高中选文还是选理?湖南2021届新高考选科数据出炉!(附选科建议)

  导读:2021湖南高考报名考生共57.49万人,除保送生、高职院校单独招生、师范生等考生外,实际考生近40.02万人,其中普通高考考生37.22万人(历史类考生16.58万人,占44.55%;物理类考生20.64万,占55.45%)。

  一、单科选考分析

  以下为新高考改革第三批实行3+1+2方案的省市2021届学生(刚刚结束高考的本届高三学生)的各科选考数据,从整体来看各省选科占比相对比较均衡,最受欢迎的科目是生物。

 高中选文还是选理?湖南2021届新高考选科数据出炉!(附选科建议)

  ↑表格来源:自主选拔在线,非官方数据仅供参考

  1、两个首选科目差距不大,偏文科人数较往年有所上涨

  首先从首选的物理、历史两个科目来看,总体来说选考两科的比例很接近。而首选历史或物理一定程度上可以反映考生的偏文理程度,我们通过对比2019年其中六个省份的文科生占比情况(见下表)发现,大部分省份的偏文科比例都有所上涨。

高中选文还是选理?湖南2021届新高考选科数据出炉!(附选科建议)

  说明:表中2019文科占比数据是基于2019年各省发布的一分一段表文理人数计算而来,艺术类考生暂未计入。

  2、生物成热门,政治受冷落

  为方便大家直观的看出各科目选考比例,我们将这届七省选考数据转换成柱状图:

高中选文还是选理?湖南2021届新高考选科数据出炉!(附选科建议)

  从上述图表中可以看出,生物的选考比例高居首位,紧接着就是物理和地理两门科目选考人数最多,其次就是历史、化学。而政治科目选考人数最少,这可能与政治这门学科背诵内容多、不容易拿高分的特性有关。

高中选文还是选理?湖南2021届新高考选科数据出炉!(附选科建议)

  导读:2021湖南高考报名考生共57.49万人,除保送生、高职院校单独招生、师范生等考生外,实际考生近40.02万人,其中普通高考考生37.22万人(历史类考生16.58万人,占44.55%;物理类考生20.64万,占55.45%)。

  一、单科选考分析

  以下为新高考改革第三批实行3+1+2方案的省市2021届学生(刚刚结束高考的本届高三学生)的各科选考数据,从整体来看各省选科占比相对比较均衡,最受欢迎的科目是生物。

 高中选文还是选理?湖南2021届新高考选科数据出炉!(附选科建议)

  ↑表格来源:自主选拔在线,非官方数据仅供参考

  1、两个首选科目差距不大,偏文科人数较往年有所上涨

  首先从首选的物理、历史两个科目来看,总体来说选考两科的比例很接近。而首选历史或物理一定程度上可以反映考生的偏文理程度,我们通过对比2019年其中六个省份的文科生占比情况(见下表)发现,大部分省份的偏文科比例都有所上涨。

高中选文还是选理?湖南2021届新高考选科数据出炉!(附选科建议)

  说明:表中2019文科占比数据是基于2019年各省发布的一分一段表文理人数计算而来,艺术类考生暂未计入。

  2、生物成热门,政治受冷落

  为方便大家直观的看出各科目选考比例,我们将这届七省选考数据转换成柱状图:

高中选文还是选理?湖南2021届新高考选科数据出炉!(附选科建议)

  从上述图表中可以看出,生物的选考比例高居首位,紧接着就是物理和地理两门科目选考人数最多,其次就是历史、化学。而政治科目选考人数最少,这可能与政治这门学科背诵内容多、不容易拿高分的特性有关。

2018年6月大学英语六级快速阅读解析

2018-07-18 来源: 网络整理 作者: 长晓视

扫码关注“长沙升学那些事”公众号

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  导读:2018年6月六级第一套题的整体难度与往年持平,翻译、写作的题材较生活化,难度偏低。其中,长篇阅读的考查目的是测试学生摘要式阅读能力,即快速筛选信息、定位相似语句。此部分是同学们拿分的关键,每道题约7.1分,其特点在于有的段落不出题、有的段落出两道题、题文乱序。结合以上三个出题特点不难发现,该题就是考查同学能够在规定时间内浏览跳读找到10道题对应的出处。

  2018年6月六级快速阅读解析-第一套

  Section B

  Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the question by marking the corresponding letter on Answer Sheet 2.

  Peer Pressure Has a Positive Side

  A. Parents of teenagers often view their children's friends with something like suspicion. They worry that the adolescent peer group has the power to push its members into behavior that is foolish and even dangerous. Such wariness is well founded: statistics show, for example, that a teenage driver with a same-age passenger in the car is at higher risk of a fatal crash than an adolescent driving alone or with an adult.

  B. In a 2005 study, psychologist Laurence Steinberg of Temple University and his co-author, psychologist Margo Gardner, then at Temple, divided 306 people into three age groups: young adolescents, with a mean age of 14; older adolescents, with a mean age of 19; and adults, aged 24 and older. Subjects played a computerized driving game in which the player must avoid crashing into a wall that materializes, without warning, on the roadway. Steinberg and Gardner randomly assigned some participants to play alone or with two same-age peers looking on.

  C. Older adolescents scored about 50 percent higher on an index of risky driving when their peers were in the room—and the driving of early adolescents was fully twice as reckless when other young teens were around. In contrast, adults behaved in similar ways regardless of whether they were on their own or observed by others. “The presence of peers makes adolescents and youth, but not adults, more likely to take risks,” Steinberg and Gardner concluded.

  D. Yet in the years following the publication of this study, Steinberg began to believe that this interpretation did not capture the whole picture. As he and other researchers examined the question of why teens were more apt to take risks in the company of other teenagers, they came to suspect that a crowd's influence need not always be negative. Now some experts are proposing that we should take advantage of the teen brain's keen sensitivity to the presence of friends and leverage it to improve education.

  E. In a 2011 study, Steinberg and his colleagues turned to functional MRI (磁共振) to investigate how the presence of peers affects the activity in the adolescent brain. They scanned the brains of 40 teens and adults who were playing a virtual driving game designed to test whether players would brake at a yellow light or speed on through the crossroad.

  F. The brains of teenagers, but not adults, showed greater activity in two regions associated with rewards when they were being observed by same-age peers than when alone. In other words, rewards are more intense for teens when they are with peers, which motivates them to pursue higher-risk experiences that might bring a big payoff (such as the thrill of just making the light before it turns red). But Steinberg suspected this tendency could also have its advantages. In his latest experiment, published online in August, Steinberg and his colleagues used a computerized version of a card game called the Iowa Gambling Task to investigate how the presence of peers affects the way young people gather and apply information.

  G. The results: Teens who played the Iowa Gambling Task under the eyes of fellow adolescents engaged in more exploratory behavior, learned faster from both positive and negative outcomes, and achieved better performance on the task than those who played in solitude. “What our study suggests is that teenagers learn more quickly and more effectively when their peers are present than when they're on their own,” Steinberg says. And this finding could have important implications for how we think about educating adolescents.

  H. Matthew D. Lieberman, a social cognitive neuroscientist at the University of California, Los Angeles, and author of the 2013 book Social: Why Our Brains Are Wired to Connect, suspects that the human brain is especially adept at learning socially salient information. He points to a classic 2004 study in which psychologists at Dartmouth College and Harvard University used functional MRI to track brain activity in 17 young men as they listened to descriptions of people while concentrating on either socially relevant cues (for example, trying to form an impression of a person based on the description) or more socially neutral information (such as noting the order of details in the description). The descriptions were the same in each condition, but people could better remember these statements when given a social motivation.

  I. The study also found that when subjects thought about and later recalled descriptions in terms of their informational content, regions associated with factual memory, such as the medial temporal lobe, became active. But thinking about or remembering descriptions in terms of their social meaning activated the dorsomedial prefrontal cortex—part of the brain's social network—even as traditional memory regions registered low levels of activity. More recently, as he reported in a 2012 review, Lieberman has discovered that this region may be part of a distinct network involved in socially motivated learning and memory. Such findings, he says, suggest that “this network can be called on to process and store the kind of information taught in school—potentially giving students access to a range of untapped mental powers.”

  J. If humans are generally geared to recall details about one another, this pattern is probably even more powerful among teenagers who are hyper attentive to social minutiae: who is in, who is out, who likes whom, who is mad at whom. Their penchant for social drama is not—or not only—a way of distracting themselves from their schoolwork or of driving adults crazy. It is actually a neurological(神经的) sensitivity, initiated by hormonal changes. Evolutionarily speaking, people in this age group are at a stage in which they can prepare to find a mate and start their own family while separating from parents and striking out on their own. To do this successfully, their brain prompts them to think and even obsess about others.

  K. Yet our schools focus primarily on students as individual entities. What would happen if educators instead took advantage of the fact that teens are powerfully compelled to think in social terms? In Social, Lieberman lays out a number of ways to do so. History and English could be presented through the lens of the psychological drives of the people involved. One could therefore present Napoleon in terms of his desire to impress or Churchill in terms of his lonely melancholy. Less inherently interpersonal subjects, such as math, could acquire a social aspect through team problem solving and peer tutoring. Research shows that when we absorb information in order to teach it to someone else, we learn it more accurately and deeply, perhaps in part because we are engaging our social cognition.

  L. And although anxious parents may not welcome the notion, educators could turn adolescent recklessness to academic ends. “Risk taking in an educational context is a vital skill that enables progress and creativity,” wrote Sarah-Jayne Blakemore, a cognitive neuroscientist at University College London, in a review published last year. Yet, she noted, many young people are especially risk averse at school—afraid that one low test score or mediocre grade could cost them a spot at a selective university. We should assure such students that risk, and even peer pressure, can be a good thing—as long as it happens in the classroom and not the car.

  36. It is thought probable that the human brain is particularly good at picking-up socially important information.

  答案:H。 the human brain is especially adept at learning socially salient information.的同义替换。

  37. It can be concluded from experiment that the presence of peers increases risk-taking by adolescents and youth.

  答案: C。与The presence of peers makes adolescents and youth, but not adults, more likely to take risks的信息完全一致。

  38. Students should be told that risk-taking in classroom can be something positive.

  答案:L。此句是We should assure such students that risk, and even peer pressure, can be a good thing—as long as it happens in the classroom and not the car. 的同义替换。

  39. The urgency of finding a mate and getting married accounts for adolescents’ greater attention to social interactions.

  答案: J。通过mate和getting married等信息可定位到此句。Evolutionarily speaking, people in this age group are at a stage in which they can prepare to find a mate and start their own family while separating from parents and striking out on their own.

  40. According to Steinberg, the presence of peers increases the speed and effectiveness of teenagers’ learning.

  答案: G。根据Steinberg和“提升青少年学习效率”等信息可定位到此句 “What our study suggests is that teenagers learn more quickly and more effectively when their peers are present than when they're on their own” Steinberg says.

  41. Teenagers’ parents are often concerned about negative peer influence.

  答案: A。根据parents和negative peer influence定位到首段Parents of teenagers often view their children's friends with something like suspicion. They worry that the adolescent peer group has the power to push its members into behavior that is foolish and even dangerous.

  42. Activating the brain’s network involved in socially motivated learning and memory may allow students to tap their mental powers.

  答案:I。根据network、tap、mental power等词可定位此句。this network can be called on to process and store the kind of information taught in school—potentially giving students access to a range of untapped mental powers.

  43. The presence of peer intensifies the feeling of rewards in teens’ brains.

  答案:F。通过rewards可定位至此句。In other words, rewards are more intense for teens when they are with peers。

  44. When we absorb information for the purpose of imparting it to ethers, we do so with greater secretary and depth.

  答案:K。 根据absorb information可定位至此句Research shows that when we absorb information in order to teach it to someone else, we learn it more accurately and deeply, perhaps in part because we are engaging our social cognition.

  45. Some experts are suggesting that we turn peer influence to good use in education.

  答案:D。根据experts和education可定位至此句。Now some experts are proposing that we should take advantage of the teen brain's keen sensitivity to the presence of friends and leverage it to improve education.

  延伸阅读

  2018年6月大学英语六级听力讲座二原文及解析

  2018年6月大学英语六级选词填空解析

  2018年6月大学英语六级翻译解析

  2018年6月大学英语六级写作解析

  2018年6月大学英语六级仔细阅读解析

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    2018年6月大学英语六级快速阅读解析
    2018-07-18 来源: 网络整理 作者: 长晓视

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      导读:2018年6月六级第一套题的整体难度与往年持平,翻译、写作的题材较生活化,难度偏低。其中,长篇阅读的考查目的是测试学生摘要式阅读能力,即快速筛选信息、定位相似语句。此部分是同学们拿分的关键,每道题约7.1分,其特点在于有的段落不出题、有的段落出两道题、题文乱序。结合以上三个出题特点不难发现,该题就是考查同学能够在规定时间内浏览跳读找到10道题对应的出处。

      2018年6月六级快速阅读解析-第一套

      Section B

      Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the question by marking the corresponding letter on Answer Sheet 2.

      Peer Pressure Has a Positive Side

      A. Parents of teenagers often view their children's friends with something like suspicion. They worry that the adolescent peer group has the power to push its members into behavior that is foolish and even dangerous. Such wariness is well founded: statistics show, for example, that a teenage driver with a same-age passenger in the car is at higher risk of a fatal crash than an adolescent driving alone or with an adult.

      B. In a 2005 study, psychologist Laurence Steinberg of Temple University and his co-author, psychologist Margo Gardner, then at Temple, divided 306 people into three age groups: young adolescents, with a mean age of 14; older adolescents, with a mean age of 19; and adults, aged 24 and older. Subjects played a computerized driving game in which the player must avoid crashing into a wall that materializes, without warning, on the roadway. Steinberg and Gardner randomly assigned some participants to play alone or with two same-age peers looking on.

      C. Older adolescents scored about 50 percent higher on an index of risky driving when their peers were in the room—and the driving of early adolescents was fully twice as reckless when other young teens were around. In contrast, adults behaved in similar ways regardless of whether they were on their own or observed by others. “The presence of peers makes adolescents and youth, but not adults, more likely to take risks,” Steinberg and Gardner concluded.

      D. Yet in the years following the publication of this study, Steinberg began to believe that this interpretation did not capture the whole picture. As he and other researchers examined the question of why teens were more apt to take risks in the company of other teenagers, they came to suspect that a crowd's influence need not always be negative. Now some experts are proposing that we should take advantage of the teen brain's keen sensitivity to the presence of friends and leverage it to improve education.

      E. In a 2011 study, Steinberg and his colleagues turned to functional MRI (磁共振) to investigate how the presence of peers affects the activity in the adolescent brain. They scanned the brains of 40 teens and adults who were playing a virtual driving game designed to test whether players would brake at a yellow light or speed on through the crossroad.

      F. The brains of teenagers, but not adults, showed greater activity in two regions associated with rewards when they were being observed by same-age peers than when alone. In other words, rewards are more intense for teens when they are with peers, which motivates them to pursue higher-risk experiences that might bring a big payoff (such as the thrill of just making the light before it turns red). But Steinberg suspected this tendency could also have its advantages. In his latest experiment, published online in August, Steinberg and his colleagues used a computerized version of a card game called the Iowa Gambling Task to investigate how the presence of peers affects the way young people gather and apply information.

      G. The results: Teens who played the Iowa Gambling Task under the eyes of fellow adolescents engaged in more exploratory behavior, learned faster from both positive and negative outcomes, and achieved better performance on the task than those who played in solitude. “What our study suggests is that teenagers learn more quickly and more effectively when their peers are present than when they're on their own,” Steinberg says. And this finding could have important implications for how we think about educating adolescents.

      H. Matthew D. Lieberman, a social cognitive neuroscientist at the University of California, Los Angeles, and author of the 2013 book Social: Why Our Brains Are Wired to Connect, suspects that the human brain is especially adept at learning socially salient information. He points to a classic 2004 study in which psychologists at Dartmouth College and Harvard University used functional MRI to track brain activity in 17 young men as they listened to descriptions of people while concentrating on either socially relevant cues (for example, trying to form an impression of a person based on the description) or more socially neutral information (such as noting the order of details in the description). The descriptions were the same in each condition, but people could better remember these statements when given a social motivation.

      I. The study also found that when subjects thought about and later recalled descriptions in terms of their informational content, regions associated with factual memory, such as the medial temporal lobe, became active. But thinking about or remembering descriptions in terms of their social meaning activated the dorsomedial prefrontal cortex—part of the brain's social network—even as traditional memory regions registered low levels of activity. More recently, as he reported in a 2012 review, Lieberman has discovered that this region may be part of a distinct network involved in socially motivated learning and memory. Such findings, he says, suggest that “this network can be called on to process and store the kind of information taught in school—potentially giving students access to a range of untapped mental powers.”

      J. If humans are generally geared to recall details about one another, this pattern is probably even more powerful among teenagers who are hyper attentive to social minutiae: who is in, who is out, who likes whom, who is mad at whom. Their penchant for social drama is not—or not only—a way of distracting themselves from their schoolwork or of driving adults crazy. It is actually a neurological(神经的) sensitivity, initiated by hormonal changes. Evolutionarily speaking, people in this age group are at a stage in which they can prepare to find a mate and start their own family while separating from parents and striking out on their own. To do this successfully, their brain prompts them to think and even obsess about others.

      K. Yet our schools focus primarily on students as individual entities. What would happen if educators instead took advantage of the fact that teens are powerfully compelled to think in social terms? In Social, Lieberman lays out a number of ways to do so. History and English could be presented through the lens of the psychological drives of the people involved. One could therefore present Napoleon in terms of his desire to impress or Churchill in terms of his lonely melancholy. Less inherently interpersonal subjects, such as math, could acquire a social aspect through team problem solving and peer tutoring. Research shows that when we absorb information in order to teach it to someone else, we learn it more accurately and deeply, perhaps in part because we are engaging our social cognition.

      L. And although anxious parents may not welcome the notion, educators could turn adolescent recklessness to academic ends. “Risk taking in an educational context is a vital skill that enables progress and creativity,” wrote Sarah-Jayne Blakemore, a cognitive neuroscientist at University College London, in a review published last year. Yet, she noted, many young people are especially risk averse at school—afraid that one low test score or mediocre grade could cost them a spot at a selective university. We should assure such students that risk, and even peer pressure, can be a good thing—as long as it happens in the classroom and not the car.

      36. It is thought probable that the human brain is particularly good at picking-up socially important information.

      答案:H。 the human brain is especially adept at learning socially salient information.的同义替换。

      37. It can be concluded from experiment that the presence of peers increases risk-taking by adolescents and youth.

      答案: C。与The presence of peers makes adolescents and youth, but not adults, more likely to take risks的信息完全一致。

      38. Students should be told that risk-taking in classroom can be something positive.

      答案:L。此句是We should assure such students that risk, and even peer pressure, can be a good thing—as long as it happens in the classroom and not the car. 的同义替换。

      39. The urgency of finding a mate and getting married accounts for adolescents’ greater attention to social interactions.

      答案: J。通过mate和getting married等信息可定位到此句。Evolutionarily speaking, people in this age group are at a stage in which they can prepare to find a mate and start their own family while separating from parents and striking out on their own.

      40. According to Steinberg, the presence of peers increases the speed and effectiveness of teenagers’ learning.

      答案: G。根据Steinberg和“提升青少年学习效率”等信息可定位到此句 “What our study suggests is that teenagers learn more quickly and more effectively when their peers are present than when they're on their own” Steinberg says.

      41. Teenagers’ parents are often concerned about negative peer influence.

      答案: A。根据parents和negative peer influence定位到首段Parents of teenagers often view their children's friends with something like suspicion. They worry that the adolescent peer group has the power to push its members into behavior that is foolish and even dangerous.

      42. Activating the brain’s network involved in socially motivated learning and memory may allow students to tap their mental powers.

      答案:I。根据network、tap、mental power等词可定位此句。this network can be called on to process and store the kind of information taught in school—potentially giving students access to a range of untapped mental powers.

      43. The presence of peer intensifies the feeling of rewards in teens’ brains.

      答案:F。通过rewards可定位至此句。In other words, rewards are more intense for teens when they are with peers。

      44. When we absorb information for the purpose of imparting it to ethers, we do so with greater secretary and depth.

      答案:K。 根据absorb information可定位至此句Research shows that when we absorb information in order to teach it to someone else, we learn it more accurately and deeply, perhaps in part because we are engaging our social cognition.

      45. Some experts are suggesting that we turn peer influence to good use in education.

      答案:D。根据experts和education可定位至此句。Now some experts are proposing that we should take advantage of the teen brain's keen sensitivity to the presence of friends and leverage it to improve education.

      延伸阅读

      2018年6月大学英语六级听力讲座二原文及解析

      2018年6月大学英语六级选词填空解析

      2018年6月大学英语六级翻译解析

      2018年6月大学英语六级写作解析

      2018年6月大学英语六级仔细阅读解析

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    高一语文 理解高一语文知识重难点,制定高中学习计划
    高二语文 夯实高一基础,理解实记高二知识点
    高考语文 高度总结高考语文重难点,梳理知识脉络
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    高一数学 讲解高一知识重难点,培养良好学习习惯
    高二数学 高二典型试题知识详解,传授高二学习方法
    高考数学 提炼难题知识点,脉络知识梳理冲刺高考
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    高一英语 高一英语知识详解,传授高中英语学习方法
    高二英语 提炼归纳英语重难点,规划高二学习计划
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    高一物理 重难点详解,培养高中物理学习素养
    高二物理 突破高二知识难点,独到中学生服务体系
    高考物理 主讲高考知识点及难题,梳理知识体系
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    高二化学 典型例题及知识点解读,梳理学习脉络
    高考化学 巩固复习高中化学知识点,冲刺高考
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