1、大学英语六级分类模拟题 449 及答案解析(总分：391.00，做题时间：90 分钟)一、Reading Comprehensio(总题数：0，分数：0.00)二、Section A(总题数：1，分数：25.00)Should Single-Sex Education Be Eliminated?A. Why is a neuroscientist here debating single-sex schooling? Honestly, I had no fixed ideas on the topic when I started researching it for my book. P
2、ink Brain, Blue Brain. But any discussion of gender differences in children inevitably leads to this debate, so I felt compelled to dive into the research data on single-sex schooling. I read every study I could, weighed the existing evidence, and ultimately concluded that single-sex education is no
3、t the answer to gender gaps in achievement or the best way forward for today“s young people. After my book was published, I met several developmental and cognitive psychologists whose work was addressing gender and education from different angles, and we published a peer-reviewed Education Forum pie
4、ce in Science magazine with the pro-vocative title, “The Pseudoscience of Single-Sex Education.“ B. We showed that three lines of research used to justify single-sex schoolingeducational. neuroscience, and social psychologyall fail to support its alleged benefits, and SO the widely-held view that ge
5、nder separation is somehow better for boys, girls, or both is nothing more than a myth. The Research on Academic Outcomes C. First, we reviewed the extensive educational research that has compared academic outcomes in students attending single-sex versus coeducational schools. The overwhelming concl
6、usion when you put this enormous literature together is that there is no clear academic advantage of sitting in all-female or all-male classes, in spite of much popular belief to the contrary. I base this conclusion not on any individual study, but on large-scale and systematic reviews of thousands
7、of studies conducted in every major English-speaking country. D. Of course, there“re many excellent single-sex schools out there, but as these careful re-search reviews have demonstrated, it is not their single-sex composition that makes them excellent. It“s all the other advantages that are typical
8、ly packed into such schools, such as financial resources, quality of the faculty, and pro-academic culture, along with the family background and pre-selected ability of the students themselves that determine their outcomes. E. A case in point is the study by Linda Sax at UCLA, who used data from a l
9、arge national survey of college freshmen to evaluate the effect of single-sex versus coeducational high schools. Commissioned by the National Coalition of Girls“ schools, the raw findings look pretty good for the fundershigher SAT scores and a stronger academic orientation among women who had attend
10、ed all girls“ high schools(men weren“t studied.)However, once the researchers controlled for both student and school attributesmeasures such as family income, parents“ education, and school resources most of these effects were erased or diminished. F. When it comes to boys in particular, the data sh
11、ow that single-sex education is distinctly unhelpful for them. Among the minority of studies that have reported advantages of single-sex schooling, virtually all of them were studies of girls. There“re no rigorous studies in the United States that find single-sex schooling is better for boys, and in
12、 fact, a separate line of research by economists has shown that both boys and girls exhibit greater cognitive growth over the school year based on the “dose“ of girls in a classroom. In fact, boys benefit even more than girls from having larger numbers of female classmates. So single-sex schooling i
13、s really not the answer to the current “boy crisis“ in education. Brain and Cognitive Development G. The second line of research often used to justify single-sex education falls squarely within my area of expertise: brain and cognitive development. It“s been more than a decade now since the “brain s
14、ex movement“ began infiltrating (渗入) our schools, and there are literally hundreds of schools caught up in the fad (新潮). Public schools in Wisconsin, Indiana, Florida and many other states now proudly declare on their websites that they separate boys and girls because “research solidly indicates tha
15、t boys and girls learn differently,“ due to “hard-wired“ differences in their brains, eyes, ears, autonomic nervous systems, and more. H. All of these statements can be traced to just a few would-be neuroscientists, especially physician Leonard Sax and therapist Michael Gurian. Each gives lectures,
16、runs conferences, and does a lot of professional development on so-called “gender-specific learning“. I analyzed their various claims about sex differences in hearing, vision, language, math, stress responses, and “learning styles“ in my book and a long peer-reviewed paper. Other neuroscientists and
17、 psychologists have similarly exposed their work. In short, the mechanisms by which our brains learn language, math, physics, and every other subject don“t differ between boys and girls. Of course, learning does vary a lot between individual students, but research reliably shows that this variance i
18、s far greater within populations of boys or girls than between the two sexes. I. The equal protection clause of the U. S. Constitution prohibits separation of students by sex in public education that“s based on precisely this kind of “overbroad generalizations about the different talents, capacities
19、, or preferences of males and females.“ And the reason it is prohibited is be-cause it leads far too easily to stereotyping and sex discrimination. Social Developmental Psychology J. That brings me to the third area of research which fails to support single-sex schooling and indeed suggests the prac
20、tice is actually harmful: social-developmental psychology. K. It“s a well-proven finding in social psychology that segregation promotes stereotyping and prejudice, whereas intergroup contact reduces themand the results are the same whether you di-vide groups by race, age, gender, body mass index, se
21、xual orientation, or any other category. What“s more, children are especially vulnerable to this kind of bias, because they are dependent on adults for learning which social categories are important and why we divide people into different groups. L. You don“t have to look far to find evidence of ste
22、reotyping and sex discrimination in single-sex schools. There was the failed single-sex experiment in California, where six school districts used generous state grants to set up separate boys“ and girls“ academies in the late 1990s. Once boys and girls were segregated, teachers resorted to tradition
23、al gender stereotypes to run their classes, and within just three years, five of the six districts had gone back to co-education. M. At the same time, researchers are increasingly discovering benefits of gender interaction in youth. A large British study found that children with other-sex older sibl
24、ings(兄弟姐妹) exhibit less stereotypical play than children with same-sex older siblings, such as girls who like sports and building toys and boys who like art and dramatic play. Another study of high school social networks found less bullying and aggression the higher the density of mixed-sex friendsh
25、ips within a given adolescent network. Then there is the finding we cited in our Science paper of higher divorce and depression rates among a large group of British men who attended single-sex schools as teenagers, which might be explained by the lack of opportunity to learn about relationships duri
26、ng their formative years. N. Whether in nursery school, high school, or the business world, gender segregation narrows our perceptions of each other, facilitating stereotyping and sexist attitudes. It“s very simple: the more we structure children and adolescents“ environment around gender distinctio
27、ns and separation, the more they will use these categories as the primary basis for understanding themselves and others. O. Gender is an important issue in education. There are gaps in reading, writing, and science achievement that should be narrower. There are gaps in career choice that should be n
28、arrowerif we really want to maximize human potential and American economic growth. But stereotyping boys and girls and separating them in the name of fictitious(虚构的) brain differences is never going to close these gaps.（分数：25.00）(1).Hundreds of schools separate boys from girls in class on the allege
29、d brain and cognitive differences.（分数：2.50）(2).A review of extensive educational research shows no obvious academic advantage of single-sex schooling.（分数：2.50）(3).The author did not have any fixed ideas on single-sex education when she began her re-search on the subject.（分数：2.50）(4).Research found m
30、en who attended single-sex schools in their teens were more likely to suffer from depression.（分数：2.50）(5).Studies in social psychology have shown segregation in school education has a negative impact on children.（分数：2.50）(6).Reviews of research indicate there are more differences in brain and cognit
31、ive development within the same sex than between different sexes.（分数：2.50）(7).The findings of the national survey of college freshmen about the impact of single-sex schooling fail to take into account student and school attributes.（分数：2.50）(8).It wasn“t long before most of the school districts that
32、experimented with single-sex education abandoned the practice.（分数：2.50）(9).Boys from coeducational classes demonstrate greater cognitive abilities according to the economists“ research.（分数：2.50）(10).As careful research reviews show. academic excellence in some single-sex schools is attributed to oth
33、er factors than single-sex education.（分数：2.50）三、Section B(总题数：0，分数：0.00)四、Passage One(总题数：3，分数：153.00)In a country with a shrinking population, the latest, trend in Germany“s higher education is something of a mystery: The number of universities and academic programs is rising. The growth is the sha
34、rpest for professional graduate schools, where the number has soared from practically zero in 2003 to 130 now, in fields ranging from law and business to clinical counseling and education. But there is one obvious problem: Not enough students are signing up. The German government says that nearly ha
35、lf of professionally oriented programs, aside from law schools, have yet to fill their stated student capacity. And the problem has been especially acute in graduate programs in education. Interest in many professional schools has been less than overwhelming, said Markus Zimmermann, an executive sen
36、ior consultant at the Germany Research Institute in Berlin, which is affiliated with Berliner Banking Corp. “German universities tend to roll out programs without having a good grasp of the needs in the marketplace,“ said Mr. Zimmermann, who watches Germany“s higher education. “When they start a pro
37、gram, they assume there will be students.“ In Germany, the need for graduate programs seems undeniable: Lifetime employment is crumbling, employers are committing less time and money to training young workers, and social problems are becoming more complex, increasing the need for experts. Setting up
38、 graduate programs in education was the universities“ answer to a growing dissatisfaction with the primary and secondary school system. With the accreditation (证明合格) of the Ministry of Education, 19 universities launched professionally oriented graduate programs in teacher education, seeking approxi
39、mately 700 students in total. Seven more schools introduced similar programs later. During the first year, 8 of the 19 original institutions fell short of the target enrollment-some by far: two schools managed to recruit only half of the target numbers of students. A ministry assessment completed sh
40、ortly afterward said the schools lacked proper marketing methods and had failed to clearly state the practical benefits of receiving graduate diplomas. Some schools are taking their own measures to increase enrollment. They have gone around visiting undergraduate departments giving explanatory sessi
41、ons and did what they could to let people know about their programs. The graduate school has also been placing an emphasis on practical training, for example, sending students to teach at local primary and secondary schools. Students teach lessons at local schools, videotape the classes and then bri
42、ng the tapes back for evaluation with other students. Then they feed the solutions back to the classes. A number of graduate students have had years of teaching experience before coming to the graduate programs, and generally held positive views about the in-class training.（分数：72.00）(1).What is the
43、evident problem of Germany“s graduate education?（分数：14.40）A.The deteriorating accreditation environment.B.The soaring number of graduate schools.C.The inadequate graduate enrollment.D.The narrowing professional oriented fields.(2).According to Markus Zimmermann, why do people lack interest in German
44、y“s professional graduate schools?（分数：14.40）A.They feel overwhelmed by the pressure of graduate study.B.They are faced with complicated issues in schools.C.They see it unnecessary to have these programs.D.They attach more importance to practical abilities than academic research.(3).What leads to the
45、 establishment of graduate programs in education in German universities?（分数：14.40）A.The crumbling of lifetime employment.B.The less commitment to employee training.C.The even more complex social problems.D.The discontent with primary and secondary education.(4).What should graduate schools do to ens
46、ure enrollment according to the Ministry of Education?（分数：14.40）A.Launch more orientation programs.B.Promote the benefits of receiving a master degree.C.Revise the social system for teachers.D.Specify the requirements for receiving a master degree.(5).What have schools done to enhance the education
47、of graduates in teaching?（分数：14.40）A.Identifying issues, finding solutions and resolving issues in classroom.B.Adopting an approach combining practice with theory.C.Offering students with specialist knowledge.D.Arranging and organizing students“ knowledge and experiences.Sleep is a funny thing. We“r
48、e taught that we should get seven or eight hours a night, but a lot of us get by just fine on less, and some of us actually sleep too much. A study out of the University of Buffalo last month reported that people who routinely sleep more than eight hours a day and are still tired are nearly three ti
49、mes as likely to die of strokeprobably as a result of an underlying disorder that keeps them from snoozing (睡) soundly. Doctors have their own special sleep problems. Residents (住院医生) are famously sleep deprived. When I was training to become a neurosurgeon, it was not unusual to work 40 hours in a row without rest. Most of us took it in stride, confident we could still deliver the highest quality of medical care. Maybe we shouldn“t have been so sure of ourselves. An article in the Journal of the American Medical Association points out that in the morning after 24 hours of sleeplessn
