新课标高考英语阅读理解
主题语境分类专项训练1
话题简介
本专题【学习方法与备考策略】隶属于新课标三大主题语境之「人与自我 - 生活与学习」板块，是新高考、全国卷英语阅读理解的核心高频命题话题，近5年高考真题中，该话题的说明文选材占比稳居阅读板块前3位。本专题文本均围绕科学学习方法、备考策略、认知规律、学习心理等核心内容展开，既高度贴合考生全周期备考的实际需求，为大家提供科学可落地的备考方法论指导，同时也完全匹配高考英语阅读的命题逻辑、语篇结构与难度梯度。
核心词汇
一、高频动词
comprehend __________
assign __________
recall __________
retain __________
stimulate __________
maximize __________
release __________
assess __________
influence __________
enhance __________
facilitate __________
motivate __________
perform __________
apply __________
interpret __________
reveal __________
conduct __________
demonstrate __________
acquire __________
improve __________
二、高频名词
comprehension __________
fluency __________
summary __________
frequency __________
variation __________
strategy __________
function __________
participant __________
performance __________
memory __________
capacity __________
concept __________
session __________
progress __________
efficiency __________
technique __________
pressure __________
ability __________
brain __________
process __________
三、高频形容词&副词
accurate __________
consistent __________
cognitive __________
academic __________
visual __________
significant __________
beneficial __________
harmful __________
creative __________
temporary __________
previous __________
effectively __________
accurately __________
significantly __________
frequently __________
properly __________
efficiently __________
四、固定搭配 & 短语
learning strategy __________
reading comprehension __________
long-term memory __________
test score __________
learning ability __________
study habit __________
time management __________
exam preparation __________
problem-solving ability __________
critical thinking __________
learning efficiency __________
peer comparison __________
self-concept __________
leisure time __________
pull an all-nighter __________
working memory __________
note-taking __________
feedback loop __________
限时训练
主题语境分类专项训练
限时25分钟 姓名：___________班级：___________学号：___________得分：___________
Passage 1（25-26高三上·青海西宁·开学考试）
When Inside Higher Education recently interviewed college students about their reading. Ava Wherley, a biology major, complained, “Academic texts usually use extremely complex language, which makes them harder to read. I have to rely on short videos for comprehension.”
But Wherley is not, as she believes, a visual learner. Instead, she’s just a struggling reader with a fluency at a middle-school reading level. In this respect, Wherley has plenty of company. According to the study, millions of college students in the US have to rely on videos or AI for their reading nowadays, largely because they struggle with reading comprehension beyond a basic level.
The interviewers have further revealed that students struggle with reading mainly because teachers have reduced the amount and complexity of students’ reading materials in primary and secondary grades. They have found that most teachers in secondary education usually assign short reading passages. And, in the few classes where students read books, they usually receive summaries, which “just ruins the whole story,” as Wherley protested.
“However, when kids read entire novels without notes or summaries, they discover the pleasures of reading. Such kind of reading gives even avoidant readers the enhanced vocabulary they need to become better readers,” the interviewers write in their report.
Another major finding from the research is that reading frequency accounts for 13% of the variation between strong and weak readers in elementary grades, a difference that climbs to 30% in high school and 34% in college students. Moreover, as the study has revealed, students who read entire books in their leisure time enjoy the most significant benefits to their reading comprehension.
“Despite these significant benefits, only 14 percent of the students reported reading in their leisure time,” the report concludes. “The result perfectly illustrates the Matthew Effect: the more they avoid reading, the harder they’ll find reading. In other words, students may be caught in a vicious (恶性的) cycle that ruins their success in college, the workplace, and life, including their ability to understand a complex argument or make an informed decision.”
1．Why does Ava Wherley turn to short videos
A．The reading materials are boring.
B．The academic texts are too complex.
C．She fails to reach the required reading fluency.
D．She is a student with learning disabilities.
2．What might the researchers advise teachers to do in secondary education
A．Encourage students to read entire books.
B．Ask students to read notes or summaries.
C．Help weak readers learn the new words first.
D．Give struggling students short reading passages.
3．What can be inferred from the last paragraph
A．Students should be given more leisure time.
B．Avoidant students need more encouragement.
C．American students are happy with their reading skills.
D．Reading fluency is critical for students’ success.
4．What is the author’s main purpose in writing the text
A．To find out the root cause of reading problems.
B．To introduce the findings of a recent survey.
C．To review a newly published educational report.
D．To expose the problems in the US higher education.
Passage 2（25-26高一上·吉林长春·月考）
For many students, staying awake all night to study is common practice. According to Medical News Today, around 20 percent of students pull all-nighters at least once a month, and about 35 percent stay up past three in the morning once or more weekly.
That being said, staying up all night to study is one of the worst things students can do for their grades. In October of 2022, two MIT professors found a relationship between sleep and test scores: the less students slept during the semester, the worse their scores.
So, why is it that sleep is so important for test scores In the last 20 years, scientists have found that sleep impacts more than just students’ ability to perform well; it improves their ability to learn, memorize, retain (保存), recall, and use their new knowledge to solve problems creatively, which contributes to better test scores.
When learning facts and information, most of what we learn is temporarily stored in a region of the brain called the hippocampus (海马体). Some scientists believe that, like most storage centers, the hippocampus has limited storage capacity. This means, if the hippocampus is full, and we try to learn more information, we won’t be able to.
In one study, a group of 44 participants underwent two sessions of learning, once at noon and again at 6:00 PM. Half of the group was allowed to nap (小睡) between sessions, while the other half took part in standard activities. The researchers found that the group that napped between learning sessions learned just as easily at 6:00 PM as they did at noon. The group that didn’t nap, however, experienced a significant decrease in learning ability.
It’s no surprise that the MIT study previously mentioned revealed no improvement in scores for those who only guarantee good sleep the night before a big test. In fact, the MIT researchers concluded that if students want to see an improvement in their test scores, they have to guarantee good sleep during the entire learning process.
5．What did the two MIT professors find in 2022
A．Most students were lacking in sleep.
B．Students were under too much pressure.
C．Good sleep improved students’ memory.
D．Insufficient sleep worsened students’ grades.
6．According to some scientists, what will happen if our hippocampus fills up
A．We’ll forget things easily. B．We’ll fail to learn new things.
C．We’ll get ready to think creatively. D．We’ll activate other parts of our brain.
7．What may the MIT researchers advise students to do to improve their test scores
A．Study late before a test. B．Sleep as much as you can.
C．Form good sleep habits. D．Focus on study during the daytime.
8．How does the author try to prove his point
A．By offering research results. B．By providing experts’ views.
C．By analyzing some theories. D．By sharing some experiences.
Passage 3（2026·浙江·一模）
A new study in STEM (Science, Technology, Engineering, and Mathematics) fields reveals how students’ perceptions of effort influence their success. Researchers distinguished between “criterion effort” — simply believing one studies hard — and “comparative effort” — believing one must work harder than peers.
The results show that comparative effort can be damaging. When students feel they must work harder than others, they often interpret this as a sign of lacking natural talent. This hurts their “science self-concept” — the belief that they can succeed in science. After analyzing data from 690 chemistry students, researchers found that both male and female students generally viewed extra effort as a signal of lower ability, which weakens their confidence.
In contrast, criterion effort is beneficial. Students who believe they work hard, without comparing themselves to others, tend to have a better self-concept. This pattern is particularly strong for women. Women may realize they need to work hard to overcome stereotypes (fixed ideas) that women are weak in science. Consequently, women who simply perceive themselves as working hard tend to perform better and feel more confident about their scientific abilities.
However, men respond differently. Their confidence is more influenced by their past actual achievements than by their perception of effort. The study also revealed a feedback loop between effort and grades. Believing in one’s hard work was linked to higher test scores, while comparing with others usually led to lower performance. This finding highlights the importance of early positive experiences for students to understand the link between effort and success.
Early STEM classes are famously difficult and often screen out students who feel they cannot succeed. Researchers suggest that students should focus on their own work and progress rather than comparing themselves to peers. Understanding that effort is necessary for success, not a sign of failure, can help talented students remain in the science field.
9．Why is comparative effort harmful to students’ science self-concept
A．It leads to poor grades in exams.
B．It implies a lack of natural ability.
C．It distracts attention from learning.
D．It ignores the actual difficulty of the subject.
10．How does the perception of hard work affect female students
A．They become less confident than men.
B．They tend to question their own talent.
C．They generally view it as a positive sign.
D．They are more influenced by past achievements.
11．What can be inferred about the relationship between effort and achievement
A．High scores always result from hard work.
B．Early success can encourage further hard work.
C．Men benefit more from effort than women do.
D．Comparative effort guarantees better performance.
12．What are researchers advising STEM students to do
A．Avoid difficult introductory courses.
B．Realize effort is a sign of failure.
C．Focus on their own individual effort.
D．Believe in their talent regardless of gender.
主题语境分类专项训练
限时25分钟 姓名：___________班级：___________学号：___________得分：___________
Passage 1（2024·河北邢台·模拟预测）
For thousands of years, people have known that the best way to understand a concept is to explain it to someone else. “While we teach. we learn.” said Roman philosopher Seneca. Now scientists are bringing this ancient wisdom up-to-date. They are documenting why teaching is such a fruitful way to learn, and designing innovative ways for young people to engage in instruction.
Researchers have found that students who sign up to tutor others work harder to understand the material, recall it more accurately and apply it more effectively. Student teachers score higher on tests than pupils who are learning only for their own sake. But how children, still learning themselves, teach others One answer. They can tutor younger kids. Some studies have found that first-born children are more intelligent than their later-born siblings. This suggests their higher IQs result from the time they spend teaching their siblings. Now educators are experimenting with ways to apply this model to academic subjects. They engage college undergraduates to teach computer science to high school students, who in turn instruct middle school students on the topic.
But the most cutting-edge tool under development is the “teachable agent” —a computerized character who learns, tries, makes mistakes and asks questions just like a real-world puter scientists have created an animated figure called Betty’s Brain, who has been “taught” about environmental science by hundreds of middle school students. Student teachers are motivated to help Betty master certain materials. While preparing to teach, they organize their knowledge and improve their own understanding. And as they explain the information to it, they identify problems in their own thinking.
Feedback from the teachable agents further enhances the tutors learning. The agents’ questions compel student tutors to think and explain the materials in different ways, and watching the agent solve problems allows them to see their knowledge put into action.
Above all, it’s emotions one experiences in teaching that facilitate learning. Student tutors feel upset when their teachable agents fail, but happy when these virtual pupils succeed as they derive pride and satisfaction from someone else’s accomplishment.
13．What are researchers rediscovering through their studies
A．Seneca’s thinking is still applicable today. B．Better learners will become better teachers.
C．Human intelligence tends to grow with age. D．Philosophical thinking improves instruction.
14．What do we learn about Betty’s Brain
A．It is a character in a popular animation. B．It is a teaching tool under development.
C．It is a cutting-edge app in digital games. D．It is a tutor for computer science students.
15．What is the key factor that benefits student tutors’ learning
A．Their sense of responsibility. B．The learning strategy acquired.
C．Their emotional involvement. D．The teaching experience gained.
16．What’s the author’s attitude towards student tutors’ learning
A．Opposed B．Indifferent C．Ambiguous D．Favorable
Passage 2（2026·浙江·高考真题）
When you’re a teacher, a big part of your job is battling student misconceptions. Often students come to the classroom believing that learning can’t be fun and that what they learn isn’t relevant to the real world — much less to their personal interests. I’ve discovered that if I show students how what they learn is relevant to my hobbies, they’re much more willing to make connections to their personal interests and develop their own hobbies.
No matter what subject I’m teaching, I find ways to bring my hobbies into the classroom. For example, I’m a car enthusiast, so when I teach physics, I contextualize concepts with my knowledge about cars. If we’re covering friction, for example, I bring different tires (轮胎) into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications.
When I first brought my hobbies to my classroom, I was focused on how doing so would build engagement and help my students understand concepts in science. But I quickly learned that the practice also helped me build stronger relationships with them. When I let them see an aspect of my life outside of school, some students who were also interested in cars connected with me more and became more engaged in my courses. Even those who didn’t share that interest with me seemed more engaged once I showed a different side of myself.
What started as an experiment is now more of a philosophy. Even when I’m planning classes, I tend to think about how I can bring in my hobbies. I find that doing so energizes my instruction, engages my students, and demonstrates to them how abstract concepts play out in the real world. Best of all, my passion for my hobbies seems to inspire them to be passionate about finding their own.
17．What poses a challenge to teachers according to the author
A．Students’ misunderstandings about teachers.
B．Students’ false assumptions about learning.
C．The irrelevance of textbooks to students’ life.
D．The gap between teachers’ and students’ hobbies.
18．Why does the author bring tires into the classroom
A．To teach an engineering skill. B．To explain the structure of a car.
C．To share a real-life experience. D．To illustrate a scientific concept.
19．What was the unexpected outcome of the author’s teaching method
A．A higher class attendance rate. B．Better examination results.
C．A closer teacher-student bond. D．More spare time for students.
20．Which of the following best describes the author as a teacher
A．Innovative. B．Humorous. C．Decisive. D．Sympathetic.
Passage 3（2025·宁夏内蒙古·模拟预测）
Want to learn a new language or get A’s in college exams Previous studies have shown that exercise can help stimulate the areas of the brain that convert (转换) new information into long-term memory. A new study has taken this information one step further and found the best time when exercise can help maximize learning.
Building upon past research that found exercise releases biochemicals that improve mental function, scientists at Radboud University and the University of Edinburgh conducted a study to determine when exercise was most beneficial to learning.
Participants — 72 healthy male and female adults — were first asked to perform a computer test that challenged their visual and spatial learning. After the test, all of the subjects watched nature documentaries, but two-thirds of them also exercised. Half of the exercisers did circuit training on an exercise bike for 35 minutes immediately after the test. The other half did the same exercise but not until four hours after they had been tested.
Two days later, all of the participants returned to the lab for a recall test, and they were connected to MRI (磁共振成像) machines to assess their brain activity. The participants who exercised four hours after taking the computer test were able to recall what they had learned most accurately. Their brainwaves also showed more consistent levels of activity, indicating that their brains were less taxed to remember what they had learned.
According to this research, the best time to exercise to improve learning is four hours after studying. But why That’s one question the researchers have yet to answer. Another question left unanswered is the level of exercise that might best improve learning. I’ve run enough marathons to prove the fact that my brain is anything but sharp during or after a tough workout. But the researchers noted that light workouts might not give the brain enough of a biochemical boost to improve learning.
21．What did the new study aim to explore
A．When exercise is best for learning. B．What biochemicals are good for health.
C．How brainwaves should be measured. D．Which area of the brain is the most active.
22．What were all the participants asked to do during the experiment
A．Train on bicycles. B．Do mathematics exercises.
C．Play computer games. D．Watch films about nature.
23．Why did the participants return to the lab two days later
A．To do a medical examination. B．To have their memory tested.
C．To get their workouts recorded. D．To finish their previous tasks.
24．What might the author’s marathon running prove
A．The findings of the study are reliable. B．Long-distance runners are often smart.
C．Studies on the marathon are not enough. D．Hard exercise may not sharpen the brain.
《新课标高考英语阅读理解主题分类专项训练》参考答案1
词汇参考答案
一、高频动词
comprehend v. 理解；领会
assign v. 布置（作业 / 任务）；分配
recall v. 回忆；回想起
retain v. 记住；保留；保持
stimulate v. 刺激；促进；激发
maximize v. 使最大化；充分利用
release v. 释放；发布
assess v. 评估；评定
influence v. 影响；对… 起作用
enhance v. 提高；增强；增进
facilitate v. 促进；使便利
motivate v. 激励；激发积极性
perform v. 表现；执行；履行
apply v. 应用；运用；申请
interpret v. 解读；解释
reveal v. 揭示；显示
conduct v. 实施；执行
demonstrate v. 证明；展示
acquire v. 获得；习得；掌握
improve v. 改善；提升
二、高频名词
comprehension n. 理解力；领悟
fluency n. 流畅度；流利度
summary n. 摘要；总结
frequency n. 频率；频繁
variation n. 变化；差异
strategy n. 策略；规划
function n. 功能；作用
participant n. 参与者
performance n. 表现；业绩
memory n. 记忆；记忆力
capacity n. 能力；容量
concept n. 概念；观念
session n. 一场；一节；学期
progress n. 进步；进展
efficiency n. 效率；效能
technique n. 技巧；方法
pressure n. 压力
ability n. 能力；本领
brain n. 大脑；头脑
process n. 过程；进程
三、高频形容词&副词
accurate adj. 准确的；精确的
consistent adj. 一致的；始终如一的
cognitive adj. 认知的；感知的
academic adj. 学业的；学术的
visual adj. 视觉的；视力的
significant adj. 显著的；重要的
beneficial adj. 有益的；有利的
harmful adj. 有害的
creative adj. 创造性的；有创造力的
temporary adj. 暂时的；临时的
previous adj. 先前的；以往的
effectively adv. 有效地
accurately adv. 准确地
significantly adv. 显著地
frequently adv. 频繁地；经常地
properly adv. 正确地；恰当地
efficiently adv. 高效地
四、固定搭配&短语
learning strategy 学习策略
reading comprehension 阅读理解
long-term memory 长期记忆
test score 考试分数
learning ability 学习能力
study habit 学习习惯
time management 时间管理
exam preparation 备考
problem-solving ability 问题解决能力
critical thinking 批判性思维
learning efficiency 学习效率
peer comparison 同伴比较
self-concept 自我认知
leisure time 闲暇时间
pull an all-nighter 通宵学习
working memory 工作记忆
note-taking 记笔记
feedback loop 反馈循环
题号 1 2 3 4 5 6 7 8 9 10
答案 C A D B D B C A B C
题号 11 12 13 14 15 16 17 18 19 20
答案 B C A B C D B D C A
题号 21 22 23 24
答案 A D B D
1．C 2．A 3．D 4．B
【知识点】说明文、阅读 、学习
【导语】本文是一篇说明文。主要介绍了一项关于大学生阅读能力的调查研究。研究发现许多大学生因阅读流畅度不足而依赖视频或AI获取理解，分析了导致这一问题的教育原因，并指出阅读频率对阅读理解能力的重要影响。
1．细节理解题。根据第二段中“But Wherley is not, as she believes, a visual learner. Instead, she’s just a struggling reader with a fluency at a middle-school reading level. (但Wherley并不像她自己认为的那样是一个视觉学习者。相反，她只是一个阅读困难的读者，阅读流畅度只达到中学水平。)”可知，Ava Wherley求助短视频是因为她没有达到所需的阅读流畅度。故选C项。
2．推理判断题。根据第三段中“The interviewers have further revealed that students struggle with reading mainly because teachers have reduced the amount and complexity of students’ reading materials in primary and secondary grades. (采访者们进一步透露，学生在阅读方面存在困难，主要是因为中小学教师减少了学生阅读材料的数量并降低了其复杂度。)”以及第四段““However, when kids read entire novels without notes or summaries, they discover the pleasures of reading. Such kind of reading gives even avoidant readers the enhanced vocabulary they need to become better readers,” the interviewers write in their report. (“然而，当孩子们阅读整本小说且不借助注释或摘要时，他们会发现阅读的乐趣。这种阅读方式甚至能让那些不爱读书的孩子掌握更多词汇，而这些词汇正是他们成为更优秀读者所需要的，”采访者在他们的报告中写道。)”可知，研究者认为教师应鼓励学生阅读完整书籍而非依赖摘要。故选A项。
3．推理判断题。根据最后一段中“The result perfectly illustrates the Matthew Effect: the more they avoid reading, the harder they’ll find reading. In other words, students may be caught in a vicious (恶性的) cycle that ruins their success in college, the workplace, and life, including their ability to understand a complex argument or make an informed decision. (这一结果完美地阐释了马太效应：他们越回避阅读，就会觉得阅读越困难。换句话说，学生们可能会陷入一个恶性循环，这会毁掉他们在大学、职场以及生活中的成功，包括他们理解复杂论点或做出明智决策的能力。)”可推知，阅读流畅度对学生的成功至关重要。故选D项。
4．推理判断题。纵览全文，根据第一段中“When Inside Higher Education recently interviewed college students about their reading. (当《高等教育内幕》最近就阅读问题采访大学生时。)”以及下文提到的研究发现，如学生阅读困难的原因、阅读频率对阅读能力的影响等，可知，作者写这篇文章的主要目的是介绍最近一项调查的结果。故选B项。
正文翻译
《高等教育内幕》近期就阅读问题采访大学生时，生物学专业的学生艾娃 惠利抱怨道：“学术文本的语言往往极其复杂，读起来难度极大，我只能靠短视频来理解内容。”
但惠利并非她自己以为的 “视觉型学习者”。事实上，她只是一名阅读能力薄弱的学生，阅读流畅度仅相当于中学水平。而在这一点上，和惠利情况相同的人不在少数。研究显示，如今美国有数百万大学生，都要依赖视频或人工智能来完成阅读任务，主要原因是他们只能完成最基础的阅读理解，超出这个范围就会困难重重。
采访者进一步发现，学生出现阅读困难，核心原因是中小学阶段的老师降低了给学生布置的阅读材料的篇幅和难度。他们发现，大多数中学老师通常只会布置短篇阅读段落；即便在少数要求学生读整本书的课堂上，学生拿到的也都是内容摘要——正如惠利抗议的那样，“这简直把整本书的乐趣都毁了”。
采访者在报告中写道：“然而，当孩子们不带注释、不看摘要，读完一整本小说时，他们才能发现阅读的乐趣。这种阅读方式，哪怕是对不爱阅读的孩子来说，也能帮他们积累更丰富的词汇量，而这正是成为优秀阅读者的必备基础。”
这项研究的另一项重大发现是：在小学阶段，阅读频率的差异能解释阅读能力强弱差异的13%；到了高中，这一比例升至30%；在大学生群体中，更是达到34%。此外，研究还显示，闲暇时间会读完整本书的学生，阅读理解能力的提升最为显著。
报告总结道：“尽管阅读有这么多显著的好处，却只有14% 的学生表示自己会在闲暇时间读书。这个结果完美印证了马太效应：越是回避阅读，就越会觉得阅读困难。换句话说，学生可能会陷入恶性循环，这不仅会影响他们在大学、职场和人生中的发展，还会损害他们理解复杂论点、做出明智决策的能力。”
5．D 6．B 7．C 8．A
【知识点】学习、科普知识 、说明文
【导语】本文是一篇说明文。文章主要论述了睡眠对学生学业成绩的重要性，通过研究结果和科学理论，阐述了睡眠不足对学生学习、记忆和问题解决能力的负面影响。
5．细节理解题。根据第二段中“In October of 2022, two MIT professors found a relationship between sleep and test scores: the less students slept during the semester, the worse their scores.(2022年10月，两位麻省理工学院的教授发现了睡眠和考试成绩之间的关系：学生在这学期睡眠越少，他们的成绩就越差)”可知，2022年，两位麻省理工学院的教授发现了睡眠不足会使学生的成绩变差。故选D项。
6．细节理解题。根据第四段中“Some scientists believe that, like most storage centers, the hippocampus has limited storage capacity. This means, if the hippocampus is full, and we try to learn more information, we won’t be able to.(一些科学家认为，和大多数存储中心一样，海马体的存储容量有限。这意味着，如果海马体已满，而我们试图学习更多的信息，我们将无法做到)”可知，一些科学家认为，如果我们的海马体填满了，我们将无法学习新事物。故选B项。
7．推理判断题。根据最后一段中“In fact, the MIT researchers concluded that if students want to see an improvement in their test scores, they have to guarantee good sleep during the entire learning process.(事实上，麻省理工学院的研究人员得出结论，如果学生想看到他们的考试成绩有所提高，他们必须保证在整个学习过程中有良好的睡眠)”可知，麻省理工学院的研究人员认为，学生必须保证在整个学习过程中有良好的睡眠，即养成良好的睡眠习惯，才能看到考试成绩的提高。故选C项。
8．推理判断题。根据第二段中“In October of 2022, two MIT professors found a relationship between sleep and test scores: The less students slept during the semester, the worse their scores.(2022年10月，两位麻省理工学院的教授发现了睡眠和考试成绩之间的关系：学生在这学期睡眠越少，他们的成绩就越差)”，第五段中“In one study, a group of 44 participants underwent two sessions of learning(在一项研究中，44名参与者进行了两次学习)”和最后一段中“It’s no surprise that the MIT study previously mentioned revealed no improvement in scores for those who only guarantee good sleep the night before a big test.(毫不奇怪，之前提到的麻省理工学院的研究显示，那些只在大考前一晚保证良好睡眠的人的成绩并没有提高)”可知，作者通过提供研究结果来证明他的观点。故选A项。
正文翻译
对很多学生来说，熬夜学习是常有的事。据《今日医学新闻》报道，约20%的学生每月至少熬一次通宵，约35%的学生每周有一次或多次熬夜到凌晨三点以后。
即便如此，熬夜学习也是学生们为了成绩能做的最糟糕的事之一。2022年10月，麻省理工学院的两位教授发现了睡眠与考试成绩之间的关联：学生在学期内睡得越少，成绩就越差。
那么，为什么睡眠对考试成绩如此重要？在过去20年里，科学家发现，睡眠影响的不只是学生的考试发挥，它还能提升学生的学习、记忆、留存、调取知识的能力，以及运用新知识创造性解决问题的能力，而这些都能帮助学生取得更好的成绩。
我们学习知识点和信息时，大部分学到的内容会暂时储存在大脑中一个叫做 “海马体” 的区域。一些科学家认为，和大多数存储中枢一样，海马体的存储容量是有限的。这就意味着，如果海马体已经存满，我们再试图学习新的信息，就根本记不住。
在一项研究中，44名参与者接受了两个阶段的学习任务，一次在中午，一次在下午6点。其中一半参与者在两个学习阶段之间可以小睡一会儿，另一半则参与常规活动。研究人员发现，学习间隙小睡的那组人，在下午6点的学习效率和中午时一样高；而没有小睡的那组人，学习能力出现了显著下降。
前文提到的麻省理工学院的研究发现，那些只在大考前一晚保证良好睡眠的学生，成绩没有任何提升，这一点并不让人意外。事实上，麻省理工学院的研究人员得出结论：学生如果想提升考试成绩，就必须在整个学习过程中都保证良好的睡眠。
9．B 10．C 11．B 12．C
【知识点】说明文、学习
【导语】本文是一篇说明文。文章主要讲述了一项新研究揭示学生对努力的认知影响其在STEM领域的成功，给出相关建议。
9．细节理解题。根据第二段中“When students feel they must work harder than others, they often interpret this as a sign of lacking natural talent. This hurts their “science self-concept” — the belief that they can succeed in science.(当学生觉得他们必须比其他人更努力时，他们常常将此解读为缺乏天赋的信号。这损害了他们的“科学自我概念”——即相信自己能在科学领域取得成功的信念)”可知，比较性努力对学生科学自我概念的危害在于它暗示了缺乏天赋。故选B。
10．细节理解题。根据第三段中“Women may realize they need to work hard to overcome stereotypes (fixed ideas) that women are weak in science. Consequently, women who simply perceive themselves as working hard tend to perform better and feel more confident about their scientific abilities.(女性可能意识到她们需要努力工作来克服女性在科学方面薄弱的刻板印象（固定观念）。因此，那些仅仅认为自己努力工作的女性往往表现更好，对自己的科学能力更有信心)”可知，女性学生通常将努力视为积极的信号。故选C。
11．推理判断题。根据第四段中“This finding highlights the importance of early positive experiences for students to understand the link between effort and success.(这一发现强调了早期积极经历对于学生理解努力与成功之间联系的重要性)”可知，早期成功可以鼓励学生进一步努力，即早期的成功体验能让学生明白努力和成功的关系，从而鼓励他们继续努力。故选B。
12．细节理解题。根据最后一段中“Researchers suggest that students should focus on their own work and progress rather than comparing themselves to peers.(研究人员建议学生应该关注自己的工作和进步，而不是与同龄人进行比较)”可知，研究人员建议STEM学生专注于自己的努力。故选C。
正文翻译
STEM（科学、技术、工程与数学）领域的一项新研究，揭示了学生对“努力”的认知会如何影响他们的学业成就。研究人员对两种努力认知做了区分：一种是“标准型努力”，即单纯认为自己学习很用功；另一种是“比较型努力”，即认为自己必须比同龄人更努力。
研究结果显示，比较型努力会带来负面影响。当学生觉得自己必须比别人更努力时，往往会把这件事解读为“自己缺乏天赋”，这会损害他们的“科学自我认知”—— 也就是相信自己能在科学领域取得成功的信念。在分析了690名化学专业学生的数据后，研究人员发现，无论男生还是女生，普遍都会把额外的付出看作能力不足的信号，而这会削弱他们的自信心。
与之相反，标准型努力是有益的。那些认为自己很用功、但不和别人比较的学生，往往拥有更健康的自我认知，这种情况在女生身上尤为明显。女生可能会意识到，自己需要通过努力，打破“女生不擅长理科”的刻板印象。因此，那些单纯认为自己在努力付出的女生，往往表现更好，对自己的科研能力也更有信心。
但男生的反应则有所不同。他们的自信心，更多受过往实际学业成就的影响，而非对努力的认知。这项研究还揭示了努力与成绩之间的反馈循环：相信自己的付出，会带来更高的考试分数；而总和别人比较，往往会导致表现变差。这一发现也凸显了早期积极体验的重要性，能帮助学生理解努力与成功之间的关联。
众所周知，STEM领域的入门课程难度极高，往往会劝退那些觉得自己无法取得成功的学生。研究人员建议，学生应该关注自身的学习任务和进步，而不是和同龄人比较。要明白，努力是通往成功的必经之路，而非失败的信号，这才能帮助有天赋的学生留在科学领域。
13．A 14．B 15．C 16．D
【知识点】说明文、科普知识 、学习
【导语】本文是一篇说明文，主要讲述了通过教来学作为一种高效学习方式的重要性，以及现代科学家和教育工作者如何通过创新的方法和工具来强化和推广这种学习方式。
13．细节理解题。根据第一段“Now scientists are bringing this ancient wisdom up-to-date.(现在，科学家们正在将这一古老的智慧与时俱进)”可知，研究人员通过他们的研究重新发现Seneca的思想今天仍然适用。故选A。
14．细节理解题。根据第三段“But the most cutting-edge tool under development is the “teachable agent” —a computerized character who learns, tries, makes mistakes and asks questions just like a real-world puter scientists have created an animated figure called Betty’s Brain, who has been “taught” about environmental science by hundreds of middle school students.(但正在开发的最尖端的工具是“可教代理”——一种像现实世界的学生一样学习、尝试、犯错误和提问的计算机角色。计算机科学家创造了一个名为Betty’s Brain的动画人物，数百名中学生向她“教授”了环境科学知识)”可知，Betty’s Brain是一种正在开发中的教学工具。故选B。
15．细节理解题。根据最后一段“Above all, it’s emotions one experiences in teaching that facilitate learning.(最重要的是，人们在教学中体验到的情感有助于学习)”可知，情感参与是有利于学生导师学习的关键因素。故选C。
16．推理判断题。根据第二段“Researchers have found that students who sign up to tutor others work harder to understand the material, recall it more accurately and apply it more effectively. Student teachers score higher on tests than pupils who are learning only for their own sake.(研究人员发现，报名辅导别人的学生更努力地理解材料，更准确地回忆，更有效地应用。实习教师在考试中比那些只为自己学习的学生得分更高)”可知，作者对学生导师的学习的态度是赞许的，故选D。
正文翻译
几千年来，人们就知道，理解一个概念最好的方式，就是把它解释给别人听。古罗马哲学家塞内加曾说：“施教之时，亦是学习之日。”如今，科学家们正在为这一古老的智慧赋予新的时代内涵。他们通过研究，证实了为什么“以教促学”是一种高效的学习方式，同时也在设计创新的方法，让年轻人参与到教学活动中来。
研究人员发现，报名辅导他人的学生，会更努力地去理解学习材料，能更准确地回忆知识点，也能更高效地运用知识。和只为自己学习的学生相比，担任“小老师”的学生在考试中能取得更高的分数。但尚且在学习阶段的孩子，要怎么去教别人呢？答案之一，是辅导比自己年龄小的孩子。一些研究发现，头胎孩子比后出生的弟弟妹妹智商更高，这说明他们的智商优势，源于花时间教弟弟妹妹的过程。如今，教育工作者正在尝试将这一模式应用到学科教学中：他们让大学生给高中生教计算机科学，再让这些高中生把相关知识教给初中生。
而目前正在研发的最前沿工具，是“可教智能体”——一个数字化的角色，它会像现实世界里的学生一样学习、尝试、犯错、提问。计算机科学家创造了一个名为“贝蒂的大脑”的动画形象，已有数百名中学生教给它环境科学的相关知识。担任小老师的学生，会有很强的动力去帮助贝蒂掌握特定的内容。在准备教学的过程中，他们会梳理自己的知识体系，深化自身对内容的理解；而在向贝蒂讲解知识的过程中，他们也能发现自己思维中存在的问题。
来自可教智能体的反馈，会进一步促进小老师的学习。智能体提出的问题，会迫使小老师换不同的方式思考和讲解知识点；而看着智能体解决问题的过程，也能让他们亲眼看到自己所学的知识是如何应用的。
最重要的是，人们在教学过程中产生的情绪，会推动学习的发生。当可教智能体没学会时，小老师会感到沮丧；而当这些虚拟的学生取得进步时，他们会感到开心，从别人的成就中获得自豪感与满足感。
17．B 18．D 19．C 20．A
【知识点】记叙文、学习
【导语】这是一篇记叙文。文章讲述了一位教师为打破学生对学习的错误认知，将自己的爱好融入课堂教学的经历，介绍了该教学方式的具体实践、初衷，以及意外收获的师生关系升温的效果，最终这一做法成为其教学理念，不仅让课堂更生动，还能启发学生找到自身的兴趣热情。
17．细节理解题。根据第一段“When you’re a teacher, a big part of your job is battling student misconceptions. Often students come to the classroom believing that learning can’t be fun and that what they learn isn’t relevant to the real world — much less to their personal interests (作为一名教师，工作的很大一部分是纠正学生的错误认知。学生们走进教室时，往往认为学习毫无乐趣，所学的知识与现实世界无关，更不用说和他们的个人兴趣相关了)”可知，教师面临的一大挑战是学生对于学习的错误设想，认为学习无趣且和现实、自身兴趣无关。故选B。
18．细节理解题。根据第二段“I’m a car enthusiast, so when I teach physics, I contextualize concepts with my knowledge about cars. If we’re covering friction, for example, I bring different tires into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications (我是一名汽车爱好者，所以教物理时，我会用汽车相关知识为物理概念创设情境。比如讲到摩擦力时，我会把不同的轮胎带到教室，让学生用它们做实验，看看摩擦力在现实生活中是如何起作用的)”可知，作者将轮胎带到教室，是为了借助实物实验，让学生理解摩擦力这一科学概念在现实中的应用，也就是阐释科学概念。故选D。
19．细节理解题。根据第三段“When I first brought my hobbies to my classroom, I was focused on how doing so would build engagement and help my students understand concepts in science. But I quickly learned that the practice also helped me build stronger relationships with them (起初我把爱好带进课堂时，一心想着这样做能提高学生的课堂参与度，帮助他们理解科学概念，但我很快发现，这种做法还帮助我和学生建立了更紧密的关系)”可知，作者将爱好融入课堂的初衷是提升参与度、帮助学生理解概念，而意外的结果是师生之间的联系变得更加紧密。故选C。
20．推理判断题。通读全文，尤其根据作者打破传统教学模式，主动将自己的汽车爱好融入物理课堂，通过第二段“If we’re covering friction, for example, I bring different tires into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications (例如，如果我们要讨论摩擦，我会把不同的轮胎带到教室里，这样我的学生就可以用它们进行实验室实验，看看摩擦在现实生活中是如何工作的)”可知，作者作为教师，敢于创新教学方式，打破学生对学习的固有认知，是富有创新精神的。故选A。
正文翻译
作为一名老师，工作的很大一部分，就是纠正学生的错误认知。学生们走进教室时，往往抱着这样的想法：学习不可能是有趣的，学到的知识和现实世界毫无关系，更别说和他们的个人兴趣沾边了。我发现，如果我能向学生展示，所学的知识和我的爱好有什么关联，他们就会更愿意把知识和自己的兴趣联系起来，也会更愿意培养自己的爱好。
无论我教哪个学科，我都会想办法把自己的爱好融入课堂。比如，我是个汽车爱好者，所以教物理的时候，我会用自己的汽车知识，给物理概念创设真实的情境。举个例子，讲到摩擦力这个知识点时，我会把不同的轮胎带到教室，让学生用这些轮胎做实验，看看摩擦力在现实生活中是如何发挥作用的。
我刚开始把爱好带进课堂时，只是想通过这种方式提升学生的课堂参与度，帮他们理解科学概念。但我很快发现，这种做法还帮我和学生建立了更紧密的关系。当我向他们展示我校园之外的生活时，那些同样对汽车感兴趣的学生，和我的联结更深了，在我的课上也更投入。即便那些和我没有共同爱好的学生，在我展现出自己不同的一面后，上课的专注度也明显提高了。
这件事一开始只是我的一次尝试，如今却成了我的教学理念。哪怕是备课时，我也会下意识地思考，怎么把自己的爱好融入课堂。我发现，这样的做法能让我的教学更有活力，能调动学生的积极性，还能向他们展示，抽象的概念是如何在现实世界中应用的。最棒的是，我对爱好的热情，似乎也能激励他们，让他们满怀热情地去寻找属于自己的热爱。
21．A 22．D 23．B 24．D
【知识点】说明文、体育健身 、学习
【导语】本文是一篇说明文。文章主要介绍了一项新研究——锻炼可以帮助刺激大脑将新信息转化为长期记忆的区域，以及进行锻炼以最大程度提高学习的最佳时间。
21．细节理解题。根据第一段中“A new study has taken this information one step further and found the best time when exercise can help maximize learning.(一项新的研究更进一步，找到了锻炼有助于最大化学习效果的最佳时间)”可知，新研究旨在探索什么时候锻炼最有利于学习。故选A项。
22．细节理解题。根据第三段中“After the test, all of the subjects watched nature documentaries(测试后，所有受试者都观看了自然纪录片)”可知，实验要求所有受试者在实验过程中观看自然纪录片。故选D项。
23．细节理解题。根据第四段中“Two days later, all of the participants returned to the lab for a recall test(两天后，所有参与者返回实验室进行回忆测试)”可知，参与者两天后返回实验室是为了进行记忆测试。故选B项。
24．推理判断题。根据最后一段中“I’ve run enough marathons to prove the fact that my brain is anything but sharp during or after a tough workout.(我已经跑了足够多的马拉松来证明这样一个事实：在艰苦的锻炼过程中或之后，我的大脑一点也不敏锐)”可知，作者通过自己跑马拉松的经历证明，剧烈的锻炼可能不会使大脑变得敏锐。故选D项。
正文翻译
想学会一门新语言，或是在大学考试中拿到高分？此前的研究已经证实，运动能刺激大脑中负责将新信息转化为长期记忆的区域。而一项新的研究在此基础上更进一步，找到了运动能最大化提升学习效果的最佳时间。
过往研究发现，运动能释放改善大脑功能的生化物质。基于这一结论，拉德堡德大学和爱丁堡大学的科学家开展了一项研究，旨在确定什么时候运动对学习的益处最大。
研究的参与者是72名身心健康的成年男女。研究人员首先让他们完成一项计算机测试，这项测试会考察他们的视觉空间学习能力。测试结束后，所有受试者都观看了自然纪录片，不过其中三分之二的受试者还进行了运动。运动的人中，有一半在测试结束后立刻骑动感单车完成了35分钟的循环训练，另一半则在测试结束4小时后，才进行了完全相同的运动。
两天后，所有参与者回到实验室，接受记忆回忆测试，同时研究人员会通过磁共振成像仪器监测他们的大脑活动。结果显示，在测试结束 4 小时后运动的参与者，能最准确地回忆起之前学到的内容，他们的脑电波也显示出更稳定的活动水平，这意味着他们的大脑在回忆知识点时，消耗的精力更少。
这项研究表明，想要通过运动提升学习效果，最佳时间是学习结束后的4小时。但为什么会这样？这是研究人员尚未解答的问题。另一个悬而未决的问题，是最能提升学习效果的运动强度。我跑过很多次马拉松，足以证明一个事实：在高强度的运动过程中，或是运动刚结束时，我的大脑一点也不敏锐。不过研究人员也指出，轻度运动可能无法给大脑带来足够的生化刺激，无法起到提升学习效果的作用。
