阅读理解 Passage One Questions 56 to 60 are based on the following passage. Call it the “learning paradox”, the more you struggle and even fail while you’re trying to learn new information, the better you’re likely to recall and apply that information later. The learning paradox is at the heart of “productive failure”.a phenomenon identified by researcher Manu Kapur. Kapur points outthat while the model adopted by many teachers when introducing students to new knowledge―providing lots of structure and guidance early on, until the students show that they can do it on their own―makes intuitive sense, it may not be the best way to promote learning. Rather, it’s better to let the learners wrestle (较劲）with the material ontheir own for a while, refraining from giving them any assistance at the start. In a paper published recently, Kapur applied the principle of productive failure to mathematical problem solving in three schools. With one group of students, the teacher provided strong “scaffolding”―instructional support—and feedback. With the teacher’s help, these pupils were able to find the answers to their set of problems. Meanwhile, a second group was directed to solve the same problems by collaborating with one another, without any prompts from their instructor. These students weren’t able to complete the problems correctly. But in the course of trying to do so, they generated a lot of ideas about the nature of the problems and about what potential solutions would look like. And when the two groups were tested on what they’d learned, the second group “significantly outperformed” the first. The apparent struggles of the floundering (挣扎的）grouphave what Kapurcalls a “hidden efficacy”: they lead people to understand the deep structure of problems, not simply their correct solutions. When these students encounter a new problem of the same type on a test, they’re able to transfer the knowledge they’ve gathered more effectively than those who were the passive recipients of someone else’s expertise. In the real world, problems rarely come neatly packaged, so being able to discern their deep structure is key. But, Kapur notes, none of us like to fail, no matter how often Silicon Valley entrepreneurs praise the beneficial effects of an idea that fails or a start-up company that crashesand burns. So we need to “design for productive failure” by building it into the learning process. Kapur has identified three conditions that promote this kind of beneficial struggle. First, choose problems to work on that“challenge but do not frustrate”. Second, provide learners with opportunities to explain and elaborate on what they’re doing. Third, give learners the chance to compare and contrast good and bad solutions to the problems. And to those students who protest this tough-love teaching style: you'll thank me later.

单选题 Why does the author call the learning process a paradox?

【正确答案】 C

【答案解析】[解析] 事实细节题。文章开篇第一句指出学习新信息时你越努力，即使失败了，日后也越有可能回忆并应用这些知识，由此可见，失败通常会孕育成功，C)中的more often than not意为“通常，多半”，故答案为C)。由题干中的call和paradox定位到文章首段：Call it the "learning paradox": the more you struggle and even fail while you're trying to learn new information, the better you're likely to recall and apply that information later. A)“痛苦并不一定使人获得收益”、B)“所学的知识很少能够运用到生活当中”以及D)“教得越多，学会得越少”都是对定位句的误解，可以排除。

单选题 What does Kapur disapprove of in teaching?

【正确答案】 C

【答案解析】[解析] 推理判断题。定位句指出，卡普尔指出很多老师在向学生讲述新知识时，最开始都会给予学生大量的提示和指导，直到学生能独立完成。虽然这种模式从直观上看是有道理的，但这并不是促进学习最好的方式。由此可推知，卡普尔不赞成给予学生详细的指导，故答案为C)。由题干中的Kapur和teaching定位到文章第二段第二句：Kapur points out that while the model adopted by many teachers when introducing students to new knowledge - providing lots of structure and guidance early on, until the students show that they can do it on their own - makes intuitive sense, it may not be the best, way to promote learning. A)“让学生自己找到解决问题的方法”，该选项内容是卡普尔所赞成的，可以排除；B)“开发学生运用所学内容的能力”文中并未提到，可以排除；D)“放手让学生自己去解决问题”是对定位句的过度推断，可以排除。

单选题 What do people tend to think of providing strong “scaffolding” in teaching?

【正确答案】 B

【答案解析】[解析] 推理判断题。第三段前两句指出，老师对第一组学生提供了强有力的“支架式教学”(教学支持)和反馈。这些学生在老师的帮助下都能够找到问题的答案。同时根据第二段第二句可知，卡普尔指出，很多老师向学生讲述新知识时，最开始都会给予学生大量的提示和指导。直到学生能自己去完成。这种模式从直观上看是有道理的……。由此可见，第二段第二句提到的这种教学方法即为“支架式教学”，大多数人认为这是一种合理的教学方式。选项中的sensible和原文第二段第二句make...sense为同义转述，故答案为B)。根据题干中的strong "scaffolding"定位到文章第三段前两句：With one group of students, the teacher provided strong "scaffolding" - instructional support - and feedback. With the teacher's help, these pupils were able to find the answers to their set of problems. 和第二段第二句：Kapur points out that while the model adopted by many teachers when introducing students to new knowledge - providing lots of structure and guidance early on, until the students show that they can do it on their own - makes intuitive sense... A)“可使教学变得简单”、C)“可激励普通学生”以及D)“会提高学生的自信”文中均未提到，可以排除。

单选题 What kind of problem should be given to students to solve according to Kapur?

【正确答案】 D

【答案解析】[解析] 事实细节题。定位句指出：首先，选择那些“既有挑战性，又不会令人沮丧”的问题让学习者去攻克。由此可见，卡普尔认为应选择那些足够难，但却在学生能力范围内的问题，故答案为D)。由题干中的problem和Kapur定位到文章第五段第五句：First, choose problems to work on that "challenge but do not frustrate". A)“可以鼓励合作学习的问题”、B)“足够简单、不会令学生沮丧的问题”以及C)“普通学生可以轻松解答的问题”均是对定位句的误解，可以排除。

单选题 What can be expected of “this tough-love teaching style” ?

【正确答案】 A

【答案解析】[解析] 推理判断题。定位句指出，对于那些抗议这种既严厉又充满爱的教学方式的学生，对他们说：“你以后会感谢我的。”由此可见，从长远来看，学生会感激这种即严厉又充满爱的教学方式，故答案为A)。由题干中的this tough-love teaching style定位到文章最五段最后一句：And to those students who protest this tough-love teaching style: you'll thank me later. B)“教师们将会遇到很多阻力”是对定位句的误解，可以排除；C)“家长们认为这种教学方法对他们的孩子而言太苛刻了”，文中并未提及家长对这种教学方法的态度，可以排除；D)“可能不会产生好的结果”是对定位句的误解，可以排除。