Passage Two Questions 51 to 55 are based on the following passage. If there's one rule that most parents cling to in the confusing, fast-changing world of kids and media, it's “No screens before age 2.” As of today, that rule has been thrown out the window. The American Academy of Pediatrics (AAP), which first issued that recommendation back in 1999, has extensively updated and revised its guidelines for children and adolescents to reflect new research and new habits. The new guidelines, especially for very young children, shift the focus from WHAT is on the screen to WHO else is in the room. And in doing so, they raise some intriguing points about the future of learning from media. For babies younger than 18 months, AAP still says no screens at all are the best idea—with one notable exception: Live video chat. Surveys indicate that families already popularly believe that “Face time doesn't count”, or at least that the benefit of virtual visits with grandparents or other relatives outweighs the potential cost of exposing babies to the laptop or smartphone. The AAP doesn't cite positive evidence that infants actually get something out of this kind of “conversation”, the way that they clearly do from live social interaction. But there's some observational research that infants as young as six months old are emotionally engaged by playing live peekaboo (躲猫猫) with Grandma online. For infants and toddlers (学步儿童), ages 15 months to 2 years old, there's limited evidence from a couple of very small studies that they can learn new words from educational media, if and only if parents are watching alongside them, repeating what the video says and/or drawing attention to what is on the screen. In other words, treating a video or an app like a picture book is the best bet. The flip side of this is that many studies have actually shown poorer language skills correlated with earlier solo viewing of “educational” videos. There's also research that shows language delays in children who watch more TV and start watching earlier. In both cases, the problem seems to be media replacing interaction with people. Forth is reason, the new AAP guideline has changed from “avoid all screens under age 2 “to “avoid solo media use in this age group.” For preschoolers ages 2 to 5, there's more evidence that they have the ability to transfer knowledge from screens to the real world, including early literacy and math. For this age group, AAP recommends no more than an hour a day of screen use. And, just as with younger children, they want care-givers to take part in screen time: “Co-view with your children, help children understand what they are seeing, and help them apply what they learn to the world around them.” 51. What do we learn about the "No screens under 2" rule?A) It has met more and more resistance from parents.B) It has proved helpful to children's healthy growth.C) It confuses parents with regard to kids' education.D) It has been discarded in line with recent research. 52. What do the new AAP guidelines advocate?A) Young children should be accompanied by parents during screen time.B) Parents should be emotionally involved in their children's upbringing.C) Young children should watch videos carefully selected by parents.D) Parents should protect their children from too much media exposure. 53. What do families think of live video chat according to surveys?A) It should not be regarded as screen time.B) It helps babies to develop their verbal skills.C) It is not as harmful as playing games on laptops.D) It is a good substitute for video viewing. 54. What do researches find about kids solo viewing educational videos?A) It arouses their interest in language learning.B) It works no better than reading picture books.C) It hampers their development of language skills.D) It helps them acquire independent learning skills. 55. What does the author say about preschoolers ages 2 to 5?A) They can understand pretty well what they see on the screen.B) They can learn on their own without much parental guidance.C) They can make use of educational videos to develop digital literacy.D) They can relate what they learn on the screen to real life situations.
Passage Two
Questions 51 to 55 are based on the following passage.
If there's one rule that most parents cling to in the confusing, fast-changing world of kids and media, it's “No screens before age 2.”
As of today, that rule has been thrown out the window.
The American Academy of Pediatrics (AAP), which first issued that recommendation back in 1999, has extensively updated and revised its guidelines for children and adolescents to reflect new research and new habits.
The new guidelines, especially for very young children, shift the focus from WHAT is on the screen to WHO else is in the room. And in doing so, they raise some intriguing points about the future of learning from media.
For babies younger than 18 months, AAP still says no screens at all are the best idea—with one notable exception: Live video chat. Surveys indicate that families already popularly believe that “Face time doesn't count”, or at least that the benefit of virtual visits with grandparents or other relatives outweighs the potential cost of exposing babies to the laptop or smartphone.
The AAP doesn't cite positive evidence that infants actually get something out of this kind of “conversation”, the way that they clearly do from live social interaction. But there's some observational research that infants as young as six months old are emotionally engaged by playing live peekaboo (躲猫猫) with Grandma online.
For infants and toddlers (学步儿童), ages 15 months to 2 years old, there's limited evidence from a couple of very small studies that they can learn new words from educational media, if and only if parents are watching alongside them, repeating what the video says and/or drawing attention to what is on the screen. In other words, treating a video or an app like a picture book is the best bet.
The flip side of this is that many studies have actually shown poorer language skills correlated with earlier solo viewing of “educational” videos. There's also research that shows language delays in children who watch more TV and start watching earlier. In both cases, the problem seems to be media replacing interaction with people. Forth is reason, the new AAP guideline has changed from “avoid all screens under age 2 “to “avoid solo media use in this age group.”
For preschoolers ages 2 to 5, there's more evidence that they have the ability to transfer knowledge from screens to the real world, including early literacy and math. For this age group, AAP recommends no more than an hour a day of screen use. And, just as with younger children, they want care-givers to take part in screen time: “Co-view with your children, help children understand what they are seeing, and help them apply what they learn to the world around them.”
51. What do we learn about the "No screens under 2" rule?
A) It has met more and more resistance from parents.
B) It has proved helpful to children's healthy growth.
C) It confuses parents with regard to kids' education.
D) It has been discarded in line with recent research.
52. What do the new AAP guidelines advocate?
A) Young children should be accompanied by parents during screen time.
B) Parents should be emotionally involved in their children's upbringing.
C) Young children should watch videos carefully selected by parents.
D) Parents should protect their children from too much media exposure.
53. What do families think of live video chat according to surveys?
A) It should not be regarded as screen time.
B) It helps babies to develop their verbal skills.
C) It is not as harmful as playing games on laptops.
D) It is a good substitute for video viewing.
54. What do researches find about kids solo viewing educational videos?
A) It arouses their interest in language learning.
B) It works no better than reading picture books.
C) It hampers their development of language skills.
D) It helps them acquire independent learning skills.
55. What does the author say about preschoolers ages 2 to 5?
A) They can understand pretty well what they see on the screen.
B) They can learn on their own without much parental guidance.
C) They can make use of educational videos to develop digital literacy.
D) They can relate what they learn on the screen to real life situations.
题目解答
答案
51.D) 52. A) 53. A) 54. C) 55.D)
解析
考查要点：
本题主要考查学生对文章核心观点的理解能力，包括AAP新旧指南的变化、新指南的具体建议、家庭对视频通话的态度、单独观看视频的影响，以及学龄前儿童的媒体使用特点。
解题思路：
- 定位关键句：通过问题关键词（如“规则变化”“新指南”“家庭态度”等）快速定位文章对应段落。
- 对比选项与原文：注意区分选项中容易混淆的细节（如“参与”与“情感参与”）。
- 逻辑推理：结合上下文推断隐含结论（如“单独观看视频的负面影响”）。
第51题
关键句：
- “As of today, that rule has been thrown out the window.”（原文明确指出旧规则已被废除）
- “The new guidelines...has changed from ‘avoid all screens under age 2’ to ‘avoid solo media use in this age group.’”（新指南不再完全禁止屏幕，而是强调避免独自使用）
选项分析：
- D选项正确，因为文章明确说明旧规则已被新研究推翻。
第52题
关键句：
- “The new guidelines...shift the focus from WHAT is on the screen to WHO else is in the room.”（新指南强调“谁在场”）
- “caregivers to participate in screen time”（建议家长参与屏幕时间）
选项分析：
- A选项正确，强调家长的“陪伴”而非单纯的情感投入或内容选择。
第53题
关键句：
- “families already popularly believe that ‘Face time doesn’t count’”（家庭认为视频通话不算屏幕时间）
选项分析：
- A选项正确，直接对应家庭的普遍观点。
第54题
关键句：
- “many studies have actually shown poorer language skills correlated with earlier solo viewing of ‘educational’ videos.”（单独观看视频与语言能力较差相关）
选项分析：
- C选项正确，明确指出单独观看会损害语言技能。
第55题
关键句：
- “they have the ability to transfer knowledge from screens to the real world”（能将屏幕知识应用到现实）
选项分析：
- D选项正确，强调知识的迁移能力。