《2025年金考卷名师名题单元双测卷高中英语必修第三册译林版》

C
I watched a boy in my third - grade class change the arm of his catapult (弹射器) for the fifth time as he measured distances and recorded numbers. He was discovering the relationship between arm length and distance. "The longer arm throws the ball farther!" he announced, super excited. He connected mathematics, physics, and data visualization through curiosity. Most importantly, he made discoveries I never taught him.
I realized he was doing exactly what Leonardo da Vinci did 500 years ago. Leonardo da Vinci would carefully study muscle and bone structures to paint characters' lifelike reactions. Most artists would never connect anatomy with painting, but Leonardo da Vinci saw them as inseparable.
The ability to see connections across different fields of knowledge is extremely valuable for kids today, as AI becomes better at replacing traditional deep understanding of content. And what I know from working with 8 - year - olds is that the brain's ability to make unexpected connections strengthens with practice, just like physical muscles develop through exercise.
However, traditional education may destroy this natural process. Schools break knowledge into subjects and tests focus on lower - order thinking skills such as memorization and understanding. Of course, these skills are still valuable, but if we fail to improve higher - order skills like application, creative synthesis, and original creation, students will be left behind by machines that can process the same information significantly quicker.
In traditional schooling, students learn to represent data through diagrams in math class, but often can't connect this to persuasive writing when they collect survey data from classmates, or to science when they need to communicate experimental results visually. The transfer ability exists if schools create opportunities for it.
Research by Meredith Thomas, who holds a PhD in Curriculum and Teaching, shows what happened when we stopped separating knowledge. When open - ended thinking was practiced with K - 6 students through interdisciplinary(跨学科的) instruction, significant increases occurred in fluency, flexibility, originality, and elaboration. Students taking part in cross - field learning showed measurable improvement in creative thinking that single - subject instruction cannot achieve. Please remember: Innovation comes from connecting, not dividing.
28. What's the similarity between the boy and Leonardo da Vinci?
A. They fell in love with science as a kid.
B. They showed excellent natural talent.
C. They benefited from cross - field learning.
D. They wanted to be pioneers in their fields.
29. What's a disadvantage of traditional education according to the text?
A. It focuses too much on tests.
B. It fails to develop top - level inventors.
C. It is totally outdated in the age of AI.
D. It may leave out higher - order ability.
30. Why does the author mention Meredith Thomas's research?
A. To provide supporting evidence.
B. To share effective learning methods.
C. To introduce education advancements.
D. To compare different teaching practices.
31. Where is the text most probably taken from?
A. An introduction to a book.
B. An article about teaching methods.
C. A report about teaching experiments.
D. A paper on the role of AI in education.

答案： 28. C 细节理解题。根据前两段内容可知，这个三年级男孩在发现弹射臂长度和发射距离之间的关系这一过程中结合了数学、物理和数据处理方面的知识，达·芬奇通过研究肌肉和骨骼结构，绘出了栩栩如生的人物反应。两者的相似点在于他们都因跨学科学习的实践受益匪浅。
29. D 细节理解题。根据第四段的“Schools break knowledge into subjects... students will be left behind by machines”可知，传统教育将知识分割为单一学科，注重低阶学习技能(如记忆和理解)，往往忽视了高阶思维能力(如应用、创造性结合和原创能力)的培养。
30. A 推理判断题。根据最后一段内容可知，作者引入Meredith Thomas博士的研究成果，证明跨学科教学显著提升学生的思维流畅性、灵活性等。作者先通过学生和达·芬奇的例子提出跨学科学习的重要性，再指出传统教育的不足，最后用Meredith Thomas博士的研究再次证明跨学科学习的优点。因此，作者提到该研究是为前文论点提供支持性证据。
31. B 文章出处题。本文通过描述一个课堂实践的案例引出跨学科学习的话题，随后分析传统教育的不足，并引用研究来证明跨学科教学的优势。文章始终围绕教学方法和理念展开讨论，因此本文最有可能节选自一篇关于教学方法的文章。