Question

【題目】Students perform better and achieve more in 3D classes, research suggests. They are quicker to learn and absorb new concepts, and display higher levels of concentration.

Professor Anne Bamford, of the University of the Arts, London, studied the effectiveness of 3D content in 15 schools across seven countries, including the UK. Pupils in 3D classes could remember more than those in the 2D classes after four weeks, improving test scores by an average 17 percent compared with eight percent for 2D lessons. They gave more detailed answers to the tasks and were more likely to think in 3D, using hand gestures and mime (模仿動(dòng)作) to answer the test questions successfully.

The teachers commented that the pupils in the 3D groups had deeper understanding, increased attention span, more motivation and higher engagement in the lessons.

Children are used to 3D with the rise of computer games that use the technology—90 percent of those in the study had seen a 3D film. Schools would need 3D-enabled projectors（投影儀）, laptops with good picture capabilities, 3D software and glasses for children to introduce animations (動(dòng)作) into classrooms.

But Danny Nicholson, an educationist, said the technology would be impractical to use in schools and could be costly. He said, “While I think the idea of 3D technology is very interesting, I worry that 3D is a bit of an expensive gimmick (小玩意兒). There are a few cases where a true 3D image might help, but most of the time, good 2D models that can be moved , would be just so effective.”

In Colorado, the US, one school district is already in the process of having 1,000 3D projectors fixed in classrooms. And the University of Caledonia, which carries out scientific research into the Lake Tabon Basin, has used 3D presentations with Grade Six pupils. Those who watched the 3D presentations were more engaged and reported a general increase in their interest in science compared with students who watched the 2D version.

【1】What will Danny agree with?

A. Many pupils prefer 2D models.

B. 3D is a bit expensive for some schools

C. True 3D images would not help in classes

D. 3D technology has a bright future in classes

【2】What is TRUE in the passage?

A. Danny Nicholson thinks the pupils in the 3D groups pay more attention to the lessons.

B. Pupils in 3D classes could improve test scores by an average 8 percent.

C. The teachers think highly of the 3D classes.

D. Compared to 3D images, 2D models are not effective in the classes.

【3】What can we learn from the last paragraph?

A. 3D classes will soon be given in one school district in Colorado.

B. Teachers will use the 3D technology through specific training.

C. Many pupils are now more interested in science than before.

D. 3D technology will replace 2D models in the future.

【4】What is the main idea of the passage?

A. 2D models are always more effective than 3D images.

B. The differences between 3D and 2D images.

C. How schools can make full use of 3D technology.

D. Pupils behave better when 3D images are used in classes.

Answer 1

【答案】

【1】B

【2】C

【3】A

【4】D

【解析】

試題分析：本文講述了3D影響在教學(xué)中的應(yīng)用，雖然有人提出反對(duì)意見(jiàn)，但研究表明了3D用于教學(xué)的有效性，提高了教學(xué)效果：提高了學(xué)生的記憶效果、理解能力和接受能力，而且在美國(guó)的科羅拉多州的一個(gè)學(xué)校已經(jīng)投入使用。

【1】細(xì)節(jié)理解題。根據(jù)第五段前兩句But Danny Nicholson, an educationist, said the technology would be impractical to use in schools and could be costly.得出Danny Nicholson 認(rèn)為3D對(duì)一些學(xué)校有點(diǎn)貴。B正確。

【2】細(xì)節(jié)題。根據(jù)文章的句子：The teachers commented that the pupils in the 3D groups had deeper understanding,可知老師對(duì)3D課堂評(píng)價(jià)很高，故答案為C.

【3】細(xì)節(jié)判斷題。根據(jù)最后一段第一句話In Colorado, the US, one school district is already in the process of having 1,000 3D projectors fixed in classrooms.得出在科羅拉多3D課堂會(huì)在一個(gè)學(xué)校開(kāi)展，A正確。

【4】主旨題。據(jù)第一段：Students perform better and achieve more in 3D classes,當(dāng)3D影像在課上使用時(shí)小學(xué)生們能夠記得更多，表現(xiàn)更好，他們學(xué)的更快，接收新知識(shí)更快，更能集中精力。所以D正確。