36.根据下面资料，回答题One of my children is spinning in a circle, creating a narrative about a princess as she twirls.?The other is building a rocket ship out of a discarded box, attaching propellers made of cardboard?and jumping in and out of her makeshift launcher. It is a snow day, and I've decided to let them?design their own activities as I dean up and prepare a meal. My toddler becomes the spinning?princess, imagining her character's feelings and reactions. What seems like a simple story involves?sequencing, character development, and empathy for the brave princess stuck in her tower. The?rocket ship my first grader is working on needs a pilot and someone to devise the dimensions and?scale of its frame; it also needs a story to go with it. She switches between roles and perspectives,?between modes of thinking and tinkering.?This kind of experiential learning, in which children acquire knowledge by doing and via?reflection on their experiences, is full of movement, imagination, and self-directed play. Yet such?learning is increasingly rare in early-childhood classrooms in the U.S, where many young children?spend their days sitting at tables and completing worksheets. Kindergarten and preschool in the U.S.?have become more and more academic, rigorously structuring kids' time, emphasizing assessment,?drawing a firm line between "work" and "play"--and restricting kids' physical movement. A study?from the University of Virginia released earlier this year found that, compared to 1998, children?today are spending far less time on self-directed learning--moving freely and doing activities that?they themselves chose--and measurably more time in a passive learning environment.?With so few years under their belts, my 3- and 6-year-old daughters are still learning to inhabit?their bodies. They are learning how to maneuver themselves physically, how to orient themselves in?space. As Vanessa Durand, a pediatrician at St. Christopher' s Hospital for Children in Philadelphia,?says, freedom of movement is necessary for children to meet their developmental milestones:?"Children learn by experiencing their world using all of their senses. The restriction of movement,?especially at a young age, impedes the experiential learning process."?Movement allows children to connect concepts to action and to learn through trial and error. "If?you walk into a good kindergarten class, everyone is moving. The teacher is moving. There are?structured activities, but generally it is about" purposeful movement," comments Nancy?Carlsson-Paige, a professor emerita of early-childhood education at Lesley University and the author?of Taking Back Childhood, describing the ideal classroom setup. In the classroom culture she?advocates for,"[Kids] are getting materials for an activity, they are going back and deciding what?else they need for what they want to create, seeing how the shape of a block in relation to another?block works, whether they need more, does it balance, does it need to be higher, is it symmetrical.?All of these math concepts are unfolding while kids are actively building and moving."?Research has shown time and again that children need opportunities-to move in class. Memory?and movement are linked, and the body is a tool of learning, not a roadblock to or a detour away?from it. Any parent who has brought home a kindergartener after school, bursting with untapped?energy yet often carrying homework to complete after a seven-hour day, can reasonably deduce why?children today have trouble keeping still in their seats. Many children are getting 20-minute breaks,?or none at all On Florida, parents whose children have no recess have been campaigning to legislate?recess into the curriculum.) Recess, now a more frequent topic of research studies, has been found to?have "important educational and developmental implications." Schools that have sought to integrate?more movement and free play, such as short 15-minute recess periods throughout the day, have seen?gains in student attention span and instructional time. As Carlsson-Paige points out, "Recess is not a?separate thing in early-childhood education."?Ben Mardell, a professor of early-childhood education at Lesley University and the project?director of the Pedagogy of Play initiative at Harvard's Project Zero observes that even when adults?do incorporate play into learning, they often do so in a way that restricts free movement and agency.?"The idea that there should be formal instruction makes it no longer play," says Mardell. ?"In play?the player is choosing to participate, choosing a goal, and directing and formulating the rules. When?there is an adult telling the kids, ?'This is what we are supposed to do,' many of the important?developmental benefits of play get lost."?The role of play has been established not just as a part of learning, but as a foundation for?healthy social and emotional function. The National Association for the Education of Young?Children has published widely circulated position papers on the need for developmentally?appropriate teaching practices and for reversing the "unacceptable trends in kindergarten entry and?placement" that have been prompted largely by policy makers' demand for more stringent?educational standards and more testing. Some teachers are enacting changes, seeking ways to bring?movement back into the classroom. Lani Rosen-Gallagher, a former first-grade teacher for New?York City public schools and now a children's yoga instructor, explains the shift in thinking: "I?would have [my students] get out of their seats every 15 minutes and take a Warrior Pose or Lion' s?Breath, and then I could get 15 more minutes of work out of them." This kind of movement, she?said, also gives children space to develop self-awareness and self-regulation, to get to know?themselves as thinking individuals by connecting with the body.?Play-based preschools and progressive schools (often with open room plans, mixed-age groups,?and an emphasis on creativity and independence) are seeing increased popularity. Enrichment programs engaging children in movement with intention (yoga, meditation, martial arts) are also gaining traction.?These kinds of methods seek to give children back some of the agency their young minds and bodies crave, as less play and mobility lead to an uptick in anxiety in ever-younger students and even, according to Durand, a growing number of cases of children who need to see occupational therapists. Mindfulness practices such as guided breath and yoga can help mitigate the core symptoms of ADHD in children, ?(an increasingly common diagnosis), while the arts encourage?self-expression and motor-skill development.?Emily Cross, a professor in the School of Psychology at the United Kingdom's Bangor?University, explains the impact of movement on memory and learning: New neuroscience research,?she said in an email, shows that active leaming--"where the learner is doing, moving, acting, and?interacting"--can change the way the brain works and can accelerate kids' learning process. While?passive learning may be easier to administer, she added, it doesn't favor brain activity. Cross, whose?research focuses on pre-teens and young adults, said she's found ?"very clear evidence that when?learners are actively engaged with moving their own bodies to music, in time with avatars on the?screen, their performance is vastly superior to when they're asked to engage in passive learning ...?[There are] striking changes in brain activity when we combine dance and music in the learning?context." In other words, people absorb a newly acquired skill-set better while doing, engaging their?bodies rather than simply observing.?These research findings echo the observations and methodologies of educators who promote?active learning. As Sara Gannon, the director and teacher at Bethesda Nursery School, a highly?regarded play-based preschool in New Haven, Connecticut, that favors experiential learning over?direct instruction, in an email notes: ?"Unfortunately, there has been so much focus on forcing the?academics, and young children are being asked to do what they are just not ready to do ... of course,?we do teach letters and sounds, numbers and quantities--but through experiences and within a?context. That means, hands-on: counting the number of acorns a child found on the playground,?building with unit blocks, sounding out a child's name as they learn to write it, looking at traffic?signs on a walk." Yet while such developmentally oriented programs may benefit children, for now?they're unlikely to become widespread given the current focus on assessment and school readiness,?particularly in underserved communities.?As my girls continued creating their own activity stations and imaginary worlds, the contrast?between how children operate versus what is often expected of them was apparent. It would be?unwise and impractical to pretend that children do not need any structure, or that academic skills are?unimportant in school. Yet it is necessary to recognize that the early-childhood classroom has been?significantly altered by increasingly rigorous academic standards in ways that rarely align with how?young children learn.????The author mentions her children′ s example in Paragraph 1 to show that ________.查看材料 A.B. A. struggles to balance work and family C.D. B. children usually think and act in different way from adults E.F. C. play can sometimes lead to children' s self-directed learning G.H. D. fairy tales play an important role in developing children' s creating

1. Once a year or so, I give myself a day away. On the eve of my day of absence, I inform my housemates, family, and close friends that I will not be reachable for 24 hours, and then I shut off the cell phone. I sit for at least an hour in a very hot tub; then I lay out my clothes in preparation for my morning escape, and knowing that nothing will disturb me, I sleep the sleep of the just.In the morning I wake naturally, for I will have set no clock. I dress in comfortable shoes and casual clothes and leave my house with no particular destination in mind. If I am living in a city, I wander the streets, window-shop, or gaze at buildings. I visit public parks, libraries, and movie houses, never staying in one place for very long.Every person needs to take one day away, a day to consciously separate the past from the future. Jobs, family, employers, and friends can carry on without any one of us, or perhaps they could continue indefinitely in our absence.Each person deserves a day away in which no problems are confronted, no solutions searched for. Each of us needs to withdraw from the cares which will not withdraw from us. We need hours of aimless wandering or time to just sit on park benches, observing the mysterious world of ants.If we step away for a time, we are not, as many may think and some will criticize, being irresponsible. Instead, we are preparing ourselves to more skillfully perform our duties and to be more responsible. When I return home, I am always surprised to find some questions I sought to avoid have been answered in my absence. A day away acts as a cup of hot coffee or tea, as it can boost our energy and renew the spirit.1. What's the best word to describe the author on the eve of her day of absence?A) Relaxed.B) Depressed.C) Restless.D) Excited.

10. The university campus is located in the heart of the city, making it an ideal location for students to enjoy the ___ to various cultural events and activities.A. separationB. alignmentC. directionD. proximity

F ______ on the seventh day of the seventh lunar month , Qixi , dubbed as the Chinese Valentine' s Day in modern times , is a festival centered around love and romance

As many others did, they ______ with our marketing experts to devise a plan for achieving their marketing goals.A. visitedB. referredC. consultedD. urged

8.One afternoon I had seen himpainfully s____ on a shirt-button.

题型说明：Choose the correct Chinese meaning for the following words.27. (2.0分) collisionA. 集合B. 碰撞C. 共同D. 路口

An additional life phase between adolescence and adulthood has been added. Too often, when young adults have not yet accomplished many of the tasks and challenges commonly expected of them after they leave college, they are characterized as “lost,” “not having found themselves,” or, worse, “dysfunctional.”Many parents continue to hope, and perhaps expect, that their children will know clearly about their career aspirations and be actively on the path toward a professional life by graduation day. Often, they get their wish. Many graduates, however, complete college with considerable career uncertainty. They may need a period of post-graduate exploration and experimentation before coming close to a career choice that feels right to them.In my psychotherapy (心理治疗) practice, I have seen many youngsters who either referred themselves for help or were referred by concerned others, typically their parents. The anxiety or depression they reported is often related to phase-of-life. Some young adults feel unprepared when they leave home or college and try to establish a separate and independent life. Others, however, similarly depressed or anxious, simply may not have yet figured out the terms and conditions of their adulthood, including career choice.Some universities are working to create a program to send their newly admitted students for a year of social service work in a foreign country before they set foot on campus as freshmen. Such a program would give students a more international perspective, which will add to their maturity and give them a break from academic pressures. Similarly, growing numbers of high school students have chosen to take a “gap year” before entering college.Some parents may worry, however, that once their children get away from the traditional pattern of high school-college they may lose interest in attending university. In fact, the “gap year” makes “the odyssey years” more meaningful as these young adults try to figure out how to establish their future career.1. Why are young adults sometimes characterized as “lost”?A) They don’t really accomplish much after graduation. B) They lost their energy in searching for jobs.C) They face many challenges in their career.D) They simply couldn’t do anything.2. What should graduates with career uncertainty do?A) They should know clearly about their career aspirations.B) They should be actively on the path toward their career.C) They need to consult with people who’re experienced.D) They need a period of post-graduate exploration. 3. What’s the purpose for some young people to go to psychotherapy?A) They are unable to be independent.B) They want to make their parents happy.C) They want to know how to handle their life. D) They are unprepared for their career choice.4. Why do universities want to send students to a foreign country?A) It is to enable students to burn out stress.B) It is to broaden students’ horizons. C) It is to let students become more mature.D) It is to make sure students won’t be lost.5. What message does the author want to send out?A) Parents should stop worrying about their children’s career.B) Young people are following a different pattern of life.C) It’s necessary for young adults to take a year off to explore their life. D) Young adults should figure out how to establish their future career.

19[单选题]-|||-These virtual teaching facilities __ overseas students from Asia and Africa to learn a foreign language in a real-life-|||-situation for a minimum of three months.-|||-A、 prevent-|||-bigcirc B、able-|||-C、enable-|||-D、prohibit