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D
体裁: 说明文
主题: 学习策略
难度: ★★★★★
新素养·学习能力 The 2024 Nobel Prize in Physics (物理学) surprisingly didn't go to a typical physicist, instead, to two pioneers in machine learning: John J. Hopfield and Geoffrey E. Hinton. What they did was to use principles from physics to make discoveries in machine learning, which pushed the development (推动发展) of AI. This is a perfect example of joining ideas from different subjects to make a breakthrough (突破).
In simple terms, cross-disciplinary (跨学科的) learning is about not sticking to just one subject. It means being curious and open to ideas from different fields—whether it's science, art, history or technology—and using that knowledge to improve our own understanding.
Cross-disciplinary learning is nothing new. We have seen many examples over the centuries. Even the ancient Greeks practiced it. They believed that music, math and astronomy were interconnected. This helped them make groundbreaking discoveries.
Great minds like Leonardo da Vinci, Isaac Newton and Zhang Heng gave us amazing and influential creations because they were inventors, scientists, mathematicians, engineers and more, all at the same time. These inventors used knowledge from many different fields.
As they proved, great achievements often come from thinking beyond the boundaries (界限) of one subject. This is why, nowadays, schools are pushing cross-disciplinary studies. They hope that by drawing from multiple areas, students can contribute (贡献) to different fields and make a meaningful influence.
Cross-disciplinary learning can help you get new ideas, find creative solutions and, most importantly, better prepare you to deal with the complex challenges of tomorrow. You never know where inspiration (灵感) might come from. Sometimes the best ideas are found in the most unexpected places. So, go ahead, mix it up, learn from everything, and see how far it takes you!
1. 新趋势·补全文章 Which sentence should go into "" in Paragraph 1?
补全文章题解题策略见 P78 重点精讲
A. It's cross-disciplinary learning at its best.
B. This means AI is the new start of physics.
C. The prize brings attention to machine learning.
D. The breakthrough is cross-disciplinary learning.
2. Why does the writer mention great minds in Paragraph 4?
A. To show how clever they were.
B. To tell how they made creations.
C. To talk about how cross-disciplinary learning developed.
D. To explain why schools push cross-disciplinary learning.
3. What can we learn about cross-disciplinary learning from the passage?
A. It was first created and practiced by ancient Greeks.
B. It helps find out where your inspiration comes from.
C. It means being open to science, art, history and technology.
D. It contributes to thinking beyond the boundaries of a subject.
4. Which of the four students is practicing cross-disciplinary learning?
A. Chen Xi does physics homework in a geography class.
B. Li Na likes to listen to music while writing a science report.
C. Zhang Jia uses math knowledge to work out a biology problem.
D. Wang Yi shares paper-cutting with exchange students in English.
体裁: 说明文
主题: 学习策略
难度: ★★★★★
新素养·学习能力 The 2024 Nobel Prize in Physics (物理学) surprisingly didn't go to a typical physicist, instead, to two pioneers in machine learning: John J. Hopfield and Geoffrey E. Hinton. What they did was to use principles from physics to make discoveries in machine learning, which pushed the development (推动发展) of AI. This is a perfect example of joining ideas from different subjects to make a breakthrough (突破).
A
In simple terms, cross-disciplinary (跨学科的) learning is about not sticking to just one subject. It means being curious and open to ideas from different fields—whether it's science, art, history or technology—and using that knowledge to improve our own understanding.
Cross-disciplinary learning is nothing new. We have seen many examples over the centuries. Even the ancient Greeks practiced it. They believed that music, math and astronomy were interconnected. This helped them make groundbreaking discoveries.
Great minds like Leonardo da Vinci, Isaac Newton and Zhang Heng gave us amazing and influential creations because they were inventors, scientists, mathematicians, engineers and more, all at the same time. These inventors used knowledge from many different fields.
As they proved, great achievements often come from thinking beyond the boundaries (界限) of one subject. This is why, nowadays, schools are pushing cross-disciplinary studies. They hope that by drawing from multiple areas, students can contribute (贡献) to different fields and make a meaningful influence.
Cross-disciplinary learning can help you get new ideas, find creative solutions and, most importantly, better prepare you to deal with the complex challenges of tomorrow. You never know where inspiration (灵感) might come from. Sometimes the best ideas are found in the most unexpected places. So, go ahead, mix it up, learn from everything, and see how far it takes you!
1. 新趋势·补全文章 Which sentence should go into "" in Paragraph 1?
补全文章题解题策略见 P78 重点精讲
A. It's cross-disciplinary learning at its best.
B. This means AI is the new start of physics.
C. The prize brings attention to machine learning.
D. The breakthrough is cross-disciplinary learning.
2. Why does the writer mention great minds in Paragraph 4?
A. To show how clever they were.
B. To tell how they made creations.
C. To talk about how cross-disciplinary learning developed.
D. To explain why schools push cross-disciplinary learning.
3. What can we learn about cross-disciplinary learning from the passage?
A. It was first created and practiced by ancient Greeks.
B. It helps find out where your inspiration comes from.
C. It means being open to science, art, history and technology.
D. It contributes to thinking beyond the boundaries of a subject.
4. Which of the four students is practicing cross-disciplinary learning?
A. Chen Xi does physics homework in a geography class.
B. Li Na likes to listen to music while writing a science report.
C. Zhang Jia uses math knowledge to work out a biology problem.
D. Wang Yi shares paper-cutting with exchange students in English.
答案
【语篇解读】本文是一篇说明文。文章主要介绍了跨学科学习。
1. A 补全文章题。根据第一段“This is a perfect example of joining ideas from different subjects to make a breakthrough.”可知 2024 年诺贝尔物理学奖得主利用物理学原理在机器学习中的发现，推动人工智能的发展，将不同学科的观点融合在一起从而取得突破，此处介绍跨学科学习的最佳状态。故选 A。
2. D 推理判断题。根据第四段“These inventors used knowledge from many different fields.”和第五段“This is why， nowadays， schools are pushing cross-disciplinary studies.”可知这些伟人使用了不同领域的知识进行创作和发明，体现了跨学科学习的重要性，作者提到这些伟人是为了解释学校为何推行跨学科教学。故选 D。
3. D 推理判断题。根据第五段“As they proved，great achievements often come from thinking beyond the boundaries of one subject... They hope that by drawing from multiple areas，students can contribute to different fields and make a meaningful influence.”可知重大成就往往源于超越一个学科范畴的思考，学校推动跨学科教学是希望通过融合多个领域的知识，让学生能够为不同的领域做出贡献，并产生有意义的影响，由此可知跨学科学习能超越一个学科范畴进行思考。故选 D。
4. C 推理判断题。结合文章内容，尤其是第二段“In simple terms，cross-disciplinary learning is about not sticking to just one subject... and using that knowledge to improve our own understanding.”可知跨学科学习指不拘泥于一门学科，利用不同领域的知识提高自己的理解和找到创造性的解决方案；C 项“张佳用数学知识解决了一个生物问题。”与之相符。故选 C。
1. A 补全文章题。根据第一段“This is a perfect example of joining ideas from different subjects to make a breakthrough.”可知 2024 年诺贝尔物理学奖得主利用物理学原理在机器学习中的发现，推动人工智能的发展，将不同学科的观点融合在一起从而取得突破，此处介绍跨学科学习的最佳状态。故选 A。
2. D 推理判断题。根据第四段“These inventors used knowledge from many different fields.”和第五段“This is why， nowadays， schools are pushing cross-disciplinary studies.”可知这些伟人使用了不同领域的知识进行创作和发明，体现了跨学科学习的重要性，作者提到这些伟人是为了解释学校为何推行跨学科教学。故选 D。
3. D 推理判断题。根据第五段“As they proved，great achievements often come from thinking beyond the boundaries of one subject... They hope that by drawing from multiple areas，students can contribute to different fields and make a meaningful influence.”可知重大成就往往源于超越一个学科范畴的思考，学校推动跨学科教学是希望通过融合多个领域的知识，让学生能够为不同的领域做出贡献，并产生有意义的影响，由此可知跨学科学习能超越一个学科范畴进行思考。故选 D。
4. C 推理判断题。结合文章内容，尤其是第二段“In simple terms，cross-disciplinary learning is about not sticking to just one subject... and using that knowledge to improve our own understanding.”可知跨学科学习指不拘泥于一门学科，利用不同领域的知识提高自己的理解和找到创造性的解决方案；C 项“张佳用数学知识解决了一个生物问题。”与之相符。故选 C。
解析
【分析】
这是一篇介绍跨学科学习的说明文，解题时可以逐题对应考点梳理思路：
1. 第1题是句子还原题，首先定位空前内容：前文刚举了2024年诺贝尔物理学奖得主融合物理、机器学习不同领域知识取得突破的例子，空后马上引出跨学科学习的定义，因此空格处需要起到承上启下的作用，把前文的获奖案例和后文的跨学科主题衔接，逐一比对选项排除不符合逻辑的内容即可选出正确答案。
2. 第2题是写作目的推理题，首先定位第四段提到的多位伟人案例，再顺着上下文找案例对应的论证逻辑，第四段说明这些伟人都同时掌握多个领域的知识，第五段紧接着用"This is why"引出学校推行跨学科学习的结论，因此案例的作用就是为该结论做支撑。
3. 第3题是细节判断题，需要把每个选项和原文内容逐一比对，排除偷换概念、无中生有的干扰项，选出符合原文表述的内容。
4. 第4题是概念应用题，先从原文提炼跨学科学习的核心定义：不局限于单一学科，借助不同领域的知识解决问题、提升认知，再比对四个选项的场景，选出符合定义的行为即可。
【解析】
1. 定位第一段内容：空前句点明“这是融合不同学科理念取得突破的完美案例”，后文紧接着引入跨学科学习的定义，A选项“这就是跨学科学习的最佳体现”既对前文的诺奖案例做了定性，又自然引出后文的跨学科主题，衔接逻辑通顺。B选项将AI定义为物理的新起点不符合原文内容，C选项偏离了“跨学科融合取得突破”的核心，D选项表述错误，前文的突破是跨学科融合的成果，并非突破本身就是跨学科学习，因此选A。
2. 第四段列举达芬奇、牛顿、张衡等伟人的案例，说明他们都运用了多领域的知识取得成就，第五段直接承接案例给出结论“这就是如今学校推行跨学科学习的原因”，因此作者提及这些伟人的目的是解释学校推行跨学科学习的缘由，排除A、B、C的无关表述，选D。
3. 逐一比对选项：A选项“跨学科学习由古希腊人首创”表述错误，原文仅提到古希腊人也践行跨学科，并未说明是他们首创；B选项“跨学科学习能帮你找到灵感的来源”表述错误，原文仅提到你永远不知道灵感会从何而来，并非跨学科学习的作用是定位灵感来源；C选项“跨学科学习意味着对科学、艺术、历史、技术保持开放”偷换概念，原文是举例说明跨学科可以覆盖这些领域，并非将其定义为仅面向这几个领域；D选项“跨学科学习有助于人们跳出单一学科的边界思考”符合原文“伟大成就往往来自跳出单一学科边界的思考”的表述，因此选D。
4. 根据原文跨学科学习的核心定义：不局限于单一学科，借助不同领域的知识优化认知、解决问题。A选项是在地理课上写其他科目的作业，不属于跨学科学习；B选项边听音乐边写科学报告只是同时进行两个无关行为，没有借助音乐知识辅助完成科学任务；C选项用数学学科的知识解决生物学科的问题，完全符合跨学科学习的定义；D选项用英语分享剪纸文化属于语言场景下的文化交流，没有体现跨不同学科知识解决问题的核心，因此选C。
【答案】
1. A 2. D 3. D 4. C
【知识点】
阅读理解推理判断，语篇衔接逻辑，跨学科概念辨析
【点评】
本题结合2024年诺贝尔物理学奖的热点引入跨学科学习主题，既考察了学生的英语阅读细节定位、上下文逻辑梳理能力，也贴合新课标对跨学科核心素养的引导，干扰项多采用偷换概念、望文生义的设置方式，能有效区分学生对文本的理解深度，避免仅凭零散信息选答案的误区。
【难度系数】
0.4
这是一篇介绍跨学科学习的说明文，解题时可以逐题对应考点梳理思路：
1. 第1题是句子还原题，首先定位空前内容：前文刚举了2024年诺贝尔物理学奖得主融合物理、机器学习不同领域知识取得突破的例子，空后马上引出跨学科学习的定义，因此空格处需要起到承上启下的作用，把前文的获奖案例和后文的跨学科主题衔接，逐一比对选项排除不符合逻辑的内容即可选出正确答案。
2. 第2题是写作目的推理题，首先定位第四段提到的多位伟人案例，再顺着上下文找案例对应的论证逻辑，第四段说明这些伟人都同时掌握多个领域的知识，第五段紧接着用"This is why"引出学校推行跨学科学习的结论，因此案例的作用就是为该结论做支撑。
3. 第3题是细节判断题，需要把每个选项和原文内容逐一比对，排除偷换概念、无中生有的干扰项，选出符合原文表述的内容。
4. 第4题是概念应用题，先从原文提炼跨学科学习的核心定义：不局限于单一学科，借助不同领域的知识解决问题、提升认知，再比对四个选项的场景，选出符合定义的行为即可。
【解析】
1. 定位第一段内容：空前句点明“这是融合不同学科理念取得突破的完美案例”，后文紧接着引入跨学科学习的定义，A选项“这就是跨学科学习的最佳体现”既对前文的诺奖案例做了定性，又自然引出后文的跨学科主题，衔接逻辑通顺。B选项将AI定义为物理的新起点不符合原文内容，C选项偏离了“跨学科融合取得突破”的核心，D选项表述错误，前文的突破是跨学科融合的成果，并非突破本身就是跨学科学习，因此选A。
2. 第四段列举达芬奇、牛顿、张衡等伟人的案例，说明他们都运用了多领域的知识取得成就，第五段直接承接案例给出结论“这就是如今学校推行跨学科学习的原因”，因此作者提及这些伟人的目的是解释学校推行跨学科学习的缘由，排除A、B、C的无关表述，选D。
3. 逐一比对选项：A选项“跨学科学习由古希腊人首创”表述错误，原文仅提到古希腊人也践行跨学科，并未说明是他们首创；B选项“跨学科学习能帮你找到灵感的来源”表述错误，原文仅提到你永远不知道灵感会从何而来，并非跨学科学习的作用是定位灵感来源；C选项“跨学科学习意味着对科学、艺术、历史、技术保持开放”偷换概念，原文是举例说明跨学科可以覆盖这些领域，并非将其定义为仅面向这几个领域；D选项“跨学科学习有助于人们跳出单一学科的边界思考”符合原文“伟大成就往往来自跳出单一学科边界的思考”的表述，因此选D。
4. 根据原文跨学科学习的核心定义：不局限于单一学科，借助不同领域的知识优化认知、解决问题。A选项是在地理课上写其他科目的作业，不属于跨学科学习；B选项边听音乐边写科学报告只是同时进行两个无关行为，没有借助音乐知识辅助完成科学任务；C选项用数学学科的知识解决生物学科的问题，完全符合跨学科学习的定义；D选项用英语分享剪纸文化属于语言场景下的文化交流，没有体现跨不同学科知识解决问题的核心，因此选C。
【答案】
1. A 2. D 3. D 4. C
【知识点】
阅读理解推理判断，语篇衔接逻辑，跨学科概念辨析
【点评】
本题结合2024年诺贝尔物理学奖的热点引入跨学科学习主题，既考察了学生的英语阅读细节定位、上下文逻辑梳理能力，也贴合新课标对跨学科核心素养的引导，干扰项多采用偷换概念、望文生义的设置方式，能有效区分学生对文本的理解深度，避免仅凭零散信息选答案的误区。
【难度系数】
0.4
