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Passage Two Nowadays there is a remarkable consensus among educators and business and policy leaders on one key conclusion: we need to bring what we teach and how we teach into the 21st century. Right now we’re aiming too low. Competency in reading and math — the focus of so much No Child Left Behind (NCLB) testing – is the meager minimum. Scientific and technical skills are, likewise: utterly necessary but insufficient. Today’s economy demands not only a high-level competence in the traditional academic disciplines but also what might be called 21st century skills. Here’s what they are: Knowing more about the world. Kids are global citizens now, even in small-town America, and they must learn to act that way. Mike Eskew, CEO of UPS, talks about needing workers who are“global trade literate, sensitive to foreign cultures, conversant in different languages” — not exactly strong points in the U.S., where fewer than half of high school students are enrolled in a foreign-language class and where the social-studies curriculum tends to fixate on U.S. history. Thinking outside the box. Jobs in the new economy — the ones that won’t get outsourced or automated – “put an enormous premium on creative and innovative skills, seeing patterns where other people see only chaos,” says Marc Tucker, an author of the skills-commission report and president of the National Center on Education and the Economy. Traditionally that’s been an American strength, but schools have become less daring in the back-to-basics climate of NCLB. Kids also must learn to think across disciplines, since that’s where most new breakthroughs are made. It’s interdisciplinary combinations — design and technology, mathematics and art – “that produce YouTube and Google,” says Thomas Friedman, the best-selling author of The World Is Flat.Becoming smarter about new sources of information. In an age of overflowing information and proliferating media, kids need to rapidly process what’s coming at them and distinguish between what’s reliable and what isn’t. “It’s important that students know how to manage it, interpret it, validate it, and how to act on it,” says Dell executive Karen Bruett, who serves on the board of the Partnership for 21st Century Skills, a group of corporate and education leaders focused on upgrading American education. Developing good people skills. EQ, or emotional intelligence, is as important as IQ for success in today’s work place.‘‘Most innovations today involve large teams of people,” says former Lockheed Martin CEO Norman Augustine. “We have to emphasize communication skills, the ability to work in teams and with people from different cultures.”Questions 6-10 are based on Passage Two. According to the passage, emotional intelligence involves______.
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简述思想政治教育的主要激励方法
Britain’s most prestigious scientific institution, the Royal Society, will host a meeting for some of the world’s top psychologists. Their aim is to find out why it is that some people’s lives go so right. What is it that makes them happy and fulfilled, while others seem doomed to founder in misery, dissatisfaction and dejection Psychologists have known for some time that optimism is a good defense against unhappiness.“If you are optimistic and you think life is going to get better, it will become a self-fulfilling prophecy,” says Baylis. “You will involve yourself more, you will take more care of yourself. You will figure that if you do more exercise and not booze as much, life will be better.” Positive psychologists believe optimism can be learned, and we can teach ourselves to see a half-empty glass as half-full.“Research on depression shows that one of the biggest causes of depression is ruminating about something that went wrong in the past,” says Baylis.“What happens is you look into the past and think about some event and keep turning it over, saying, ‘I messed up, I messed up,’ and you let it hurt you.” But just as dwelling on negative events can lead to depression, dwelling on things that have gone well can help pick you up.“You have to thank your lucky stars about what goes right on a daily basis. Whenever you get the feeling of being negative about things, just take a moment out and remind yourself of the stuff that has gone well. It could be anything from a conversation to your garden looking nice, or that it didn’t rain on you when you were out on your bike. It’s an extremely powerful technique.” By reminding ourselves what went well instead of what went wrong, positive psychologists believe we can build a buffer against unhappiness, making us better able to take life’s knocks when they come. a discouraging experience (Para. 5)
Passage Two Nowadays there is a remarkable consensus among educators and business and policy leaders on one key conclusion: we need to bring what we teach and how we teach into the 21st century. Right now we’re aiming too low. Competency in reading and math — the focus of so much No Child Left Behind (NCLB) testing – is the meager minimum. Scientific and technical skills are, likewise: utterly necessary but insufficient. Today’s economy demands not only a high-level competence in the traditional academic disciplines but also what might be called 21st century skills. Here’s what they are: Knowing more about the world. Kids are global citizens now, even in small-town America, and they must learn to act that way. Mike Eskew, CEO of UPS, talks about needing workers who are“global trade literate, sensitive to foreign cultures, conversant in different languages” — not exactly strong points in the U.S., where fewer than half of high school students are enrolled in a foreign-language class and where the social-studies curriculum tends to fixate on U.S. history. Thinking outside the box. Jobs in the new economy — the ones that won’t get outsourced or automated – “put an enormous premium on creative and innovative skills, seeing patterns where other people see only chaos,” says Marc Tucker, an author of the skills-commission report and president of the National Center on Education and the Economy. Traditionally that’s been an American strength, but schools have become less daring in the back-to-basics climate of NCLB. Kids also must learn to think across disciplines, since that’s where most new breakthroughs are made. It’s interdisciplinary combinations — design and technology, mathematics and art – “that produce YouTube and Google,” says Thomas Friedman, the best-selling author of The World Is Flat.Becoming smarter about new sources of information. In an age of overflowing information and proliferating media, kids need to rapidly process what’s coming at them and distinguish between what’s reliable and what isn’t. “It’s important that students know how to manage it, interpret it, validate it, and how to act on it,” says Dell executive Karen Bruett, who serves on the board of the Partnership for 21st Century Skills, a group of corporate and education leaders focused on upgrading American education. Developing good people skills. EQ, or emotional intelligence, is as important as IQ for success in today’s work place.‘‘Most innovations today involve large teams of people,” says former Lockheed Martin CEO Norman Augustine. “We have to emphasize communication skills, the ability to work in teams and with people from different cultures.”Questions 6-10 are based on Passage Two. It can be inferred from the passage that American kids used to be strong at______.
A．从下列单词中选择恰当的词填空，每个词只能用一次。 People traveling long distances 51 have to decide 52 they would prefer to go by land, sea, or air. 53 anyone can positively enjoy sitting in a train for 54 than a few hours. Train compartments soon get cramped and stuffy. It is almost impossible to take your mind 55 the journey. Reading is only a 56 solution, for the monotonous rhythm of the wheels clicking on the rails soon lulls you to sleep. 57 the day, sleep comes in snatches. At night,when you really wish to go to sleep, you rarely 58 to do so. If you are lucky, enough to get a couchette, you spend 59 the night staring at the small blue light in the ceiling, or fumbling to find your passport when you 60 a frontier. Inevitably, you arrive at your destination almost exhausted. 57()
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