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发布时间： 2021-10-17 13:44
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根据下面资料，回答题
One of my children is spinning in a circle, creating a narrative about a princess as she twirls.?The other is building a rocket ship out of a discarded box, attaching propellers made of cardboard?and jumping in and out of her makeshift launcher. It is a snow day, and I've decided to let them?design their own activities as I dean up and prepare a meal. My toddler becomes the spinning?princess, imagining her character's feelings and reactions. What seems like a simple story involves?sequencing, character development, and empathy for the brave princess stuck in her tower. The?rocket ship my first grader is working on needs a pilot and someone to devise the dimensions and?scale of its frame; it also needs a story to go with it. She switches between roles and perspectives,?between modes of thinking and tinkering.?
This kind of experiential learning, in which children acquire knowledge by doing and via?reflection on their experiences, is full of movement, imagination, and self-directed play. Yet such?learning is increasingly rare in early-childhood classrooms in the U.S, where many young children?spend their days sitting at tables and completing worksheets. Kindergarten and preschool in the U.S.?have become more and more academic, rigorously structuring kids' time, emphasizing assessment,?drawing a firm line between "work" and "play"--and restricting kids' physical movement. A study?from the University of Virginia released earlier this year found that, compared to 1998, children?today are spending far less time on self-directed learning--moving freely and doing activities that?they themselves chose--and measurably more time in a passive learning environment.?
With so few years under their belts, my 3- and 6-year-old daughters are still learning to inhabit?their bodies. They are learning how to maneuver themselves physically, how to orient themselves in?space. As Vanessa Durand, a pediatrician at St. Christopher' s Hospital for Children in Philadelphia,?says, freedom of movement is necessary for children to meet their developmental milestones:?"Children learn by experiencing their world using all of their senses. The restriction of movement,?especially at a young age, impedes the experiential learning process."?
Movement allows children to connect concepts to action and to learn through trial and error. "If?you walk into a good kindergarten class, everyone is moving. The teacher is moving. There are?structured activities, but generally it is about" purposeful movement," comments Nancy?Carlsson-Paige, a professor emerita of early-childhood education at Lesley University and the author?of Taking Back Childhood, describing the ideal classroom setup. In the classroom culture she?advocates for,"[Kids] are getting materials for an activity, they are going back and deciding what?else they need for what they want to create, seeing how the shape of a block in relation to another?block works, whether they need more, does it balance, does it need to be higher, is it symmetrical.?All of these math concepts are unfolding while kids are actively building and moving."?
Research has shown time and again that children need opportunities-to move in class. Memory?and movement are linked, and the body is a tool of learning, not a roadblock to or a detour away?from it. Any parent who has brought home a kindergartener after school, bursting with untapped?energy yet often carrying homework to complete after a seven-hour day, can reasonably deduce why?children today have trouble keeping still in their seats. Many children are getting 20-minute breaks,?or none at all On Florida, parents whose children have no recess have been campaigning to legislate?recess into the curriculum.) Recess, now a more frequent topic of research studies, has been found to?have "important educational and developmental implications." Schools that have sought to integrate?more movement and free play, such as short 15-minute recess periods throughout the day, have seen?gains in student attention span and instructional time. As Carlsson-Paige points out, "Recess is not a?separate thing in early-childhood education."?
Ben Mardell, a professor of early-childhood education at Lesley University and the project?director of the Pedagogy of Play initiative at Harvard's Project Zero observes that even when adults?do incorporate play into learning, they often do so in a way that restricts free movement and agency.?"The idea that there should be formal instruction makes it no longer play," says Mardell. ?"In play?the player is choosing to participate, choosing a goal, and directing and formulating the rules. When?there is an adult telling the kids, ?'This is what we are supposed to do,' many of the important?developmental benefits of play get lost."?
The role of play has been established not just as a part of learning, but as a foundation for?healthy social and emotional function. The National Association for the Education of Young?Children has published widely circulated position papers on the need for developmentally?appropriate teaching practices and for reversing the "unacceptable trends in kindergarten entry and?placement" that have been prompted largely by policy makers' demand for more stringent?educational standards and more testing. Some teachers are enacting changes, seeking ways to bring?movement back into the classroom. Lani Rosen-Gallagher, a former first-grade teacher for New?York City public schools and now a children's yoga instructor, explains the shift in thinking: "I?would have [my students] get out of their seats every 15 minutes and take a Warrior Pose or Lion' s?Breath, and then I could get 15 more minutes of work out of them." This kind of movement, she?said, also gives children space to develop self-awareness and self-regulation, to get to know?themselves as thinking individuals by connecting with the body.?
Play-based preschools and progressive schools (often with open room plans, mixed-age groups,?and an emphasis on creativity and independence) are seeing increased popularity. Enrichment programs engaging children in movement with intention (yoga, meditation, martial arts) are also gaining traction.?
These kinds of methods seek to give children back some of the agency their young minds and bodies crave, as less play and mobility lead to an uptick in anxiety in ever-younger students and even, according to Durand, a growing number of cases of children who need to see occupational therapists. Mindfulness practices such as guided breath and yoga can help mitigate the core symptoms of ADHD in children, ?(an increasingly common diagnosis), while the arts encourage?self-expression and motor-skill development.?
Emily Cross, a professor in the School of Psychology at the United Kingdom's Bangor?University, explains the impact of movement on memory and learning: New neuroscience research,?she said in an email, shows that active leaming--"where the learner is doing, moving, acting, and?interacting"--can change the way the brain works and can accelerate kids' learning process. While?passive learning may be easier to administer, she added, it doesn't favor brain activity. Cross, whose?research focuses on pre-teens and young adults, said she's found ?"very clear evidence that when?learners are actively engaged with moving their own bodies to music, in time with avatars on the?screen, their performance is vastly superior to when they're asked to engage in passive learning ...?[There are] striking changes in brain activity when we combine dance and music in the learning?context." In other words, people absorb a newly acquired skill-set better while doing, engaging their?bodies rather than simply observing.?
These research findings echo the observations and methodologies of educators who promote?active learning. As Sara Gannon, the director and teacher at Bethesda Nursery School, a highly?regarded play-based preschool in New Haven, Connecticut, that favors experiential learning over?direct instruction, in an email notes: ?"Unfortunately, there has been so much focus on forcing the?academics, and young children are being asked to do what they are just not ready to do ... of course,?we do teach letters and sounds, numbers and quantities--but through experiences and within a?context. That means, hands-on: counting the number of acorns a child found on the playground,?building with unit blocks, sounding out a child's name as they learn to write it, looking at traffic?signs on a walk." Yet while such developmentally oriented programs may benefit children, for now?they're unlikely to become widespread given the current focus on assessment and school readiness,?particularly in underserved communities.?
As my girls continued creating their own activity stations and imaginary worlds, the contrast?between how children operate versus what is often expected of them was apparent. It would be?unwise and impractical to pretend that children do not need any structure, or that academic skills are?unimportant in school. Yet it is necessary to recognize that the early-childhood classroom has been?significantly altered by increasingly rigorous academic standards in ways that rarely align with how?young children learn.?
?
??What′ s the main idea of the passage?查看材料
本题解析：
主旨题。整篇文章列举了多位研究者的看法，明确提出了儿童应该在活动中学习的观点，并说明了原因。本文的主体是young kids，关键词有“movement”“play”“learn”，主要讲了play与learn的关系。故选A。B项“家长不应对孩子期望过高”，与主题无关；C项“美国儿童正在面临学业上的最大挑战”，与主旨相去甚远；D项“低龄儿童应该在学习和休息之间找到平衡”，文章没有提到rest，而是play。
根据下面资料，回答题
One of my children is spinning in a circle, creating a narrative about a princess as she twirls.?The other is building a rocket ship out of a discarded box, attaching propellers made of cardboard?and jumping in and out of her makeshift launcher. It is a snow day, and I've decided to let them?design their own activities as I dean up and prepare a meal. My toddler becomes the spinning?princess, imagining her character's feelings and reactions. What seems like a simple story involves?sequencing, character development, and empathy for the brave princess stuck in her tower. The?rocket ship my first grader is working on needs a pilot and someone to devise the dimensions and?scale of its frame; it also needs a story to go with it. She switches between roles and perspectives,?between modes of thinking and tinkering.?
This kind of experiential learning, in which children acquire knowledge by doing and via?reflection on their experiences, is full of movement, imagination, and self-directed play. Yet such?learning is increasingly rare in early-childhood classrooms in the U.S, where many young children?spend their days sitting at tables and completing worksheets. Kindergarten and preschool in the U.S.?have become more and more academic, rigorously structuring kids' time, emphasizing assessment,?drawing a firm line between "work" and "play"--and restricting kids' physical movement. A study?from the University of Virginia released earlier this year found that, compared to 1998, children?today are spending far less time on self-directed learning--moving freely and doing activities that?they themselves chose--and measurably more time in a passive learning environment.?
With so few years under their belts, my 3- and 6-year-old daughters are still learning to inhabit?their bodies. They are learning how to maneuver themselves physically, how to orient themselves in?space. As Vanessa Durand, a pediatrician at St. Christopher' s Hospital for Children in Philadelphia,?says, freedom of movement is necessary for children to meet their developmental milestones:?"Children learn by experiencing their world using all of their senses. The restriction of movement,?especially at a young age, impedes the experiential learning process."?
Movement allows children to connect concepts to action and to learn through trial and error. "If?you walk into a good kindergarten class, everyone is moving. The teacher is moving. There are?structured activities, but generally it is about" purposeful movement," comments Nancy?Carlsson-Paige, a professor emerita of early-childhood education at Lesley University and the author?of Taking Back Childhood, describing the ideal classroom setup. In the classroom culture she?advocates for,"[Kids] are getting materials for an activity, they are going back and deciding what?else they need for what they want to create, seeing how the shape of a block in relation to another?block works, whether they need more, does it balance, does it need to be higher, is it symmetrical.?All of these math concepts are unfolding while kids are actively building and moving."?
Research has shown time and again that children need opportunities-to move in class. Memory?and movement are linked, and the body is a tool of learning, not a roadblock to or a detour away?from it. Any parent who has brought home a kindergartener after school, bursting with untapped?energy yet often carrying homework to complete after a seven-hour day, can reasonably deduce why?children today have trouble keeping still in their seats. Many children are getting 20-minute breaks,?or none at all On Florida, parents whose children have no recess have been campaigning to legislate?recess into the curriculum.) Recess, now a more frequent topic of research studies, has been found to?have "important educational and developmental implications." Schools that have sought to integrate?more movement and free play, such as short 15-minute recess periods throughout the day, have seen?gains in student attention span and instructional time. As Carlsson-Paige points out, "Recess is not a?separate thing in early-childhood education."?
Ben Mardell, a professor of early-childhood education at Lesley University and the project?director of the Pedagogy of Play initiative at Harvard's Project Zero observes that even when adults?do incorporate play into learning, they often do so in a way that restricts free movement and agency.?"The idea that there should be formal instruction makes it no longer play," says Mardell. ?"In play?the player is choosing to participate, choosing a goal, and directing and formulating the rules. When?there is an adult telling the kids, ?'This is what we are supposed to do,' many of the important?developmental benefits of play get lost."?
The role of play has been established not just as a part of learning, but as a foundation for?healthy social and emotional function. The National Association for the Education of Young?Children has published widely circulated position papers on the need for developmentally?appropriate teaching practices and for reversing the "unacceptable trends in kindergarten entry and?placement" that have been prompted largely by policy makers' demand for more stringent?educational standards and more testing. Some teachers are enacting changes, seeking ways to bring?movement back into the classroom. Lani Rosen-Gallagher, a former first-grade teacher for New?York City public schools and now a children's yoga instructor, explains the shift in thinking: "I?would have [my students] get out of their seats every 15 minutes and take a Warrior Pose or Lion' s?Breath, and then I could get 15 more minutes of work out of them." This kind of movement, she?said, also gives children space to develop self-awareness and self-regulation, to get to know?themselves as thinking individuals by connecting with the body.?
Play-based preschools and progressive schools (often with open room plans, mixed-age groups,?and an emphasis on creativity and independence) are seeing increased popularity. Enrichment programs engaging children in movement with intention (yoga, meditation, martial arts) are also gaining traction.?
These kinds of methods seek to give children back some of the agency their young minds and bodies crave, as less play and mobility lead to an uptick in anxiety in ever-younger students and even, according to Durand, a growing number of cases of children who need to see occupational therapists. Mindfulness practices such as guided breath and yoga can help mitigate the core symptoms of ADHD in children, ?(an increasingly common diagnosis), while the arts encourage?self-expression and motor-skill development.?
Emily Cross, a professor in the School of Psychology at the United Kingdom's Bangor?University, explains the impact of movement on memory and learning: New neuroscience research,?she said in an email, shows that active leaming--"where the learner is doing, moving, acting, and?interacting"--can change the way the brain works and can accelerate kids' learning process. While?passive learning may be easier to administer, she added, it doesn't favor brain activity. Cross, whose?research focuses on pre-teens and young adults, said she's found ?"very clear evidence that when?learners are actively engaged with moving their own bodies to music, in time with avatars on the?screen, their performance is vastly superior to when they're asked to engage in passive learning ...?[There are] striking changes in brain activity when we combine dance and music in the learning?context." In other words, people absorb a newly acquired skill-set better while doing, engaging their?bodies rather than simply observing.?
These research findings echo the observations and methodologies of educators who promote?active learning. As Sara Gannon, the director and teacher at Bethesda Nursery School, a highly?regarded play-based preschool in New Haven, Connecticut, that favors experiential learning over?direct instruction, in an email notes: ?"Unfortunately, there has been so much focus on forcing the?academics, and young children are being asked to do what they are just not ready to do ... of course,?we do teach letters and sounds, numbers and quantities--but through experiences and within a?context. That means, hands-on: counting the number of acorns a child found on the playground,?building with unit blocks, sounding out a child's name as they learn to write it, looking at traffic?signs on a walk." Yet while such developmentally oriented programs may benefit children, for now?they're unlikely to become widespread given the current focus on assessment and school readiness,?particularly in underserved communities.?
As my girls continued creating their own activity stations and imaginary worlds, the contrast?between how children operate versus what is often expected of them was apparent. It would be?unwise and impractical to pretend that children do not need any structure, or that academic skills are?unimportant in school. Yet it is necessary to recognize that the early-childhood classroom has been?significantly altered by increasingly rigorous academic standards in ways that rarely align with how?young children learn.?
?
??What′ s the author′ s altitude towards the importance of academic skills?查看材料
本题解析：
态度题。最后一段中的"It would be unwise and impractical to pretend that children do not need any structure, or that academic skills are unimportant in school. Yet it is necessary to recognize that the early-childhood classroom has been significantly altered by increasingly rigorous academic standards in ways that rarely align with how young children learn."意思是“假装儿童不需要任何结构化学习或认为学术技能在学校不重要，是愚蠢和不切实际的想法。但是也必须认识到，幼儿教育的课堂已经明显被那些日益严格的学术标准改变了，而这些标准并不符合低龄儿童的学习特点”。由此可见作者认识到了学术技能的两面性，态度是客观的，故选B。
根据下面资料，回答题
One of my children is spinning in a circle, creating a narrative about a princess as she twirls.?The other is building a rocket ship out of a discarded box, attaching propellers made of cardboard?and jumping in and out of her makeshift launcher. It is a snow day, and I've decided to let them?design their own activities as I dean up and prepare a meal. My toddler becomes the spinning?princess, imagining her character's feelings and reactions. What seems like a simple story involves?sequencing, character development, and empathy for the brave princess stuck in her tower. The?rocket ship my first grader is working on needs a pilot and someone to devise the dimensions and?scale of its frame; it also needs a story to go with it. She switches between roles and perspectives,?between modes of thinking and tinkering.?
This kind of experiential learning, in which children acquire knowledge by doing and via?reflection on their experiences, is full of movement, imagination, and self-directed play. Yet such?learning is increasingly rare in early-childhood classrooms in the U.S, where many young children?spend their days sitting at tables and completing worksheets. Kindergarten and preschool in the U.S.?have become more and more academic, rigorously structuring kids' time, emphasizing assessment,?drawing a firm line between "work" and "play"--and restricting kids' physical movement. A study?from the University of Virginia released earlier this year found that, compared to 1998, children?today are spending far less time on self-directed learning--moving freely and doing activities that?they themselves chose--and measurably more time in a passive learning environment.?
With so few years under their belts, my 3- and 6-year-old daughters are still learning to inhabit?their bodies. They are learning how to maneuver themselves physically, how to orient themselves in?space. As Vanessa Durand, a pediatrician at St. Christopher' s Hospital for Children in Philadelphia,?says, freedom of movement is necessary for children to meet their developmental milestones:?"Children learn by experiencing their world using all of their senses. The restriction of movement,?especially at a young age, impedes the experiential learning process."?
Movement allows children to connect concepts to action and to learn through trial and error. "If?you walk into a good kindergarten class, everyone is moving. The teacher is moving. There are?structured activities, but generally it is about" purposeful movement," comments Nancy?Carlsson-Paige, a professor emerita of early-childhood education at Lesley University and the author?of Taking Back Childhood, describing the ideal classroom setup. In the classroom culture she?advocates for,"[Kids] are getting materials for an activity, they are going back and deciding what?else they need for what they want to create, seeing how the shape of a block in relation to another?block works, whether they need more, does it balance, does it need to be higher, is it symmetrical.?All of these math concepts are unfolding while kids are actively building and moving."?
Research has shown time and again that children need opportunities-to move in class. Memory?and movement are linked, and the body is a tool of learning, not a roadblock to or a detour away?from it. Any parent who has brought home a kindergartener after school, bursting with untapped?energy yet often carrying homework to complete after a seven-hour day, can reasonably deduce why?children today have trouble keeping still in their seats. Many children are getting 20-minute breaks,?or none at all On Florida, parents whose children have no recess have been campaigning to legislate?recess into the curriculum.) Recess, now a more frequent topic of research studies, has been found to?have "important educational and developmental implications." Schools that have sought to integrate?more movement and free play, such as short 15-minute recess periods throughout the day, have seen?gains in student attention span and instructional time. As Carlsson-Paige points out, "Recess is not a?separate thing in early-childhood education."?
Ben Mardell, a professor of early-childhood education at Lesley University and the project?director of the Pedagogy of Play initiative at Harvard's Project Zero observes that even when adults?do incorporate play into learning, they often do so in a way that restricts free movement and agency.?"The idea that there should be formal instruction makes it no longer play," says Mardell. ?"In play?the player is choosing to participate, choosing a goal, and directing and formulating the rules. When?there is an adult telling the kids, ?'This is what we are supposed to do,' many of the important?developmental benefits of play get lost."?
The role of play has been established not just as a part of learning, but as a foundation for?healthy social and emotional function. The National Association for the Education of Young?Children has published widely circulated position papers on the need for developmentally?appropriate teaching practices and for reversing the "unacceptable trends in kindergarten entry and?placement" that have been prompted largely by policy makers' demand for more stringent?educational standards and more testing. Some teachers are enacting changes, seeking ways to bring?movement back into the classroom. Lani Rosen-Gallagher, a former first-grade teacher for New?York City public schools and now a children's yoga instructor, explains the shift in thinking: "I?would have [my students] get out of their seats every 15 minutes and take a Warrior Pose or Lion' s?Breath, and then I could get 15 more minutes of work out of them." This kind of movement, she?said, also gives children space to develop self-awareness and self-regulation, to get to know?themselves as thinking individuals by connecting with the body.?
Play-based preschools and progressive schools (often with open room plans, mixed-age groups,?and an emphasis on creativity and independence) are seeing increased popularity. Enrichment programs engaging children in movement with intention (yoga, meditation, martial arts) are also gaining traction.?
These kinds of methods seek to give children back some of the agency their young minds and bodies crave, as less play and mobility lead to an uptick in anxiety in ever-younger students and even, according to Durand, a growing number of cases of children who need to see occupational therapists. Mindfulness practices such as guided breath and yoga can help mitigate the core symptoms of ADHD in children, ?(an increasingly common diagnosis), while the arts encourage?self-expression and motor-skill development.?
Emily Cross, a professor in the School of Psychology at the United Kingdom's Bangor?University, explains the impact of movement on memory and learning: New neuroscience research,?she said in an email, shows that active leaming--"where the learner is doing, moving, acting, and?interacting"--can change the way the brain works and can accelerate kids' learning process. While?passive learning may be easier to administer, she added, it doesn't favor brain activity. Cross, whose?research focuses on pre-teens and young adults, said she's found ?"very clear evidence that when?learners are actively engaged with moving their own bodies to music, in time with avatars on the?screen, their performance is vastly superior to when they're asked to engage in passive learning ...?[There are] striking changes in brain activity when we combine dance and music in the learning?context." In other words, people absorb a newly acquired skill-set better while doing, engaging their?bodies rather than simply observing.?
These research findings echo the observations and methodologies of educators who promote?active learning. As Sara Gannon, the director and teacher at Bethesda Nursery School, a highly?regarded play-based preschool in New Haven, Connecticut, that favors experiential learning over?direct instruction, in an email notes: ?"Unfortunately, there has been so much focus on forcing the?academics, and young children are being asked to do what they are just not ready to do ... of course,?we do teach letters and sounds, numbers and quantities--but through experiences and within a?context. That means, hands-on: counting the number of acorns a child found on the playground,?building with unit blocks, sounding out a child's name as they learn to write it, looking at traffic?signs on a walk." Yet while such developmentally oriented programs may benefit children, for now?they're unlikely to become widespread given the current focus on assessment and school readiness,?particularly in underserved communities.?
As my girls continued creating their own activity stations and imaginary worlds, the contrast?between how children operate versus what is often expected of them was apparent. It would be?unwise and impractical to pretend that children do not need any structure, or that academic skills are?unimportant in school. Yet it is necessary to recognize that the early-childhood classroom has been?significantly altered by increasingly rigorous academic standards in ways that rarely align with how?young children learn.?
?
??According to Nancy, an ideal kindergarten class ____________.查看材料
本题解析：
推断题。根据关键词Nancy定位到第四段。她说，好的幼儿园，课上学生、老师都是在不停地行动；也有结构化活动，但通常都是有目的的行动。儿童自己选择活动材料，根据他们想创造的东西自己决定需不需要其他的材料．积木与积木是如何搭在一块的，是否保持平衡、是否要搭得高一点、是否对称等，而这些数学概念就呈现在儿童积极搭建与行动的过程中。由此推断，Nancy认为，理想的幼儿园课堂应该鼓励儿童通过实践来学习，故选D。A项“很重视儿童解决数学问题的能力”是对原文的曲解。B项“尽可能多地向儿童提供结构化活动”，文章第二段中提到了结构化活动是教师主导的、由教师安排儿童做什么的活动，很明显这与 Nancy的理念不相符。C项“鼓励集体协作和交流”，文章没有提到。
根据下面资料，回答题
One of my children is spinning in a circle, creating a narrative about a princess as she twirls.?The other is building a rocket ship out of a discarded box, attaching propellers made of cardboard?and jumping in and out of her makeshift launcher. It is a snow day, and I've decided to let them?design their own activities as I dean up and prepare a meal. My toddler becomes the spinning?princess, imagining her character's feelings and reactions. What seems like a simple story involves?sequencing, character development, and empathy for the brave princess stuck in her tower. The?rocket ship my first grader is working on needs a pilot and someone to devise the dimensions and?scale of its frame; it also needs a story to go with it. She switches between roles and perspectives,?between modes of thinking and tinkering.?
This kind of experiential learning, in which children acquire knowledge by doing and via?reflection on their experiences, is full of movement, imagination, and self-directed play. Yet such?learning is increasingly rare in early-childhood classrooms in the U.S, where many young children?spend their days sitting at tables and completing worksheets. Kindergarten and preschool in the U.S.?have become more and more academic, rigorously structuring kids' time, emphasizing assessment,?drawing a firm line between "work" and "play"--and restricting kids' physical movement. A study?from the University of Virginia released earlier this year found that, compared to 1998, children?today are spending far less time on self-directed learning--moving freely and doing activities that?they themselves chose--and measurably more time in a passive learning environment.?
With so few years under their belts, my 3- and 6-year-old daughters are still learning to inhabit?their bodies. They are learning how to maneuver themselves physically, how to orient themselves in?space. As Vanessa Durand, a pediatrician at St. Christopher' s Hospital for Children in Philadelphia,?says, freedom of movement is necessary for children to meet their developmental milestones:?"Children learn by experiencing their world using all of their senses. The restriction of movement,?especially at a young age, impedes the experiential learning process."?
Movement allows children to connect concepts to action and to learn through trial and error. "If?you walk into a good kindergarten class, everyone is moving. The teacher is moving. There are?structured activities, but generally it is about" purposeful movement," comments Nancy?Carlsson-Paige, a professor emerita of early-childhood education at Lesley University and the author?of Taking Back Childhood, describing the ideal classroom setup. In the classroom culture she?advocates for,"[Kids] are getting materials for an activity, they are going back and deciding what?else they need for what they want to create, seeing how the shape of a block in relation to another?block works, whether they need more, does it balance, does it need to be higher, is it symmetrical.?All of these math concepts are unfolding while kids are actively building and moving."?
Research has shown time and again that children need opportunities-to move in class. Memory?and movement are linked, and the body is a tool of learning, not a roadblock to or a detour away?from it. Any parent who has brought home a kindergartener after school, bursting with untapped?energy yet often carrying homework to complete after a seven-hour day, can reasonably deduce why?children today have trouble keeping still in their seats. Many children are getting 20-minute breaks,?or none at all On Florida, parents whose children have no recess have been campaigning to legislate?recess into the curriculum.) Recess, now a more frequent topic of research studies, has been found to?have "important educational and developmental implications." Schools that have sought to integrate?more movement and free play, such as short 15-minute recess periods throughout the day, have seen?gains in student attention span and instructional time. As Carlsson-Paige points out, "Recess is not a?separate thing in early-childhood education."?
Ben Mardell, a professor of early-childhood education at Lesley University and the project?director of the Pedagogy of Play initiative at Harvard's Project Zero observes that even when adults?do incorporate play into learning, they often do so in a way that restricts free movement and agency.?"The idea that there should be formal instruction makes it no longer play," says Mardell. ?"In play?the player is choosing to participate, choosing a goal, and directing and formulating the rules. When?there is an adult telling the kids, ?'This is what we are supposed to do,' many of the important?developmental benefits of play get lost."?
The role of play has been established not just as a part of learning, but as a foundation for?healthy social and emotional function. The National Association for the Education of Young?Children has published widely circulated position papers on the need for developmentally?appropriate teaching practices and for reversing the "unacceptable trends in kindergarten entry and?placement" that have been prompted largely by policy makers' demand for more stringent?educational standards and more testing. Some teachers are enacting changes, seeking ways to bring?movement back into the classroom. Lani Rosen-Gallagher, a former first-grade teacher for New?York City public schools and now a children's yoga instructor, explains the shift in thinking: "I?would have [my students] get out of their seats every 15 minutes and take a Warrior Pose or Lion' s?Breath, and then I could get 15 more minutes of work out of them." This kind of movement, she?said, also gives children space to develop self-awareness and self-regulation, to get to know?themselves as thinking individuals by connecting with the body.?
Play-based preschools and progressive schools (often with open room plans, mixed-age groups,?and an emphasis on creativity and independence) are seeing increased popularity. Enrichment programs engaging children in movement with intention (yoga, meditation, martial arts) are also gaining traction.?
These kinds of methods seek to give children back some of the agency their young minds and bodies crave, as less play and mobility lead to an uptick in anxiety in ever-younger students and even, according to Durand, a growing number of cases of children who need to see occupational therapists. Mindfulness practices such as guided breath and yoga can help mitigate the core symptoms of ADHD in children, ?(an increasingly common diagnosis), while the arts encourage?self-expression and motor-skill development.?
Emily Cross, a professor in the School of Psychology at the United Kingdom's Bangor?University, explains the impact of movement on memory and learning: New neuroscience research,?she said in an email, shows that active leaming--"where the learner is doing, moving, acting, and?interacting"--can change the way the brain works and can accelerate kids' learning process. While?passive learning may be easier to administer, she added, it doesn't favor brain activity. Cross, whose?research focuses on pre-teens and young adults, said she's found ?"very clear evidence that when?learners are actively engaged with moving their own bodies to music, in time with avatars on the?screen, their performance is vastly superior to when they're asked to engage in passive learning ...?[There are] striking changes in brain activity when we combine dance and music in the learning?context." In other words, people absorb a newly acquired skill-set better while doing, engaging their?bodies rather than simply observing.?
These research findings echo the observations and methodologies of educators who promote?active learning. As Sara Gannon, the director and teacher at Bethesda Nursery School, a highly?regarded play-based preschool in New Haven, Connecticut, that favors experiential learning over?direct instruction, in an email notes: ?"Unfortunately, there has been so much focus on forcing the?academics, and young children are being asked to do what they are just not ready to do ... of course,?we do teach letters and sounds, numbers and quantities--but through experiences and within a?context. That means, hands-on: counting the number of acorns a child found on the playground,?building with unit blocks, sounding out a child's name as they learn to write it, looking at traffic?signs on a walk." Yet while such developmentally oriented programs may benefit children, for now?they're unlikely to become widespread given the current focus on assessment and school readiness,?particularly in underserved communities.?
As my girls continued creating their own activity stations and imaginary worlds, the contrast?between how children operate versus what is often expected of them was apparent. It would be?unwise and impractical to pretend that children do not need any structure, or that academic skills are?unimportant in school. Yet it is necessary to recognize that the early-childhood classroom has been?significantly altered by increasingly rigorous academic standards in ways that rarely align with how?young children learn.?
?
??According to the passage, what can we learn about experiential learning?查看材料
本题解析：
推断题。A项“它与儿童的智力水平有关系”，文章没有提到。B项“它让儿童自由地选择他们想做的事情”，原文第二段最后虽然提到了“doing activities that they themselves chose”，但也不是他们想做什么就选什么。C项“它对学业表现没有什么帮助”，文中多次提到了实验式学习对儿童认知发展的好处，这对学习肯定是有帮助的。D项“儿童通过实验式学习比被动学习学得更快”，第十段中提到“active learning--‘where the learner is doing,moving，acting，and interacting’ --can change the way the brain works and can accelerate kids’ learning process．While passive learning…doesn’t favor brain activity．”可知，D项表述正确。故选D。
根据下面资料，回答题
One of my children is spinning in a circle, creating a narrative about a princess as she twirls.?The other is building a rocket ship out of a discarded box, attaching propellers made of cardboard?and jumping in and out of her makeshift launcher. It is a snow day, and I've decided to let them?design their own activities as I dean up and prepare a meal. My toddler becomes the spinning?princess, imagining her character's feelings and reactions. What seems like a simple story involves?sequencing, character development, and empathy for the brave princess stuck in her tower. The?rocket ship my first grader is working on needs a pilot and someone to devise the dimensions and?scale of its frame; it also needs a story to go with it. She switches between roles and perspectives,?between modes of thinking and tinkering.?
This kind of experiential learning, in which children acquire knowledge by doing and via?reflection on their experiences, is full of movement, imagination, and self-directed play. Yet such?learning is increasingly rare in early-childhood classrooms in the U.S, where many young children?spend their days sitting at tables and completing worksheets. Kindergarten and preschool in the U.S.?have become more and more academic, rigorously structuring kids' time, emphasizing assessment,?drawing a firm line between "work" and "play"--and restricting kids' physical movement. A study?from the University of Virginia released earlier this year found that, compared to 1998, children?today are spending far less time on self-directed learning--moving freely and doing activities that?they themselves chose--and measurably more time in a passive learning environment.?
With so few years under their belts, my 3- and 6-year-old daughters are still learning to inhabit?their bodies. They are learning how to maneuver themselves physically, how to orient themselves in?space. As Vanessa Durand, a pediatrician at St. Christopher' s Hospital for Children in Philadelphia,?says, freedom of movement is necessary for children to meet their developmental milestones:?"Children learn by experiencing their world using all of their senses. The restriction of movement,?especially at a young age, impedes the experiential learning process."?
Movement allows children to connect concepts to action and to learn through trial and error. "If?you walk into a good kindergarten class, everyone is moving. The teacher is moving. There are?structured activities, but generally it is about" purposeful movement," comments Nancy?Carlsson-Paige, a professor emerita of early-childhood education at Lesley University and the author?of Taking Back Childhood, describing the ideal classroom setup. In the classroom culture she?advocates for,"[Kids] are getting materials for an activity, they are going back and deciding what?else they need for what they want to create, seeing how the shape of a block in relation to another?block works, whether they need more, does it balance, does it need to be higher, is it symmetrical.?All of these math concepts are unfolding while kids are actively building and moving."?
Research has shown time and again that children need opportunities-to move in class. Memory?and movement are linked, and the body is a tool of learning, not a roadblock to or a detour away?from it. Any parent who has brought home a kindergartener after school, bursting with untapped?energy yet often carrying homework to complete after a seven-hour day, can reasonably deduce why?children today have trouble keeping still in their seats. Many children are getting 20-minute breaks,?or none at all On Florida, parents whose children have no recess have been campaigning to legislate?recess into the curriculum.) Recess, now a more frequent topic of research studies, has been found to?have "important educational and developmental implications." Schools that have sought to integrate?more movement and free play, such as short 15-minute recess periods throughout the day, have seen?gains in student attention span and instructional time. As Carlsson-Paige points out, "Recess is not a?separate thing in early-childhood education."?
Ben Mardell, a professor of early-childhood education at Lesley University and the project?director of the Pedagogy of Play initiative at Harvard's Project Zero observes that even when adults?do incorporate play into learning, they often do so in a way that restricts free movement and agency.?"The idea that there should be formal instruction makes it no longer play," says Mardell. ?"In play?the player is choosing to participate, choosing a goal, and directing and formulating the rules. When?there is an adult telling the kids, ?'This is what we are supposed to do,' many of the important?developmental benefits of play get lost."?
The role of play has been established not just as a part of learning, but as a foundation for?healthy social and emotional function. The National Association for the Education of Young?Children has published widely circulated position papers on the need for developmentally?appropriate teaching practices and for reversing the "unacceptable trends in kindergarten entry and?placement" that have been prompted largely by policy makers' demand for more stringent?educational standards and more testing. Some teachers are enacting changes, seeking ways to bring?movement back into the classroom. Lani Rosen-Gallagher, a former first-grade teacher for New?York City public schools and now a children's yoga instructor, explains the shift in thinking: "I?would have [my students] get out of their seats every 15 minutes and take a Warrior Pose or Lion' s?Breath, and then I could get 15 more minutes of work out of them." This kind of movement, she?said, also gives children space to develop self-awareness and self-regulation, to get to know?themselves as thinking individuals by connecting with the body.?
Play-based preschools and progressive schools (often with open room plans, mixed-age groups,?and an emphasis on creativity and independence) are seeing increased popularity. Enrichment programs engaging children in movement with intention (yoga, meditation, martial arts) are also gaining traction.?
These kinds of methods seek to give children back some of the agency their young minds and bodies crave, as less play and mobility lead to an uptick in anxiety in ever-younger students and even, according to Durand, a growing number of cases of children who need to see occupational therapists. Mindfulness practices such as guided breath and yoga can help mitigate the core symptoms of ADHD in children, ?(an increasingly common diagnosis), while the arts encourage?self-expression and motor-skill development.?
Emily Cross, a professor in the School of Psychology at the United Kingdom's Bangor?University, explains the impact of movement on memory and learning: New neuroscience research,?she said in an email, shows that active leaming--"where the learner is doing, moving, acting, and?interacting"--can change the way the brain works and can accelerate kids' learning process. While?passive learning may be easier to administer, she added, it doesn't favor brain activity. Cross, whose?research focuses on pre-teens and young adults, said she's found ?"very clear evidence that when?learners are actively engaged with moving their own bodies to music, in time with avatars on the?screen, their performance is vastly superior to when they're asked to engage in passive learning ...?[There are] striking changes in brain activity when we combine dance and music in the learning?context." In other words, people absorb a newly acquired skill-set better while doing, engaging their?bodies rather than simply observing.?
These research findings echo the observations and methodologies of educators who promote?active learning. As Sara Gannon, the director and teacher at Bethesda Nursery School, a highly?regarded play-based preschool in New Haven, Connecticut, that favors experiential learning over?direct instruction, in an email notes: ?"Unfortunately, there has been so much focus on forcing the?academics, and young children are being asked to do what they are just not ready to do ... of course,?we do teach letters and sounds, numbers and quantities--but through experiences and within a?context. That means, hands-on: counting the number of acorns a child found on the playground,?building with unit blocks, sounding out a child's name as they learn to write it, looking at traffic?signs on a walk." Yet while such developmentally oriented programs may benefit children, for now?they're unlikely to become widespread given the current focus on assessment and school readiness,?particularly in underserved communities.?
As my girls continued creating their own activity stations and imaginary worlds, the contrast?between how children operate versus what is often expected of them was apparent. It would be?unwise and impractical to pretend that children do not need any structure, or that academic skills are?unimportant in school. Yet it is necessary to recognize that the early-childhood classroom has been?significantly altered by increasingly rigorous academic standards in ways that rarely align with how?young children learn.?
?
??The author mentions her children′ s example in Paragraph 1 to show that ________.查看材料
本题解析：
推断题。第一段描述了在一个下雪天，作者打扫家和做饭时，让两个孩子自己玩，一个在扮演旋转的公主。一个在设计火箭船模型，并讲了这两个游戏锻炼了孩子哪方面的能力。第二段的第一句话“This kind of experiential learning…is full of movement,imagination，and self-directed play．”意思是这种实验式学习充满行动、想象和自主活动；第二段的最后一句话又提到“children today ale spending far less time on self-directed learning--moving freely and doing activities that they themselves chose”．即美国现在的儿童花费更少的时间在这种自由行动、自己选择活动的自主式学习上。由此推断，作者举自己孩子的例子，是想说明玩耍有时可以使孩子进行自主式学习，故选C。
根据下面资料，回答题
Human growth is a process of experimentation, trial, and error eventually leading to wisdom. Each time you choose to trust yourself and take action, you can never quite be certain how the situation will 16 .
Sometimes you are victorious, and sometimes you become disappointed. The 17
experiments, however, are no less valuable than the experiments that finally prove successful; in fact, you 18 learn more from your "failures" than you do from your 19 . If you have made what you think to be a mistake or failed to live up to your own 20 , you will most likely put up a barrier between your essence and the part of you that is the alleged wrong-doer.
However, viewing past actions as 21 implies guilt and blame, and it is not possible to learn anything meaningful while you are engaged in blaming. 22 , forgiveness is required when you are severely judging yourself. Forgiveness is the act of erasing an 23 debt. There are four kinds of forgiveness.
The first is beginner forgiveness for yourself.
The second of forgiveness is beginner forgiveness for another.
The third kind of forgiveness is 24 forgiveness of yourself. This is for serious misbehaviors, the ones you carry with deep 25 . When you do something that violates your own values and principles, you create a gap between your standards and your actual 26 . In such a case, you need to work very hard at 27 yourself for these deeds so that you can close this gap. This does not 28 that you should rush to forgive yourself or shouldn′t feel regret, 29 taking pleasure in these feelings for a prolonged period of time is not healthy.
The 30 and perhaps most difficult one is the advanced forgiveness of another.
At some time of our life, you may have been severely wronged or hurt by another person to such a degree that forgiveness seems 31 .
However, harboring anger and revenge fantasies only keeps you 32 in victimhood. Under such a circumstance, you sh
本题解析：
考查副词辨析。naturally“自然地”，finally“最后”，definitely“清楚地”，initially“最初”。句意为“当你终于可以从中解脱出来时，你会认为这是你成长中必要的一部分”。
根据下面资料，回答题
Human growth is a process of experimentation, trial, and error eventually leading to wisdom. Each time you choose to trust yourself and take action, you can never quite be certain how the situation will 16 .
Sometimes you are victorious, and sometimes you become disappointed. The 17
experiments, however, are no less valuable than the experiments that finally prove successful; in fact, you 18 learn more from your "failures" than you do from your 19 . If you have made what you think to be a mistake or failed to live up to your own 20 , you will most likely put up a barrier between your essence and the part of you that is the alleged wrong-doer.
However, viewing past actions as 21 implies guilt and blame, and it is not possible to learn anything meaningful while you are engaged in blaming. 22 , forgiveness is required when you are severely judging yourself. Forgiveness is the act of erasing an 23 debt. There are four kinds of forgiveness.
The first is beginner forgiveness for yourself.
The second of forgiveness is beginner forgiveness for another.
The third kind of forgiveness is 24 forgiveness of yourself. This is for serious misbehaviors, the ones you carry with deep 25 . When you do something that violates your own values and principles, you create a gap between your standards and your actual 26 . In such a case, you need to work very hard at 27 yourself for these deeds so that you can close this gap. This does not 28 that you should rush to forgive yourself or shouldn′t feel regret, 29 taking pleasure in these feelings for a prolonged period of time is not healthy.
The 30 and perhaps most difficult one is the advanced forgiveness of another.
At some time of our life, you may have been severely wronged or hurt by another person to such a degree that forgiveness seems 31 .
However, harboring anger and revenge fantasies only keeps you 32 in victimhood. Under such a circumstance, you sh
本题解析：
考查动词辨析。clean“清扫”，keep“保持”，weaken“使变弱”，refresh“恢复精神”。and连接并列结构，前面是erase wrongdoing，所以后面应该表示忘掉、清除记忆。句意为“只有通过宽恕，你才能忘却过错、清理那些记忆”．故选A。
根据下面资料，回答题
Human growth is a process of experimentation, trial, and error eventually leading to wisdom. Each time you choose to trust yourself and take action, you can never quite be certain how the situation will 16 .
Sometimes you are victorious, and sometimes you become disappointed. The 17
experiments, however, are no less valuable than the experiments that finally prove successful; in fact, you 18 learn more from your "failures" than you do from your 19 . If you have made what you think to be a mistake or failed to live up to your own 20 , you will most likely put up a barrier between your essence and the part of you that is the alleged wrong-doer.
However, viewing past actions as 21 implies guilt and blame, and it is not possible to learn anything meaningful while you are engaged in blaming. 22 , forgiveness is required when you are severely judging yourself. Forgiveness is the act of erasing an 23 debt. There are four kinds of forgiveness.
The first is beginner forgiveness for yourself.
The second of forgiveness is beginner forgiveness for another.
The third kind of forgiveness is 24 forgiveness of yourself. This is for serious misbehaviors, the ones you carry with deep 25 . When you do something that violates your own values and principles, you create a gap between your standards and your actual 26 . In such a case, you need to work very hard at 27 yourself for these deeds so that you can close this gap. This does not 28 that you should rush to forgive yourself or shouldn′t feel regret, 29 taking pleasure in these feelings for a prolonged period of time is not healthy.
The 30 and perhaps most difficult one is the advanced forgiveness of another.
At some time of our life, you may have been severely wronged or hurt by another person to such a degree that forgiveness seems 31 .
However, harboring anger and revenge fantasies only keeps you 32 in victimhood. Under such a circumstance, you sh
本题解析：
考查动词辨析。drive“开车”，shift“转移”，put“放”，drag“拖”。句意为“通过这样做，你可以将你的注意力从愤怒和仇恨中转移”．shift…away from表示“使……远离”，故选B。
根据下面资料，回答题
Human growth is a process of experimentation, trial, and error eventually leading to wisdom. Each time you choose to trust yourself and take action, you can never quite be certain how the situation will 16 .
Sometimes you are victorious, and sometimes you become disappointed. The 17
experiments, however, are no less valuable than the experiments that finally prove successful; in fact, you 18 learn more from your "failures" than you do from your 19 . If you have made what you think to be a mistake or failed to live up to your own 20 , you will most likely put up a barrier between your essence and the part of you that is the alleged wrong-doer.
However, viewing past actions as 21 implies guilt and blame, and it is not possible to learn anything meaningful while you are engaged in blaming. 22 , forgiveness is required when you are severely judging yourself. Forgiveness is the act of erasing an 23 debt. There are four kinds of forgiveness.
The first is beginner forgiveness for yourself.
The second of forgiveness is beginner forgiveness for another.
The third kind of forgiveness is 24 forgiveness of yourself. This is for serious misbehaviors, the ones you carry with deep 25 . When you do something that violates your own values and principles, you create a gap between your standards and your actual 26 . In such a case, you need to work very hard at 27 yourself for these deeds so that you can close this gap. This does not 28 that you should rush to forgive yourself or shouldn′t feel regret, 29 taking pleasure in these feelings for a prolonged period of time is not healthy.
The 30 and perhaps most difficult one is the advanced forgiveness of another.
At some time of our life, you may have been severely wronged or hurt by another person to such a degree that forgiveness seems 31 .
However, harboring anger and revenge fantasies only keeps you 32 in victimhood. Under such a circumstance, you sh
本题解析：
考查动词辨析。lost“失去”，located“位于”，occupied“占用”，trapped“陷入”。句意为“然而，怀着怨恨和复仇的幻想只会让你深陷于受害者的情绪之中”。keep／be trapped in表示“陷入……的困境”，故选D。
根据下面资料，回答题
Human growth is a process of experimentation, trial, and error eventually leading to wisdom. Each time you choose to trust yourself and take action, you can never quite be certain how the situation will 16 .
Sometimes you are victorious, and sometimes you become disappointed. The 17
experiments, however, are no less valuable than the experiments that finally prove successful; in fact, you 18 learn more from your "failures" than you do from your 19 . If you have made what you think to be a mistake or failed to live up to your own 20 , you will most likely put up a barrier between your essence and the part of you that is the alleged wrong-doer.
However, viewing past actions as 21 implies guilt and blame, and it is not possible to learn anything meaningful while you are engaged in blaming. 22 , forgiveness is required when you are severely judging yourself. Forgiveness is the act of erasing an 23 debt. There are four kinds of forgiveness.
The first is beginner forgiveness for yourself.
The second of forgiveness is beginner forgiveness for another.
The third kind of forgiveness is 24 forgiveness of yourself. This is for serious misbehaviors, the ones you carry with deep 25 . When you do something that violates your own values and principles, you create a gap between your standards and your actual 26 . In such a case, you need to work very hard at 27 yourself for these deeds so that you can close this gap. This does not 28 that you should rush to forgive yourself or shouldn′t feel regret, 29 taking pleasure in these feelings for a prolonged period of time is not healthy.
The 30 and perhaps most difficult one is the advanced forgiveness of another.
At some time of our life, you may have been severely wronged or hurt by another person to such a degree that forgiveness seems 31 .
However, harboring anger and revenge fantasies only keeps you 32 in victimhood. Under such a circumstance, you sh
本题解析：
考查形容词辨析。essential“本质的，必要的”，impossible“不可能的”，valuable“有价值的”，unavoidable“不可避免的”。句意为“在生活中，有时候你可能被另一个人严重误解或伤害，以至于似乎是不可原谅的”，故选B。
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