题型有： 4. Reading Comprehension
Part III Reading Comprehension
Section B
How to Use Technology to Make You SmarterA)Can a calculator make you smarter? The QAMA(developed by Ilan Samson, an “inventor-in-residence” at the University of California, San Diego)calculator can. You use it just like a regular calculator, plugging in the numbers of the problem you want to solve—but QAMA won’t give you the answer until you provide an accurate estimate of what that answer will be. If your estimate is way off, you’ll have to go back to the problem and see where you went wrong. If your estimate is close, QAMA will serve up the precise solution, and you can compare it to your own guess. Either way, you’ll learn a lot more than if you simply copied the answer that a calculator spit out.B)Ever since journalist Nicholas Carr posed a provocative question—”Is Google Making Us Stupid?”—in a widely-read 2008 Atlantic magazine, we’ve been arguing about whether the new generation of digital devices is leading us to become smarter, or stupider, than we were before. Now psychologists and cognitive scientists are beginning to deliver their verdicts(判断). Here, the research on an array of technological helpers:CalculatorsC)Cognitive scientists long ago identified the “generation effect”—the fact that we understand and remember answers that we generate ourselves better than those that are provided us(by a calculator, for instance). But a study published last year in the Journal of Educational Psychology found that adults who tried to solve arithmetic problems on their own but then obtained the answer from a calculator did just as well on a later test as those who didn’t use calculators at all. If you don’t have a QAMA calculator around, you can approximate its effects by holding off using a traditional calculator until you’ve tried to come up with a solution yourself.Auto-completeD)Frequent users of smart phones quickly get used to the “auto-complete” function of their devices—the way they need only type a few letters and the phone fills in the rest. Maybe too used to it, in fact. This handy function seems to make adolescent users faster, but less accurate, when responding to a battery of cognitive tests, according to a research published in 2009 in the journal Bioelectromagnetics.TextingE)A study led by researchers at the University of Coventry in Britain surveyed a group of eight-to twelve-year-olds about their texting habits, then asked them to write a sample text in the lab. The scientists found that kids who sent three or more text messages a day had significantly lower scores on literacy tests than children who sent none. But those children who, when asked to write a text message, showed greater use of text abbreviations(like “c u 18r” for “see you later”)tended to score higher on a measure of verbal reasoning ability likely because the condensed language of texting requires an awareness of how sounds relate to written English. Search enginesF)The ready availability of search engines is changing the way we use our memories, reported psychologist Betsy Sparrow of Columbia University in a study published in Science last year. When people expect to have future access to information, Sparrow wrote, “they have lower rates of recall of the information itself and enhanced recall instead for where to access it. “ It’s good to know where to find the information you need—but decades of cognitive science research shows that skills like critical thinking and problem-solving can be developed only in the context of factual knowledge. In other words, you’ve got to have knowledge stored in your head, not just in your computer.E-mailG)E-mail is a convenient way to communicate, but trying to answer messages while also completing other work makes us measurably less intelligent. Glenn Wilson, psychiatrist at King’s College London University, monitored employees over the course of a workday and found that those who divided their attention between e-mail and other tasks experienced a 10-point decline in IQ. Their decrease in intellectual ability was as great as if they’d missed a whole night’s sleep, and twice as great as if they’d been smoking marijuana(大麻). For every technological trap, however, there’s a technological solution: When you need to get work done, use Freedom or another such program that will shut down your access to the Internet for a period of time.WebsitesH)Way back in 2001, reading specialists Anne Cunningham and Keith Stanovich reported in the Journal of Direct Instruction that scores on a test of general knowledge were highest among people who read newspapers, magazines and books, and lowest among those who watched a lot of TV. Watching television, they noted, is “negatively associated with knowledge acquisition”—except when the TV watching involved public television, news, or documentary programs. Cunningham and Stanovich didn’t look at Internet use, but the same information divide exists online: high-quality, accurate information, and, well, fluff(无价值的东西).I)So does technology make us stupid, or smart? The answer is “both”, and the choice is up to us.
1． Children who like texting are likely to know fewer words compared with those who don’t text messages.
正确答案：E
解析：细节推断题。由定位句可知，经常发短信的孩子与从不发短信的孩子在识字测试中得分存在很大差距。因此，喜欢发短信的孩子很可能比不发短信的孩子认识的字要少。题干是对定位句的推断总结，故E)符合题意。 知识模块：长篇阅读
2． QAMA will force people to find the reason for their inaccurate estimate.
正确答案：A
解析：细节归纳题。由定位句可知，QAMA是一台计算器，但只有你提供正确的估算答案它才会给你提供答案。如果你的估算答案太离谱，你要回过头去看看问题出在哪儿。题干是对定位句的概括归纳，故A)为正确答案。 知识模块：长篇阅读
3． Watching TV can help us accumulate knowledge when we watch public television, news, or documentary programs.
正确答案：H
解析：细节归纳题。定位句指出，看电视无益于获得知识，除非看大众电视、新闻和纪录片。题干是对定位句的概括归纳，故本题正确答案为H)。 知识模块：长篇阅读
4． People can work offline for a while to avoid any access to the Internet.
正确答案：G
解析：细节归纳题。定位句表明，对于任何一种技术陷阱，人们都有一种技术解决方案。当你需要工作时，可使用Freedom或是其他类似程序来暂时关闭你的上网路径，即人们为了避免上网，可以选择暂时不使用网络。题干是对定位句的概括归纳，故G)符合题意。 知识模块：长篇阅读
5． According to a study, people who accept the answer from a calculator after serious try may do as well on a later test as those who don’t use calculators at all.
正确答案：C
解析：同义转述题。定位句表明，通过自己的努力计算但最终通过计算器来获得答案的人，在后来的测验中的表现和根本不用计算器(自己解决题目)的人一样好。题干是对定位句的同义转述，故选C)。 知识模块：长篇阅读
6． Glenn Wilson found that people’s intelligence might weaken when they divided their attention among several tasks.
正确答案：G
解析：细节归纳题。由定位句可知，把自己的精力分散在邮件和其他工作上的人的智商会在一定程度上降低，在Glenn Wilson的观测中，他们的智商竟然下降了十个百分点。由此可知，根据Glenn Wilson的说法，人们智力削弱的原因是他们在处理邮件的同时还有大量其他的工作要去做。题干是对定位句的概括归纳，故选G)。 知识模块：长篇阅读
7． People who read newspapers, magazines, and books acquired more general knowledge than those who watched a lot of TV.
正确答案：H
解析：细节归纳题。定位句指出，在Anne Cunningham和Keith Stanovich的研究中，在对人们常识性知识的测试中得分最高的是那些经常读杂志、看报、看书的人；而得分最低的则是经常看电视的人。题干是对定位句的概括归纳，故H)符合题意。 知识模块：长篇阅读
8． The “generation effect” is the fact that the problems solved by ourselves are more comprehensible.
正确答案：C
解析：同义转述题。由定位句可知，“生成效应”指的是与那些由诸如计算器提供的答案相比，我们更容易理解并记忆那些我们亲自解出的答案。题于是对定位句的同义转述，由此可知C)为正确答案。 知识模块：长篇阅读
9． It is up to us whether modern technology has a good or bad effect on us.
正确答案：I
解析：同义转述题。由定位段可知，技术使人变得更聪明还是更愚蠢?答案是两者皆有，这完全取决于我们自己。题干是对定位段内容的同义转述，故本题答案为I)。 知识模块：长篇阅读
10． According to a research in Bioelectromagnetics,”auto-complete” function may cause inaccuracy.
正确答案：D
解析：同义转述题。定位句提到，经常使用智能手机的人很快就习惯于“自动补全”功能，这一便捷功能似乎可以让青少年输入地更快，但会降低其准确性。题干是对定位句的同义转述，故D)符合题意。 知识模块：长篇阅读
How Safe Is Your Cell Phone?A)It takes a little extra work to get in touch with Andrea Boland. The Maine state representative answers e-mails and lists her business and home phone numbers on the Web. But unlike many politicians who use the cell phones called BlackBerrys, she keeps her cell switched off unless she’s expecting a call. If she continues to remain this, everyone in Maine will think about her comments on their mobiles.B)In March, Maine’s legislature will begin debating a bill she submitted that would require manufacturers to put a warning label on every cell phone sold in the state declaring, “This device emits electromagnetic radiation, exposure to which may cause brain cancer.” Her warning would continue, “Users, especially children and pregnant women, should keep this device away from the head and body. “C)For those of you now eyeing your cell phones suspiciously, it’s worth noting that both the National Cancer Institute(NCI)and the World Health Organization(WHO)say there isn’t evidence to support the assertion that cell phones are a public-health threat. But a number of scientists are worried that there has been a dangerous rush to declare cell phones safe, using studies they feel are inadequate and too often weighted toward the wireless industry’s interests. An analysis published by University of Washington neurologist Henry Lai determined that far more independent studies than industry-funded studies have found at least some type of biological effect from cell phone exposure.D)Several countries—including Finland, Israel and France—have issued guidelines for cell phone use. And San Francisco Mayor Gavin Newsom, who began researching the issue when his wife was expecting their first child, is hoping his city will adopt legislation that would have manufacturers print radiation information on cell phone packaging and handbooks and require retailers to display the data on the sales floor.E)With 270 million Americans and 4 billion people around the world using cell phones—and increasing every day—a strong link between mobiles and cancer could have major public-health implications. As cell phones make and take calls, they emit low-level radio-frequency(RF)radiation. Stronger than FM radio signals, these RF waves are still a billionth the intensity of radiation which can cause cancer such as X-rays. The wireless industry contends that RF radiation lacks the strength to alter molecules in the human body; the Federal Communications Commission maximum for cell phone-signal exposure is intended to prevent RF radiation from heating tissue to the point that cells are damaged. Cell phone RF radiation’s “effect on the body, at least at this time, appears to be insufficient to produce genetic damage typically associated with developing cancer”, Dr. Robert Hoover, director of the National Cancer Institute’s Epidemiology and Biostatistics Program, testified at a 2008 congressional hearing.F)But the body of research is far from conclusive. In 1995, Lai’s study showing that a single two-hour exposure of RF radiation—at levels considered safe by US standards—produced the sort of genetic damage in rats’ brain cells that can lead to cancer. Though subsequent researchers—often funded in part by the wireless industry—failed to support Lai’s results, a 2004 European Union-funded study reported similar findings. Dariusz Leszczynski, a research professor at Finland’s Radiation and Nuclear Safety Authority in Helsinki, has done studies indicating that RF radiation may create a stress reaction in the cells that line blood vessels, leading to a dangerous breach in the blood-brain barrier. “Mobile-phone radiation may be able to indirectly hurt cells, perhaps by interfering with their ability to repair normal DNA damage,” he says. “Given the scientific uncertainty, it’s early to say the use of cell phones is safe.”G)If RF radiation increases the chances of developing brain cancer, it should show up in long-term studies of cell phone users. But many studies have found no clear connection, including a 2007 Danish Cancer Society study of 421 000 cell phone users, which led many in the media to conclude that mobiles are harmless. Now, “ peer-reviewed scientific evidence has overwhelmingly indicated that wireless devices do not pose a risk,” says John Walls, a spokesman for CTIA, a global wireless association.H)There are problems with many of these studies, however. For starters, the Danish one— which reviewed the medical records of people who had signed up for cell phones from 1982 to 1995—didn’t include all the business users, who were among the earliest users and most intensive users, because they were not billed directly. Also, the study looked only at tumors that were diagnosed by 2002—not long after daily use of cell phones became widespread. Brain cancers can take several decades to develop, so it might be many years before measuring the cancer rates. “The latency(潜伏)period we have is far too short,” says Dr. Siegal Sadetzki, a cancer researcher at Israel’s Gertner Institute whose studies have found some connections between cell phone use and salivary-gland(唾液腺)tumors. “And today, people are using the phone much more heavily. “I)Sadetzki served as Israel’s principal investigator in the Interphone study, which was conducted over the past several years by 13 countries, most of them European. The Interphone results initially were to be published in 2006, but the final report has been postponed repeatedly, and the study investigators are reportedly deeply divided. In the US, which isn’t one of the Interphone countries, the National Toxicology Program is launching studies of the health effects of cell phones. But peer-reviewed results won’t be available until at least 2014.J)That’s a long time to wait for the last result. The good news is that there are easy ways for those concerned about RF radiation to cut down on exposure. Using your cell phone’s speaker or connecting a wired headset—while keeping the handset away from your body—drastically reduces RF exposure. Bluetooth headsets help too, but they still emit some radiation. And given the potentially more serious risks for children, who have thinner skulls than adults, parents might want to wait before handing teens their first phone—or at least ensure they use it mostly for texting. K)Meanwhile, a start-up, Pong Research, is selling cell phone cases that significantly reduce radiation exposure by channeling waves away from the head. Alfred Wong, Pong’s chief scientist and a professor emeritus(荣誉退休者)of physics at UCLA, says, “I think it’s best to avoid as much of the risk as possible until the verdict is in. “ L)That’s exactly what Boland and other advocates of warning labels are arguing. It’s true that cell phone use has yet to be linked to cancer risk. “Scientifically speaking, we don’t have the proof yet,” says Sadetzki, “But as a public-health concern, I’m saying we definitely should adopt precautions.”
11． When people are answering phones, cell phones will release low-level radio-frequency radiation.
正确答案：E
解析：同义转述题。由定位句可知，当人们用手机接打电话时，手机会释放出较低的射频辐射。题干是对定位句的同义转述，故E)符合题意。 知识模块：长篇阅读
12． Using your cell phone’s speaker to answer the phone is an effective way to reduce RF exposure.
正确答案：J
解析：同义转述题。由定位句可知，用手机通话时使用扬声器或有线耳机，同时使手机尽量与身体保持距离，便可大幅度减少辐射。题干是对定位句的同义转述，故J)符合题意。 知识模块：长篇阅读
13． The NCI and the WHO believe there is no evidence to show that cell phones are a public-health threat.
正确答案：C
解析：同义转述题。由定位句可知，对于关注手机安全性的人们来说，美国国家癌症研究所和世界卫生组织的看法值得留意，这两家机构声称目前没有证据支持手机对公众健康有害这一主张。题干是对定位句的同义转述，故C)符合题意。 知识模块：长篇阅读
14． In his research, Dr. Siegal Sadetzki finds the latency period we have is far too short.
正确答案：H
解析：同义转述题。由定位句可知，以色列格特纳学院的癌症研究人员Siegal Sadetzki博士发现，使用手机与唾液腺肿瘤存在着某种关联。他说：“潜伏期太短了。”题干是对定位句的同义转述，故H)符合题意。 知识模块：长篇阅读
15． Mobile phone radiation may indirectly damage cells perhaps by disturbing their ability to repair normal DNA damage.
正确答案：F
解析：同义转述题。由定位句可知，手机辐射可能能够间接损害细胞，这或许是通过干扰细胞修复正常DNA损伤的能力实现的。题干是对定位句的同义转述，故F)符合题意。 知识模块：长篇阅读
16． It is difficult to get in touch with Andrea Boland, for she turns off her cell phone most of the time.
正确答案：A
解析：细节归纳题。由定位句可知，Andrea Boland很难联系上，她与那些使用黑莓手机的诸多政客不同，除非是特意等候他人来电，否则她的手机一直处于关机状态。题干是对定位句的概括归纳，故A)符合题意。 知识模块：长篇阅读
17． As 270 million Americans and 4 billion people around the world are using cell phones, many people are concerned about the link between mobiles and cancer.
正确答案：E
解析：细节推断题。由定位句可知，目前在美国有2．7亿人，全世界有40亿人使用手机，并且使用人数每天都在增加。手机与癌症之间的紧密联系对于公众健康有着重要意义。题干是对定位句的概括推断，故E)符合题意。 知识模块：长篇阅读
18． According to Henry Lai, the cell phone exposure can cause some type of biological effect.
正确答案：C
解析：同义转述题。由定位句可知，一份由华盛顿大学神经病学家Henry Lai发布的分析报告认为，与业界资助的研究结果相比，更多的研究结果表明，手机辐射至少导致某种形式的生理效应。题干是对定位句的同义转述，故C)符合题意。 知识模块：长篇阅读
19． Sadetzki thinks it necessary to take precautions against the cell phone use, though no scientific evidence has directly related it to human health.
正确答案：L
解析：同义转述题。由定位句可知，事实上还没有发现使用手机与发生癌症的风险之间有直接关联。Sadetzki说：“从科学角度上讲，我们还没有证据。但为大众健康着想，我认为在结论出来之前绝对应该采取预防措施。”题干是对定位句的同义转述，故L)符合题意。 知识模块：长篇阅读
20． Lai’s and Dariusz Leszczynski’s researches both conclude that radiation can damage brain cells.
正确答案：F
解析：细节归纳题。由定位句可知，Lai在论文中指出，持续两小时的射频辐射能够在老鼠的脑细胞中造成某种基因损害，从而引发癌症。Dariusz Leszczynski认为手机辐射能够导致脑血管障壁破裂，由此可知，他们都认为辐射损害脑细胞。题干是对定位句的概括归纳，故F)符合题意。 知识模块：长篇阅读
The Serious Risks of Rushing New Teacher Evaluation SystemsA)One of the primary policy reforms now being employed in states and districts nationwide is teacher evaluation reform. Well-designed evaluations, which should include measures that capture both teacher practice and student learning, have great potential to inform and improve the performance of teachers and, thus, students. Furthermore, most everyone agrees that the previous systems were not really practical, failed to provide useful feedback, and needed replacement.B)The attitude among many policymakers and advocates is that we must implement these systems and begin using them rapidly for decisions about teachers, while design flaws can be fixed later. However, we believe this attitude to be unwise. The risks of excessive haste are likely higher than whatever opportunity costs would be brought forth by proceeding more cautiously. Moving too quickly gives policymakers and educators less time to devise and test the new systems, and to become familiar with how they work and the results they provide.C)Moreover, careless rushing may result in avoidable erroneous high-stakes decisions about individual teachers. Such decisions are harmful to the profession, they threaten the credibility of the evaluations, and they may well promote widespread resistance.D)Finally, we must not underestimate the costs, financial and otherwise, of making large changes to these systems once they are in place. A perfect example is No Child Left Behind— it had many obvious design flaws that were known early on, but few of these have been corrected, even in states’ NCLB “flexibility” applications.E)In short, given these risks and the difficulty of fairly and accurately measuring teacher effectiveness, it seems short-sighted to rush into full-blown implementation without ensuring that the new systems are up to the task.F)To that end, we would like to highlight four issues to which states and districts must pay attention in the short term. The first is that the details of the evaluations, some of which may seem insignificant, in fact matter tremendously. Important choices include(but are not limited to): selecting measures, particularly for teachers in non-tested grades and subjects; reporting evaluation results to educators in a manner that is useful to their practice; ensuring accuracy in state data systems; choosing cut scores(if desired)to separate more and less effective educators; and designing scoring systems that preserve each measure’s intended importance, or “weight”. All of these decisions are important, but even a quick glance of states’ new evaluation policies under the waivers(弃权，放弃)or Race to the Top highlights many decisions that contradict what little we know about effective teacher evaluation systems.G)And, as is often the case with new policies, the flow of research in this area lags far behind the risky pace of policy making. For instance, a large number of states have chosen as their growth models for teacher evaluation a variant on what’s commonly called the “student growth percentile”(SGP)model. However, recent evidence suggests that value-added models can do a better job of leveling the playing field across classes. Similarly, the Measures of Effective Teaching project offered useful guidance for designing evaluation systems, but its results were released after many states and districts had already made these decisions.H)A second issue is simple bad timing: The implementation of the Common Core standards and new Core-aligned assessments creates serious complications for new teacher evaluation systems. Perhaps the most important of these is that curriculum, standards, and assessments are not yet in sync(同步的，协调的). New York has recently experienced this issue, administering new assessments before teachers have been supported to implement the Common Core through curriculum materials. And, while the stated hope is that the tests, curricula, and standards will perfectly come into adjustment in a few years, if history is any guide this is far from guaranteed.I)Doing evaluation reform and Common Core implementation at the same time may well be too much for states, districts, and schools to handle. Furthermore, evaluating teachers on the basis of tests that are not in line with what they are supposed to be teaching is a fundamentally invalid use of those data.J)The third issue is the need for states to avoid being overly prescriptive. Most notably, many schools and districts have well established evaluation systems already in place, and it makes little sense to do away with these systems and force a state-enforced model. Similarly, districts should be given room to experiment with system design and with different ways to use the results for personnel decisions. The state’s optimal role may be to enforce a minimum standard for teacher evaluation, rather than enforcing a particular evaluation model statewide.K)Fourth and finally, new evaluations—as with any major policy—require significant time and resources to plan and experiment, and there must be substantial capacity building for educators to understand and carry out these systems. Policies should not move directly from the drawing board to high-stakes(高风险的)implementation if the goal is to bring the policies’ effectiveness into full play and minimizing(最小化)their negative unintended consequences. We recommend that schools and districts should have a year for planning and two years of implementation prior to tying ratings to high stakes decisions.L)We conclude where we began—as two individuals who believe that improved teacher evaluation systems could indeed help elevate teaching and learning in US schools. We are concerned that the overly quick, insufficiently careful manner in which many new systems are being installed threatens their likelihood of success.M)Put simply, we need to slow down and work to create the best systems possible. Schools and districts in the middle of the design and implementation process should focus on the details of their systems and partner with researchers and other sites to study system effectiveness. In those places where evaluations are already in force, we would strongly advise policymakers to take a step back and consider our suggestions.N)And, no matter the situation, high-stakes decisions about teachers should not be made on the basis of assessment data collected during Common Core implementation. Doing so is unfair and inappropriate and may cause serious harm.
21． The new systems may be less likely to be a success if they are made and implemented quickly and carelessly.
正确答案：L
解析：同义转述题。定位句表明，作者认为许多新的由于实施得过于迅速和鲁莽，很可能会达不到预期的效果。题干中的quickly and carelessly是对原文中the overly quick，insufficiently careful的同义转述，故选L)。 知识模块：长篇阅读
22． The new teacher evaluation reform should improve the performance of both teachers and students to a greater extent.
正确答案：A
解析：细节归纳题。定位句介绍了教师评估改革是全国改革的重点。设计完善的教师评估能有很大的潜能来改进教师的工作，并提高学生的学习成绩。题干是对定位句的归纳，故选A)。 知识模块：长篇阅读
23． Policies should be implemented cautiously in order to maximize their effectiveness and minimize the negative undesirable results.
正确答案：K
解析：同义转述题。定位句指出，为使效益最大化，不足最小化，新不能操之过急，一蹴而就。题干中的maximize their effectiveness是对原文中bring the policies’effectivenessinto full play的同义转述，故选K)。 知识模块：长篇阅读
24． Erroneous decisions about individual teachers will not only do harm to the profession and the credibility of evaluations but also may evoke considerable resistance.
正确答案：C
解析：细节归纳题。定位段主要介绍了鲁莽行事有可能会导致对教师做出高风险的错误决定，这不仅会威胁到该职业和评估的可信度，还有可能会引起普遍的抵触情绪。题干中的doharm to相当于原文中的are harmful to；题干中的evoke considerable resistance是对原文中promote widespread resistance的同义转述，故选C)。 知识模块：长篇阅读
25． The Measures of Effective Teaching project might guide the design of evaluation systems if its results were released earlier.
正确答案：G
解析：细节推断题。定位句讲述“有效教学措施”项目本来可以为新的教师评估提供必要的引导，只是它的相关数据传送到各州各区时，当地已在开展改革了。题干是对定位句的推断，故选G)。 知识模块：长篇阅读
26． Schools and districts where the reform is being implemented are expected to cooperate with researchers and other places to study system effectiveness.
正确答案：M
解析：同义转述题。定位句指出，那些已经在推行新的学校和地区要专注细节，还要与研究人员和其他地区合作研究该的成效性问题。题干中的is being implemented相当于原文中的in the middle of the…implementation process，故选M)。 知识模块：长篇阅读
27． Evaluating teachers on the basis of tests that do not accord with what they are expected to be teaching is a noneffective use of the data.
正确答案：I
解析：同义转述题。定位句指出，如果评估教师的内容不是基于该教师应该教授的内容，那么这就是数据的无效使用。题干中的not accord with是对原文中not in line with的同义转述，故选I)。 知识模块：长篇阅读
28． A state-enforced evaluation model is not suggested because many local schools already have established evaluation systems.
正确答案：J
解析：同义转述题。定位句指出，很多学校和地区强制性地推行该项教师评估改革、执行全国强制模式是没有意义的，因为它们都已经拥有自己的评估系统。题干中的is notsuggested相当于原文中的makes little sense，故选J)。 知识模块：长篇阅读
29． From the perspective of the author, it wouldn’t be wise for policymakers and advocates to implement the teacher evaluation reform rapidly.
正确答案：B
解析：细节归纳题。定位句讲述了一些制定者和倡导者积极推动教师评估改革，并且迅速地实施，但是作者认为这样做是不明智的。题干是对定位句的概括，故选B)。 知识模块：长篇阅读
30． One of the serious complications for new teacher evaluation systems is that the relationship between curriculum, standards, and assessments is inconsistent.
正确答案：H
解析：同义转述题。定位句指出，课程设置、标准和评价三者之间的关系是不统一、不协调的，这可能是教改最严重的一个麻烦。题干中的inconsistent是对原文中not yet in sync的同义转述，故选H)。 知识模块：长篇阅读 下载本文
