.閱讀理解(科普研究類(lèi)+人物故事類(lèi))
A
(2014·石家莊高中畢業(yè)班教學(xué)質(zhì)量檢測(cè))
Pupils remember more and behave better when 3D images are used in lessons, research suggests. They are quicker to learn and absorb new concepts, and display higher levels of concentration.
Professor Anne Bamford, of the University of the Arts London, studied the effectiveness of 3D content in 15 schools across seven countries, including the UK. Pupils in 3D classes can remember more than those in 2D classes after four weeks, improving test scores by an average of 17 percent compared with eight percent for 2D lessons. They gave more detailed answers to the tasks and were more likely to think in 3D, using hand gestures and mime (比手畫(huà)腳) to answer the test questions successfully.
The teachers commented that the pupils in the 3D groups had deeper understanding, increased attention span, more motivation and higher engagement in the lessons.
Children are used to 3D with the rise of computer games that use the technology—90 percent of those in the study had seen a 3D film. Schools would need 3Denabled projectors(投影儀), laptops with good picture capabilities, 3D software and glasses for children to introduce animations (動(dòng)畫(huà)片) into classrooms.
But Danny Nicholson, an educationist, said the technology would be impractical to use in schools and could be costly. He said, “While I think the idea of 3D technology is very interesting, I worry that 3D is a bit of an expensive gimmick (噱頭). There are a few cases where a true 3D image might help, but most of the time, good 2D models that can be moved would be just as effective. ”
In the US, one school district in Colorado is already in the process of having 1,000 3D projectors fixed in classrooms. And the University of Caledonia, which carries out scientific research into the Lake Tabon Basin, has used 3D presentations with Grade Six pupils. Those who watched the 3D presentations were more engrossed and reported a general increase in their interest in science compared with students who watched the 2D version.
1. What is the main idea of the first three paragraphs?
A. There are slight differences between 3D and 2D images.
B. Pupils perform better when 3D images are used in classes.
C. Schools have difficulty in making full use of 3D technology.
D. 3D technology is always more effective than 2D technology.
2. Danny Nicholson holds the view that 3D ________.
A. is of no help in classes
B. has a bright future in classes
C. is more practical than 2D models
D. may not be affordable for schools
3. What can we learn from the last paragraph?
A. 3D technology will replace 2D models in the future.
B. Many pupils are now more interested in science than before.
C. Teachers will use 3D technology through specific training.
D. 3D will soon be put into use in one school district in Colorado.
4. The underlined word “engrossed” in the last paragraph means “________”.
A. absorbed B. annoyed
C. relaxed D. confused
答案：
【語(yǔ)篇解讀】 研究表明，將3D技術(shù)引進(jìn)課堂后，學(xué)生對(duì)學(xué)習(xí)的興趣更高了，考試成績(jī)也更好了。但3D技術(shù)昂貴，并不是每所學(xué)校都能承擔(dān)得起的。
1. B 解析：段落大意題。前三段圍繞一項(xiàng)研究展開(kāi)，該研究表明將3D技術(shù)引進(jìn)課堂后，學(xué)生對(duì)課堂內(nèi)容理解得更深刻，注意力更集中，學(xué)生參與課堂的積極性更高，學(xué)習(xí)效果更好，考試分?jǐn)?shù)更高，因此前三段的主題是B項(xiàng)。
2. D 解析：細(xì)節(jié)理解題。根據(jù)倒數(shù)第二段第一句中的“the technology would... could be costly”可知，應(yīng)選D項(xiàng)。
3. D 解析：細(xì)節(jié)理解題。最后一段開(kāi)頭說(shuō)美國(guó)科羅拉多州的一個(gè)學(xué)區(qū)已經(jīng)準(zhǔn)備在教室里安裝1 000臺(tái)3D投影儀，因此選D。
4. A 解析：詞義猜測(cè)題。最后一段的最后一句說(shuō)，觀看3D演示的學(xué)生對(duì)科學(xué)的興趣普遍提高，因此該詞是指“專(zhuān)注的”。因此選A。
