高考英语阅读理解专项练习班级考号姓名总分（网课与网络学习）Passage1Onlineeducationhasgrownfastoverthepasttenyears.Theexplosionoftechnologyhasmadeteachingoutsidethetraditionalclassroompossibleforteachersandhasprovidedlearnerswitheasyaccesstocoursematerials.Itsattractiveness,benefits,andchallengesareaddressed.InApril,2005,Iwasapproachedbyastudentwhowasinterestedinourdoctoralprogram.However,thefirstquestionoutofhermouthwas,“Doyouofferanyonlinecourses?”Laterthatday,asIwasreadingtheconferenceprogramguidetryingforinterestingpresentations,Inoticedmanyworkshopsonweb-basedlearningandonlineeducation.Ilaterattendedtwoofthoseworkshopsandmetseveralprofessorsfromdifferentuniversitieswhohadeithertaughtonlinecoursesforquitesometimeorwhowerediscoveringthebestpracticeforteachingonline.Theseexperienceshelpedmerealizeatleasttosomeextentthedegreeofgrowthinonlineeducation.Myresponsibilitiesforthetermincludedgainingmoreunderstandingofonlineeducation.Consequently,Imadeseveralattemptstoenrichmyknowledgeofdistancelearningandonlineteaching.Iconsultedwithmycolleagueswhowereteachingonlinecourses.Thishelpedmerecognizetheimportanceofgettingmaterialspreparedevenbeforethestartofaterm.Ialsolearnedthatonlinecoursesmayconsumemoretimethanregularclassroomteaching.AndIattendedseveralworkshopsregardingonlineeducationandestablishedanetworkwiththosewhowereinvolvedinonlineprogramsatotheruniversities.IwillconsiderthesepeopleasmyconsultantsasIbegintodesignmyownonlinecourse.Also,Iconductedabriefsurveywith15studentsandtwofacultymemberswhohadtakenortaughtanonlinecoursebeforetounderstandtheirexperience.EventuallyIcompletedaliteraturereviewwhichgavemethefoundationandthebackgroundofunderstandingtheneedforonlineeducation.1.Whatbenefitsthedevelopmentofonlineeducation?A.Teachers’goodteachingability.B.Lackoftraditionalclassrooms.C.Learners’accesstofreecourses.D.Therapidadvanceoftechnology.2.Whydidtheauthortakeastudentforexample?A.Toshowstudents’loveforthedoctoralprogram.B.Topersuadelearnersoftraditionaleducation.C.Toexplainthegrowingtrendofonlineeducation.D.Topredictthefutureoftheteachingcareer.3.Whatcausedtheauthortoknowmoreaboutonlineeducation?A.Theappetiteforknowledge.B.Theprofessionalresponsibilities.C.Therequirementofresearch.D.Thecolleagues’encouragement.134.Whatistheauthor’sattitudetoonlineeducation?A.Carefree.B.Doubtful.C.Supportive.D.Unwilling.Passage2Universityeducatorslargelythinkhighlyofthewondersofteachingthroughtechnology,butskepticsquestionwhethersomethingislostwhenprofessorsandlecturesrelytooheavilyonelectronicmediaorwheninteractionwithstudentstakesplaceremotely—incyberspaceratherthantherealspaceoftheclassroom.HansUlrichGumbrecht,theProfessorofLiteratureatStanfordUniversity,isonesuchskeptic.“Ithinkthisenthusiasticandsometimeschildishandblindpushingtowardthemoretechnologythebetter,themorewebsitesthebetterteacher,andsoforth,isverydangerous—is,indeed,suicidal,”heindicates.However,Gumbrechtwarnsthattherearefew,ifany,studieseithersupportingorrejectingthehypothesisthattraditionalwaysofteachingaresuperiortoteachingviatheInternet.Hesaysthathecouldpointonlytohis“intuitionthatrealclassroompresenceshouldbemaintained,”andemphasizestheneedforeducatorstoexaminecriticallywheretechnologyservesausefulpedagogical(教学法的)functionandwhereitdoesnot.Yet,Gumbrechtallowsthat,forcoursesinwhichknowledgetransmissionisthesolepurpose,electronicmediaprobablycandothejobwellenough.Indeed,giventhe20thcentury’sknowledgeexplosionandtheincreasingcostsofhighereducation,usingtechnologyasopposedtoreal-lifeteachersforthetransmissionofinformationisprobablyinevitable,headmits.Inanycase,knowledgetransmissionshouldnotbethecorefunctionoftheuniversity,hemaintains,notingthatuniversitiesshouldbeplaceswherepeopleconfrontopenquestions,placesfor“intellectualcomplexity”and“riskfulthinking”.“Wearenotaboutfindingortransmittingsolutions;wearenotaboutrecipes;wearenotaboutmakingintellectuallifeeasy.Confrontationwithcomplexityiswhatexpandsyourmind.Itissomethinglikeintellectualgymnastics.Andthisiswhatmakesyouasuitablememberofthesociety.”Moreover,discussionsinthephysicalpresenceofotherscanleadtotheintellectualinnovation.“There’saqualitativechange,andyoudon’tknowhowithappens.Discussionsinthephysicalpresencehavethecapacityofbeingthecatalyst(催化剂)forsuchintellectualbreakthroughs.Thepossibilityofin-classroomteaching—oflettingsomethinghappenwhichcannothappenifyouteachbythetransmissionofinformation—isastrength.”5.Whichofthefollowingisthebesttitletothispassage?A.CyberspaceInteractionB.TheCoreFunctionoftheUniversityC.InformationTransmissionCannotHelpYouSurviveD.ElectronicTeachingArousesUncertainty6.WhichofthefollowingmightProfessorGumberchtsupport?A.Professorsshouldbekeenonteachingtechniqueinnovation.B.Technologiesappliedtoclassroomsstrengthcreativethinking.C.Traditionalpedagogicalfunctionhasitsplaceinclassroom.13D.Thecorefunctionoftheuniversityistofocusonknowledgetransmitting.7.Cyberspaceteachingcouldreplacereal-lifeteachersEXCEPTwhen________.A.transmittingknowledgeistheonlypurposeofthecourseB.there’stoomuchknowledgetoputacrosstothestudentsC.thecostofcollegeeducationincreasesgreatlyD.openquestionswithoutpossibleanswersareencouraged8.Accordingtothepassage,discussioninthephysicalpresenceofotherscan________.A.leadtogreatlyimprovedintellectualabilitiesB.leadtoeasierandstrongertransmissionofinformationC.producecertainenergyforintellectualbreakthroughsD.producequalitativechangeinteacher-studentsrelationshipsPassage3CornellPrecollegeSummerPrograms2021：UpdatesAtthistime,CornellUniversityPrecollegeStudiesplanstoofferonlineandin-person,on-campuscoursesforhighschoolstudentsduringsummer2021.Courseswillbeheldduringthefollowingsessions:Three-weekSession1(June1-June17,2021)：OnlinecoursesonlyThree-weekSession2(June21-July9,2021)：Onlineandon-campuscoursesThree-weekSession3(July12-July30,2021)：Onlineandon-campuscoursesSix-weekSession(June21-August3,2021)：Onlineandon-campuscoursesForupdatesForthelatestupdates,joinouremaillistandvisitusonFacebook,Twitter,andInstagram.Inaddition,pleasevisittheCornellcoronaviruswebsiteregularlyforuniversityupdates,information,andresourcesforstudents.Precollegeon-campussummercoursesandCOVID-19Intheevent,ifwearenotabletoofferin-person,on-campuscoursesduetoCOVID-19restrictions,asmanycoursesaspossiblewillbeconverted（改变)toonlineofferingsandyou'llhavethefollowingoptions:1.Ifyouron-campuscourseisconvertedtoanonlinecourse,youmayautomaticallyregisterforitatareducedchargethatreflectsonlyacademic(percredit),notresidential,fees.2.Ifyouprefer,orifyouron-campuscourseisnotconvertedtoanonlineoffering,youmayselectacoursefromthelistofpreviouslyscheduledonlinecourses.3.Youmaycontactustowithdrawandrequestafullrefund(退款)，minustheapplicationfee.Whileweknowthereisnoreplacementforouron-campus,residentialexperience,thegoodnewsisthatallonlinecoursesareregularCornellclassesthatgiveyouachancetostudywithCornellfaculty(学院)，workalongsideundergraduates,earncollegecredits,andgetaheadstartonpreparingforcollegeapplications.9.IfyouareonlyavailableinJune,whichsessioncanyouchoose?A.Three-weekSession1.B.Three-weekSession2.C.Three-weekSession3.D.Six-weekSession.1310.IfthecoursesyouchooseareconvertedtoonlinecoursesbecauseofCOVID-19,you_________.A.getadiscountonresidentialfees.B.canhavechoicesofothercourses.C.canquitthecourseswithoutanylosses.D.havetoacceptowingtorestrictions.11.Whichofthefollowingistrueabouton-linecourses?A.Youwillreceivebettereducation.B.YoucanlearnwithCornellstudents.C.Youcanknowmoreaboutthecampus.D.Youwillgetguidanceoncollegeapplications.Passage4AccordingtoasurveypublishedbytheAmericanInstitutesforResearchlastyear,atotalof57collegeswereoperatingsomeformofCBEprogramsandabout85percentofallthehighereducationofficialssaidtheywereeitherdesigningaCBEprogramattheirschoolorwereconsideringdoingso.StudentsinaCBEprogramchooseacentralfieldofstudy,justastheywouldatatraditionalcollegeoruniversity.Yetinsteadofattendingaseriesofclassesledbyprofessorsorteachingassistantsatschools,thestudentsstudyonlineanddirectthemselves.CBEprogramsrequirestudentstoshowtheirunderstandingofagivensetofsillsStudentsmustprovetheirmasteryofskillsthatrelatetotheirfieldofchoicebytakingrelatedexams.Oncetheyhavemetalltherequirementsoftheirstudyprograms,thestudentswillgettheirdegrees.CBEprogramshavemadeuseofmanynewtechnologies,especiallyinternetandonlinemedia.Thishelpsreducebarriersfornontraditionalandotherstudentsbybringinghighereducationtothem.Andprogramsthatpermitstudentstoworkattheirownspeedmaysavestudents'moneybyreducingthetimeittakesforthemtoearnadegree.ButsomeeducatorshaveconcernsaboutthevalueoftheeducationthatCBEprogramsoffer.JohannNeematWesternWashingtonUniversityarguesthatthepurposeofhighereducationisnotsimplytohelpstudentsmastercertainskills.Itshouldteachstudentshowtothinkcritically(批判性地)understandthesubjectstheyarestudyingmoredeeplyandseehowtheyareconnectedtoothersubjects.Onlythatwaycantheyputtheknowledgetobetteruse.Hesaid,“Youneedtoexplore,think..getshaken,haveaconversationandstruggle.Andthosethingstaketime.”InsteadofsupportingCBE,headds,policymakersandeducatorsshouldlookforwaystoimproveaccessandreducecostsfortraditionalhighereducation.12.HowareCBEprogramsdifferentfromtraditionalcollegeeducation?A.Theyrequirestudentstochoosetheirsubjects.B.Theyoffershortercurriculaandarelessexpensive.C.Theyheavilyrelyontheinformationtechnologies.D.Theyallowstudentstotakeeasierexaminations.13.WhatcanwelearnfromJohannNeem'swords?A.Freeaccesstotraditionaleducationshouldbeprovided.B.Highereducationjustfocusesoncriticalthinkingskills.C.Studentsshouldspendlongertimecompletingthedegreecourses.13D.Collegestudentsshouldbechallengedtoexplorearoundtheirsubjects.14.HowdoesJohannNeem'sattitudetowardCBEprograms?A.Supportive.B.Disapproving.C.Sympathetic.D.Uncaring.15.Whatistheauthor'spurposeinwritingthetext?A.Topresspolicy-makerstoprovidemoreaffordableeducation.B.Toshowthedisadvantagesofthetraditionalcollegeeducation.C.Tointroduceanewcontroversialtrendinthehighereducation.D.ToencourageeducatorstoimprovethequalityofCBEprograms.Passage5WelcometotheElectronicVillagetoexplorenewwaysoflanguageteachingandlearning.ElectronicVillageProgram(Thursday,June18,2015)Nearpod◇9:00amto10:00am◇Room501Nearpodisasoftwareprogramthatcreatesarichcontextforstudentstolearnvocabulary.Thepresenterwillshowhowtouseit.TEO◇2:00pmto3:00pm◇Room502Ourstudentscomefromdifferentbackgroundsbuthavethesamedesiretolearnon-line.Thepresenterwilluseexamplesfromhisfirston-lineclasstoexplainhowanyteachercanbeginteachingon-linewithTEO.Kahoot◇10:30amto11:00am◇Room601Kahootsoftwarecanbeusedtocreategrammartestswhichcanbegradedonanetwork.Itcanprovidestudentswithinstantfeedback(反馈),includingreportsabouttheirstrengthsandweaknesses.Prezi◇3:00pmto4:20pm◇Room602UsesofPreziinlisteningandspeakingcoursesdrawstudents’attentiontospeakingmorefluently.ThepresenterwillshowhowstudentscanusePrezitoconfidentlypresentonallkindsoftopics,includingintroducingfamily,friends,andhobbies.16.WhatcanNearpodbeusedtodo?A.Offergrammartests.B.Teachlisteningon-line.C.Helpvocabularylearning.D.Gainfluencyinspeaking.17.Ifyouwanttoimproveyourspeakingskills,wherecanyougo?A.Room501.B.Room502.C.Room601.13D.Room602.18.Whichofthefollowingcantestyourgrammarlearning?A.Nearpod.B.Kahoot.C.TEO.D.Prezi.Passage6ProfessorAshokGoelofGeorgiaTechdevelopedanartificiallyintelligentteachingrobot,Knowledge-BasedArtificialIntelligence,tohelphandletheenormousnumberofstudentquestionsintheonlineclass.ThisonlinecourseisacorerequirementofGeorgiaTech'sonlineMasterofScienceinComputerScienceprogram.ProfessorGoelalreadyhadeightteachingassistants,butthatwasn'tenoughtodealwiththeoverwhelmingnumberofdailyquestionsfromstudents.Manystudentsdropoutofonlinecoursesbecauseofthelackofteachingsupport.Whenstudentsfeelisolatedorconfusedandreachoutwithquestionsthatgounanswered,theirmotivationtocontinuebeginstotaperoff.ProfessorGoeldecidedtodosomethingtoremedythissituationandhissolutionwastocreateavirtualassistantnamedJillWatson,whichisbasedontheIBMWatsonplatform.GoelandhisteamdevelopedseveralversionsofJillWatsonbeforereleasinghertotheonlineforums.Atfirst,thevirtualassistantwasn'ttoogreat.ButGoelandhisteamsourcedtheonlinediscussionforumtofindallthe40,000questionsthathadeverbeenaskedsincetheclasswaslaunched.ThentheybegantofeedJillwiththequestionsandanswers.Aftersomeadjustmentsandsufficienttime,Jillwasabletoanswerthestudents'questionscorrectly97%ofthetime.Thevirtualassistantbecamesoadvancedandrealisticthatthestudentsdidn’tknowshewasacomputer.Thestudents,whowerestudyingartificialintelligence,wereinteractingwiththevirtualassistantandcouldn'ttellitapartfromarealhumanbeing.Goeldidn’tinformthemaboutJill'strueidentityuntilApril26.Thestudentswereactuallyverypositiveabouttheexperience.ThegoalofProfessorGoel’svirtualassistantnextyearistotakeoveranswering40%ofallthequestionsposedbystudentsontheonlineforum.ThenameJillWatsonwill,ofcourse,changetosomethingelsenextsemester.ProfessorGoelhasamuchrosieroutlookonthefutureofartificialintelligencethan,say,ElonMusk,StephenHawking,BillGatesorSteveWozniak.19.WhatdowelearnaboutKnowledge-BasedArtificialIntelligence?A.Itisarobotthatcananswerstudents’questions.B.Itisacoursedesignedforstudentstolearnonline.C.Itisahigh-techdevicethatreformsteaching.D.Itisacomputerprogramthataidsstudentlearning.20.Whatdoestheunderlinedphrase“taperoff”inParagraph2referto?A.Growdramatically.B.Increasesharply.C.Decreasegradually.D.Declinerandomly.21.HowdidthestudentsfeelaboutJillWatson?A.Incapable.B.Useful.13C.Incredible.D.Universal.22.What’sthemainideaofthetext?A.Arobotgivesanonlinecourse.B.ArtificialIntelligencewillreplacehumansinonlineclasses.C.Virtualassistantisgettingpopularoncampus.D.ProfessorGoelofGeorgiaTechappliesavirtualteachingassistant.Passage7Often,highschoolstudentsdon’thaveawideselectionofcoursesfromwhichtheymaychoose.However,manyonlinehighschoolsofferacourselistthatincludesalmosteverythingfrombasicslikemathandsciencetoextraslikecomputerprogrammingandinstrumentlessons.Manyonlinehighschoolsalsoofferstudentsthechancetotakeadvancedclassesthatmaynotbeasreadilyavailableinsometraditionalschools.Anonlinehighschoolstudentdoesn’thavetogetupveryearlyinthemorningandrushouttoschool.Instead,hecangetareasonableamountofsleepandstarthisdayonhispreferredschedule.Whileonlineschoolsdohaveattendancerequirements,anonlineschoolcanbemoreflexible(灵活的).And,theonlinehighschoolstudentsdon’thavetoworryaboutwhattowearorwhattheirclassmateswillsayabouthowtheylookthatday.Anonlinehighschoolstudentneedn’tbeworriedaboutaclassthatismovingtooquicklyortooslowlyforhim.Likewise,hemaybeabletotakeadvantageofcourseofferingsthatsuithisownlearningstyle.Forexample,someonlinehighschoolsoffercourseworkthatmeetstheneedsofvisual(视觉的)orauditory(听觉的)learnersinadditiontothosewhocanlearnfromtraditionalschools.Sinceonlinehighschoolstudentsdon’tneedtospendtimewaitingforclasstostartandtravelingtoandfromschool,theymayhavemoretimetofollowtheirhobbies.Forexample,ifastudentistrainingindancing,hemayhavemoretimetopractice.Ifanotherstudentislearningamusicalinstrument,hemayhavemoretimeforthataswell.Evenpart-timeworkandsocializingmayfitbetterintothelifeofastudenttakingadvantageoftheflexibilityofferedbyanonlineschool.23.What’sthedifferencebetweentraditionalhighschoolandonlinehighschool?A.Rangeofclassestolearn.B.Traditionofteaching.C.Waysofselectingcourses.D.Chancesoflearningbasics.24.Whatdoesanonlineschoolstudentneedtodo?A.Starthisdayearly.B.Attendclassaccordingtorules.C.Mindhisappearance.D.Haveatightschedulebasedoninterest.25.Howcananonlineschoolmeetstudents’needs?A.Byofferingcoursesofdifferentstyles.B.Bylistingtheexperimentresultsforremembering.C.Byslowingdowntheteachingpace.D.Byreducingthetimeofcoursework.26.What’sthebesttitleofthetext?A.TraditionalSchoolsorOnlineSchools13B.StrengthsofTraditionalSchoolsC.ImportanceofOnlineSchoolsD.FlexibilityofOnlineSchoolsPassage8APROFESSORatLoyolaUniversityNewOrleanstaughthisfirstonlineclassfromhiscourtyard,wearingabathrobe(浴袍).ThetroublecausedbytheCOVID-19pandemichasdrawnvariousresponsesatcollegesstrugglingtocontinueteaching.Thisiswidelybeingreferredtoas“onlinehighereducation.”Thereareevenpredictionsthatitwillleadtoapermanentdeparturefromrealcampusestovirtualclassrooms.However,allindicationssuggestthatitprobablywon’t.Realonlineeducationletsstudentsmoveattheirownpace.Additionally,developingarealonlinecoursecanconsumeasmuchasayear.“Thatisnotwhatishappeningrightnow,”saidVijayGovindarajan,aprofessoratDartmouth’sTuckSchoolofBusiness.“WhatishappeningnowiswehadeightdaystoputeverythingwedoinclassontoZoom.”Whatstudentsaremistakingnowforonlineeducation—longclassmeetingsinvideoconferencerooms,professorsintheirbathrobes,DIYteachingtools—appearstobemakingthemlessopentoit.Inasurveyof14,000collegestudentsinearlyApril,67percentsaidtheydidn’tfindonlineclassesaseffectiveasin-personones.Amonghighschoolseniors,fewerthanoneintenthoughttheywouldconsideronlinecollegeclasses.Theseopinionssuggestthatthereislittlelikelihoodthatstudentswillcompletelyabandontheirreal-worldcampusesforcyberspace.Studentswhowantclassesbestprovidedfacetoface,suchasthoseintheperformingartsorthosewhichrequirelabwork,willmostlikelycontinuetotakethemthatway.Therewillbesomeimportantlastinginfluences,though.Studentsareexperiencingaflexibletypeoflearningtheymaynotlikeasundergraduates.Thetrendmaynottransformhighereducation,butitislikelytopromotethecombinationoftechnologyintoit.“Let’stakeadvantageofthismomenttostartalargerconversationaboutthewholedesignofhighereducation,”saidDr.Govindarajan.“Wehadbetternotlosethisopportunity.”27.Accordingtothearticle,thosewhostudy______willbemorelikelytotakeonlineclassesincollege.A.musicaldramaB.appliedphysicsC.chemicalengineeringD.computerscience28.Fromthearticle,thelong-termgoalofonlineeducationisto______.A.getridofthereal-worldcampusesB.lowerthecostofdevelopingbigcoursesC.usedigitaltechnologiestosatisfystudents’learningneedsD.providemorestudentswithaccesstocoursesofhighquality29.Wecanlearnfromthearticlethat______.A.itiseasyformostuniversityprofessorstoteachonlineB.Dr.GovindarajanwaspositiveabouttheoutlookforonlineeducationC.onlineclassesworkedbetteramonghighschoolersthanamongundergraduatesD.aflexibletypeoflearningismoresuitableforthosewhostudywhileworkingfull-time13附：参考答案和解析1.D2.D3.A4.C【分析】这是一篇记叙文。文章讲述了作者与在线教育的故事。1.细节理解题。由第一段中的“Theexplosionoftechnologyhasmadeteachingoutsidethetraditionalclassroompossibleforteachersandhasprovidedlearnerswitheasyaccesstocoursematerials.”（技术的爆炸使得传统课堂之外的教学成为可能，并为学习者提供了容易获得课程材料的机会。），可知是技术的发展对于在线教育有益处，故选D项。2.推理判断题。由第二段中的“InApril,2005,Iwasapproachedbyastudentwhowasinterestedinourdoctoralprogram.However,thefirstquestionoutofhermouthwas,“Doyouofferanyonlinecourses?””（2005年4月，一位对我们的博士课程感兴趣的学生找到我。然而，她嘴里的第一个问题是，“你有没有提供在线课程？”），“Theseexperienceshelpedmerealizeatleasttosomeextentthedegreeofgrowthinonlineeducation.”（这些经历至少在一定程度上帮助我认识到了在线教育的增长程度。）和第二段关于在线教育在教师中的流行，可知作者以一个学生为例是想表明他开始接触到了在线教育，这些经历帮助他认识在线教育已经成为教育大势，可得出提及学生是为了预测未来的（在线教育）教学生涯。故选D项。3.推理判断题。由第三段中的“Myresponsibilitiesforthetermincludedgainingmoreunderstandingofonlineeducation.Consequently,Imadeseveralattemptstoenrichmyknowledgeofdistancelearningandonlineteaching.Iconsultedwithmycolleagueswhowereteachingonlinecourses.Thishelpedmerecognizetheimportanceofgettingmaterialspreparedevenbeforethestartofaterm.Ialsolearnedthatonlinecoursesmayconsumemoretimethanregularclassroomteaching.AndIattendedseveralworkshopsregardingonlineeducationandestablishedanetworkwiththosewhowereinvolvedinonlineprogramsatotheruniversities.”（这学期我的职责包括更多地了解在线教育。因此，我尝试了几次丰富我的远程学习和在线教学知识。我咨询了在网上授课的同事。这有助于我认识到，在学期开始前就准备材料的重要性。我还了解到，在线课程比常规课堂教学消耗的时间要多。我还参加了几次关于在线教育的讲习班，并与其他大学参与在线课程的人建立了一个网络。），可知作者认为他需要更多地了解在线教育，即对在线教育进行求知，因此他尝试远程学习和在线教学知识、咨询在网上授课的同事和参加几次关于在线教育的讲习班，这都是因对在线教育知识的渴望才会有的行为。故选A项。4.推理判断题。由第三段中的“IwillconsiderthesepeopleasmyconsultantsasIbegintodesignmyownonlinecourse.”（我将把这些人当作我的顾问，因为我开始设计自己的在线课程。）和“EventuallyIcompletedaliteraturereviewwhichgavemethefoundationandthebackgroundofunderstandingtheneedforonlineeducation.”（最后，我完成了一个文献综述，它给了我理解在线教育需求的基础和背景。），可知作者要设计自己的在线课程，还完成了一个有关在线教育需求的基础和背景的文献综述，说明作者是接受在线教育，可得出作者对在线教育的态度是支持的（Supportive）。故选C项。5.D6.C7.D8.C【分析】本文是说明文。短文介绍了网络教学引起了质疑。5.主旨大意题。根据文章开头“Universityeducatorslargelythinkhighlyofthewondersofteaching13throughtechnology,butskepticsquestionwhethersomethingislostwhenprofessorsandlecturesrelytooheavilyonelectronicmediaorwheninteractionwithstudentstakesplaceremotely—incyberspaceratherthantherealspaceoftheclassroom.（大学的教育者们高度评价通过科技所带来的教学奇迹，但是有怀疑者提出质疑，当教授和讲课过度依赖电子媒体，或者和学生的互动是通过网络而不是真实的教室空间远距离发生时，是否失去了某些东西。）”以及文章结尾“Thepossibilityofin-classroomteaching—oflettingsomethinghappenwhichcannothappenifyouteachbythetransmissionofinformation—isastrength.”（通过信息传递，在教学中不可能发生的事情，教室内教学可能让它发生，这是教室内教学的优势。）”可知网络教学引起了质疑。故选D项。6.推理判断题。根据第二段“However,Gumbrechtwarnsthattherearefew,ifany,studieseithersupportingorrejectingthehypothesisthattraditionalwaysofteachingaresuperiortoteachingviatheInternet.Hesaysthathecouldpointonlytohis“intuitionthatrealclassroompresenceshouldbemaintained,”andemphasizestheneedforeducatorstoexaminecriticallywheretechnologyservesausefulpedagogical(教学法的)functionandwhereitdoesnot.（然而，Gumbrecht警告说，很少有(如果有的话)研究支持或反对传统教学方式优于互联网教学的假设。他说，他只能指出他的“直觉，即应该保持真实的课堂存在”，并强调教育工作者有必要批判性地检查技术在哪些地方发挥了有用的教学功能，哪些地方没有。）可知Gumbrecht认为传统的教室教学是有一定的教学优势的。故选C项。7.细节理解题。根据第三段“Yet,Gumbrechtallowsthat,forcoursesinwhichknowledgetransmissionisthesolepurpose,electronicmediaprobablycandothejobwellenough.（但是，Gumbrecht承认对于传递知识是唯一目的的课程，电子媒体可以做到足够好。）”以及“Indeed,giventhe20thcentury’sknowledgeexplosionandtheincreasingcostsofhighereducation,usingtechnologyasopposedtoreal-lifeteachersforthetransmissionofinformationisprobablyinevitable,headmits.（事实上，20世纪的知识爆炸，逐渐增加的更高的教育成本，用科技作为相对于真实生活的老师来传递信息可能是不可避免的。）”可知，D选项“鼓励提出没有可能答案的开放式问题”不包括在内。故选D项。8.细节理解题。根据最后一段“Discussionsinthephysicalpresencehavethecapacityofbeingthecatalyst(催化剂)forsuchintellectualbreakthroughs.（现场讨论能成为智力突破的催化剂。）”可知和别人现场讨论可以产生一定的智力突破的能力。故选C项。9.A10.B11.B【分析】这是一篇应用文。文章介绍了Cornell大学2021年预科暑期课程的一些基本信息。9.细节理解题。根据第四行“Three-weekSession1(June1-June17,2021)：Onlinecoursesonly(为期三周的课程1(2021年6月1日至6月17日):仅限在线课程)”可知，如果只有6月份有时间，可以选择为期三周的课程1。故选A。10.细节理解题。根据倒数第四行“Ifyouprefer,orifyouron-campuscourseisnotconvertedtoanonlineoffering,youmayselectacoursefromthelistofpreviouslyscheduledonlinecourses.(如果您愿意，或者您的校内课程没有转换为在线课程，您可以从先前安排的在线课程列表中选择一门课程。)”可知，如果您选择的课程因新冠疫情被转换为在线课程，您可以选择其他课程。故选B。11.细节理解题。根据最后一段“Whileweknowthereisnoreplacementforouron-campus,residentialexperience,thegoodnewsisthatallonlinecoursesareregularCornellclassesthatgiveyouachancetostudywithCornellfaculty(学院)，workalongsideundergraduates,earncollegecredits,andgetaheadstartonpreparingforcollegeapplications13(虽然我们知道没有什么可以取代我们的校内住宿体验，但好消息是，所有的在线课程都是Cornell大学的常规课程，让你有机会与在Cornell大学学习，与本科生一起学习，获得大学学分，并在准备大学申请方面有优势。)”可知，如果选择在线课程，有机会和Cornell大学学生一起学习。故选B。12.C13.D14.B15.C【分析】本文是一篇说明文。主要介绍了美国大学日益流行的CBE网课项目及其存在的争议。12.细节理解题。根据第四段“CBEprogramshavemadeuseofmanynewtechnologies,especiallyinternetandonlinemedia.(CBE节目利用了许多新技术，特别是互联网和网络媒体)”可知，CBE项目对网络媒体等信息技术有很大的依赖性。故选C。13.细节理解题。根据倒数第二段“Hesaid,‘Youneedtoexplore,think...getshaken,haveaconversationandstruggle.Andthosethingstaketime.’(他说，‘你需要探索、思考……被动摇，交谈，挣扎。而这些事情需要时间。’)”可知，JohannNeen认为大学教育应该激励学生围绕自己的专业进行深入探索。故选D。14.推理判断题。根据第五段“ButsomeeducatorshaveconcernsaboutthevalueoftheeducationthatCBEprogramsoffer.(但一些教育工作者担心CBE课程所提供的教育价值)”及最后一段“InsteadofsupportingCBE，headds,policy-makersandeducatorsshouldlookforwaystoimproveaccessandreducecostsfortraditionalhighereducation.(他补充说，政策制定者和教育工作者不应该支持CBE，而是应该寻找改善传统高等教育普及性和降低成本的方法)”可推断，JohannNeem并不支持CBE项目。故选B。15.推理判断题。通读全文可知，作者对尚存争议的CBE项目进行比较客观的介绍。故选C。16.C17.D18.B【分析】这是一篇应用文。文章主要介绍了“ElectronicVillage”这个英语教学项目的相关信息。16.细节理解题。根据小标题Nearpod下的“Nearpodisasoftwareprogramthatcreatesarichcontextforstudentstolearnvocabulary.”(Nearpod是一个软件程序，它为学生学习词汇创造了丰富的语境。)可知，Nearpod可用于帮助学生进行词汇学习。故选C项。17.细节理解题。根据小标题Prezi下的“UsesofPreziinlisteningandspeakingcoursesdrawstudents’attentiontospeakingmorefluently.”(Prezi在听说课上的运用是使学生注重口语的流利。)可知，如果想提高口语技能，应该去学习Prezi，Prezi在Room602。故选D项。18.细节理解题。根据小标题Kahoot下的“Kahootsoftwarecanbeusedtocreategrammartestswhichcanbegradedonanetwork.”(Kahoot软件可以用来创建语法测试，可以在网络上评分。)可知，Kahoot可用于测试语法学习情况。故选B项。19.A20.C21.B22.D【分析】本文是一篇说明文。文章介绍了佐治亚理工学院的阿肖克·13戈埃尔教授开发了一种人工智能教学机器人，这种以知识为基础的人工智能，帮助处理在线课堂上学生提出的大量问题。19.细节理解题。根据第一段中的“ProfessorAshokGoelofGeorgiaTechdevelopedanartificiallyintelligentteachingrobot,Knowledge-BasedArtificialIntelligence,tohelphandletheenormousnumberofstudentquestionsintheonlineclass.(佐治亚理工学院的阿肖克·戈埃尔教授开发了一种人工智能教学机器人，以知识为基础的人工智能，来帮助处理在线课堂上学生提出的大量问题)”可知，以知识为基础的人工智能机器人能够回答学生的问题。故选A。20.词句猜测题。根据划线词所在句“Whenstudentsfeelisolatedorconfusedandreachoutwithquestionsthatgounanswered,theirmotivationtocontinuebeginstotaperoff.(当学生感到孤立或困惑，并提出没有得到解答的问题时，他们继续学习的动力就会开始taperoff)”及常识可知，当学生提出没有得到解答的问题时，他们继续学习的动力就会开始减弱。由此推知，划线词组与Decreasegradually意思接近。故选C。21.推理判断题。根据第四段中的“Thestudentswereactuallyverypositiveabouttheexperience.(事实上，学生们对这次经历非常乐观)”可推知，学生们感觉虚拟助手JillWatson很有用。故选B。22.主旨大意题。根据第一段中的“ProfessorAshokGoelofGeorgiaTechdevelopedanartificiallyintelligentteachingrobot,Knowledge-BasedArtificialIntelligence,tohelphandletheenormousnumberofstudentquestionsintheonlineclass.(佐治亚理工学院的阿肖克·戈埃尔教授开发了一种人工智能教学机器人，以知识为基础的人工智能，来帮助处理在线课堂上学生提出的大量问题)”及下文介绍可知，本文主要介绍了乔治亚理工学院的戈埃尔教授开发的一种人工智能教学机器人。故选D。23.A24.B25.A26.D【分析】这是一篇说明文。文章向读者介绍了网上高中及其它的优点/灵活性。23.细节理解题。由第一段“Often,highschoolstudentsdon’thaveawideselectionofcoursesfromwhichtheymaychoose.However,manyonlinehighschoolsofferacourselistthatincludesalmosteverythingfrombasicslikemathandsciencetoextraslikecomputerprogrammingandinstrumentlessons.Manyonlinehighschoolsalsoofferstudentsthechancetotakeadvancedclassesthatmaynotbeasreadilyavailableinsometraditionalschools.”（通常，高中生没有广泛的课程可供选择。然而，许多网上高中提供了一个课程清单，其中包括几乎所有的东西，从基础知识，如数学和科学，到额外的，如计算机编程和仪器课程。许多网上高中还为学生提供了参加高级课程的机会，而这些课程在一些传统学校可能并不容易获得。），可知传统高中没有广泛的课程可供选择，而网上高中提供广泛的可供选择的课程，因此二者区别在于要学习的课程范围不一样。故选A项。24.细节理解题。由第二段中的“Whileonlineschoolsdohaveattendancerequirements,anonlineschoolcanbemoreflexible(灵活的).”（虽然网上高中确实有出勤要求，但网上高中可以更灵活一些。），可知网上高中有出勤要求，说明学生也要按规定上课。故选B项。25.细节理解题。由第三段中的“Likewise,hemaybeabletotakeadvantageofcourseofferingsthatsuithisownlearningstyle.Forexample,someonlinehighschoolsoffercourseworkthatmeetstheneedsofvisual(视觉的)orauditory(听觉的)learnersinadditiontothosewhocanlearnfromtraditionalschools.”（同样，他也可以利用适合自己学习风格的课程。例如，一些网上高中除了提供传统学校的课程外，还提供满足视觉或听觉学习者需求的课程。），可知网上高中可以提供适应不同学生学习风格的课程，来满足视觉或听觉学习者的需求。故选A项。1326.主旨大意题。第一段讲“传统高中和网上高中的区别在于要学习的课程范围不一样”，第二段讲“虽然网上高中确实有出勤要求，但网上高中可以更灵活一些”，第三段讲“网上高中提供不同风格的课程满足学生的需求”，第四段讲“网上高中帮助学生有更多的时间关注自己的爱好”，可知文章主要向读者介绍了网上高中的优点，而这些优点就是它相对于传统学校的灵活性，D项“网上学校的灵活性”符合文意。故选D项。27.D28.C29.B【分析】这是一篇说明文。文章主要介绍线上教育及学生和教师对线上教育的看法。27.推理判断题。根据第四段“Studentswhowantclassesbestprovidedfacetoface,suchasthoseintheperformingartsorthosewhichrequirelabwork,willmostlikelycontinuetotakethemthatway.”（学生们最想上的课是面对面授课。例如那些表演艺术或是需要实验室工作的学生更愿意继续以那种面对面的方式上课。）可知，表演艺术和实验室工作的大学生不愿意上网课。A项属于艺术类专业；B项和C项属于实验室类专业，故选D项。28.细节理解题。根据第五段“Thetrendmaynottransformhighereducation,butitislikelytopromotethecombinationoftechnologyintoit.”（这种趋势不是改变高校教育，而是可能促进了科技与之相结合。）可知，线上教育的长期目标是用数字科技来满足学生上课的需求，故选C项。29.推理判断题。根据最后一段“Let’stakeadvantageofthismomenttostartalargerconversationaboutthewholedesignofhighereducation,”saidDr.Govindarajan.“Wehadbetternotlosethisopportunity.”（Govindarajan博士说：“让我们利用这一时刻，开启更大的高校教育设计的对话。我们最好不要浪费这次机会”。）可知，Govindarajan博士对线上教育的前景持积极态度。故选B项。13
