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2023年考研真题:考研英语二阅读答案及解析

Text 1

The weather in Texas may have cooled since the recent extreme heat, but the temperature will be high at the State Board of Education meeting in Austin this month as officials debate how climate change is taught in Texas schools.

Pat Hardy, who sympathized with views of the energy sector, is resisting the proposed change to science standards for pre-teen pupils. These would emphasize the primacy of human activity in recent climate change and encourage discussion of mitigation measures.

Most scientists and experts sharply dispute Hardy’s views. "They casually dismiss the career work of scholars and scientists as just another misguided opinion." says Dan Quinn, senior communications strategist at the Texas Freedom Network, a non-profit group that monitors public education, "What millions of Texas kids learn in their public schools is determined too often by the political ideology of partisan board members, rather than facts and sound scholarship."

Such debate reflects fierce discussions across the US and around the world, as researchers, policymakers, teachers and students step up demands for a greater focus on teaching about the facts of climate change in schools.

A study last year by the National Center for Science Education, a non-profit group of scientists and teachers, looking at how state public schools across the country address climate change in science classes, gave barely half of US states a grade B+ or higher. Among the 10 worst performers were some of the most populous states, including Texas, which was given the lowest grade (F) and has a disproportionate influence because its textbooks are widely sold elsewhere.

Glenn Branch, the centre's deputy director, cautions that setting state-level science standards is only one limited benchmark in a country that decentralises decisions to local school boards. Even if a state is considered a high performer in its science standards, "that does not mean it will be taught”, he says.

Another issue is that while climate change is well integrated into some subjects and at some ages--such as earth and space sciences in high schools it is not as well represented in curricula for younger children and in subjects that are more widely taught, such as biology and chemistry. It is also less prominent in many social studies courses.

Branch points out that, even if a growing number of official guidelines and textbooks reflect scientific consensus on climate change, unofficial educational materials that convey more slanted perspectives are being distributed to teachers. They include materials sponsored by libertarian think-tanks and energy industry associations.

21. In paragraph 1, the weather in Texas is mentioned to

A. forecast a policy shift in Texas schools.

B. stress the consequences of climate change.

C. indicate the atmosphere at the board meeting.

D. draw the public's attention to energy shortages.

22. What does Quinn think of Hardy?

A. She exaggerates the existing panic.

B. She denies the value of scientific work.

C. She shows no concern for pre-teens.

D. She expresses self-contradictory views.

23. The study mentioned in Paragraph 5

A. climate education is insufficient at state public schools.

B. policy makers have little drive for science education.

C. Texas is reluctant to rewrite its science textbooks.

D. environmental teaching in some states lacks supervision.

24. According to Branch, state-level science standards in the US

A. call for regular revision.

B. require urgent application.

C. have limited influence.

D. cater to local needs.

25. It is implied in the last paragraph that climate change teaching in some schools

A. agree to major public demands.

B. reflects teachers' personal biases.

C. may misrepresent the energy sector.

D. can be swayed by external forces.

Text 1答案及解析

21. In the first paragraph, the weather in Texas is mentioned to

A. Forecast a policy shift in Texas school

B. Stress the consequences of climate change

C. Indicate the atmosphere at the board meeting

D. Draw the public’s attention to energy shortages

【21】C. Indicate the atmosphere at the board meeting 解析：该题为例证题，问在第一段得克萨斯州的天气被提及为了说明什么。文章开头提到得克萨斯州天气变冷最近成为了热议话题，但是州教育董事会的会议热度正高 (but the temperature will be high at the State Board of Education meeting)，因此这里提到得克萨斯州天气是为了来反衬州教育董事会对于天气变化教育讨论的热度。故选C。

22. what does Quinn think of Hardy?

A. She exaggerates the existing panic.

B. She denies the value of scientific work.

C. She shows no concern for pre-teens.

D. She expressed self-contradictory view.

【22】B. She denies the value of scientific work. 解析：该题为细节题，根据题干中的Quinn和Hardy定位到第三段。这里提到：大多数科学家和专家强烈反对哈代的观点。Quinn说：“他们随意地将学者和科学家的职业工作视为另一种被误导的观点。”(They casually dismiss the career work of scholars and scientists as just another misguided opinion.)。因此证明Quinn认为Hardy否定科学研究的价值。故选B。

23. The study in paragraph 5 shows that

A. Climate education is insufficient at the states public schools.

B. Policymakers have little drive for science education.

C. Texas is reluctant to rewrite its science textbook.

D. Environmental teaching in some states lacks supervision.

【23】A. Climate education is insufficient at the states public schools. 解析：该题为细节题。根据题干定位到第五段，里面提到由科学家和教师组成的非营利组织——美国国家科学教育中心去年进行了一项研究，研究了全美州立公立学校在科学课上如何应对气候变化，结果给美国只有一半的州给出了B+或更高的评分。(looking at how state public schools across the country address climate change in science classes, gave barely half of US states a grade B+ or higher)。由此可知有另一半的州对气候变化教育的评价不高，通过打分表示不满，所以显示州立公立学校中的气候教育不足。故选A。

24. According to Branch, state-level science standards in the US

A. Call for regular revision.

B. Require urgent application.

C. Have limited influence.

D. Cater to local needs.

【24】C. Have limited influence. 解析：该题为细节题。根据题干中的Branch和state-level science standards 定位到第六段。里面提到：在一个将决策权下放给地方学校董事会的国家，制定州级科学标准只是一个有限的基准。(only one limited benchmark in a country).limited benchmark对应选项当中的limited influence，由此证明州科学标准影响有限。故选C。

25. It is implied in the last paragraph that climate change teaching in some schools

A. Agree to major public demands.

B. Reflects teachers personal biases.

C. May misrepresent the energy sector.

D. Can be swayed by external forces.

【25】D. Can be swayed by external forces. 解析：该题为细节题。根据题干信息定位到最后一段。最后一句话提及其中包括由自由主义智库和能源行业协会赞助的教材。(they include materials sponsored by libertarian think-tanks and energy industry associations.)，因此证明气候变化教育会受到外部力量的支配。故选D。

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