题目
Without question，2020 was a year for innovative teaching.The teachers experimented with blended learning，hoping the models would increase student engagement，creativity，and higher-order thinking.Tyler Douglas，a history teacher，admitted that prior to the pandemic，he considered technology-assisted instruction optional in conjunction with in-person teaching；now，he believes blended learning is here to stay.But he has a question to us：Did that year of innovative teaching result in students learning to be more innovative，too？ Innovative teaching means the teacher is the creator，but unfortunately it does not necessarily mean the same for the students.How can educators like Tyler teach students to become better innovators themselves？There are some key adjustments to traditional lesson planning that help. Teaching thinking skills explicitly（明确地）is the first one of them.Humans，uniquely，can create models of something that does not yet exist but that one wants to bring into existence.You do not need to use your frontal lobes to make a mental image of a bird，but you do have to use your pre-frontal cortex to think of how to design a way for humans to fly.When we think，we generate new ideas.We innovate. In their daily lives，students are exposed to volumes of stimulation and information and are already thinking naturally to process the world around them，but many of students' assignments ask them to remember information，but not to compare，analyze，or make associations about the topics in the same way they do in their daily lives.To teach innovation，teachers can explicitly teach thinking skills by encouraging students to further think about the declarative knowledge within the lesson's goal. Adapting this approach，a history teacher like Tyler Douglas might plan a lesson about the settlement of the West in the United States.After the traditional lecture about its basic facts，he could teach students to apply the newly acquired declarative knowledge by using analysis.Tyler could then frame the time period as a system and suggest that certain changes，such as relocating the Transcontinental Railroad，would result in different settlement patterns and the potential influence on the current life.This type of thinking task allows students to deepen their understanding of history while generating different insights about historical concepts. Of course，teachers from all disciplines can teach thinking skills.A math teacher can use classifying as a method for 1st graders to learn the differences among shapes；a middle school science teacher can teach students to use analogy to describe the endocrine（内分泌）system like a vending machine；in physics，students can be asked to investigate ways people recover from types of exercise and sports injuries. To think deeply，students should learn to use thinking skills with abundant information about the topics.（1）What is true about teaching innovation according to the passage？ ____ A.When teachers becomes innovative，students are sure to learn in a more creative way.B.The functions of pre-frontal cortex enable teachers to give lessons on thinking skills directly.C.The main purpose of innovative teaching is to bring in reality some imaginary things.D.Teachers must change their lesson plans in order to deliver an innovative class.（2）What does declarative knowledge（in Para.4&5）probably mean？ ____ A.The procedures of how particular things can be finished.B.The information about various categories of facts.C.Freshly new ideas about the ways to solve problems.D.A mix of decision-making，problem-solving and reasoning.（3）What is an example of the desired approach to teaching innovation？ ____ A.sk students to learn several well written and famous essays by heart.B.Lecture in the basic points of British and American literature history.C.ompare the body immunity to the mechanism of castle defence.D.Urge students to do different kinds of maths questions using one skill.（4）What would the author most probably talk about in the following text？ ____ A.The difference between declarative knowledge and procedural knowledge.B.Explore the influence of stimulation of frontal cortex on our learning behavior.C.How students access enough information that can lead to deep thinking.D.Why innovative teaching is a must in the current school education system.
Without question，2020 was a year for innovative teaching.The teachers experimented with blended learning，hoping the models would increase student engagement，creativity，and higher-order thinking.Tyler Douglas，a history teacher，admitted that prior to the pandemic，he considered technology-assisted instruction optional in conjunction with in-person teaching；now，he believes blended learning is here to stay.But he has a question to us：Did that year of innovative teaching result in students learning to be more innovative，too？
Innovative teaching means the teacher is the creator，but unfortunately it does not necessarily mean the same for the students.How can educators like Tyler teach students to become better innovators themselves？There are some key adjustments to traditional lesson planning that help.
Teaching thinking skills explicitly（明确地）is the first one of them.Humans，uniquely，can create models of something that does not yet exist but that one wants to bring into existence.You do not need to use your frontal lobes to make a mental image of a bird，but you do have to use your pre-frontal cortex to think of how to design a way for humans to fly.When we think，we generate new ideas.We innovate.
In their daily lives，students are exposed to volumes of stimulation and information and are already thinking naturally to process the world around them，but many of students' assignments ask them to remember information，but not to compare，analyze，or make associations about the topics in the same way they do in their daily lives.To teach innovation，teachers can explicitly teach thinking skills by encouraging students to further think about the declarative knowledge within the lesson's goal.
Adapting this approach，a history teacher like Tyler Douglas might plan a lesson about the settlement of the West in the United States.After the traditional lecture about its basic facts，he could teach students to apply the newly acquired declarative knowledge by using analysis.Tyler could then frame the time period as a system and suggest that certain changes，such as relocating the Transcontinental Railroad，would result in different settlement patterns and the potential influence on the current life.This type of thinking task allows students to deepen their understanding of history while generating different insights about historical concepts.
Of course，teachers from all disciplines can teach thinking skills.A math teacher can use classifying as a method for 1st graders to learn the differences among shapes；a middle school science teacher can teach students to use analogy to describe the endocrine（内分泌）system like a vending machine；in physics，students can be asked to investigate ways people recover from types of exercise and sports injuries.
To think deeply，students should learn to use thinking skills with abundant information about the topics.
（1）What is true about teaching innovation according to the passage？ ____
A.When teachers becomes innovative，students are sure to learn in a more creative way.
B.The functions of pre-frontal cortex enable teachers to give lessons on thinking skills directly.
C.The main purpose of innovative teaching is to bring in reality some imaginary things.
D.Teachers must change their lesson plans in order to deliver an innovative class.
（2）What does declarative knowledge（in Para.4&5）probably mean？ ____
A.The procedures of how particular things can be finished.
B.The information about various categories of facts.
C.Freshly new ideas about the ways to solve problems.
D.A mix of decision-making，problem-solving and reasoning.
（3）What is an example of the desired approach to teaching innovation？ ____
A.sk students to learn several well written and famous essays by heart.
B.Lecture in the basic points of British and American literature history.
C.ompare the body immunity to the mechanism of castle defence.
D.Urge students to do different kinds of maths questions using one skill.
（4）What would the author most probably talk about in the following text？ ____
A.The difference between declarative knowledge and procedural knowledge.
B.Explore the influence of stimulation of frontal cortex on our learning behavior.
C.How students access enough information that can lead to deep thinking.
D.Why innovative teaching is a must in the current school education system.
Innovative teaching means the teacher is the creator，but unfortunately it does not necessarily mean the same for the students.How can educators like Tyler teach students to become better innovators themselves？There are some key adjustments to traditional lesson planning that help.
Teaching thinking skills explicitly（明确地）is the first one of them.Humans，uniquely，can create models of something that does not yet exist but that one wants to bring into existence.You do not need to use your frontal lobes to make a mental image of a bird，but you do have to use your pre-frontal cortex to think of how to design a way for humans to fly.When we think，we generate new ideas.We innovate.
In their daily lives，students are exposed to volumes of stimulation and information and are already thinking naturally to process the world around them，but many of students' assignments ask them to remember information，but not to compare，analyze，or make associations about the topics in the same way they do in their daily lives.To teach innovation，teachers can explicitly teach thinking skills by encouraging students to further think about the declarative knowledge within the lesson's goal.
Adapting this approach，a history teacher like Tyler Douglas might plan a lesson about the settlement of the West in the United States.After the traditional lecture about its basic facts，he could teach students to apply the newly acquired declarative knowledge by using analysis.Tyler could then frame the time period as a system and suggest that certain changes，such as relocating the Transcontinental Railroad，would result in different settlement patterns and the potential influence on the current life.This type of thinking task allows students to deepen their understanding of history while generating different insights about historical concepts.
Of course，teachers from all disciplines can teach thinking skills.A math teacher can use classifying as a method for 1st graders to learn the differences among shapes；a middle school science teacher can teach students to use analogy to describe the endocrine（内分泌）system like a vending machine；in physics，students can be asked to investigate ways people recover from types of exercise and sports injuries.
To think deeply，students should learn to use thinking skills with abundant information about the topics.
（1）What is true about teaching innovation according to the passage？ ____
A.When teachers becomes innovative，students are sure to learn in a more creative way.
B.The functions of pre-frontal cortex enable teachers to give lessons on thinking skills directly.
C.The main purpose of innovative teaching is to bring in reality some imaginary things.
D.Teachers must change their lesson plans in order to deliver an innovative class.
（2）What does declarative knowledge（in Para.4&5）probably mean？ ____
A.The procedures of how particular things can be finished.
B.The information about various categories of facts.
C.Freshly new ideas about the ways to solve problems.
D.A mix of decision-making，problem-solving and reasoning.
（3）What is an example of the desired approach to teaching innovation？ ____
A.sk students to learn several well written and famous essays by heart.
B.Lecture in the basic points of British and American literature history.
C.ompare the body immunity to the mechanism of castle defence.
D.Urge students to do different kinds of maths questions using one skill.
（4）What would the author most probably talk about in the following text？ ____
A.The difference between declarative knowledge and procedural knowledge.
B.Explore the influence of stimulation of frontal cortex on our learning behavior.
C.How students access enough information that can lead to deep thinking.
D.Why innovative teaching is a must in the current school education system.
题目解答
答案
（1）D．细节理解题。根据第二段最后一句"Innovative teaching means the teacher is the creator，but unfortunately it does not necessarily mean the same for the students.How can educators like Tyler teach students to become better innovators themselves？There are some key adjustments to traditional lesson planning that help. （创新的教学意味着教师是创造者，但不幸的是，对学生来说并不一定如此。像泰勒这样的教育者如何教学生成为更好的创新者？对传统的课程计划进行一些关键的调整是有帮助的）"可知，创新教学需要对传统教学进行了改变和调整，也就是说教师必须改变他们的教学计划，以提供创新的课堂。故选D。
（2）B．词句猜测题。根据第四和第五段可知，这两段主要对创新教学中的思考技巧进行了介绍，其中"declarative knowledge"在第四段中是指"In their daily lives，students are exposed to volumes of stimulation and information（在日常生活中，学生们接受到大量的刺激和信息）"中的"information"，在第五段中是指"After the traditional lecture about its basic facts（在关于基本事实的传统讲座之后）"中的"facts"，结合起来可推知，"declarative knowledge"是指关于各类事实的信息。故选B。
（3）C．推理判断题。根据第六段第三句"a middle school science teacher can teach students to use analogy to describe the endocrine（内分泌）system like a vending machine；（中学科学教师可以教学生用类比的方法来描述内分泌系统，它就像自动售货机一样）"可知，类比是一种创新的教学方法，就是将一种事物与另一种事物作对比，因此C项"Compare the body immunity to the mechanism of castle defence.（将身体免疫力与城堡防御机制进行比较）"属于创新教学。故选C。
（4）C．推理判断题。根据最后一段"To think deeply，students should learn to use thinking skills with abundant information about the topics.（要想深入思考，学生应该学会运用带有大量关于主题信息的思考技巧）"可知，深入思考与获取大量信息有关，可推知后文可能围绕学生如何获取足够的信息，从而引发深入思考来展开叙述。故选C。
（2）B．词句猜测题。根据第四和第五段可知，这两段主要对创新教学中的思考技巧进行了介绍，其中"declarative knowledge"在第四段中是指"In their daily lives，students are exposed to volumes of stimulation and information（在日常生活中，学生们接受到大量的刺激和信息）"中的"information"，在第五段中是指"After the traditional lecture about its basic facts（在关于基本事实的传统讲座之后）"中的"facts"，结合起来可推知，"declarative knowledge"是指关于各类事实的信息。故选B。
（3）C．推理判断题。根据第六段第三句"a middle school science teacher can teach students to use analogy to describe the endocrine（内分泌）system like a vending machine；（中学科学教师可以教学生用类比的方法来描述内分泌系统，它就像自动售货机一样）"可知，类比是一种创新的教学方法，就是将一种事物与另一种事物作对比，因此C项"Compare the body immunity to the mechanism of castle defence.（将身体免疫力与城堡防御机制进行比较）"属于创新教学。故选C。
（4）C．推理判断题。根据最后一段"To think deeply，students should learn to use thinking skills with abundant information about the topics.（要想深入思考，学生应该学会运用带有大量关于主题信息的思考技巧）"可知，深入思考与获取大量信息有关，可推知后文可能围绕学生如何获取足够的信息，从而引发深入思考来展开叙述。故选C。