登录
五、(核心素养·学习能力)(2025·苏州市立达中学期中)阅读表达。
学习城市历史的新方式
Today, teenagers in Suzhou can learn about their city's history in new ways. Museums and artists are using simple online tools to share traditions.
Suzhou Museum now has online lantern-making for festivals. Students click to choose colors and patterns, making digital(数字的)lanterns while hearing stories about their meanings. For example, red lanterns stand for good luck, and rabbit shapes connect to the Moon Festival tales. Another project lets students take online walks along old streets. For Kunqu Opera, there are free short videos teaching easy moves like “holding a fan”.
A school survey shows that 60% of students like learning this way because “it's like playing a game”. One boy said, “I finally understand why our city is called the Venice of China after the online canal tour!” But 70% of grandparents say real-life activities are better. “Sitting together to make lanterns is happier than doing it alone online,” said Mr. Zhang, a 68-year-old cook.
Teachers advise mixing online and real-life activities. For example, visit Hanshan Temple first, touch the ancient walls and smell the incense(香), and then use a phone app to listen to stories about its 1,000-year-old bell.
1. Where can students make digital lanterns online?
2. According to the survey, what are the different opinions on online culture tours between students and old people?
3. Which way do you like better for learning about culture—with online tools or through real-life activities? Why?
学习城市历史的新方式
Today, teenagers in Suzhou can learn about their city's history in new ways. Museums and artists are using simple online tools to share traditions.
Suzhou Museum now has online lantern-making for festivals. Students click to choose colors and patterns, making digital(数字的)lanterns while hearing stories about their meanings. For example, red lanterns stand for good luck, and rabbit shapes connect to the Moon Festival tales. Another project lets students take online walks along old streets. For Kunqu Opera, there are free short videos teaching easy moves like “holding a fan”.
A school survey shows that 60% of students like learning this way because “it's like playing a game”. One boy said, “I finally understand why our city is called the Venice of China after the online canal tour!” But 70% of grandparents say real-life activities are better. “Sitting together to make lanterns is happier than doing it alone online,” said Mr. Zhang, a 68-year-old cook.
Teachers advise mixing online and real-life activities. For example, visit Hanshan Temple first, touch the ancient walls and smell the incense(香), and then use a phone app to listen to stories about its 1,000-year-old bell.
1. Where can students make digital lanterns online?
On Suzhou Museum's online tools.
2. According to the survey, what are the different opinions on online culture tours between students and old people?
60% of students like online learning because it's like playing a game, while 70% of grandparents prefer real-life activities for shared experiences.
3. Which way do you like better for learning about culture—with online tools or through real-life activities? Why?
I prefer learning about culture with online tools, because online tools are convenient. (言之有理即可)
答案
五、1. On Suzhou Museum's online tools. 2. 60% of students like online learning because it's like playing a game, while 70% of grandparents prefer real-life activities for shared experiences. 3. I prefer learning about culture with online tools, because online tools are convenient. (言之有理即可)
解析
【分析】
这道阅读表达题的解题思路非常清晰：首先针对前两道细节类题目，先提取题干中的核心关键词，带着关键词回到原文对应段落定位，直接抓取原文的关键信息再整理成符合问题要求的回答即可；第三道是开放类问题，只需要选择任意一种你偏好的学习方式，给出逻辑通顺、符合常理的理由，言之有理就能得分。第一题抓关键词"make digital lanterns online"，直接定位到第二段开头就能找到对应地点；第二题抓关键词"different opinions between students and old people"，定位到第三段的调查结果部分，分别提取两方的态度和理由再整合即可。
【解析】
1. 定位原文第二段内容"Suzhou Museum now has online lantern-making for festivals. Students click to choose colors and patterns, making digital(数字的)lanterns while hearing stories about their meanings"，可知学生可以在苏州博物馆的线上工具上制作数字灯笼，整理得到对应答案。
2. 定位原文第三段的调查内容：首先提取学生方的信息"60% of students like learning this way because 'it's like playing a game'"，再提取老年人群体的信息"70% of grandparents say real-life activities are better. 'Sitting together to make lanterns is happier than doing it alone online'"，将两方的不同观点整合表述，清晰体现二者的差异即可。
3. 本题为开放性作答，没有唯一标准答案，只要选择线上工具或者实景活动其中一种，给出合理的理由，表述通顺就符合要求，例如选择线上可以说它便捷、不受时空限制，选择线下可以说能亲身感知文化细节、体验更真实。
【答案】
1. On Suzhou Museum's online tools.
2. 60% of students like online learning because it's like playing a game, while 70% of grandparents prefer real-life activities for shared experiences.
3. I prefer learning about culture with online tools, because online tools are convenient. (言之有理即可)
【知识点】
细节信息定位，观点整合归纳，开放性书面表达
【点评】
本题结合本土传统文化传播的真实情境命题，既考查学生的阅读理解信息提取能力，也引导学生辩证思考不同文化学习方式的优缺点，渗透了文化意识的核心素养，题目梯度合理，开放题设置灵活，不会给学生造成过大的表达负担。
【难度系数】
0.7
这道阅读表达题的解题思路非常清晰：首先针对前两道细节类题目，先提取题干中的核心关键词，带着关键词回到原文对应段落定位，直接抓取原文的关键信息再整理成符合问题要求的回答即可；第三道是开放类问题，只需要选择任意一种你偏好的学习方式，给出逻辑通顺、符合常理的理由，言之有理就能得分。第一题抓关键词"make digital lanterns online"，直接定位到第二段开头就能找到对应地点；第二题抓关键词"different opinions between students and old people"，定位到第三段的调查结果部分，分别提取两方的态度和理由再整合即可。
【解析】
1. 定位原文第二段内容"Suzhou Museum now has online lantern-making for festivals. Students click to choose colors and patterns, making digital(数字的)lanterns while hearing stories about their meanings"，可知学生可以在苏州博物馆的线上工具上制作数字灯笼，整理得到对应答案。
2. 定位原文第三段的调查内容：首先提取学生方的信息"60% of students like learning this way because 'it's like playing a game'"，再提取老年人群体的信息"70% of grandparents say real-life activities are better. 'Sitting together to make lanterns is happier than doing it alone online'"，将两方的不同观点整合表述，清晰体现二者的差异即可。
3. 本题为开放性作答，没有唯一标准答案，只要选择线上工具或者实景活动其中一种，给出合理的理由，表述通顺就符合要求，例如选择线上可以说它便捷、不受时空限制，选择线下可以说能亲身感知文化细节、体验更真实。
【答案】
1. On Suzhou Museum's online tools.
2. 60% of students like online learning because it's like playing a game, while 70% of grandparents prefer real-life activities for shared experiences.
3. I prefer learning about culture with online tools, because online tools are convenient. (言之有理即可)
【知识点】
细节信息定位，观点整合归纳，开放性书面表达
【点评】
本题结合本土传统文化传播的真实情境命题，既考查学生的阅读理解信息提取能力，也引导学生辩证思考不同文化学习方式的优缺点，渗透了文化意识的核心素养，题目梯度合理，开放题设置灵活，不会给学生造成过大的表达负担。
【难度系数】
0.7
