【題目】 Few people doubt the value of developing students' thinking skills. A focus on critical thinking is common in education. In the Australian Curriculum, critical thinking and creative thinking are known as “general capabilities”. The US has a similar focus through their “common core".

Many approaches to developing critical thinking are based on Philosophy for Children. One strategy that has a large impact on students' ability to analyse and evaluate arguments is argument mapping, in which a student's reasoning can be visually displayed by capturing the inferential pathway from assumption to conclusion. This type of argument-based intellectual engagement can show high outcomes in terms of the quality of thinking in any classroom. Research also shows deliberate attention to the practice of reasoning in the context of our everyday lives can be significantly improved through targeted teaching.

Teachers at one high school in Australia, who have much training in critical thinking teaching methods, developed a task that asked students to determine Australia's greatest sports person. Students needed to construct their own criteria for greatness. To do so, they had to analyze the Australian sporting context, create possible evaluative standards, explain and justify why some standards would be more acceptable than others and apply these to their candidates. They then needed to argue their case with their classmates to develop criteria that were solid, defensible, widely applicable and produced a choice that seized significant and relevant aspects of Australian sport.

Researchers looking at the gains made in a single term of teaching critical thinking with argument mapping said the critical thinking gains measured are close to those that could be expected to result from three years of undergraduate education. Students who are taught to think well also do better on subject-based exams and standardized tests than those who do not.

In terms of developing 21st century skills, which includes setting up students for lifelong learning, teaching critical thinking should be core business.

【1】Which of the following can explain the underlined word “capturing" in Paragraph 2?

A.Describing.B.Attracting.C.Designing.D.Blocking.

【2】What’s the purpose of Paragraph 3?

A.To construct the criteria for being great.

B.To acknowledge the teachers' outcomes.

C.To present how to teach critical thinking.

D.To emphasize the importance of reasoning.

【3】What is the author's attitude toward teaching critical thinking?

A.Objective.B.Supportive.C.Doubtful.D.Cautious.

【4】What does this text imply?

A.Teaching methods should vary among schools.

B.Research on education deserves more attention.

C.Critical thinking should be valued in education.

D.Concepts of critical thinking aren't well received.

【答案】

【1】A

【2】C

【3】B

【4】C

【解析】

這是一篇說明文。文章通過闡述批判性思維的研究依據(jù)，結(jié)合澳大利亞的批判性思維在教育中的應(yīng)用結(jié)果，最終得出結(jié)論：在發(fā)展21世紀(jì)的技能(包括培養(yǎng)終身學(xué)習(xí))方面，教授批判性思維應(yīng)該是核心業(yè)務(wù)。

【1】詞義猜測題。結(jié)合題干，可以定位文章中的句子。第二段第二句 One strategy that has a large impact on students' ability to analyse and evaluate arguments is argument mapping, in which a student's reasoning can be visually displayed by capturing the inferential pathway from assumption to conclusion. 對學(xué)生分析和評估論點(diǎn)的能力有很大影響的一個(gè)策略是論點(diǎn)映射，通過從假設(shè)到結(jié)論的推理路徑，學(xué)生的推理可以直觀地顯示出來。根據(jù)本句中mapping繪制……地圖，可以看成，學(xué)生的推理能力是通過從假設(shè)到結(jié)論的描述直觀地顯示出來。因而句中capture應(yīng)該是描述的意思。故選A項(xiàng)。

【2】寫作目的題。結(jié)合本段第一句Teachers at one high school in Australia, who have much training in critical thinking teaching methods, developed a task that asked students to determine Australia's greatest sports person. Students needed to construct their own criteria for greatness. 澳大利亞一所高中的教師，在批判性思維教學(xué)方法方面受過很多訓(xùn)練，他們開發(fā)了一項(xiàng)任務(wù)，要求學(xué)生們選出澳大利亞最偉大的運(yùn)動(dòng)員。 學(xué)生們需要建立自己的標(biāo)準(zhǔn)來衡量自己的成就。再結(jié)合隨后的句子：To do so, they had to analyze the Australian sporting context, create possible evaluative standards, explain and justify why some standards would be more acceptable than others and apply these to their candidates. They then needed to argue their case with their classmates to develop criteria that were solid, defensible, widely applicable and produced a choice that seized significant and relevant aspects of Australian sport.為此，他們必須分析澳大利亞的體育背景，制定可能的評估標(biāo)準(zhǔn)，解釋并證明為什么有些標(biāo)準(zhǔn)比其他標(biāo)準(zhǔn)更容易被接受，并將這些標(biāo)準(zhǔn)應(yīng)用到他們的候選人身上。 然后，他們需要與同學(xué)辯論，制定可靠、可辯護(hù)、廣泛適用的標(biāo)準(zhǔn)，并產(chǎn)生一個(gè)抓住了澳大利亞體育的重要和相關(guān)方面的選擇�？梢钥闯觯径沃饕v的就是批判性思維在教育中的具體實(shí)施方法。選項(xiàng)C符合題意，故選C項(xiàng)。

【3】寫作態(tài)度題。根據(jù)最后一段In terms of developing 21st century skills, which includes setting up students for lifelong learning, teaching critical thinking should be core business.就培養(yǎng)21世紀(jì)的技能(包括培養(yǎng)終身學(xué)習(xí)學(xué)生)而言，教授批判性思維應(yīng)該是核心業(yè)務(wù)�？梢钥闯觯髡邔εc批判性思維在教育中的作用是肯定的，選項(xiàng)B符合題意。故選B項(xiàng)。

【4】推理判斷題。結(jié)合全文內(nèi)容，批判性思維對發(fā)展學(xué)生思維的價(jià)值是有重要意義的，再根據(jù)最后一段In terms of developing 21st century skills, which includes setting up students for lifelong learning, teaching critical thinking should be core business.就培養(yǎng)21世紀(jì)的技能(包括培養(yǎng)終身學(xué)習(xí)學(xué)生)而言，教授批判性思維應(yīng)該是核心業(yè)務(wù)�？梢缘贸�，本文主要講述在教育上應(yīng)該重視批判性思維對學(xué)生能力發(fā)展的意義。故選C項(xiàng)。

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