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D
[重庆市高 2026 届高三质量检测] Expansive framing is the counterpart to bounded framing. Bounded framing involves “teaching to the test” in ways that minimize students’ future use of knowledge, signaling its irrelevance beyond the classroom and holding back “结构+论点”攻克议论文 skill development. In contrast, expansive framing equips students with a compass, revealing why to invest effort in learning science as a tool for navigating the world. By contextualizing material as personally relevant and encouraging, it connects learners to science tangibly, widening perspectives. This approach enhances transfer, critical thinking, and motivation, fostering greater personal relevance and sustained scientific interest.
However, finding real-world examples of science content relatable to students’ lives can be tricky. Providing authentic scientific situations often requires experts with career-specific knowledge that may not be readily available. Therefore, restructuring instruction to be expansive requires the partnership of science teachers with members of industry, academics, or other researchers. These partnerships could inspire dialogues on pressing problems — those experts seek to solve and students strive to understand.
Expansive framing represents a point of interaction for students and teachers to be deeply engaged with science. While many science phenomena may be abstract, global, or layered, causing students to feel conflicted, expansive framing provides a means of cutting through those layers and gives students a deeper understanding of science, allowing more tangible connections with how science is applied.
Aside from relevancy, this personal contextualization opens the door for engaging with critical questions not usually covered by standards. As with previous science reform, discussions about science are often limited to what concepts and practices should be learned, where, when, and how. Perhaps due to standardized instruction, questions of why and for whom are often left out. Expansive framing guides students directly towards asking these questions.
In both of these ways, expansive framing represents a stepping stone towards better science comprehension and scientific competence. It is crucial that we help students forge deep bonds with science, starting in the classroom.
32. What can be inferred from the first paragraph?
A. Science learning promotes personal interest.
B. Expansive framing neglects test preparation.
C. Teaching to tests enhances student motivation.
D. Bounded framing restricts the transfer of skills.
33. Why must teachers seek external partnerships?
A. Teachers lack practical scientific knowledge.
B. Schools prioritize test scores over capabilities.
C. Students need industry leaders for career decisions.
D. Standardized instruction prevents irrelevance.
34. How does expansive framing transform student inquiry?
A. By focusing on standardized education of science.
B. By leading students to question purpose and reason.
C. By simplifying complex procedures of discussion.
D. By establishing a new set of rules for questioning.
35. What is the best title for the text?
A. Challenges in Teaching Science Effectively
B. Strategies for Applying Science in Real Life
C. The Role of Expansive Learning in Education
D. Advancing Science Learning with Wider Contexts
[重庆市高 2026 届高三质量检测] Expansive framing is the counterpart to bounded framing. Bounded framing involves “teaching to the test” in ways that minimize students’ future use of knowledge, signaling its irrelevance beyond the classroom and holding back “结构+论点”攻克议论文 skill development. In contrast, expansive framing equips students with a compass, revealing why to invest effort in learning science as a tool for navigating the world. By contextualizing material as personally relevant and encouraging, it connects learners to science tangibly, widening perspectives. This approach enhances transfer, critical thinking, and motivation, fostering greater personal relevance and sustained scientific interest.
However, finding real-world examples of science content relatable to students’ lives can be tricky. Providing authentic scientific situations often requires experts with career-specific knowledge that may not be readily available. Therefore, restructuring instruction to be expansive requires the partnership of science teachers with members of industry, academics, or other researchers. These partnerships could inspire dialogues on pressing problems — those experts seek to solve and students strive to understand.
Expansive framing represents a point of interaction for students and teachers to be deeply engaged with science. While many science phenomena may be abstract, global, or layered, causing students to feel conflicted, expansive framing provides a means of cutting through those layers and gives students a deeper understanding of science, allowing more tangible connections with how science is applied.
Aside from relevancy, this personal contextualization opens the door for engaging with critical questions not usually covered by standards. As with previous science reform, discussions about science are often limited to what concepts and practices should be learned, where, when, and how. Perhaps due to standardized instruction, questions of why and for whom are often left out. Expansive framing guides students directly towards asking these questions.
In both of these ways, expansive framing represents a stepping stone towards better science comprehension and scientific competence. It is crucial that we help students forge deep bonds with science, starting in the classroom.
32. What can be inferred from the first paragraph?
A. Science learning promotes personal interest.
B. Expansive framing neglects test preparation.
C. Teaching to tests enhances student motivation.
D. Bounded framing restricts the transfer of skills.
33. Why must teachers seek external partnerships?
A. Teachers lack practical scientific knowledge.
B. Schools prioritize test scores over capabilities.
C. Students need industry leaders for career decisions.
D. Standardized instruction prevents irrelevance.
34. How does expansive framing transform student inquiry?
A. By focusing on standardized education of science.
B. By leading students to question purpose and reason.
C. By simplifying complex procedures of discussion.
D. By establishing a new set of rules for questioning.
35. What is the best title for the text?
A. Challenges in Teaching Science Effectively
B. Strategies for Applying Science in Real Life
C. The Role of Expansive Learning in Education
D. Advancing Science Learning with Wider Contexts
答案：
32.D [命题立意]考查推断的能力。
①明题意 从第一段可以推断出什么？
A“科学学习提升个人兴趣”;B“拓展的结构忽视考试准备”;C“应试教学增强学生动机”;D“局限的结构限制技能迁移”。
②解题 根据第一段中的“Bounded framing... minimize students' future use of knowledge... holding back skill development”可知，局限的结构轻视知识的未来应用，阻碍技能发展。
✘错因分析 A项断章取义,文中说的是拓展的结构能培养持续的科学兴趣;B项过度推断，文中仅提到局限的结构为考试而教;C项张冠李戴，能提升动机的是拓展的结构，为考试而教是局限的结构的特点。
33.A [命题立意]考查推断的能力。
①明题意 为什么教师必须寻求外部合作？
A“教师缺乏实际的科学知识”;B“学校重视考试成绩胜过能力”;C“学生需要行业领袖来做职业决定”;D “标准化教学防止了无关性”。
②解题 根据第二段中的“Providing authentic scientific situations often requires experts with career−specific knowledge that may not be readily available”可知,提供真实的科学情境通常需要拥有特定职业知识的专家，而这种知识可能对老师来说并非随时都能获得。由此可以推知，教师缺乏特定职业知识，所以需要与其他行业的专家合作。not be readily available→lack。
✘错因分析 B项偷换概念，重分数轻能力是局限的结构的特点而非学校的做法;C项，“职业抉择”是合作的可能结果而非原因;D项与“Bounded framing... signaling its irrelevance”相悖且答非所问。
34.B [命题立意]考查理解具体信息的能力。
①明题意 拓展的结构如何改变学生的探究方式？
A“通过聚焦标准化的科学教育”;B“通过引导学生质疑目的和原因”;C“通过简化复杂的讨论流程”;D“通过制定一套新的提问规则”。
②解题 第四段中的“questions of why and for whom are often left out. Expansive framing guides students directly towards asking these questions”明确指出拓展的结构引导学生追问目的和原因。
✘错因分析 A项与拓展的结构的理念相反;C项错在“simplifying”;D项,拓展的结构不为提问制定规则。
35.D [命题立意]考查理解主旨要义的能力。
①明题意 这篇文章的最佳标题是什么？
A“有效教授科学面临的挑战”;B“在现实生活中应用科学的策略”;C“扩展性学习在教育中的角色”;D“在更广泛的背景下推进科学学习”。
②解题 第一段通过对比定义了什么是拓展的结构，并阐述其在科学学习方面的核心优势;第二段讲述通过与外部合作将学习与真实世界的问题联系起来;第三段讲述拓展的结构让学生能够深入理解科学，与科学建立实际的联系;第四段讲述拓展的结构引导学生在关于科学的讨论中追问目的和原因;第五段总结拓展的结构是加深科学理解、提升科学素养的基石。D项能够概括文章内容，作标题最佳。D项中的“Wider
Contexts”呼应拓展的结构。
✘错因分析 A项，“Challenges”表述片面;B项,“Applying Science”不是文章重点;C项,“Education”范围过大，未聚焦科学学科。
①明题意 从第一段可以推断出什么？
A“科学学习提升个人兴趣”;B“拓展的结构忽视考试准备”;C“应试教学增强学生动机”;D“局限的结构限制技能迁移”。
②解题 根据第一段中的“Bounded framing... minimize students' future use of knowledge... holding back skill development”可知，局限的结构轻视知识的未来应用，阻碍技能发展。
✘错因分析 A项断章取义,文中说的是拓展的结构能培养持续的科学兴趣;B项过度推断，文中仅提到局限的结构为考试而教;C项张冠李戴，能提升动机的是拓展的结构，为考试而教是局限的结构的特点。
33.A [命题立意]考查推断的能力。
①明题意 为什么教师必须寻求外部合作？
A“教师缺乏实际的科学知识”;B“学校重视考试成绩胜过能力”;C“学生需要行业领袖来做职业决定”;D “标准化教学防止了无关性”。
②解题 根据第二段中的“Providing authentic scientific situations often requires experts with career−specific knowledge that may not be readily available”可知,提供真实的科学情境通常需要拥有特定职业知识的专家，而这种知识可能对老师来说并非随时都能获得。由此可以推知，教师缺乏特定职业知识，所以需要与其他行业的专家合作。not be readily available→lack。
✘错因分析 B项偷换概念，重分数轻能力是局限的结构的特点而非学校的做法;C项，“职业抉择”是合作的可能结果而非原因;D项与“Bounded framing... signaling its irrelevance”相悖且答非所问。
34.B [命题立意]考查理解具体信息的能力。
①明题意 拓展的结构如何改变学生的探究方式？
A“通过聚焦标准化的科学教育”;B“通过引导学生质疑目的和原因”;C“通过简化复杂的讨论流程”;D“通过制定一套新的提问规则”。
②解题 第四段中的“questions of why and for whom are often left out. Expansive framing guides students directly towards asking these questions”明确指出拓展的结构引导学生追问目的和原因。
✘错因分析 A项与拓展的结构的理念相反;C项错在“simplifying”;D项,拓展的结构不为提问制定规则。
35.D [命题立意]考查理解主旨要义的能力。
①明题意 这篇文章的最佳标题是什么？
A“有效教授科学面临的挑战”;B“在现实生活中应用科学的策略”;C“扩展性学习在教育中的角色”;D“在更广泛的背景下推进科学学习”。
②解题 第一段通过对比定义了什么是拓展的结构，并阐述其在科学学习方面的核心优势;第二段讲述通过与外部合作将学习与真实世界的问题联系起来;第三段讲述拓展的结构让学生能够深入理解科学，与科学建立实际的联系;第四段讲述拓展的结构引导学生在关于科学的讨论中追问目的和原因;第五段总结拓展的结构是加深科学理解、提升科学素养的基石。D项能够概括文章内容，作标题最佳。D项中的“Wider
Contexts”呼应拓展的结构。
✘错因分析 A项，“Challenges”表述片面;B项,“Applying Science”不是文章重点;C项,“Education”范围过大，未聚焦科学学科。
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