Bruce Alberts, the former President of the National Academies (USA), has now tak

题文

Bruce Alberts, the former President of the National Academies (USA), has now taken over as Editor-in Chief of Science. Judging by his editorial in this week’s issue Considering Science Education there could be some interesting times ahead in Science offices. Here’s part of what Bruce has to say about science education… I consider science education to be critically important to both science and the world, and I shall frequently deal with this topic on this page. Let’s start with a big-picture view. Science has greatly advanced our understanding of the natural world and has enabled the creation of countless medicines and uful devices. It has also led to behaviors that have improved lives. The public appreciates the practical benefits of science, and science and scientists are generally respected, even by tho who are not familiar with how science works or what exactly it has discovered. But society may less appreciate the advantage of having everyone acquire the ways of thinking and behaving that are central to practice of successful science: scientific habits of mind. The habits include a critical attitude toward established claims and a strong desire for logic and evidence. As famous astronomer Carl Sagan put it, science is our best detector (检测器). Individuals and societies clearly need a means to logically test the constant clever attempts to operate our purchasing and political decisions. They also need to challenge what is unreasonable, including the intolerance that led to so many regional and global conflicts. So how does this relate of science education? Might it be possible to encourage, across the world, scientific habits of mind, so as to create more rational (理性的) societies everywhere? In principle, a strong expansion of science education could provide the world with such an opportunity, but only if scientists, educators, and policy-makers redefine (重新定义) the goals of science education, beginning with college-level teaching. Rather than only conveying what science has discovered about the natural world, as is done now in most countries, we should provide first all students with the knowledge and practice of how to think like a scientist.小题1: Which of the following is NOT included in the “scientific habits of mind”?A．A critical attitude toward established claims.B．A strong desire for logic.C．A clever and active mind.D．A strong desire for evidence.小题2: What does the underlined phra “such an opportunity” refer to in the last paragraph?A．To create more rational societies everywhere. B．To relate decision-making to science education. C．To encourage science education around the world.D．To t right goals of science education.小题3:In Bruce Alberts’ opinion, which is the most important in science education?A．Offering all students enough practice to drill their mind. B．Equipping all students with a thinking model of a scientist.C．Telling students what science has discovered about the natural world.D．Advising all students to challenge all established scientific achievements.小题4:Which of the following would be the best title for this passage?A．Bruce Alberts, a great science educatorB．Science education and world peaceC．The government and science education D．Bruce Alberts’ opinion on science education 题型：未知难度：其他题型

答案

小题1: C   小题1:A小题1:B小题1:D

解析

略

考点

据考高分专家说，试题“Bruce Alberts, the f.....”主要考查你对 [健康环保类阅读 ]考点的理解。 健康环保类阅读

健康环保累阅读概念：

健康环保类文章常是介绍科学知识、生活常识和环境保护方面的短文。体裁有记叙文、 说明文、议论文和各种应用文。

健康环保类文章阅读技巧：

   健康环保类文章常是介绍科学知识、生活常识和环境保护方面的短文。阅读此类短文要以现象或事物为中心进行思考，理解现象产生的原因、条件和客观规律等。同时要抓住事物的特征、用途和相互关系等。科普环保类文章一般为说明文，从结构上看大致可分为三个部分：   第一部分一般是文章的首段，主要用来提出文章的主题，即文章想要阐述、说明的主要内容；   第二部分是文章的主体，可由若干个段落组成，对文章的主题进行展开说明；   第三部分是结尾段，对文章的主题进行归纳总结。这类文章多用一般现在时，而且一般多使用客观性词语表述。有时为了强调客观性，也常使用被动语态。   从近几年的考试题来看，科普环保类的文章越来越与人们的实际生活相接近。由于此类文章缺乏故事情节，很多同学对此类文章感到费解。但一般的科普类文章都是就事论事，需要逻辑推理和想象的时候较少，因此此类阅读题也没有同学们想象中的那么难，只要多加训练，就能较好地答题。【阅读策略】 1、概要(Summarizing)：  阅完材料后，将所阅材料浓缩，摘要，做出所阅材料的书面或口头梗概。 2、组织(Organization)：  阅读后根据阅读内容，识别观点、人物、事件之间的关系以及文章的结构关系。如：时间关系、比较或对比关系、相关关系及因果关系等。