2012年考研英語閱讀理解精讀高分版(16)

來源：中華考試網(wǎng) 時間：2011-12-30 11:59:38

　　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 ) 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

　1. The word "swap" (Line 3, Paragraph 1 ) most probably means_____.1. "swap" (第一段第三行)比較有可能的意思是_____。
　　[A] exchange[A] 交換　　[B] throw away[B] 拋棄　　[C] reject[C] 丟棄　　[D] refuse[D] 拒絕
　　[答案]A
　　[難度系數(shù)] ☆☆
　　[分析] 猜詞題。上文提到，有一些學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成為現(xiàn)實，就是用計算機鼠標來替代解剖刀，下文也提到了用電腦程序來代替真正的用解剖刀進行的實驗。因此，正確答案為A。

　　2. Some students ask to be excused from the requirement of biology classes because of the following reason except that_____.2. 一些學生要求免于生物課的要求是因為除了選項_____外以下的原因。
　　[A] dissection consists of disgusting procedures and unpleasant smells.[A]解剖的過程很惡心且氣味難聞。
　　[B] they are entitled to reject dissection requirement given the legal regulation[B] 有相應法律允許他們拒絕修解剖課程。
　　[C] they are offended when fulfilling the requirement of animal dissection[C] 他們在上動物解剖課時感覺受到自己受到了冒犯。
　　[D] they insist people should treat animals more as friends instead of simply objects[D] 他們堅持認為人們對待動物應該更像朋友而不是客觀物體。
　　[答案]B
　　[難度系數(shù)] ☆☆☆☆
　　[分析] 推理題。文章第一段提到，一些學生選擇不做是因為他們感到應到對這種動物友好些，另外是因為想到青蛙的身體、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，而是因為他們不愿意做才有了相關法律保護他們的這種權利。答案C包含了A和D兩個選項。因此，答案為B。

　　3．Brian Shmaefsky’s statement implies that_____.3. Brian Shmaefsky的話意味著_____。
　　[A] he indeed support the students’ animal protection movement.[A] 他實際上支持學生們的保護動物運動
　　[B] he thinks the animal dissection should be banned[B] 他認為應當禁止動物解剖考試大收集整理
　　[C] he thinks the animal dissection may not be good for students to learn biology effectively[C] 他認為動物解剖不一定有利于學生有效地學習生物
　　[D] he always evaluate the teaching effect by weighing relevant factors of cost and effect[D] 他總是通過衡量相關的成本及產(chǎn)出等因素來衡量教學效果
　　[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；老師應該衡量一下學生如果感覺到受到冒犯，甚至影響到了學習那就得不償失了。前半句也是為后面的服務，又根據(jù)他是國家生物教師協(xié)會成員，那么應該是針對對學生學習，他覺得這種解剖有時會阻礙學生學習。答案C符合題意。答案D并不是他想要表達的意思；B他并沒有表示出這一點來；而A選項在文章中則沒有得到明確的體現(xiàn)。

　　4．Compared with the real dissection, the dissection on computer has the following advantages except_____.4. 相對于真正的解剖，電腦解剖有以下的優(yōu)點，但_____除外。
　　[A] It has authentic sound effect like a "slish" or "shwoosh" .[A] 它可以有真實的聲音效果，如發(fā)出"嘶""嗤"的聲音。
　　[B] there is a sensation of always dealing with fresh and recognizable organs.[B] 軟件給人的感覺是這些動物器官都是新鮮的，且易于辨認。
　　[C] The process can be repeated so that students can gather better insight of the animal structure.[C] 解剖過程可以重復，以便于學生們能夠更加深入地了解動物的結構。
　　[D] Students can take quizzes with the software to evaluate the learning effect[D] 學生可以用軟件中的一些測驗來評估他們的學習效果。
　　[答案]A
　　[難度系數(shù)] ☆☆☆
　　[分析] 細節(jié)題。題目要求找出電腦解剖相對于傳統(tǒng)解剖的優(yōu)點所在，選項A是電腦模仿實際解剖的聲音效果，而這種聲音本身在實際解剖中也有存在，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，說動物的器官都是枯萎的、沒有顏色的。你想要找到什么，可是比較終沒能找到，因為動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。C在第六段也提到了，說可以重復，這樣學生就可以復習。D在第五段中提到。因此，答案為A。

　　5.The author’s attitude towards the toad tech can be said to be_____.5. 作者對于這種解剖科技的態(tài)度可以說是_____。
　　[A] supportive[A] 支持的　　[B] doubtful[B] 懷疑的　　[C] objective[C] 客觀的　　[D] biased[D] 有偏見的
　　[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，但是整篇文章來看作者都是一種贊賞的態(tài)度，列舉了這種方法的優(yōu)點。因此，其態(tài)度是支持的，選A。