1.  阅读理解

Mathematics has an image problem: too many people stumble over it and conclude that the subject is just not for them. But the core problems I suppose is how maths is presented as cold and dry. 

I have a different approach which is to relate abstract maths to questions of politics and social justice. I have taught fairly maths-phobic art students in this way and have seen their attitudes transformed. They now embrace maths and even believe it can genuinely assist them. 

At a basic level, maths is founded on logic, so when I am teaching logic, I use examples from contemporary events rather than the old-fashioned type of problem. Instead of studying the logic of a statement like "all dogs have four legs", I might discuss the statement like "____". However, rather than sticking to this type of dry mathematical example, I introduce issues like privilege and wealth—If someone has a higher status, are they automatically wealthier? We can also ask about working hours and income: if someone works more hours, do they necessarily earn more? The answer is clearly not. 

My approach is controversial because, traditionally, maths is supposed to be neutral. I have been criticized by people claiming my approach will be annoying to those who don't care about social justice. However, the dry approach is also off-putting to those who do care. Sometimes, such society-oriented questions may benefit the well-rounded development of the students. 

In fact, I believe that all academic disciplines should address our most important issues. I don't demand that students agree with me about politics, but I do ask that they construct thorough arguments to back up their thoughts and develop the crucial ability to analyze the logic of people they disagree with. 

Maths isn't just about numbers and equations (方程式); it is about studying different logical systems. We can apply it to balls rolling down different hills, but we can also apply it to pressing social issues. I think we should do both, for the sake of society and to be more inclusive towards different types of students in maths education. 

(1) What is the author's main argument on the teaching of mathematics? A. Mathematics should be taken more seriously. B. The traditional approach needs to be revised. C. A focus on real-world applications is proposed. D. Students should have their personalized methods.
(2) Which of the following can be the likely statement in the third paragraph? A. All cats are mammals. B. No hard workers are losers. C. All immigrants are illegal. D. No students like mathematics.
(3) How does the author respond to the criticism? A. He compromises by emphasizing his teaching goals. B. He dismisses it as irrelevant to his teaching approach. C. He admits that maths should be non-political and solely focus on numbers. D. He suggests social issue discussion be essential for comprehensive education.
(4) What skill does the author hope his students should gain? A. Quick and accurate equation-solving. B. Using math concepts across various fields. C. Crafting logical arguments for their perspectives. D. Working together to build a more inclusive society.
【考点】
推理判断题; 细节理解题; 人生百味类; 夹叙夹议;
【答案】

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1. 阅读下列短文,从每题所给的A、B、C 和 D 四个选项中,选出最佳选项。

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阅读理解 普通