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二、阅读理解
A
体裁：议论文 主题：科普知识 难度：★★★★ 建议用时：7 min 正确率：/5
Over the past century, an important idea has become popular in education. Before, people thought intelligence was inborn. But now, we know that intelligence can change with the right training. In the 19th century, psychologist Alfred Binet, who made the first intelligence tests, believed intelligence was fixed and tried to measure it. However, in the early 20th century, thinkers like John Dewey said every child's intelligence could grow with a good environment(环境).
Dweck's famous experiment(实验) divided 10-to 12-year-olds into two groups. One group was praised for being smart, while the other was praised for working hard. The "effort(努力)-praised" group tried harder on later tasks, while the "smart-praised" group avoided(避免) challenges to protect their self-image. This showed that praising effort, not talent, helps students improve.
However, schools often have difficulty using growth mindset ideas effectively. Many focus too much on test scores and rankings, which actually encourages a "fixed mindset". Some schools even create contradictions by talking about growth mindsets while giving fixed grades based on performance.
Critics point out problems with growth mindset research. Studies trying to repeat Dweck's experiments often fail. Psychologist Timothy Bates found that students with growth mindsets didn't get better grades. Statistician Andrew Gelman questioned whether the research truly proved(证明) the theory.
Recent studies show growth mindset programs rarely improve grades. Posters and motivational speeches often fail. Instead, teaching practical skills (like writing essay introductions) and praising effort works better. True confidence comes from real achievements, not empty(空洞的) praise. Perhaps a growth mindset works better as a teaching philosophy than a classroom tool.
1. What did Alfred Binet believe about intelligence?
A. Intelligence was based on a person's effort.
B. Intelligence was something fixed and could be tested.
C. Every child's intelligence was different and unchangeable.
D. Intelligence could be developed with the right environment.
2. In Carol Dweck's experiment, what happened to the group praised for intelligence?
A. They avoided tasks that might cause them to fail.
B. They changed their mindsets after the experiment.
C. They were more likely to work hard on future tasks.
D. They took on more difficult tasks to prove their ability.
3. 新趋势·写作手法 How is Paragraph 3 developed?
▶▶写作手法题解题策略见 P121 重点精讲
A. By giving personal stories on fixed grades.
B. By comparing schools' past and present ways.
C. By stating a problem and explaining its causes.
D. By listing research steps to study a growth mindset.
4. What might the writer agree with?
A. Motivational posters are the best way to teach.
B. Teaching real skills is better than empty praise.
C. Dweck's experiments perfectly prove her theory.
D. Fixed grades help students develop a growth mindset.
5. Which is the best title for the passage?
A. How to Praise Students Wisely
B. The History of Intelligence Tests
C. Why Fixed Mindset Fails in Schools
D. Growth Mindset: Hopes and Realities
A
体裁：议论文 主题：科普知识 难度：★★★★ 建议用时：7 min 正确率：/5
Over the past century, an important idea has become popular in education. Before, people thought intelligence was inborn. But now, we know that intelligence can change with the right training. In the 19th century, psychologist Alfred Binet, who made the first intelligence tests, believed intelligence was fixed and tried to measure it. However, in the early 20th century, thinkers like John Dewey said every child's intelligence could grow with a good environment(环境).
Dweck's famous experiment(实验) divided 10-to 12-year-olds into two groups. One group was praised for being smart, while the other was praised for working hard. The "effort(努力)-praised" group tried harder on later tasks, while the "smart-praised" group avoided(避免) challenges to protect their self-image. This showed that praising effort, not talent, helps students improve.
However, schools often have difficulty using growth mindset ideas effectively. Many focus too much on test scores and rankings, which actually encourages a "fixed mindset". Some schools even create contradictions by talking about growth mindsets while giving fixed grades based on performance.
Critics point out problems with growth mindset research. Studies trying to repeat Dweck's experiments often fail. Psychologist Timothy Bates found that students with growth mindsets didn't get better grades. Statistician Andrew Gelman questioned whether the research truly proved(证明) the theory.
Recent studies show growth mindset programs rarely improve grades. Posters and motivational speeches often fail. Instead, teaching practical skills (like writing essay introductions) and praising effort works better. True confidence comes from real achievements, not empty(空洞的) praise. Perhaps a growth mindset works better as a teaching philosophy than a classroom tool.
1. What did Alfred Binet believe about intelligence?
A. Intelligence was based on a person's effort.
B. Intelligence was something fixed and could be tested.
C. Every child's intelligence was different and unchangeable.
D. Intelligence could be developed with the right environment.
2. In Carol Dweck's experiment, what happened to the group praised for intelligence?
A. They avoided tasks that might cause them to fail.
B. They changed their mindsets after the experiment.
C. They were more likely to work hard on future tasks.
D. They took on more difficult tasks to prove their ability.
3. 新趋势·写作手法 How is Paragraph 3 developed?
▶▶写作手法题解题策略见 P121 重点精讲
A. By giving personal stories on fixed grades.
B. By comparing schools' past and present ways.
C. By stating a problem and explaining its causes.
D. By listing research steps to study a growth mindset.
4. What might the writer agree with?
A. Motivational posters are the best way to teach.
B. Teaching real skills is better than empty praise.
C. Dweck's experiments perfectly prove her theory.
D. Fixed grades help students develop a growth mindset.
5. Which is the best title for the passage?
A. How to Praise Students Wisely
B. The History of Intelligence Tests
C. Why Fixed Mindset Fails in Schools
D. Growth Mindset: Hopes and Realities
答案
【语篇解读】本文是一篇议论文。文章主要论述了“成长型思维”教育理念的起源、相关实验证据及其在实际应用中的争议与局限。
1. B 细节理解题。根据第一段“In the 19th century, psychologist Alfred Binet, who made the first intelligence tests, believed intelligence was fixed and tried to measure it.”可知，阿尔弗雷德·比奈认为智力是固定的，并试图通过智力测试来衡量它。故选 B。
2. A 细节理解题。根据第二段“while the ‘smart-praised’ group avoided challenges to protect their self-image”可知被表扬聪明的组避免挑战以保护自我形象。故选 A。
3. C 写作手法题。第三段首先指出学校在使用成长型思维模式时遇到的困难，然后解释了这些问题的原因，如过分关注考试成绩和排名。故选 C。
4. B 推理判断题。根据最后一段“Instead, teaching practical skills (like writing essay introductions) and praising effort works better. True confidence comes from real achievements, not empty praise.”可知，教授实用的技能比空洞的表扬更有效。故选 B。
5. D 标题归纳题。结合文章内容可知，本文主要论述了“成长型思维”教育理念的起源、相关实验证据及其在实际应用中的争议与局限。故选 D。
1. B 细节理解题。根据第一段“In the 19th century, psychologist Alfred Binet, who made the first intelligence tests, believed intelligence was fixed and tried to measure it.”可知，阿尔弗雷德·比奈认为智力是固定的，并试图通过智力测试来衡量它。故选 B。
2. A 细节理解题。根据第二段“while the ‘smart-praised’ group avoided challenges to protect their self-image”可知被表扬聪明的组避免挑战以保护自我形象。故选 A。
3. C 写作手法题。第三段首先指出学校在使用成长型思维模式时遇到的困难，然后解释了这些问题的原因，如过分关注考试成绩和排名。故选 C。
4. B 推理判断题。根据最后一段“Instead, teaching practical skills (like writing essay introductions) and praising effort works better. True confidence comes from real achievements, not empty praise.”可知，教授实用的技能比空洞的表扬更有效。故选 B。
5. D 标题归纳题。结合文章内容可知，本文主要论述了“成长型思维”教育理念的起源、相关实验证据及其在实际应用中的争议与局限。故选 D。
解析
【分析】
本题为英语阅读理解题，围绕“成长型思维”的议论文设置了细节理解、写作手法、推理判断、标题归纳类题型。解题思路为：先通读全文把握文章主旨（成长型思维的起源、实验、应用问题及争议）；再针对每道题的题干关键词，回到原文定位对应内容；最后对比选项与原文信息，排除干扰项选出正确答案。
【解析】
1. 细节理解题：根据第一段“In the 19th century, psychologist Alfred Binet, who made the first intelligence tests, believed intelligence was fixed and tried to measure it.”可知，阿尔弗雷德·比奈认为智力是固定的且可被测量，对应选项B。
2. 细节理解题：根据第二段“while the ‘smart-praised’ group avoided challenges to protect their self-image”可知，被表扬聪明的小组会避免挑战以保护自我形象，对应选项A。
3. 写作手法题：第三段先提出“学校难以有效应用成长型思维”的问题，再解释原因（过分关注考试成绩和排名），对应选项C。
4. 推理判断题：根据最后一段“Instead, teaching practical skills (like writing essay introductions) and praising effort works better. True confidence comes from real achievements, not empty praise.”可知，作者认为教授实用技能比空洞表扬更有效，对应选项B。
5. 标题归纳题：文章围绕成长型思维的起源、实验、应用的希望与现实展开，对应选项D。
【答案】
1.B 2.A 3.C 4.B 5.D
【知识点】
英语阅读理解、细节理解题、写作手法题
【点评】
本文是关于成长型思维的议论文，题目类型全面，覆盖多种核心阅读题型，解题关键在于精准定位原文信息、把握段落结构与文章主旨，适合训练学生的英语阅读解题逻辑。
【难度系数】
0.5
本题为英语阅读理解题，围绕“成长型思维”的议论文设置了细节理解、写作手法、推理判断、标题归纳类题型。解题思路为：先通读全文把握文章主旨（成长型思维的起源、实验、应用问题及争议）；再针对每道题的题干关键词，回到原文定位对应内容；最后对比选项与原文信息，排除干扰项选出正确答案。
【解析】
1. 细节理解题：根据第一段“In the 19th century, psychologist Alfred Binet, who made the first intelligence tests, believed intelligence was fixed and tried to measure it.”可知，阿尔弗雷德·比奈认为智力是固定的且可被测量，对应选项B。
2. 细节理解题：根据第二段“while the ‘smart-praised’ group avoided challenges to protect their self-image”可知，被表扬聪明的小组会避免挑战以保护自我形象，对应选项A。
3. 写作手法题：第三段先提出“学校难以有效应用成长型思维”的问题，再解释原因（过分关注考试成绩和排名），对应选项C。
4. 推理判断题：根据最后一段“Instead, teaching practical skills (like writing essay introductions) and praising effort works better. True confidence comes from real achievements, not empty praise.”可知，作者认为教授实用技能比空洞表扬更有效，对应选项B。
5. 标题归纳题：文章围绕成长型思维的起源、实验、应用的希望与现实展开，对应选项D。
【答案】
1.B 2.A 3.C 4.B 5.D
【知识点】
英语阅读理解、细节理解题、写作手法题
【点评】
本文是关于成长型思维的议论文，题目类型全面，覆盖多种核心阅读题型，解题关键在于精准定位原文信息、把握段落结构与文章主旨，适合训练学生的英语阅读解题逻辑。
【难度系数】
0.5
