Questions 81 to 90 are based on the following passage.
【真题来源：2019年6月大学英语四级真题（第二套）Part Ⅲ，Section B，第36-45题】
Make Stuff, Fail, And Learn While You're At It
A) We've always been a hands-on, do-it-yourself kind of nation. Ben Franklin, one of America's founding fathers, didn't just invent the lightning rod. His creations include glasses, innovative stoves and more.
B) Franklin, who was largely self-taught, may have been a genius, but he wasn't really an exception when it comes to American making and creativity.
C) The personal computing revolution and philosophy of disruptive innovation of Silicon Valley grew, in part, out of the creations of the Homebrew Computer Club, Which was founded in a garage in Menlo Park, California, in the mid-1970s. Members — including guys named Jobs and Wozniak — started making and inventing things they couldn't buy.
D) So it's no surprise that the Maker Movement today is thriving in communities and some schools across America. Making is available to ordinary people who aren't tied to big companies, big defense labs or research universities. The maker philosophy echoes old ideas advocated by John Dewey, Montessori, and even ancient Greek philosophers, as we pointed out recently.
E) These maker spaces are often outside of classrooms, and are serving an important educational function. The Maker Movement is rediscovering learning by doing, which is Dewey's phrase from 100 years ago. We are rediscovering Dewey and Montessori and a lot of the practices that they pioneered that have been forgotten or at least put aside. A maker space is a place which can be in a school, but it doesn't look like a classroom. It can be in a library. It can be out in the community. It has tools and materials. It's a place where you get to make things based on your interest and on what you're learning to do.
F) Ideas about learning by doing have struggled to become mainstream educationally, despite being old concepts from Dewey and Montessori, Plato and Aristotle, and in the American Contcxt, Ralph Emerson, on the value of experience and self-reliance. It's not necessarily an efficient way to learn. We learn, in a sense, by trial and error. Learning from experience is something that takes time and patience. It's very individualized. If your goal is to have standardized approaches to learning, where everybody learns the same thing at the same time in the same way, then learning by doing doesn't really fit that mold anymore. It's not the world of textbooks. It's not the world of testing.
G)Learning by doing may not be efficient, but it is effective. Project-based learning has grown in popularity with teachers and administrators. However, project-based learning is not making. Although there is a connection, there is also a distinction. The difference lies in whether the project is in a sense defined and developed by the student or whether it's assigned by a teacher. We'll all get the kids to build a small boat. We are all going to learn about X, Y, and Z. That tends to be one form of project-based learning.
H)I really believe the core idea of making is to have an idea within your head — or you just borrow it from someone — and begin to develop it , repeat it and improve it. Then, realize that idea somehow. That thing that you make is valuable to you and you can share it with others. I'm interested in how these things are expressions of that person, their ideas, and their interactions with the world.
I)In some ways, a lot of forms of making in school trivialize(使变得无足轻重)making. The thing that you make has no value to you. Once you are done demonstrating whatever concept was in the textbook, you throw away the pipe cleaners, the cardboard tubes.
J)Making should be student-directed and student-led, otherwise it's boring. It doesn't have the motivation of the student. I'm not saying that students should not learn concepts or not learn skills. They do. But to really harness their motivation is to build upon their interest. It's to let them be in control and to drive the car.
K)Teachers should aim to build a supportive, creative environment for students to do this work. A very social environment, where they are learning from each other. When they have a problem, it isn't the teacher necessarily coming in to solve it. They are responsible for working through that problem. It might be they have to talk to other students in the class to help get an answer.
L) The teacher's role is more of a coach or observer. Sometimes, to people, it sounds like this is a diminished rote for teachers. I think it's a heightened role. You're creating this environment, like a maker space. You have 20 kids doing different things. You are watching them and really it's the human behaviors you're looking at . Are they engaged? A they developing and repeating their project? Are they stumbling (受挫)? Do they need something that they don't have? Can you help them be aware of where they are?
M)My belief is that the goal of making is not to get every kid to be hands-on, but it enable us to be good learners. It's not the knowledge that is valuable, It's the practice of learning new things and understanding how things work. These are processes that you are developing so that you are able, over time, to tackle more interesting problems, more challenging problems—problems that require many people instead of one person, and many skills instead of one.
N) If teachers keep it form-free and student-led, it can still be tied to a curriculum and an educational plan. I think a maker space is more like a like a library in that there are multiple subjects and multiple things that you can learn. What seems to be missing in school is how these subjects integrate, how they fit together in any meaningful way. Rather than saying, ‘This is science, over here is history,’ I see schools taking this idea of projects and looking at: How do they support children in higher level learning?
O) I feel like this is a shift away form a subject matter-based curriculum to a more experiential curriculum or learning. It's still in its early stages, but I think it's shifting around not what kids learn but how they learn.
A maker space is where people make things according to their personal interests.
由题干中的maker space和personal interests定位到文章E)段最后一句：It's a place where you get to make things based on your interest and on what you're learning to do.
定位句提到，这是一个可以基于你的兴趣以及你正在学习的技能制造东西的地方。定位句中的place和题干中的maker place所指相同，而定位句中的based on your interest和题干中的according to their personal interests为同义转述，故答案为E。
The teachers' role is enhanced in a maker space as they have to monitor and facilitate during the process.
由题干中的teachers' role, monitor 和 facilitate定位到文章L)段第三至六句：Ⅰ think it's a heightened role. You're creating this environment, like a maker space. You have 20 kids doing different things. You are watching them and really it's the human behaviors you're looking at.
定位句指出,“我”认为教师的作用强化了。你正在创造一个环境，好比一个创客空间。你让20个孩子做着不同的事情。你观察他们而你正在看的就是人类的行为。题干中的enhanced和定位句中的heightened为近义词，而题干中的monitor 就是定位句中“You are watching them and really it's the human behaviors you're looking at. ”的概括性词汇， facilitate在该段后文的几个问题中可以体现，故答案为L。
Coming up with an idea of one's own or improving one from others is key to the concept of making.
由题干中的an idea of one's own, improving one from others 和 key to the concept of making定位到文章H)段第一句:Ⅰ really believe the core idea of making is to have an idea within your head—or you just borrow it from someone—and begin to develop it，repeat it and improve it.
定位句提到，“我”真的相信创造的核心理念是在你的头脑中有一个想法——或者你仅仅是从别人那里借鉴而来的想法——并且开始去拓展这个想法，重复并改进它。定位句中的the core idea of making和题干中的key to the concept of making为同义转述,定位句中的anidea within your head和题干中的an idea of one's own也为同义转述，定位句中的“borrow it from someone...improve it”和题干中的improving one from others含义一致，故答案为H。
Contrary to structured learning, learning by doing is highly individualized.
由题干中的learning by doing和individualized定位到文章F)段第四、五句:Learning from experience is something that takes time and patience. It's very individualized.
定位句指出，从经验中学习是需要时间和耐心的。这是非常个人化的。这两句话可以概括为learning from experience is very individualized，和题干中的learning by doing is highly individualized为同义转述，故答案为F。
America is a nation known for the idea of making things by oneself.
定位由题干中的America 和 making things by oneself定位到文章A)段首句：We've always been a hands-on, do-it-yourself kind of nation.
定位句指出，我们向来都是亲身实践、自己动手的民族。根据下文可推断，这里的“我们”指的是美国人。题干中的making things by oneself和定位句中的hands-on,do-it-yourself为同义转述，意思均为“亲身实践，亲自动手”，故答案为A。
Making will be boring unless students are able to take charge.
由题干中的boring和 take charge定位到文章J)段第一句：Making should be student-directed and student-led，otherwise it's boring.
定位句指出，创造应该是学生负责的和学生领导的，否则就会很无聊。题干中的take charge意为“掌管，负责”，和定位句中的student-directed and student-led含义一致，而题干中的unless引导的让步状语从句和定位句中的otherwise表达的转折含义相同，故答案为J。
Making can be related to a project, but it is created and carried out by students themselves.
由题干中的created和 carried out定位到文章G)段第三至五句：However, project-based learning is not making. Although there is a connection,there is also a distinction.The difference lies in whether the project is in a sense defined and developed by the student or whether it's assigned by a teacher.
定位句指出，项目式学习也并非创造。尽管有一定联系，但是也有区别。区别在于这个项目在一定程度上是学生确定并开发的，还是老师布置的项目。题干中的created and carried out by students themselves和定位句中的defined and developed by the student所表达的含义一致，故答案为G。
The author suggests incorporating the idea of a maker space into a school curriculum.
由题干中的incorporating 和 school curriculum定位到文章N)段第一句：If teachers keep it form-free and student-led, it can still be tied to a curriculum and an educational plan.
定位句指出，如果老师们让它变得形式自由，且由学生领导，它仍然可以与课程和教育计划绑定。结合上下文可知，定位句中的it 指the idea of a maker space，题干中的incorporating 意为“合并”，和定位句中的be tied to含义一致，故答案为N。
The maker concept is a modern version of some ancient philosophical ideas.
定位由题干中的maker concept 、modern version和 ancient philosophical ideas定位到文章D)段最后一句：The maker philosophy echoes old ideas advocated by John Dewey, Montessori，and even ancient Greek philosophers， as we pointed out recently.
定位句指出，如我们近期提出的，制造者哲学反映了被约翰·杜威、蒙台梭利乃至古希腊哲学家提倡的旧时的理念。题干中的maker concept 和该句中的maker philosophy属于同义替换，通过定位句能够看出新、旧理念之间的关系和题干中表达的含义一致，故答案为D。
Making is not taken seriously in school when students are asked to make something meaningless to them based on textbooks.
由题干中的not taken seriously 和make something meaningless定位到文章I)段第二、三句：The thing that you make has no value to you. Once you are done demonstrating whatever concept was in the textbook, you throw away the pipe cleaners，the straws，the cardboard tubes.
定位句指出，你创造的东西对你而言没什么价值。一旦你展示了教科书中的概念，你就会扔掉管道清洁器、吸管和纸板管。题干中的not taken seriously 是定位句中 throw away the pipe cleaners, the straws,the cardboard tubes的概括，而题干中的make something meaningless 和定位句中的“The thing that you make has no value to you.”含义一致，故答案为I。