & Drix cleverly personifies body parts--a muscle cell is a police chief--to teach kids about their bodies. Rather than lecture kids about smoking, Ozzy & Drix turns nicotine into Nick O'Teen, a smarmy villain with long claws that hook into brains and cause addictions. Bad guys like Nick are taken down by the title stars: Osmosis "Ozzy" Jones, a street-smart white blood cell, and Drix, an uptight but intelligent cold pill with a chest full of medicine. White blood cells help fight infection, and Drix is a medicine chest. Get it?

Ozzy & Drix makes a point of tackling "issues that are very real to the day-to-day lives of kids," says David Foster, a Harvard University internist who helps develop story lines for the show. "We hope they take an interest in what is going on inside them." That's why all the action occurs within 13-year-old Hector, who contracts diseases, encounters peer pressure, and even drinks spoiled milk. "This poor kid has been through a lot," says Producer Alan Burnett.

Pun fun. The slap-your-knee, ba-dum-dum humor takes many forms. Ozzy and Drix set up a detective firm behind Hector's cornea--they're "private eyes"--to ensure him a safe adolescence. Blood cells race like cars through Hector's arteries and past a "roadside" billboard reading "Peace for the Middle Ear." There's a rock concert at the Diaphragm Club featuring the band Metabolica. Ozzy and Drix drive a Cel Camino.

"This is a very interesting direction for broadcasters to take," says Sandra Calvert, a psychologist and director of the Children's Digital Media Center at Georgetown University. "We rarely see someone go after the health area." Kids go for the slapstick and drama while adults are drawn to the puns and parodies, and the dual enjoyment sparks questions and conversation, she says.

Consider an upcoming episode in which Hector eats bad sausage containing parasitic worms. A spoof of jaws begins as his stomach becomes a sea of acid dotted with boats. On one, Ozzy teams up with grizzled Captain Quinine--recalling movie shark hunter Quint and the fact that quinine was once used to treat parasites. Ozzy and the Cap'n blow up the monsters with bicarbonate of soda. A soothing end, not for the worms, but for Hector's upset stomach.

注（1）：本文選自U.S. News & World Report；7/28/2003-8/4/2003, p40, 2p, 1c；
注（2）：本文習(xí)題命題模仿對象2002年真題text4和text2第5題；

1.       From the first three paragraphs, we learn that ___________.

[A] Ozzy & Drix is a cartoon about good-guy fighting bad guy.
[B] the target audience of Ozzy & Drix are children.
[C] smartoon is a new type of cartoon
[D] the purpose of Ozzy & Drix is to help children fight against diseases

2.       Which of the following statements is true according to the text?

[A] Ozzy in the cartoon lacks experiences.
[B] Hector’s friends show sympathy to him when he contracts disease.
[C] A new season of Ozzy & Drix will be on show this fall.
[D] Ozzy & Drix mainly deals with battling frightening creatures。

3.       According to Sandra Calvert, broadcasters may learn from Ozzy & Drix_________.

[A] how to create humorous effect
[B] that health area is worth exploring
[C] that dual enjoyment of both kids and adults is the key to Ozzy & Drix’s success
[D] that kids and adults alike take great fun in Ozzy & Drix

4.       Which of the following best defines the word “slapstick”?

[A] humorous acting
[B] serious theme
[C] interesting plot
[D] instructive stories

5.       The author uses the episode in which Hector eats bad sausage containing parasitic worms to show _____________.

[A] how the cartoon is plotted
[B] how children feel when they fall ill
[C] the pun and humor in the cartoon
[D] the way children can be educated

答案：B C B A C

篇章剖析：
本篇為說明文，通過點(diǎn)面結(jié)合來說明一檔流行的電視節(jié)目《奧茲和德里克斯》的內(nèi)容，特點(diǎn)，引人之處等。第一段是對熱門電視系列劇《奧茲和德里克斯》的簡要介紹，突出了其“出奇”和“熱門”兩大特色，第二段，第三段說明了這個電視劇的主要內(nèi)容，即以賦予身體各部分人性化的特點(diǎn)幫助孩子們了解自己的身體以及發(fā)生在日常生活中的問題；第四段，第五段介紹了該劇輕松幽默，老少咸宜的特點(diǎn)；第六段以一段劇情結(jié)束全文，讓人更加深刻的體會這部劇作。

詞匯注釋：
salmonella []n. 沙門氏菌
pimple []n. 丘疹, 面泡, 疙瘩
gland []n. 腺
quirky [ ] adj. 詭詐的, 離奇的
acne []n. 痤瘡, 粉刺
lineup [] n. 系列節(jié)目
personify []vt. 賦與...以人性, 使人格化
nicotine []n. 煙堿，尼古丁
smarmy []adj. 令人厭煩的, 愛說奉承話的, 虛情假意的
osmosis []n. 滲透(作用), 滲透性
street-smart: adj. 經(jīng)驗(yàn)老到的
uptight []adj. 過分拘謹(jǐn)?shù)�；（行為，觀點(diǎn)和品味）極端保守的
internist []n. <美>內(nèi)科醫(yī)師
contract []v. 感染
cornea []n. [醫(yī)]角膜
artery []n. 動脈
slapstick [] n. 鬧劇；滑稽劇
parody: [] n. 模仿滑稽作品
spoof [] n. 胡說；戲弄；哄騙
grizzled [] adj. 灰色的, 頭發(fā)斑白的

難句突破
Rather than lecture kids about smoking, Ozzy & Drix turns nicotine into Nick O'Teen, a smarmy villain with long claws that hook into brains and cause addictions.
主體句式：Ozzy & Drix turns nicotine into Nick O'Teen
結(jié)構(gòu)分析：這是一個復(fù)雜句，主句為Ozzy & Drix turns nicotine into Nick O'Teen，Nick O’Teen后面有個較長的同位語，其中還含有定語從句。Rather than作為連接詞引導(dǎo)從句，通常表示否定意義，意為：“而不是”，用于和另外一種可以肯定的情況作比較。比如，Rather than sit in a cozy room, he works out in the cold air. 他沒有在舒適的房間里安坐，而是冒著嚴(yán)寒在室外工作。
句子譯文：對于吸煙，《奧茲和德里克斯》也沒有采用對孩子們說教的方式，而是把尼古丁變成了一個名叫尼克•丁的口蜜腹劍的惡棍，它長著長長的爪子，并用它來鉤住人的大腦，使人上癮。

題目分析：
1. 答案為B，屬事實(shí)細(xì)節(jié)題。文中第一段最后說這部卡通片“深受2-11歲孩子的歡迎�！钡诙�段說要通過卡通片教孩子們認(rèn)識自己的身體，第三段都講卡通片涉及的是孩子們?nèi)粘Ｉ�活中面臨的真實(shí)問題。由此可見，答案為B：卡通片的目標(biāo)人群為兒童。C項(xiàng)中的smartoon只是用來說明該卡通構(gòu)思巧妙，并不是新型卡通。
2. 答案為C，屬事實(shí)細(xì)節(jié)題。從文章第一段末it’s coming back this fall可知新一季的Ozzy& Drix即將在秋季上映。文中第二段提到Ozzy是street-smart，這個詞的意思是“閱歷豐富的，經(jīng)驗(yàn)老到的”。文中第三段提到Hector患病后遭遇了peer pressure，即同伴的壓力，可見同伴們都不喜歡患病的他。第二段特意提到了instead of battling mystical monsters，也就是說這部卡通一改和怪物斗爭的模式，所以只有答案C是正確的。
3. 答案為B，屬推理判斷題。文章第五段一開頭就引用Sandra Calvert的話說，這是廣播公司可以發(fā)展的一個非常有趣的方向，接著又說，以前很少見到涉足保健領(lǐng)域的話題�？梢姡�她的意思是廣播公司在保健領(lǐng)域大有可為。
4. 答案為A，屬猜詞題。文章第四段開頭說“The slap-your-knee, ba-dum-dum humor takes many forms.”接下來舉例說明，并在第五段說孩子們喜歡這種slapstick，根據(jù)上下文判斷，“幽默的表演”應(yīng)該是最佳選項(xiàng)。
5. 答案為C，屬推理判斷題。從第三段可知雙關(guān)和幽默是該劇最大的特點(diǎn)，在最后一段的劇情里，作者說奎寧船長的名字讓人想起獵鯊專家奎恩特以及奎寧曾用于治療寄生蟲病的事情，可見作者是以此舉例說明這部卡通劇作的雙關(guān)和幽默。

參考譯文
沙門氏是一伙惡毒的，會傳染疾病的壞蛋，而一個粉刺則是一個迷戀權(quán)利的油脂腺。這就是在《奧茲和德里克斯》這檔華納電視網(wǎng)周六早晨節(jié)目中展現(xiàn)的生活---而且是對于沙門氏菌和粉刺最離奇的一次改編。而這僅是這部堪稱 “聰明卡通”的系列片的第一季。在2至11歲的孩子中，它是最受歡迎的一檔節(jié)目。今年秋季，它又將上演。

《奧茲和德里克斯》中并沒有和神秘怪獸作斗爭的內(nèi)容，而是將人體的某些部位賦予了人性化的特征——一個肌肉細(xì)胞擔(dān)任了警察局長——目的是教孩子們了解自己的身體。對于吸煙，《奧茲和德里克斯》也沒有采用對孩子們說教的方式，而是把尼古丁變成了一個名叫尼克•丁的口蜜腹劍的惡棍，它長著長長的爪子，并用它來鉤住人的大腦，使人上癮。像尼克這樣的壞蛋都被卡通片名里的明星們治服了：善于滲透的“奧茲”瓊斯是一個經(jīng)驗(yàn)老到的白血球；拘謹(jǐn)聰明的德里克斯則是一粒肚子里裝滿藥的感冒藥丸。白血球們幫助抗擊感染，而德里克斯則是個藥箱子。這下明白了吧？

《奧茲和德里克斯》涉及的都是“孩子們?nèi)粘Ｉ�活中面對的真�?shí)問題”，參與該電視劇劇情編寫的哈佛大學(xué)內(nèi)科醫(yī)生大衛(wèi)•福斯特說道�！拔覀兿Ｍ�孩子們對發(fā)生在自己體內(nèi)的事情感興趣。”所以所有的故事都發(fā)生在13歲的赫克托爾體內(nèi)。這個孩子染病在身，感受到了來自同伴的壓力，甚至還喝下了變質(zhì)的牛奶�！斑@個可憐的小家伙受了不少罪，”制片人艾倫•伯內(nèi)特說道。

片中的雙關(guān)語非常有趣。拍膝蓋，打拍子這一類的幽默都通過很多形式表現(xiàn)出來。奧茲和德里克斯在赫克托爾的角膜后面成立了一家偵探事務(wù)所---他們是“私人的眼睛”---為的是確保他安全度過青春期。血細(xì)胞經(jīng)過赫克托爾的動脈時好像汽車一樣飛馳而過，經(jīng)過一個“路邊”廣告牌，上面寫著“中耳需要安寧�！薄皺M隔膜俱樂部”正在舉辦一場“新陳代謝樂隊(duì)”的專場搖滾音樂會。奧茲和德里克斯開的是一輛卡米諾牌細(xì)胞汽車。

“對于廣播公司來說，這是一種非常有趣的發(fā)展方向，”喬治敦大學(xué)兒童數(shù)字媒體中心主任，心理學(xué)家桑德拉•卡爾弗特說道�！拔覀兒苌僖姷接腥嗽诮】殿I(lǐng)域做文章。”孩子們喜歡有趣刺激的情節(jié)，而大人們也被片中的雙關(guān)語和滑稽的模仿所吸引，這種老少皆宜的片子能引發(fā)思考和討論。

以接下來的一幕中赫克托爾吃了含有寄生蟲的變質(zhì)香腸為例。危險的情況被以一種輕松搞笑的方式演繹了出來。他的胃變成一片酸性物質(zhì)的海洋，上面漂著幾頁扁舟。其中一艘小船上坐著奧茲和頭發(fā)花白的奎寧船長，他們同舟共濟(jì)---這讓人想起了電影中的獵鯊專家奎恩特，以及奎寧曾被用來對付寄生蟲的事。奧茲和船長用碳酸水中的重碳酸鹽把那些怪物統(tǒng)統(tǒng)炸死了。對蟲子們來說，這是滅頂之災(zāi)，但對赫克托爾翻江倒海的胃來說，結(jié)局令人寬慰。

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