2010考研英語(yǔ)閱讀精讀100篇(高分版)TEXT　FOURTEEN
　　The animal dissection requirement of biology classes has been getting under the skin of students for generations, and there have always been some who asked to be excused from the requirement. Now, a growing number of technological alternatives are making it possible for students to swap that scalpel for a computer mouse. There are laws in nearly a dozen states—including California, Florida, New Jersey, and New York—protecting a student's choice to learn about animal anatomy sans scalpel. Some students choosing to opt out feel we should be kinder to our web-footed friends. Others are just queasy at the thought of rubbery frog bodies and the smell of formaldehyde.

　　"Dissection is icky. There's a yuck factor," admits Brian Shmaefsky, a board member with the National Association of Biology Teachers. "And a teacher has to weigh the benefits with the cost of students being offended to the point that it interferes with learning."

　　Virtual blades. So for cases in which a real dissection would be too slimy, it's time to try some toad tech. While the first computer-based alternatives to dissection emerged in the 1980s, modern frog dissection software can be found at different websites. These software programs use creative clicking, high-powered zoom functions, and video clips to teach anatomy. Froguts software, for example, lets students trace incision lines with a computer mouse and snip through skin with a virtual blade. There are even sound effects like a "slish" for slicing frog flesh, or a "shwoosh" for pinning down skin flaps. (Schools currently pay about $300 for a one-year software license, though some organizations will lend programs out free of charge.)

　　Earlier this year, a graduate student from Simon Fraser University in Vancouver designed the first-ever haptic (the Greek word for "touch") frog dissection program, which uses a penlike tool to create a sensation similar to cutting into real flesh. The hand-held device connects to a computer, and students move the device through the air while watching the results of their actions on a computer screen.

　　With Digital Frog—a popular program that's had approximately 1,500 frog demo downloads since January and is currently in use in 2,000 schools—students can add or subtract those amphibious organs with a mere mouse click. They can then assess their learning with sporadic frog anatomy quizzes.

　　"Repetition is helpful. The fact that a student can review sections of a program over and over again is important," says Martin Stephens, vice president for animal research issues at the Humane Society of the United States. "In dissections, the animal's organs are all shriveled and discolored. You look for things and can't find them because body parts have changed drastically since the animal was killed. But on a computer screen, layers can be digitally peeled away." Other experts think the dissection technology has its limits. Gerry Wheeler, executive director of the National Science Teachers Association, says that artificial simulations don't give as enriching an experience as the real thing. Still others worry the programs are depriving kids of experiential learning.

　　1. The word “swap” (Line 3, Paragraph 1) most probably means_____

　　[A] exchange.

　　[B] throw away.

　　[C] reject.

　　[D] refuse.

　　2. Some students ask to be excused from the requirement of biology classes because of the following reason except that_____

　　[A] dissection consists of disgusting procedures and unpleasant smells.

　　[B] they are entitled to reject dissection requirement given the legal regulation.

　　[C] they are offended when fulfilling the requirements of animal dissection.

　　[D] they insist that people should treat animals more as friends instead of simply objects.

　　3.Brian Shmaefsky’s statement implies that_____

　　[A] he indeed supports the students’ animal protection movement.

　　[B] he thinks the animal dissection should be banned.

　　[C] he thinks the animal dissection may not be good for students to learn biology effectively.

　　[D] he always evaluate the teaching effect by weighing reluctant factors of cost and effect.

　　4.Compared with the real dissection, the dissection on computer has the following advantages except_____

　　[A] It has authentic sound effect like a “slish” or “shwoosh” .

　　[B] there is a sensation of always dealing with fresh and recognizable organs.

　　[C] The process can be repeated so that students can gather better insight of the animal structure.

　　[D] Students can take quizzes with the software to evaluate the learning effect.

　　5.The author’s attitude towards the toad tech can be said to be_____

　　[A] supportive.

　　[B] doubtful.

　　[C] objective.

　　[D] biased.

　　文章剖析：

　　這篇文章介紹了一種可以替代生物課解剖的電腦程序。第一段講述傳統(tǒng)解剖的弊端，引出解剖科技替代品;第二段是一位委員對(duì)傳統(tǒng)解剖的看法;第三段講述電腦解剖的效果;第四段、五段介紹了兩個(gè)電腦解剖程序;第六段講述電腦解剖的優(yōu)點(diǎn)和局限性。

　　詞匯注釋：

　　dissection n. 解剖

　　swap v. 交換

　　scalpel n. 解剖刀

　　queasy adj. 不安的，易惡心的

　　formaldehyde n. 甲醛

　　icky adj.粘得討厭的

　　yuck n. 討厭

　　slimy adj. 粘糊糊的

　　toad n. 蟾蜍，癩蛤蟆

　　incision n. 切割，切口

　　haptic adj.觸覺(jué)的

　　demo n. 示范樣品

　　amphibious adj. 兩棲的

　　sporadic adj. 零星的，時(shí)有時(shí)無(wú)的

　　shrivel v.(使)起皺紋, (使)枯萎, (使)束手無(wú)策

　　難句突破：

　　(1) Earlier this year, a graduate student from Simon Fraser University in Vancouver designed the first-ever haptic (the Greek word for "touch") frog dissection program, which uses a penlike tool to create a sensation similar to cutting into real flesh.

　　[主體句式] A graduate designed the program.

　　[結(jié)構(gòu)分析] 這是一個(gè)簡(jiǎn)單句，earlier this year是做整個(gè)句子的狀語(yǔ)，后面which 引導(dǎo)的菲限定性定語(yǔ)從句是用來(lái)修飾program的。

　　[句子譯文] 今年年初，溫哥華西蒙·弗雷澤大學(xué)一位研究生設(shè)計(jì)出了第一個(gè)haptic(希臘詞為“觸覺(jué)”)青蛙解剖程序。這個(gè)程序用一種類似于筆的工具創(chuàng)造出一種相當(dāng)于切割真正皮肉的感覺(jué)。

　　(2) With Digital Frog—a popular program that's had approximately 1,500 frog demo downloads since January and is currently in use in 2,000 schools—students can add or subtract those amphibious organs with a mere mouse click.

　　[主體句式] Students can add or subtract…

　　[結(jié)構(gòu)分析] 這是一個(gè)簡(jiǎn)單句，前面with Digital Frog是方式狀語(yǔ)，破折號(hào)之間的是用來(lái)解釋Digital Frog的，可以看作是同位語(yǔ);破折號(hào)之間的這個(gè)成分中，that 引導(dǎo)的定語(yǔ)從句修飾program， 這個(gè)從句是由兩個(gè)并列的句子構(gòu)成的，以and連接。

　　[句子譯文] “電子青蛙”是一種很受歡迎的程序，自一月份以來(lái)大約有1500個(gè)青蛙示范下載，現(xiàn)在用于2000所學(xué)校。

　　題目分析：

　　[答案]A

　　[難度系數(shù)] ☆☆

　　[分析] 猜詞題。上文提到，有一些學(xué)生要求不做這種解剖，那么現(xiàn)在有許多科技替代物使得這個(gè)成為現(xiàn)實(shí)，就是用計(jì)算機(jī)鼠標(biāo)來(lái)替代解剖刀，下文也提到了用電腦程序來(lái)代替真正的用解剖刀進(jìn)行的實(shí)驗(yàn)。因此，正確答案為A選項(xiàng)。

　　[答案]B

　　[難度系數(shù)] ☆☆☆☆

　　[分析] 推理題。文章第一段提到，一些學(xué)生選擇不做是因?yàn)樗麄兏械綉?yīng)到對(duì)這種動(dòng)物友好些，另外是因?yàn)橄氲角嗤艿纳眢w、聞到甲醛的味道就感到惡心。因此，答案A、D是原因，答案B并不是他們不愿意做解剖的原因，而是因?yàn)樗麄儾辉敢庾霾庞辛讼嚓P(guān)法律保護(hù)他們的這種權(quán)利。選項(xiàng)C包含了A和D兩個(gè)選項(xiàng)。因此，答案為B。

　　[答案]C

　　[難度系數(shù)] ☆☆☆

　　[分析] 推理題。Brian Shmaefsky的話分為兩部分：解剖粘糊糊的，比較討厭;老師應(yīng)該衡量一下學(xué)生如果感覺(jué)到受到冒犯，甚至影響到了學(xué)習(xí)效果那就得不償失了。前半句也是為后面的服務(wù)，又根據(jù)他是國(guó)家生物教師協(xié)會(huì)成員，那么應(yīng)該是針對(duì)對(duì)學(xué)生學(xué)習(xí)，他覺(jué)得這種解剖有時(shí)會(huì)阻礙學(xué)生學(xué)習(xí)。選項(xiàng)C符合題意。選項(xiàng)D并不是他想要表達(dá)的意思;選項(xiàng)B他并沒(méi)有表示出這一點(diǎn)來(lái);而選項(xiàng)A在文章中則沒(méi)有得到明確的體現(xiàn)。

　　[答案]A

　　[難度系數(shù)] ☆☆☆

　　[分析] 細(xì)節(jié)題。題目要求找出電腦解剖相對(duì)于傳統(tǒng)解剖的優(yōu)點(diǎn)所在，選項(xiàng)A是電腦模仿實(shí)際解剖的聲音效果，而這種聲音本身在實(shí)際解剖中也有存在，因此只是一種摹仿，并不是電腦的高超之處。B在文章第六段提到，說(shuō)動(dòng)物的器官都是枯萎的、沒(méi)有顏色的。你想要找到什么，可是比較終沒(méi)能找到，因?yàn)閯?dòng)物被殺死后身體部分改變很大。但是在電腦屏幕上，身體每一層都可以電子式地剝下來(lái)。C在第六段也提到了，說(shuō)可以重復(fù)，這樣學(xué)生就可以復(fù)習(xí)。D在第五段中提到。因此，答案為A。

　　[答案] A

　　[難度系數(shù)] ☆

　　[分析] 態(tài)度題。在這篇文章中，作者介紹了生物課上解剖的替代物——電腦解剖程序，雖然在文章比較后一段作者也提到了這種替代物的局限，但是整篇文章來(lái)看作者都是一種贊賞的態(tài)度，列舉了這種方法的優(yōu)點(diǎn)。因此，其態(tài)度是支持的，選A。

　　參考譯文：

　　所有生物專業(yè)的學(xué)生都被要求必須修動(dòng)物解剖課，而經(jīng)常有人希望可以免于這種要求。目前，日益增多的科技替代品使得學(xué)生們可以用一個(gè)電腦鼠標(biāo)來(lái)替代解剖刀。有十多個(gè)個(gè)州(包括加利福尼亞州、佛羅里達(dá)州、新澤西州和紐約州)都有相關(guān)法律，保證學(xué)生可以不拿解剖刀就可以學(xué)習(xí)動(dòng)物解剖。一些選擇不用解剖刀的學(xué)生認(rèn)為我們對(duì)這些翼手的朋友也應(yīng)該友善一些。而還有一些人一想到青蛙有彈性的身體和甲醛氣味就感到惡心。

　　“解剖粘糊糊的，挺討厭的。”國(guó)家生物教師聯(lián)合會(huì)管理委員會(huì)委員布Brian Shmaefsky承認(rèn)。老師必須得衡量一下學(xué)生感到被冒犯甚至影響到學(xué)習(xí)這個(gè)問(wèn)題。

　　虛擬刀片。因此如果實(shí)體解剖太粘糊糊的話，那么是時(shí)候來(lái)嘗試一些蛤蟆科技了。第一種基于電腦的解剖替代品出現(xiàn)在20世紀(jì)80年代，而現(xiàn)代的青蛙解剖軟件可以在許多不同的網(wǎng)站找到。這些軟件程序用富有創(chuàng)意的點(diǎn)擊、高性能的縮放功能以及視頻片斷來(lái)教授解剖。比如說(shuō) “青蛙內(nèi)臟”軟件可以讓學(xué)生使用鼠標(biāo)就可以順著切口線用一把虛擬解剖刀切開青蛙皮膚。這些軟件甚至還有聲音效果，比如在劃開青蛙身體時(shí)有“嘶”的一聲，或是釘下皮膚組織時(shí)“嗤”的一聲。(現(xiàn)在學(xué)校為軟件支付的年度許可證達(dá)300美元，但有的組織會(huì)免費(fèi)借出程序。)

　　今年年初，溫哥華西蒙·弗雷澤大學(xué)一位研究生設(shè)計(jì)出了第一個(gè)haptic(希臘詞為“觸覺(jué)”)青蛙解剖程序。這個(gè)程序用一種類似于筆的工具創(chuàng)造出一種相當(dāng)于切割真正皮肉的感覺(jué)。這種手持工具與電腦相連，學(xué)生可以在空中移動(dòng)該工具，同時(shí)可以通過(guò)電腦屏幕可以觀看他們動(dòng)作的結(jié)果。

　　“電子青蛙”是一種很受歡迎的程序，自一月份以來(lái)大約有1500個(gè)青蛙示范下載，現(xiàn)在用于2000所學(xué)校。學(xué)生們只需用鼠標(biāo)點(diǎn)擊就可以加上或切除兩棲器官，然后還可以不時(shí)用分散的青蛙解剖測(cè)試來(lái)檢查自己學(xué)習(xí)的效果。

　　“重復(fù)是有幫助的，事實(shí)上學(xué)生可以一遍又一遍地回顧整個(gè)程序的各個(gè)部分，這是非常重要的�！泵绹�(guó)保護(hù)動(dòng)物協(xié)會(huì)動(dòng)物研究事務(wù)副主任Martin Stephens這樣說(shuō)，“在解剖中，動(dòng)物的器官都是枯萎的、沒(méi)有顏色的。你想要找到什么，可是比較終沒(méi)能找到，因?yàn)閯?dòng)物被殺死后身體部分改變很大。但是在電腦屏幕上，身體每一層都可以電子式地剝下來(lái)。” 其他專家認(rèn)為解剖技術(shù)有其局限性。國(guó)家科學(xué)教師協(xié)會(huì)執(zhí)行理事Gerry Wheeler稱虛擬演示并不能像真正解剖那樣提供一種豐富的經(jīng)驗(yàn)。也有其他人擔(dān)心這些程序會(huì)剝奪孩子們的實(shí)踐學(xué)習(xí)。