Ships are often sunk in order to create underwater reefs (暗礁) perfect for scuba diving (水肺式潜泳) and preserving marine (26) _____. Turkish authorities have just sunk something a little different than a ship, and it wouldn’t normally ever touch water, an Airbus A300. The hollowed-out A300 was (27) _____ of everything potentially harmful to the environment and sunk off the Aegean coast today. Not only will the sunken plane (28) _____ the perfect skeleton for artificial reef growth, but authorities hope this new underwater attraction will bring tourists to the area.
The plane (29) _____ a total length of 54 meters, where experienced scuba divers will (30) _____ be able to venture through the cabin and around the plane’s (31) _____. Aydin Municipality bought the plane from a private company for just under US $100,000, but they hope to see a return on that (32) _____ through the tourism industry. Tourism throughout Turkey is expected to fall this year as the country has been the (33) _____ of several deadly terrorist attacks. As far as sunken planes go, this Airbus A300 is the largest (34) _____ sunk aircraft ever.
Taking a trip underwater and (35) _____ the inside of a sunken A300 would be quite an adventure, and that is exactly what Turkish authorities are hoping this attraction will make people think. Drawing in adventure seekers and experienced divers, this new artificial Airbus reef will be a scuba divers’ paradise (天堂).
【A】We’ve always been a hands-on, do-it-yourself kind of nation. Ben Franklin, one of America’s founding fathers, didn’t just invent the lightning rod. His creations include glasses, innovative stoves and more.
【B】Franklin, who was largely self-taught, may have been a genius, but he wasn’t really an exception when it comes to American making and creativity.
【C】The personal computing revolution and philosophy of disruptive innovation of Silicon Valley grew, in part, out of the creations of the Homebrew Computer Club, which was founded in a garage in Menlo Park, California, in the mid-1970s. Members—including guys named Jobs and Wozniak—started making and inventing things they couldn’t buy.
【D】So it’s no surprise that the Maker Movement today is thriving in communities and some schools across America. Making is available to ordinary people who aren’t tied to big companies, big defense labs or research universities. The maker philosophy echoes old ideas advocated by John Dewey, Montessori, and even ancient Greek philosophers, as we pointed out recently.
【E】These maker spaces are often outside of classrooms, and are serving an important educational function. The Maker Movement is rediscovering learning by doing, which is Dewey’s phrase from 100 years ago. We are rediscovering Dewey and Montessori and a lot of the practices that they pioneered that have been forgotten or at least put aside. A maker space is a place which can be in a school, but it doesn’t look like a classroom. It can be in a library. It can be out in the community. It has tools and materials. It’s a place where you get to make things based on your interest and on what you’re learning to do.
【F】Ideas about learning by doing have struggled to become mainstream educationally, despite being old concepts from Dewey and Montessori, Plato and Aristotle, and in the American context, Ralph Emerson, on the value of experience and self-reliance. It’s not necessarily an efficient way to learn. We learn, in a sense, by trial and error. Learning from experience is something that takes time and patience. It’s very individualized. If your goal is to have standardized approaches to learning, where everybody learns the same thing at the same time in the same way, then learning by doing doesn’t really fit that mold anymore. It’s not the world of textbooks. It’s not the world of testing.
【G】Learning by doing may not be efficient, but it is effective. Project-based learning has grown in popularity with teachers and administrators. However, project-based learning is not making. Although there is a connection, there is also a distinction. The difference lies in whether the project is in a sense defined and developed by the student or whether it’s assigned by a teacher. We’ll all get the kids to build a small boat. We are all going to learn about X, Y, and Z. That tends to be one form of project-based learning.
【H】I really believe the core idea of making is to have an idea within your head—or you just borrow it from someone—and begin to develop it, repeat it and improve it. Then, realize that idea somehow. That thing that you make is valuable to you and you can share it with others. I’m interested in how these things are expressions of that person, their ideas, and their interactions with the world.
【I】In some ways, a lot of forms of making in school trivialize (使变得无足轻重) making. The thing that you make has no value to you. Once you are done demonstrating whatever concept was in the textbook, you throw away the pipe cleaners, the straws, the cardboard tubes.
【J】Making should be student-directed and student-led, otherwise it’s boring. It doesn’t have the motivation of the student. I’m not saying that students should not learn concepts or not learn skills. They do. But to really harness their motivation is to build upon their interest. It’s to let them be in control and to drive the car.
【K】Teachers should aim to build a supportive, creative environment for students to do this work. A very social environment, where they are learning from each other. When they have a problem, it isn’t the teacher necessarily coming in to solve it. They are responsible for working through that problem. It might be they have to talk to other students in the class to help get an answer.
【L】The teacher’s role is more of a coach or observer. Sometimes, to people, it sounds like this is a diminished role for teachers. I think it’s a heightened role. You’re creating this environment, like a maker space. You have 20 kids doing different things. You are watching them and really it’s the human behaviors you’re looking at. Are they engaged? Are they developing and repeating their project? Are they stumbling (受挫)? Do they need something that they don’t have? Can you help them be aware of where they are?
【M】My belief is that the goal of making is not to get every kid to be hands-on, but it enables us to be good learners. It’s not the knowledge that is valuable, it’s the practice of learning new things and understanding how things work. These are processes that you are developing so that you are able, over time, to tackle more interesting problems, more challenging problems—problems that require many people instead of one person, and many skills instead of one.
【N】If teachers keep it form-free and student-led, it can still be tied to a curriculum and an educational plan. I think a maker space is more like a library in that there are multiple subjects and multiple things that you can learn. What seems to be missing in school is how these subjects integrate, how they fit together in any meaningful way. Rather than saying, ‘This is science, over here is history,’ I see schools taking this idea of projects and looking at: How do they support children in higher level learning?
【O】I feel like this is a shift away from a subject matter-based curriculum to a more experiential curriculum or learning. It’s still in its early stages, but I think it’s shifting around not what kids learn but how they learn.
11、36. A maker space is where people make things according to their personal interests.
解析：L。根据题干中的The teachers’ role可以定位至L段。该段第一句指出，老师的角色更多的是教练和观察者，题干中的monitor and facilitate与句中coach or observer意思相符，题干中的enhanced是对heightened 的同义替换。所以此题选L。
38. 创造这一概念的关键在于提出自己的想法或者是完善他人的想法。
解析：H。根据题干中的an idea of one’s own、 from others和key to the concept可以对应到H段的。题干中的key to the concept of making 是对第一句中core idea of making 的同义转述，an idea of one’s own是对文章中an idea within your head的同义替换，or improving one from others 是对文章中borrow it from someone—and develop it, repeat it and improve it的同义转述。所以此题与H段表述一致。
39. 与结构化的学习相反，从做中学极具个性化特征。
解析：F。根据题干中的structured learning和individualized定位到F段。该段指出，从做中学的理念更加有效，更加个性化。题干中structured learning对应段中的standardized approaches to learning，highly individualized 对应段中very individualized。因此本题选F。
40. 美国是一个以动手创造理念而闻名的国家。
解析：A。根据题干中的America和making things by oneself定位到文章A段。题干中的making things by oneself 是对文中hands-on和do-it-yourself的同义替换，故本题选A。
解析：G。根据题干中的making和related to a project可定位到G段。该段指出任务型学习并不等同于创作，它们之间有联系，也有区别，区别主要在于项目是由学生制定和完善的，还是由老师指派的。言外之意是，创作活动是由学生自己完成的。题干中的it is carried out by students themselves与G段文意相符。
43. 作者建议将创客空间的理念与学校课程结合起来。
解析：N。根据题干中的a maker space和a school curriculum可定位到N段。该段指出，如果老师能够使它（maker space）的形式更自由，同时由学生主导，那么它是可以和学校课程以及教育计划结合在一起。题干中的incorporating是对文章N段中integrate和 fit together的同义替换。
解析：I。根据题干中的based on textbooks可以定位到I段。该段指出，从某种意义上说，动手创作在学校中变得无足轻重，学生只是按照课本来制作一些转身就会扔掉的东西。题干中的not taken seriously in school是对文章中throw away the pipe cleaners, the straws, the cardboard tubes的同义替换，based on textbooks是对I段中的whatever concept was in the textbook的同义转述，故本题选I。
12、37. The teachers’ role is enhanced in a maker space as they have to monitor and facilitate during the process.
解析：L。根据题干中的The teachers’ role可以定位至L段。该段第一句指出，老师的角色更多的是教练和观察者，题干中的monitor and facilitate与句中coach or observer意思相符，题干中的enhanced是对heightened 的同义替换。所以此题选L。
38. 创造这一概念的关键在于提出自己的想法或者是完善他人的想法。
解析：H。根据题干中的an idea of one’s own、 from others和key to the concept可以对应到H段的。题干中的key to the concept of making 是对第一句中core idea of making 的同义转述，an idea of one’s own是对文章中an idea within your head的同义替换，or improving one from others 是对文章中borrow it from someone—and develop it, repeat it and improve it的同义转述。所以此题与H段表述一致。
39. 与结构化的学习相反，从做中学极具个性化特征。
解析：F。根据题干中的structured learning和individualized定位到F段。该段指出，从做中学的理念更加有效，更加个性化。题干中structured learning对应段中的standardized approaches to learning，highly individualized 对应段中very individualized。因此本题选F。
40. 美国是一个以动手创造理念而闻名的国家。
解析：A。根据题干中的America和making things by oneself定位到文章A段。题干中的making things by oneself 是对文中hands-on和do-it-yourself的同义替换，故本题选A。
解析：G。根据题干中的making和related to a project可定位到G段。该段指出任务型学习并不等同于创作，它们之间有联系，也有区别，区别主要在于项目是由学生制定和完善的，还是由老师指派的。言外之意是，创作活动是由学生自己完成的。题干中的it is carried out by students themselves与G段文意相符。
43. 作者建议将创客空间的理念与学校课程结合起来。
解析：N。根据题干中的a maker space和a school curriculum可定位到N段。该段指出，如果老师能够使它（maker space）的形式更自由，同时由学生主导，那么它是可以和学校课程以及教育计划结合在一起。题干中的incorporating是对文章N段中integrate和 fit together的同义替换。
解析：I。根据题干中的based on textbooks可以定位到I段。该段指出，从某种意义上说，动手创作在学校中变得无足轻重，学生只是按照课本来制作一些转身就会扔掉的东西。题干中的not taken seriously in school是对文章中throw away the pipe cleaners, the straws, the cardboard tubes的同义替换，based on textbooks是对I段中的whatever concept was in the textbook的同义转述，故本题选I。
13、38. Coming up with an idea of one’s own or improving one from others is key to the concept of making.
解析：L。根据题干中的The teachers’ role可以定位至L段。该段第一句指出，老师的角色更多的是教练和观察者，题干中的monitor and facilitate与句中coach or observer意思相符，题干中的enhanced是对heightened 的同义替换。所以此题选L。
38. 创造这一概念的关键在于提出自己的想法或者是完善他人的想法。
解析：H。根据题干中的an idea of one’s own、 from others和key to the concept可以对应到H段的。题干中的key to the concept of making 是对第一句中core idea of making 的同义转述，an idea of one’s own是对文章中an idea within your head的同义替换，or improving one from others 是对文章中borrow it from someone—and develop it, repeat it and improve it的同义转述。所以此题与H段表述一致。
39. 与结构化的学习相反，从做中学极具个性化特征。
解析：F。根据题干中的structured learning和individualized定位到F段。该段指出，从做中学的理念更加有效，更加个性化。题干中structured learning对应段中的standardized approaches to learning，highly individualized 对应段中very individualized。因此本题选F。
40. 美国是一个以动手创造理念而闻名的国家。
解析：A。根据题干中的America和making things by oneself定位到文章A段。题干中的making things by oneself 是对文中hands-on和do-it-yourself的同义替换，故本题选A。
解析：G。根据题干中的making和related to a project可定位到G段。该段指出任务型学习并不等同于创作，它们之间有联系，也有区别，区别主要在于项目是由学生制定和完善的，还是由老师指派的。言外之意是，创作活动是由学生自己完成的。题干中的it is carried out by students themselves与G段文意相符。
43. 作者建议将创客空间的理念与学校课程结合起来。
解析：N。根据题干中的a maker space和a school curriculum可定位到N段。该段指出，如果老师能够使它（maker space）的形式更自由，同时由学生主导，那么它是可以和学校课程以及教育计划结合在一起。题干中的incorporating是对文章N段中integrate和 fit together的同义替换。
解析：I。根据题干中的based on textbooks可以定位到I段。该段指出，从某种意义上说，动手创作在学校中变得无足轻重，学生只是按照课本来制作一些转身就会扔掉的东西。题干中的not taken seriously in school是对文章中throw away the pipe cleaners, the straws, the cardboard tubes的同义替换，based on textbooks是对I段中的whatever concept was in the textbook的同义转述，故本题选I。
14、39. Contrary to structured learning, learning by doing is highly individualized.
解析：L。根据题干中的The teachers’ role可以定位至L段。该段第一句指出，老师的角色更多的是教练和观察者，题干中的monitor and facilitate与句中coach or observer意思相符，题干中的enhanced是对heightened 的同义替换。所以此题选L。
38. 创造这一概念的关键在于提出自己的想法或者是完善他人的想法。
解析：H。根据题干中的an idea of one’s own、 from others和key to the concept可以对应到H段的。题干中的key to the concept of making 是对第一句中core idea of making 的同义转述，an idea of one’s own是对文章中an idea within your head的同义替换，or improving one from others 是对文章中borrow it from someone—and develop it, repeat it and improve it的同义转述。所以此题与H段表述一致。
39. 与结构化的学习相反，从做中学极具个性化特征。
解析：F。根据题干中的structured learning和individualized定位到F段。该段指出，从做中学的理念更加有效，更加个性化。题干中structured learning对应段中的standardized approaches to learning，highly individualized 对应段中very individualized。因此本题选F。
40. 美国是一个以动手创造理念而闻名的国家。
解析：A。根据题干中的America和making things by oneself定位到文章A段。题干中的making things by oneself 是对文中hands-on和do-it-yourself的同义替换，故本题选A。
解析：G。根据题干中的making和related to a project可定位到G段。该段指出任务型学习并不等同于创作，它们之间有联系，也有区别，区别主要在于项目是由学生制定和完善的，还是由老师指派的。言外之意是，创作活动是由学生自己完成的。题干中的it is carried out by students themselves与G段文意相符。
43. 作者建议将创客空间的理念与学校课程结合起来。
解析：N。根据题干中的a maker space和a school curriculum可定位到N段。该段指出，如果老师能够使它（maker space）的形式更自由，同时由学生主导，那么它是可以和学校课程以及教育计划结合在一起。题干中的incorporating是对文章N段中integrate和 fit together的同义替换。
解析：I。根据题干中的based on textbooks可以定位到I段。该段指出，从某种意义上说，动手创作在学校中变得无足轻重，学生只是按照课本来制作一些转身就会扔掉的东西。题干中的not taken seriously in school是对文章中throw away the pipe cleaners, the straws, the cardboard tubes的同义替换，based on textbooks是对I段中的whatever concept was in the textbook的同义转述，故本题选I。
15、40. America is a nation known for the idea of making things by oneself.
解析：L。根据题干中的The teachers’ role可以定位至L段。该段第一句指出，老师的角色更多的是教练和观察者，题干中的monitor and facilitate与句中coach or observer意思相符，题干中的enhanced是对heightened 的同义替换。所以此题选L。
38. 创造这一概念的关键在于提出自己的想法或者是完善他人的想法。
解析：H。根据题干中的an idea of one’s own、 from others和key to the concept可以对应到H段的。题干中的key to the concept of making 是对第一句中core idea of making 的同义转述，an idea of one’s own是对文章中an idea within your head的同义替换，or improving one from others 是对文章中borrow it from someone—and develop it, repeat it and improve it的同义转述。所以此题与H段表述一致。
39. 与结构化的学习相反，从做中学极具个性化特征。
解析：F。根据题干中的structured learning和individualized定位到F段。该段指出，从做中学的理念更加有效，更加个性化。题干中structured learning对应段中的standardized approaches to learning，highly individualized 对应段中very individualized。因此本题选F。
40. 美国是一个以动手创造理念而闻名的国家。
解析：A。根据题干中的America和making things by oneself定位到文章A段。题干中的making things by oneself 是对文中hands-on和do-it-yourself的同义替换，故本题选A。
解析：G。根据题干中的making和related to a project可定位到G段。该段指出任务型学习并不等同于创作，它们之间有联系，也有区别，区别主要在于项目是由学生制定和完善的，还是由老师指派的。言外之意是，创作活动是由学生自己完成的。题干中的it is carried out by students themselves与G段文意相符。
43. 作者建议将创客空间的理念与学校课程结合起来。
解析：N。根据题干中的a maker space和a school curriculum可定位到N段。该段指出，如果老师能够使它（maker space）的形式更自由，同时由学生主导，那么它是可以和学校课程以及教育计划结合在一起。题干中的incorporating是对文章N段中integrate和 fit together的同义替换。
解析：I。根据题干中的based on textbooks可以定位到I段。该段指出，从某种意义上说，动手创作在学校中变得无足轻重，学生只是按照课本来制作一些转身就会扔掉的东西。题干中的not taken seriously in school是对文章中throw away the pipe cleaners, the straws, the cardboard tubes的同义替换，based on textbooks是对I段中的whatever concept was in the textbook的同义转述，故本题选I。
16、41. Making will be boring unless students are able to take charge.
解析：L。根据题干中的The teachers’ role可以定位至L段。该段第一句指出，老师的角色更多的是教练和观察者，题干中的monitor and facilitate与句中coach or observer意思相符，题干中的enhanced是对heightened 的同义替换。所以此题选L。
38. 创造这一概念的关键在于提出自己的想法或者是完善他人的想法。
解析：H。根据题干中的an idea of one’s own、 from others和key to the concept可以对应到H段的。题干中的key to the concept of making 是对第一句中core idea of making 的同义转述，an idea of one’s own是对文章中an idea within your head的同义替换，or improving one from others 是对文章中borrow it from someone—and develop it, repeat it and improve it的同义转述。所以此题与H段表述一致。
39. 与结构化的学习相反，从做中学极具个性化特征。
解析：F。根据题干中的structured learning和individualized定位到F段。该段指出，从做中学的理念更加有效，更加个性化。题干中structured learning对应段中的standardized approaches to learning，highly individualized 对应段中very individualized。因此本题选F。
40. 美国是一个以动手创造理念而闻名的国家。
解析：A。根据题干中的America和making things by oneself定位到文章A段。题干中的making things by oneself 是对文中hands-on和do-it-yourself的同义替换，故本题选A。
解析：G。根据题干中的making和related to a project可定位到G段。该段指出任务型学习并不等同于创作，它们之间有联系，也有区别，区别主要在于项目是由学生制定和完善的，还是由老师指派的。言外之意是，创作活动是由学生自己完成的。题干中的it is carried out by students themselves与G段文意相符。
43. 作者建议将创客空间的理念与学校课程结合起来。
解析：N。根据题干中的a maker space和a school curriculum可定位到N段。该段指出，如果老师能够使它（maker space）的形式更自由，同时由学生主导，那么它是可以和学校课程以及教育计划结合在一起。题干中的incorporating是对文章N段中integrate和 fit together的同义替换。
解析：I。根据题干中的based on textbooks可以定位到I段。该段指出，从某种意义上说，动手创作在学校中变得无足轻重，学生只是按照课本来制作一些转身就会扔掉的东西。题干中的not taken seriously in school是对文章中throw away the pipe cleaners, the straws, the cardboard tubes的同义替换，based on textbooks是对I段中的whatever concept was in the textbook的同义转述，故本题选I。
17、42. Making can be related to a project, but it is created and carried out by students themselves.
解析：L。根据题干中的The teachers’ role可以定位至L段。该段第一句指出，老师的角色更多的是教练和观察者，题干中的monitor and facilitate与句中coach or observer意思相符，题干中的enhanced是对heightened 的同义替换。所以此题选L。
38. 创造这一概念的关键在于提出自己的想法或者是完善他人的想法。
解析：H。根据题干中的an idea of one’s own、 from others和key to the concept可以对应到H段的。题干中的key to the concept of making 是对第一句中core idea of making 的同义转述，an idea of one’s own是对文章中an idea within your head的同义替换，or improving one from others 是对文章中borrow it from someone—and develop it, repeat it and improve it的同义转述。所以此题与H段表述一致。
39. 与结构化的学习相反，从做中学极具个性化特征。
解析：F。根据题干中的structured learning和individualized定位到F段。该段指出，从做中学的理念更加有效，更加个性化。题干中structured learning对应段中的standardized approaches to learning，highly individualized 对应段中very individualized。因此本题选F。
40. 美国是一个以动手创造理念而闻名的国家。
解析：A。根据题干中的America和making things by oneself定位到文章A段。题干中的making things by oneself 是对文中hands-on和do-it-yourself的同义替换，故本题选A。
解析：G。根据题干中的making和related to a project可定位到G段。该段指出任务型学习并不等同于创作，它们之间有联系，也有区别，区别主要在于项目是由学生制定和完善的，还是由老师指派的。言外之意是，创作活动是由学生自己完成的。题干中的it is carried out by students themselves与G段文意相符。
43. 作者建议将创客空间的理念与学校课程结合起来。
解析：N。根据题干中的a maker space和a school curriculum可定位到N段。该段指出，如果老师能够使它（maker space）的形式更自由，同时由学生主导，那么它是可以和学校课程以及教育计划结合在一起。题干中的incorporating是对文章N段中integrate和 fit together的同义替换。
解析：I。根据题干中的based on textbooks可以定位到I段。该段指出，从某种意义上说，动手创作在学校中变得无足轻重，学生只是按照课本来制作一些转身就会扔掉的东西。题干中的not taken seriously in school是对文章中throw away the pipe cleaners, the straws, the cardboard tubes的同义替换，based on textbooks是对I段中的whatever concept was in the textbook的同义转述，故本题选I。
18、43. The author suggests incorporating the idea of a maker space into a school curriculum.
解析：L。根据题干中的The teachers’ role可以定位至L段。该段第一句指出，老师的角色更多的是教练和观察者，题干中的monitor and facilitate与句中coach or observer意思相符，题干中的enhanced是对heightened 的同义替换。所以此题选L。
38. 创造这一概念的关键在于提出自己的想法或者是完善他人的想法。
解析：H。根据题干中的an idea of one’s own、 from others和key to the concept可以对应到H段的。题干中的key to the concept of making 是对第一句中core idea of making 的同义转述，an idea of one’s own是对文章中an idea within your head的同义替换，or improving one from others 是对文章中borrow it from someone—and develop it, repeat it and improve it的同义转述。所以此题与H段表述一致。
39. 与结构化的学习相反，从做中学极具个性化特征。
解析：F。根据题干中的structured learning和individualized定位到F段。该段指出，从做中学的理念更加有效，更加个性化。题干中structured learning对应段中的standardized approaches to learning，highly individualized 对应段中very individualized。因此本题选F。
40. 美国是一个以动手创造理念而闻名的国家。
解析：A。根据题干中的America和making things by oneself定位到文章A段。题干中的making things by oneself 是对文中hands-on和do-it-yourself的同义替换，故本题选A。
解析：G。根据题干中的making和related to a project可定位到G段。该段指出任务型学习并不等同于创作，它们之间有联系，也有区别，区别主要在于项目是由学生制定和完善的，还是由老师指派的。言外之意是，创作活动是由学生自己完成的。题干中的it is carried out by students themselves与G段文意相符。
43. 作者建议将创客空间的理念与学校课程结合起来。
解析：N。根据题干中的a maker space和a school curriculum可定位到N段。该段指出，如果老师能够使它（maker space）的形式更自由，同时由学生主导，那么它是可以和学校课程以及教育计划结合在一起。题干中的incorporating是对文章N段中integrate和 fit together的同义替换。
解析：I。根据题干中的based on textbooks可以定位到I段。该段指出，从某种意义上说，动手创作在学校中变得无足轻重，学生只是按照课本来制作一些转身就会扔掉的东西。题干中的not taken seriously in school是对文章中throw away the pipe cleaners, the straws, the cardboard tubes的同义替换，based on textbooks是对I段中的whatever concept was in the textbook的同义转述，故本题选I。
19、44. The maker concept is a modern version of some ancient philosophical ideas.
解析：L。根据题干中的The teachers’ role可以定位至L段。该段第一句指出，老师的角色更多的是教练和观察者，题干中的monitor and facilitate与句中coach or observer意思相符，题干中的enhanced是对heightened 的同义替换。所以此题选L。
38. 创造这一概念的关键在于提出自己的想法或者是完善他人的想法。
解析：H。根据题干中的an idea of one’s own、 from others和key to the concept可以对应到H段的。题干中的key to the concept of making 是对第一句中core idea of making 的同义转述，an idea of one’s own是对文章中an idea within your head的同义替换，or improving one from others 是对文章中borrow it from someone—and develop it, repeat it and improve it的同义转述。所以此题与H段表述一致。
39. 与结构化的学习相反，从做中学极具个性化特征。
解析：F。根据题干中的structured learning和individualized定位到F段。该段指出，从做中学的理念更加有效，更加个性化。题干中structured learning对应段中的standardized approaches to learning，highly individualized 对应段中very individualized。因此本题选F。
40. 美国是一个以动手创造理念而闻名的国家。
解析：A。根据题干中的America和making things by oneself定位到文章A段。题干中的making things by oneself 是对文中hands-on和do-it-yourself的同义替换，故本题选A。
解析：G。根据题干中的making和related to a project可定位到G段。该段指出任务型学习并不等同于创作，它们之间有联系，也有区别，区别主要在于项目是由学生制定和完善的，还是由老师指派的。言外之意是，创作活动是由学生自己完成的。题干中的it is carried out by students themselves与G段文意相符。
43. 作者建议将创客空间的理念与学校课程结合起来。
解析：N。根据题干中的a maker space和a school curriculum可定位到N段。该段指出，如果老师能够使它（maker space）的形式更自由，同时由学生主导，那么它是可以和学校课程以及教育计划结合在一起。题干中的incorporating是对文章N段中integrate和 fit together的同义替换。
解析：I。根据题干中的based on textbooks可以定位到I段。该段指出，从某种意义上说，动手创作在学校中变得无足轻重，学生只是按照课本来制作一些转身就会扔掉的东西。题干中的not taken seriously in school是对文章中throw away the pipe cleaners, the straws, the cardboard tubes的同义替换，based on textbooks是对I段中的whatever concept was in the textbook的同义转述，故本题选I。
20、45. Making is not taken seriously in school when students are asked to make something meaningless to them based on textbooks.
解析：L。根据题干中的The teachers’ role可以定位至L段。该段第一句指出，老师的角色更多的是教练和观察者，题干中的monitor and facilitate与句中coach or observer意思相符，题干中的enhanced是对heightened 的同义替换。所以此题选L。
38. 创造这一概念的关键在于提出自己的想法或者是完善他人的想法。
解析：H。根据题干中的an idea of one’s own、 from others和key to the concept可以对应到H段的。题干中的key to the concept of making 是对第一句中core idea of making 的同义转述，an idea of one’s own是对文章中an idea within your head的同义替换，or improving one from others 是对文章中borrow it from someone—and develop it, repeat it and improve it的同义转述。所以此题与H段表述一致。
39. 与结构化的学习相反，从做中学极具个性化特征。
解析：F。根据题干中的structured learning和individualized定位到F段。该段指出，从做中学的理念更加有效，更加个性化。题干中structured learning对应段中的standardized approaches to learning，highly individualized 对应段中very individualized。因此本题选F。
40. 美国是一个以动手创造理念而闻名的国家。
解析：A。根据题干中的America和making things by oneself定位到文章A段。题干中的making things by oneself 是对文中hands-on和do-it-yourself的同义替换，故本题选A。
解析：G。根据题干中的making和related to a project可定位到G段。该段指出任务型学习并不等同于创作，它们之间有联系，也有区别，区别主要在于项目是由学生制定和完善的，还是由老师指派的。言外之意是，创作活动是由学生自己完成的。题干中的it is carried out by students themselves与G段文意相符。
43. 作者建议将创客空间的理念与学校课程结合起来。
解析：N。根据题干中的a maker space和a school curriculum可定位到N段。该段指出，如果老师能够使它（maker space）的形式更自由，同时由学生主导，那么它是可以和学校课程以及教育计划结合在一起。题干中的incorporating是对文章N段中integrate和 fit together的同义替换。
解析：I。根据题干中的based on textbooks可以定位到I段。该段指出，从某种意义上说，动手创作在学校中变得无足轻重，学生只是按照课本来制作一些转身就会扔掉的东西。题干中的not taken seriously in school是对文章中throw away the pipe cleaners, the straws, the cardboard tubes的同义替换，based on textbooks是对I段中的whatever concept was in the textbook的同义转述，故本题选I。
Part III Reading Comprehension
Most kids grow up learning they cannot draw on the walls. But it might be time to unlearn that training—this summer, a group of culture addicts, artists and community organizers are inviting New Yorkers to write all over the walls of an old house on Governor’s Island.
The project is called Writing On It All, and it’s a participatory writing project and artistic experiment that has happened on Governor’s Island every summer since 2013.
“Most of the participants are people who are just walking by or are on the island for other reasons, or they just kind of happen to be there,” Alexandra Chasin, artistic director of Writing On It All, tells Smithsonian.com.
The 2016 season runs through June 26 and features sessions facilitated by everyone from dancers to domestic workers. Each session has a theme, and participants are given a variety of materials and prompts and asked to cover surfaces with their thoughts and art. This year, the programs range from one that turns the house into a collaborative essay to one that explores the meanings of exile.
Governor’s Island is a national historic landmark district long used for military purposes. Now known as “New York’s shared space for art and play,” the island, which lies between Manhattan and Brooklyn in Upper New York Bay, is closed to cars but open to summer tourists who flock for festivals, picnics, adventures, as well as these “legal graffiti (涂鸦)” sessions.
The notes and art scribbled (涂画) on the walls are an experiment in self-expression. So far, participants have ranged in age from 2 to 85. Though Chasin says the focus of the work is on the activity of writing, rather than the text that ends up getting written, some of the work that comes out of the sessions has stuck with her.
“One of the sessions that moved me the most was state violence on black women and black girls,” says Chasin, explaining that in one room, people wrote down the names of those killed because of it. “People do beautiful work and leave beautiful messages.”
21、46. What does the project Writing On It All invite people to do?
A Unlearn their training in drawing.
B Participate in a state graffiti show.
C Cover the walls of an old house with graffiti.
D Exhibit their artistic creation in an old house.
答案解析：
C。根据题干中的the project Writing On It All和invite people to do可定位到第一、二段。文章第一段指出，今年夏天，一批文化爱好者、艺术家和社区活动组织者邀请人们到总督岛的一所老房子墙壁上涂写作画。第二段接着指出这一活动被称为Writing On It All。根据文意可以得出，这一活动是邀请人们去一所老房子上涂鸦，C项与原文内容相符。文中说的是unlearn that training（忘记这一规则），即忘掉不能在墙上作画的训诫，A项说的是忘记他们在绘画方面接受过的训练，是对文意的曲解，故错误。文中没有提到涂鸦展览，故B选项错误。原文说的是在老房子的墙上创作，而不是在老房子内展览作品，D选项属于偷换概念，故排除。
22、47. What do we learn about the participants in the project?
A They are just culture addicts.
B They are graffiti enthusiasts.
C They are writer and artists.
D They are mostly passers-by.
答案解析：
D。根据题干中的participants in the project可以定位到文章第三段第一句。该句指出，这项活动的大部分参与者是岛上路过此地的行人。D项中的passers-by是对文中people who are just walking by的同义替换，故正确。A、B、C项是活动邀请者和受邀者，并不是实际主要的参与者，故排除。
23、48. What did the project participants do during the 2016 season?
A They were free to scribble on the walls whatever came to their mind.
B They expressed their thoughts in graffiti on the theme of each session.
C They learned the techniques of collaborative writing.
D They were required to cooperate with other creators.
答案解析：
B。根据the project participants和the 2016 season可以定位到文章第四段。该段指出，2016届的活动有多个环节，每个环节有不同的主题，参与者会得到一些材料及提示，然后按照自己的想法和艺术表达形式来涂满墙面。B项中的expressed their thoughts in graffiti是文中to cover surfaces with their thoughts的同义转换。原文指出每个环节都有主题，并非可以随意涂画，故A项错误；C、D项是根据collaborative设置的干扰项，原文中这是用来表达其中一个环节的主题，不是参与者的活动，C、D项错误。
24、49. What kind of place is Governor’s Island?
A It is s a historic site that attracts tourists and artists.
B It is an area now accessible only to tourist vehicles.
C It is a place in Upper New York Bay Formerly used for exiles.
D It is an open area for tourists to enjoy themselves year round.
答案解析：
A。根据Governor’s Island可以定位到文章第五段。该段主要描述了总督岛的大体情况。A项中的historical site是文中historic landmark district的同义替换，tourists and artists对应原文中的summer tourists who…，故选A。B项中的accessible to tourist vehicles与文中closed to cars相反，故排除B项。C项利用exiles作干扰，但原文指的是涂鸦的主题与流放（exiles）有关，并不是岛的用途，故排除C项。D项中的year round与文中的open to summer tourist不符，所以排除D项。
25、50. What does Chasin say about the project?
A It just focused on the sufferings of black females.
B It helped expand the influence of graffiti art.
C It has started the career of many creative artists.
D It has created some meaningful artistic works.
答案解析：
D。根据Chasin和say可以定位到文章最后一段。该段中，蔡辛提到最令她感动的主题之一是关于针对黑人妇女和黑人女童的国家暴力，人们在这一话题上留下了优秀的作品和信息。可见蔡辛认为这次活动产生了一些有意义的作品，D项中meaningful artistic works是对原文中beautiful work的解释说明，故选D。sufferings of black females只是活动的关注点之一，不能代表全部，故排除A项。B、C项在文中未提及，故排除。
Part III Reading Comprehension
Online programs to fight depression are already commercially available. While they sound efficient and cost-saving, a recent study reports that they are not effective, primarily because depressed patients are not likely to engage with them or stick with them.
The study looked at computer-assisted cognitive (认知的) behavioral therapy (CBT) and found that it was no more effective in treating depression than the usual care patients receive from a primary care doctor.
Traditional CBT is considered an effective form of talk therapy for depression, helping people challenge negative thoughts and change the way they think in order to change their mood and behaviors. However, online CBT programs have been gaining popularity, with the attraction of providing low-cost help wherever someone has access to a computer.
A team of researchers from the University of York conducted a randomized (随机的) control trial with 691 depressed patients from 83 physician practices across England. The patients were split into three groups: one group received only usual care from a physician while the other two groups received usual care from a physician plus one of two computerized CBT programs. Participants were balanced across the three groups for age, sex, educational background, severity and duration of depression, and use of antidepressants (抗抑郁药).
After four months, the patients using the computerized CBT programs had no improvement in depression levels over the patients who were only getting usual care from their doctors.
“It’s an important, cautionary note that we shouldn’t get too carried away with the idea that a computer system can replace doctors and therapists,” says Christopher Dowrick, a professor of primary medical care at the University of Liverpool. “We do still need the human touch or the human interaction, particularly when people are depressed.”
Being depressed can mean feeling “lost in your own small, negative, dark world,” Dowrick says. Having a person, instead of a computer, reach out to you is particularly important in combating that sense of isolation. “When you’re emotionally vulnerable, you’re even more in need of a caring human being,” he says.
26、51. What does the recent study say about online CBT programs?
A Patients may not be able to carry them through for effective cure.
B Patients cannot engage with them without the use of a computer.
C They can save patients trouble of visiting physicians.
D They have been well received by a lot of patients.
答案解析：
A。根据recent study和online CBT program可以定位到第一段和第二段。第一段指出在线治疗虽然听起来高效、省钱，但最近研究指出，由于病人不大可能坚持，在线治疗效果没有那么好。A项中的carry them through是文中stick with them的同义替换，故正确。B、C、D项并不是研究表明的结果，故排除。
27、52. What has made online CBT programs increasingly popular?
A Their effectiveness in combating depression.
B The low efficiency of traditional talk therapy.
C Their easy and inexpensive access by patients.
D The recommendation by primary care doctors.
答案解析：
C。根据CBT program和popular可以定位至文章第三段。该段最后一句指出，CBT项目由于提供低成本的帮助（在任何有电脑的地方都可以获得）而受到欢迎。C项中的easy and inexpensive是文中low-cost help wherever…的同义改写，故正确。A项与文章第一段中的they are not effective相悖，B、D项在文中皆未提及，故排除。
28、53. What is the major finding by researchers at University of York?
A Online CBT programs are no more effective than regular care from physicians.
B The process of treating depression is often more complicated than anticipated
C The combination of traditional CBT and computerized CBT is most effective.
D Depression is mental condition which is to be treated with extreme caution.
答案解析：
A。根据major finding和University of York可以定位到文章第四、五段。第四段描述了该研究的实验方式，第五段说明研究的结果。A项中的no more effective than…是文中had no improvement in depression…的同义转述，故A项正确。B、C项文中并没有提到，故排除。D项表述的内容是正确的，但并不是约克大学的研究结果，故排除。
29、54. What is Professor Dowrick’s advice concerning online CBT programs?
A They should not be neglected in primary care.
B Their effectiveness should not be overestimated.
C They should be used by strictly following instructions.
D Their use should be encouraged by doctors and therapists.
30、55. What is more important to an emotionally vulnerable person?
A Positive state of mind.
B Appropriate medication.
C Timely encouragement.
D Human interaction.
答案解析：
D。根据more important和emotionally vulnerable person可以定位到文章最后一段最后一句。该句指出，当你情感很脆弱时，更需要一个关心你的人（陪伴），也就是说，情感脆弱的人需要更多地与人接触互动。D项的human interaction是对文中need of a caring human being的同义替换，故正确。A、B、C三项未提及，故排除。
