专题五：高考阅读体裁篇
备战2022年高考英语阅读理解专项突破
考向3 议论文
Passage 1 （2021·全国·高考真题）
Who is a genius? This question has greatly interested humankind for centuries.
Let's state clearly: Einstein was a genius. His face is almost the international symbol for genius. But we want to go beyond one man and explore the nature of genius itlf. Why is it that some people are so much more intelligent or creative than the rest of us? And who are they?
In the sciences and arts, tho praid as genius were most often white men, of European origin. Perhaps this is not a surpri. It's said that history is written by the victors, and tho victors t the standards for admission to the genius club. When contri
butions were made by genius outside the club—women, or people of a different color or belief—they were unacknowledged and rejected by others.
A study recently published by Science found that as young as age six, girls are less likely than boys to say that members of their gender(性别)are “really, really smart.” Even wor, the study found that girls act on that belief: Around age six they start to avoid activities said to be for children who are “really, really smart.” Can our planet afford to have any great thinkers become discouraged and give up? It doesn't take a genius to know the answer: absolutely not.
Here's the good news. In a wired world with constant global communication, we're all positioned to e flashes of genius wherever they appear. And the more we look, the more we will e that social factors(因素)like gender, race, and class do not determine the appearance of genius. As a writer says, future genius come from tho with “intelligence, creativity, perverance(毅力), and simple good fortune, who are able to change the world.”
1．What does the author think of victors' standards for joining the genius club?
A．They're unfair. B．They're conrvative.
C．They're objective. D．They're strict.
2．What can we infer about girls from the study in Science?
A．They think themlves smart.
B．They look up to great thinkers.
C．They e gender differences earlier than boys.
D．They are likely to be influenced by social beliefs
3．Why are more genius known to the public?
A．Improved global communication.
B．Less discrimination against women.
C．Acceptance of victors' concepts.
D．Changes in people's social positions.
4．What is the best title for the text?
A．Genius Think Alike B．Genius Takes Many Forms
C．Genius and Intelligence D．Genius and Luck
Passage 2 （2021·北京·北师大实验中学三模）
In 1953, when visiting his daughter’s maths class, the Harvard psychologist B．F. Skinner found every pupil learning the same topic in the same way at the same speed. Later, he built his first “teaching machine”, which let children tackle questions at their own pace. Since then, education technology (edtech) has repeated the cycle of hype and flop (炒作和失败), even as computers have reshaped almost every other part of life.
Softwares to “personalize” learning can help hundreds of millions of children stuck in mis
erable class—but only if edtech supporters can resist the temptation to revive harmful ideas about how children learn. Alternatives have so far failed to teach so many children as efficiently as the conventional model of schooling, where classrooms, hierarchical year-groups, standardized curriculums and fixed timetables are still the typical pattern for most of the world’s nearly 1.5 billion schoolchildren. Under this pattern, too many do not reach their potential. That condition remained almost unchanged over the past 15 years, though billions have been spent on IT in schools during that period.
What really matters then? The answer is how edtech is ud. One way it can help is through tailor-made instruction. Reformers think edtech can put individual attention within reach of all pupils. The other way edtech can aid learning is by making schools more productive. In California schools, instead of textbooks, pupils have “playlists”, which they u to access online lessons and take tests. The software asss children’s progress, lightening teachers’ marking load and allowing them to focus on other tasks. A study suggested that children in early adopters of this model score better in tests than their peers at other schools.
Such innovation is welcome. But making the best of edtech means getting veral things right. First, “personalized learning” must follow the evidence on how children learn. It must not be an excu to revive pudoscientific ideas such as “learning styles”: the theory that each child has a particular way of taking in information. This theory gave ri to government-sponsored schemes like Brain Gym, which claimed that some pupils should stretch or bend while doing sums. A less conquential falhood is that technology means children do not need to learn facts or learn from a teacher—instead they can just u Google. Some educationalists go further, arguing that facts get in the way of skills such as creativity. Actually, the opposite is true. According to studies, most effective ways of boosting learning nearly all relied on the craft of a teacher.
