Section B
Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived.
You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.
What If You Could Learn Everything
A． Imagine every student has a tireless personal tutor, an artificially intelligent and inexhaustible companion that knows everything, knows the student, and helps her learn what she needs to know. "'You guys sound like you're from the future,'" Jose Ferreira, the CEO of the education technology startup Knewton, says. "That's the most common reaction we get from others in the industry."
B． Several million data points generated daily by each of 1 million students from elementary school through college, using Knewton's "adaptive learning" technology to study math, reading, and other fundamentals. Adaptive learning is an increasingly popular catchphrase denoting educational software that customizes its presentation of material from moment to moment based on the user's input. It's being hailed as a "revolution" by both venture capitalists and big, established education companies."
C． Ferreira started Knewton in 2008 with more or less the same vision he believes in today: to enable digital technology to transform learning for everyone and to build the company that dominates that transformation. "Look at what other industries the Internet has transformed," he once said."It laid waste to media and is rebuilding it. But for whatever reason, people don't see it with education. It is blindingly obvious to me that it will happen with education. All the content behind education is going to move online in the next 10 years. It's a great shift. And that is what Knewton is going to power."
D． The recommendation engine is a core technology of the Internet, and probably one you encounter every day. Google uses recommendations: other people who entered these search terms clicked on this page, so we'll show it to you first. Amazon uses them: other people who bought this book also bought that book. The more you use one of these websites, the more it knows about you--not just about your current behavior, but about all the other searches and clicks you've done. In theory, as you spend more time with a site its recommendations will become more personalized even as they also draw on everyone else's interactions within the platform.
E．Knewton, at base, is a recommendation engine but for learning. Rather than the set of all Web pages or all movies, the learning data set is, more or less, the universe of all facts. For example, a single piece of data in the engine might be the math fact that a Pythagorean triangle has sides in the ratio 3-4-5, and you can multiply those numbers by any whole number to get a new set of side lengths for this type of triangle. Another might be the function of "adversatives" such as "but," "however," or "on the other hand" in changing the meaning of an English sentence.
F．Ferreira calls these facts "atomic concepts," meaning that they're indivisible into smaller concepts--he clearly likes the physics reference.When a textbook publisher like Pearson loads its curriculum into Knewton's platform, each piece of content--it could be a video, a test question, or a paragraph of text--is tagged with the appropriate concept or concepts.
G．Let's say your school bought the Knewton-powered MyMathLab online system, using the specific curriculum, say, Lial's Basic College Mathematics Be. When a student logs on to the system, she first takes a simple placement test or pretest from the book, which has been tagged with the relevant "atomic concepts." As a student reads the text or watches the video and answers the questions, Knewton's system is "reading" the student as well--timing every second on task, tabulating (把…列成表格) every keystroke, and constructing a profile of learning style: hesitant or confident? Guessing blindly or taking her time?
H． Based on the student's answers, and what she did before getting the answer, "we can tell you to the percentile, for each concept: how fast they learned it, how well they know it, how long they'll retain it, and how likely they are to learn other similar concepts that well," says Ferreira. By watching as a student interacts with it, the platform deduces.
I．The platform forms a personalized study plan based on that information and decides what the student should work on next, feeding the student the appropriate new pieces of content and continuously checking the progress. A dashboard shows the student how many "mastery points" have been achieved and what to do next. Teachers, likewise, can see exactly which concepts the student is struggling with, and not only whether the homework problems have been done but also how many times each problem was attempted, how many hints were needed, and whether the student looked at the page or opened up the video with the relevant explanation. The more people use the system, the better it gets； and the more you use it, the better it gets for you.
J．In a traditional class, a teacher moves a group of students through a predetermined sequence of material at a single pace. Reactions are delayed--you don't get homework or pop quizzes back for a day or two. Some students are bored； some are confused. You can miss a key idea, fall behind, and never catch up. Software- enabled adaptive learning flips all of this on its head. Students can move at their own speed. They can get hints and instant feedback. Teachers, meanwhile, can spend class time targeting their help to individuals or small groups based on need.
K． Ferreira is able to work with competitors like Pearson and Wiley because his software can power anybody's educational content, the same way Amazon Web Services provides the servers for any website to be hosted in the cloud. But before it had any content partners, as a proof of concept, Knewton built its own remedial college math course using its software platform. Math Readiness was adopted starting in the summer of 2011 at Arizona State University； the University of Nevada, Las Vegas； and the University of Alabama.
L．At ASU, students worked through the computer material in Knewton's Math Readiness program on their own or in small groups, with instructors spending face-to-face time working on problem solving, critical thinking, and troubleshooting specific concepts. After two semesters of use, course withdrawal rates dropped by 56 percent and pass rates went from 64 percent to 75 percent. At Alabama, pass rates rose from 70 percent to 87 percent, and at UNLV, where entering students were given the chance to take the course online in the summer before they started college, the percentage who then qualified for college algebra went from 30 percent to 41 percent.
M．"Before this, I worked on the assumption that all students were at the same place. Now, because they progress at different rates, I meet them where they are," Irene Bloom, a math lecturer at ASU, told an education blog about the pilot program. "I have so much more information about what my students do (or don't do) outside of class. I can see where they are stuck, how fast they are progressing, and how much time and effort they are putting into leaming mathematics."
N． The Knewton system uses its analytics to keep students motivated. If it notices that you seem to have a confidence problem, because you too often blow questions that should be easy based on previous results, it will start you off with a few questions you're likely to get right. If you're stuck, choosing the wrong answer again and again, it will throw out broader and broader hints before just showing you the right answer. It knows when to drill you on multiplication and when to give you a fun animated video to watch.
O．It turns out that personalizing in this way can speed up learning. In the first year, 45 percent of ASU students in a 14-week course learned the material four weeks ahead of schedule. Better data is giving more options to the student who didn't succeed as well. Students may not yet know enough to pass the final exam, but a close read of their answers shows that they are making slow and steady progress. "In the past, those students would have dropped out of school," he says. In fact, the vast majority of students placed into remedial math at the nation's community colleges never get their degrees. "Instead, we were able to say, give them another semester and they'll get it. Their whole life has now changed."
46. Under the help of the platform, a teacher knows thoroughly about a certain student's study and can see it in detail.
47. The result of the Knewton system is that learning can be stimulated by customizing a student's learning style.
48. Knewton was founded on the belief that it would lead the industry which helps everyone leam by digital techniques.
49. Theoretically speaking, the more a person uses a site, the more individualized recommendations the site can give.
50. Adaptive learning casts away the single-paced traditional teaching schedule and help students personalize their study pace.
51. According to Ferreira, some facts are too small to be divided into smaller concepts.
52. When students are asked to do a placement test or a pretest, Knewton's sysem will analyze them and evaluate their study.
53. The Knewton system can analyze students well and thus know how to push them forward.
54. Before beginning their study in UNLV, more than 40% of students reached the necessary standard of college algebra by using Knewton's system.
55. The novelty of adaptive learning educational software lies in that the materials it presents to users vary according to their input.
Section B
【參考譯文】
如果你能學習所有知識會如何
A．想象一下，每一個學生都有個不知疲倦的個人導師，一個人工智能的、永不疲倦的伴侶，它無所不知，也了解學生，并幫助學生學習她需要了解的知識?！澳銈冞@些家伙聽起來像來自未來?！奔s瑟·費雷拉，新創(chuàng)辦的教育技術企業(yè)Knewton的首席執(zhí)行官說，“這是業(yè)內人士常見的反應?！?BR> B．每天都有一百萬名學生生成幾百萬個數據點，這些學生來自于從小學到大學的各個階段，但都使用Knewton的“適應性學習”技術來學習數學、閱讀和其他基礎學科。[55]適應性學習成為日趨流行的口號。說明了這款教育軟件時刻根據用戶的輸入為其呈現個性化定制材料的特征。無論是風險資本家還是的大型教育公司均將其譽為一場“革命”。
C．[48]費雷拉于2008年創(chuàng)辦Kneton公司時的愿景或多或少與今日相同。即使數字技術能夠為所有人改變學習方式，羞且該公司將統領這一改變。“看看互聯網已經改變了的其他行業(yè)，”他曾說，“它給媒介帶來了浪費，但又將其重建。但是不管什么原因，人們看不到它與教育的聯系。我覺得很顯然互聯網也將用于教育。教育背后的所有內容將在10年后出現在網絡中。這是一個偉大的轉變，而這正是Knewton要發(fā)力的地方。
D．推薦引擎是互聯網的一項核心技術，可能你每天都會用到。谷歌使用推薦引擎：其他人鍵入這些搜索條件后點擊的頁面。我們會首先為你提供。亞馬遜也在使用：購買了這本書的其他人也買了那本書。你使用這些網站的次數越多，這些網站就越了解你——不只是你目前的行為，而且對你做的所有其他搜索和點擊都了解。[49]從理論上講．你在一個網站上花的時間越長。它給你的建議將變得更加個性化，他們甚至還會借鑒該平臺上其他人的互動。
E．Knewton基本上是一個只針對學習的推薦引擎。它沒有囊括所有的網頁和電影，然而學習資料它幾乎無所不包。例如，該引擎中某項數據可能是個數學事實，如勾股三角形各個邊的比為3：4：5，你可以用任意一個整數乘以這些數字，就能得到該類型三角形的一組新邊長。另外一項數據可能是關于“轉折性詞匯”的功能。如“但是”、“然而”或“另一方面”等，這些詞匯可以改變一個英文句子的意思。
F．[51]費雷拉稱這些事實為“原子概念”，這意味著它們不能再繼續(xù)分割成更小的概念，顯然他很喜歡使用物理術語。如果像培生那樣的教科書出版社將其課程加載到Knewton的平臺，每一塊內容——可以是一段視頻、一道測試題或一段文字——均會以一條或多條適當的概念標記。
G．假設你們學校購買了Knewton推動的MyMathLab在線系統，使用特定課程，比如Lial’s Basic CollegeMathematicsbe。學生登錄系統時，她首先需要做個簡單的分級測試或預備測驗，測試內容都是書里的知識，而且都已被標記為相關的“原子概念”。[52]當學生讀課文、看視頻和回答問題時。Knewton系統也在“解讀”學生——計算他們用于每道題的時間，將每次鍵盤敲擊情況列成表格。構建學生的學習類型：猶豫還是自信?盲目猜測還是不慌不忙?
H．根據學生的答案，以及她在得出答案之前所做的事情，“我們可以告訴你有關每個概念的百分率：他們學得有多快，他們對該概念的了解程度，他們能記住這一概念多久，以及他們學習其他類似概念的可能性。”費雷拉說。通過觀察學生與平臺的互動，平臺對學生進行推斷。
I．基于該信息，平臺制定出個性化的學習計劃并確定學生下一步應該努力學習的內容，給學生適當的新內容。并不斷地檢查其取得的進展。儀表板顯示學生已掌握了多少知識以及下一步該做什么。同樣，[46]教師也能清楚地看到學生學哪個概念比較吃力。教師不僅能看到學生是否完成了作業(yè)。還能看到每個問題是經過幾次努力才解決的，學生需要多少暗示．學生是否看到了那一頁或是否打開了有相關解釋的那段視頻。人們越使用該系統，它就能變得更好；你越使用它，它就會給你更好的幫助。
J．在傳統的課堂上，老師按單一的速度通過一系列預定的材料來推動一組學生的學習。反饋具有延遲性——你在一兩天后才能收回家庭作業(yè)或測驗。在學習過程中，有些學生覺得無聊，有的還迷茫不解。你可能會錯過一個重要概念，然后落于人后，且再也趕不上了。[50]基于軟件的適應性學習改變了這一切。學生可以按照自己的速度推進學習。他們可以得到暗示和即時反饋。與此同時，教師可以把課堂時間用于某個需要幫助的個人或小組。
K．費雷拉能夠與培生和威利這樣的競爭對手合作，因為他的軟件能夠給任何人的教育內容提供動力，就像亞馬遜網絡服務系統那樣，可以在云端提供服務器供其他任何網站使用。但在有任何內容合作伙伴之前，作為對自身概念的證明，Knewton使用其軟件平臺建立了自己的大學數學補習課程。“數學準備就緒”已于2011年夏天分別被亞利桑那州立大學、拉斯維加斯的內華達大學和阿拉巴馬大學使用。
L．在亞利桑那州立大學，學生自己或以小組形式，通過Knewton的“數學準備就緒”程序提供的計算機材料來學習。與老師面對面的時間花在解決問題、批判性思考及解答具體的難懂概念上。經過兩個學期的使用，退課率下降了56％，從64％上升到了75％。在阿拉巴馬大學，合格率從70％上升到了87％，[54]升入拉斯維加斯的內華達大學的新生在開學前的暑假期間可以通過在線課程學習．達到大學幾何學習標準的百分比從30％升到了41％。
M．“在這之前，我以為所有的學生都處在同一個水平線上?，F在因為他們的進步速度不一，我要在他們需要幫助的時候給予幫助?！眮喞Ｄ侵萘⒋髮W的數學講師艾琳·布魯姆在一個教育博客上談論一項試點計劃時說道。“關于我的學生在課堂外做(或不做)什么的信息我有很多。我可以看到他們卡在什么地方，他們的進步速度如何以及他們在數學學習上投入了多少時間和精力?！?BR> N．[53]Knewton系統利用其分析來激勵學生學習。如果它注意到你似乎在信心方面有問題，因為你常常無法解答某些題目，而根據以前的結果，這些題目應該并不難。它會讓你開始做幾個你很可能答對的問題。如果你卡住了，一遍一遍地選擇錯誤答案，它會在告訴你正確答案之前，不斷地給你提示。它知道什么時候讓你多做題，什么時候讓你看段有趣的動畫視頻。
O．[47]事實證明這樣的個性化可以加快快習進程。在第一年，亞利桑那州立大學45％的學生花了十四周就學會了應學會的材料，這比教學進度提前了四周。更好的資料為那些沒學會的學生提供了更多的選擇。學生們所學的可能還不足以使其通過期末考試，但仔細閱讀他們的答案就會知道他們正在緩慢而穩(wěn)定地進步?！耙窃谝郧?，這些學生就輟學了?！彼f。事實上，那些在全國的社區(qū)學院補習數學的學生，絕大多數沒有拿到學位。“相反，我們可以說，再給他們一個學期，他們會得到學位。他們的整個人生現在已經改變了。”
【答案解析】
46．I
解析：題干意為，在該平臺的幫助下，教師對某個學生的學習情況有了徹底了解并能看到該學生學習狀態(tài)的細節(jié)。注意抓住題干中的關鍵詞platform和teacher。關于平臺對教師的幫助的內容在I段出現。該段第三句指出，教師也能清楚地看到學生學哪個概念比較吃力。教師不僅能看到學生完成了作業(yè)。還能看到每個問題是經過幾次努力才解決的，學生需要多少暗示，學生是否看到了那一頁或是否打開了有相關解釋的那段視頻。由此可見，題干是對原文的簡要概括，故答案是I。
47．O
解析：題干意為，Knewton系統的結果是可以通過定制學生的學習方式以促進其學習。注意抓住題千中的關鍵詞stimulated和customizing。關于定制學習方式可以促進學習的內容出現在。段中。該段第一句指出，事實證明這樣的個性化學習能夠加快學習進程。由此可見，題干是原文的同義轉述，故答案為O。題干中的customizing與原文中的personalizing為同義轉述，stimulated則與speed up對應。
48．C
解析：題干意為，Knewton建立時的信念就是該公司將成為幫助所有人運用數字技術進行學習的行業(yè)的。注意抓住關鍵詞Knewton和digital techniques。關于Knewton建立時之愿景的內容出現在C段。該段第一句指出，費雷拉于2008年創(chuàng)辦Knewton公司時的愿景或多或少與今日相同，即，使數字技術能夠為所有人改變學習方式，并且該公司將統領這一改變。由此可見，題干與原文是同義轉述，故答案是C。題干中的belief與原文中的vision意思相當，題干中的lead與原文中的dominates相對應。
49．D
解析：題干意為，從理論上講，用戶使用某個網站越多，該網站就越能給出個性化的推薦。注意抓住題干中的關鍵詞theoretically和a site。關于網站和用戶關系的內容出現在D段。該段后一句指出，從理論上講，你在一個網站上花的時間越長，該網站給你的建議就越個性化。由此可見，題干與原文是同義轉述，故答案是D。題干中的individualized與原文中的personalized是同義轉換。
50．J
解析：題干意為，適應性學習摒棄了傳統教學中單一進度的模式，幫助學生為自己的學習進度進行個性化定制。注意抓住題干中的關鍵詞pace。關于學習進度的內容在J段出現。該段第五、六句指出，基于軟件的適應性學習改變了這一切。學生可以按照自己的學習速度推進學習。由此可見，題干是對原文的同義轉述，故答案是J。題干中的casts away與原文中的flip Oil its head意思相當，pace與原文中的speed是同義轉換。
51．F
解析：題干意為，按照費雷拉的說法，有些信息的概念已經很小，無法再進一步分解。注意抓住題干中的關鍵詞facts和divided。有關概念分解的內容出現在F段。該段第一句指出，費雷拉稱這些事實為“原子概念”，這意味著它們不能再繼續(xù)分割成更小的概念，顯然他很喜歡使用物理術語。由此可見，題干與原文為同義轉述，故答案是F。題干中的too…tohedivided…與原文中的indivisible為同義轉述。
52．G
解析：題干意為，當學生被要求完成分級測試或預備測驗時，Knewton系統將會對他們做出分析并評估他們的學習情況。注意抓住關鍵詞placementtest和pretest。關于學生做分級測試及預備測驗的內容出現在G段。該段第二句提及了這兩個概念，接著第三、四句指出，當學生讀課文、看視頻和回答問題時，Knewton系統也在“解讀”學生——計算他們用于每道題的時間，將每次鍵盤敲擊情況列成表格，構建學生的學習類型：猶豫還是自信?盲目猜測還是不慌不忙?由此可見，題干是對原文的概述，故答案是G。
53．N
解析：題干意為，Knewton系統能夠很好地對學生做出分析，因此知道如何推動他們的學習。注意抓住題干中的關鍵詞analyze。關于系統分析學生的內容出現在N段。該段第一句指出，Knewton系統利用其分析來激勵學生學習。由此可見，題干是原文的同義轉述。
54．L
解析：題干意為，新生進入內華達大學學習之前，就有40％多的學生通過使用Knewton系統達到了大學幾何的學習要求。注抓住題干中的關鍵詞UNLV和college algebra。關于UNLV大學新生使用Knewton系統的情況出現在L段。該段后一句指出，升入內華達大學的新生在開學前的暑假期間可以通過在線課程學習，達到大學幾何學習標準的百分比從30％升到了41％。由此可見，題干與原文是同義轉述。故答案是L。題干中的reached the necessary standard是原文中qualified的同義轉述。
55．B
解析：題干意為，適應性學習教育軟件的新奇之處在于它給用戶呈現的材料根據其輸入而變化。注意抓住題干中的關鍵詞educational software和input。關于這款軟件新奇之處的介紹出現在B段。該段第二句提出,適應性學習成為日趨流行的口號，說明了這款教育軟件時刻根據用戶的輸入為其呈現個性化定制材料的特征。由此可見，題干是原文的同義轉述，故答案是B。
Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived.
You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.
What If You Could Learn Everything
A． Imagine every student has a tireless personal tutor, an artificially intelligent and inexhaustible companion that knows everything, knows the student, and helps her learn what she needs to know. "'You guys sound like you're from the future,'" Jose Ferreira, the CEO of the education technology startup Knewton, says. "That's the most common reaction we get from others in the industry."
B． Several million data points generated daily by each of 1 million students from elementary school through college, using Knewton's "adaptive learning" technology to study math, reading, and other fundamentals. Adaptive learning is an increasingly popular catchphrase denoting educational software that customizes its presentation of material from moment to moment based on the user's input. It's being hailed as a "revolution" by both venture capitalists and big, established education companies."
C． Ferreira started Knewton in 2008 with more or less the same vision he believes in today: to enable digital technology to transform learning for everyone and to build the company that dominates that transformation. "Look at what other industries the Internet has transformed," he once said."It laid waste to media and is rebuilding it. But for whatever reason, people don't see it with education. It is blindingly obvious to me that it will happen with education. All the content behind education is going to move online in the next 10 years. It's a great shift. And that is what Knewton is going to power."
D． The recommendation engine is a core technology of the Internet, and probably one you encounter every day. Google uses recommendations: other people who entered these search terms clicked on this page, so we'll show it to you first. Amazon uses them: other people who bought this book also bought that book. The more you use one of these websites, the more it knows about you--not just about your current behavior, but about all the other searches and clicks you've done. In theory, as you spend more time with a site its recommendations will become more personalized even as they also draw on everyone else's interactions within the platform.
E．Knewton, at base, is a recommendation engine but for learning. Rather than the set of all Web pages or all movies, the learning data set is, more or less, the universe of all facts. For example, a single piece of data in the engine might be the math fact that a Pythagorean triangle has sides in the ratio 3-4-5, and you can multiply those numbers by any whole number to get a new set of side lengths for this type of triangle. Another might be the function of "adversatives" such as "but," "however," or "on the other hand" in changing the meaning of an English sentence.
F．Ferreira calls these facts "atomic concepts," meaning that they're indivisible into smaller concepts--he clearly likes the physics reference.When a textbook publisher like Pearson loads its curriculum into Knewton's platform, each piece of content--it could be a video, a test question, or a paragraph of text--is tagged with the appropriate concept or concepts.
G．Let's say your school bought the Knewton-powered MyMathLab online system, using the specific curriculum, say, Lial's Basic College Mathematics Be. When a student logs on to the system, she first takes a simple placement test or pretest from the book, which has been tagged with the relevant "atomic concepts." As a student reads the text or watches the video and answers the questions, Knewton's system is "reading" the student as well--timing every second on task, tabulating (把…列成表格) every keystroke, and constructing a profile of learning style: hesitant or confident? Guessing blindly or taking her time?
H． Based on the student's answers, and what she did before getting the answer, "we can tell you to the percentile, for each concept: how fast they learned it, how well they know it, how long they'll retain it, and how likely they are to learn other similar concepts that well," says Ferreira. By watching as a student interacts with it, the platform deduces.
I．The platform forms a personalized study plan based on that information and decides what the student should work on next, feeding the student the appropriate new pieces of content and continuously checking the progress. A dashboard shows the student how many "mastery points" have been achieved and what to do next. Teachers, likewise, can see exactly which concepts the student is struggling with, and not only whether the homework problems have been done but also how many times each problem was attempted, how many hints were needed, and whether the student looked at the page or opened up the video with the relevant explanation. The more people use the system, the better it gets； and the more you use it, the better it gets for you.
J．In a traditional class, a teacher moves a group of students through a predetermined sequence of material at a single pace. Reactions are delayed--you don't get homework or pop quizzes back for a day or two. Some students are bored； some are confused. You can miss a key idea, fall behind, and never catch up. Software- enabled adaptive learning flips all of this on its head. Students can move at their own speed. They can get hints and instant feedback. Teachers, meanwhile, can spend class time targeting their help to individuals or small groups based on need.
K． Ferreira is able to work with competitors like Pearson and Wiley because his software can power anybody's educational content, the same way Amazon Web Services provides the servers for any website to be hosted in the cloud. But before it had any content partners, as a proof of concept, Knewton built its own remedial college math course using its software platform. Math Readiness was adopted starting in the summer of 2011 at Arizona State University； the University of Nevada, Las Vegas； and the University of Alabama.
L．At ASU, students worked through the computer material in Knewton's Math Readiness program on their own or in small groups, with instructors spending face-to-face time working on problem solving, critical thinking, and troubleshooting specific concepts. After two semesters of use, course withdrawal rates dropped by 56 percent and pass rates went from 64 percent to 75 percent. At Alabama, pass rates rose from 70 percent to 87 percent, and at UNLV, where entering students were given the chance to take the course online in the summer before they started college, the percentage who then qualified for college algebra went from 30 percent to 41 percent.
M．"Before this, I worked on the assumption that all students were at the same place. Now, because they progress at different rates, I meet them where they are," Irene Bloom, a math lecturer at ASU, told an education blog about the pilot program. "I have so much more information about what my students do (or don't do) outside of class. I can see where they are stuck, how fast they are progressing, and how much time and effort they are putting into leaming mathematics."
N． The Knewton system uses its analytics to keep students motivated. If it notices that you seem to have a confidence problem, because you too often blow questions that should be easy based on previous results, it will start you off with a few questions you're likely to get right. If you're stuck, choosing the wrong answer again and again, it will throw out broader and broader hints before just showing you the right answer. It knows when to drill you on multiplication and when to give you a fun animated video to watch.
O．It turns out that personalizing in this way can speed up learning. In the first year, 45 percent of ASU students in a 14-week course learned the material four weeks ahead of schedule. Better data is giving more options to the student who didn't succeed as well. Students may not yet know enough to pass the final exam, but a close read of their answers shows that they are making slow and steady progress. "In the past, those students would have dropped out of school," he says. In fact, the vast majority of students placed into remedial math at the nation's community colleges never get their degrees. "Instead, we were able to say, give them another semester and they'll get it. Their whole life has now changed."
46. Under the help of the platform, a teacher knows thoroughly about a certain student's study and can see it in detail.
47. The result of the Knewton system is that learning can be stimulated by customizing a student's learning style.
48. Knewton was founded on the belief that it would lead the industry which helps everyone leam by digital techniques.
49. Theoretically speaking, the more a person uses a site, the more individualized recommendations the site can give.
50. Adaptive learning casts away the single-paced traditional teaching schedule and help students personalize their study pace.
51. According to Ferreira, some facts are too small to be divided into smaller concepts.
52. When students are asked to do a placement test or a pretest, Knewton's sysem will analyze them and evaluate their study.
53. The Knewton system can analyze students well and thus know how to push them forward.
54. Before beginning their study in UNLV, more than 40% of students reached the necessary standard of college algebra by using Knewton's system.
55. The novelty of adaptive learning educational software lies in that the materials it presents to users vary according to their input.
Section B
【參考譯文】
如果你能學習所有知識會如何
A．想象一下，每一個學生都有個不知疲倦的個人導師，一個人工智能的、永不疲倦的伴侶，它無所不知，也了解學生，并幫助學生學習她需要了解的知識?！澳銈冞@些家伙聽起來像來自未來?！奔s瑟·費雷拉，新創(chuàng)辦的教育技術企業(yè)Knewton的首席執(zhí)行官說，“這是業(yè)內人士常見的反應?！?BR> B．每天都有一百萬名學生生成幾百萬個數據點，這些學生來自于從小學到大學的各個階段，但都使用Knewton的“適應性學習”技術來學習數學、閱讀和其他基礎學科。[55]適應性學習成為日趨流行的口號。說明了這款教育軟件時刻根據用戶的輸入為其呈現個性化定制材料的特征。無論是風險資本家還是的大型教育公司均將其譽為一場“革命”。
C．[48]費雷拉于2008年創(chuàng)辦Kneton公司時的愿景或多或少與今日相同。即使數字技術能夠為所有人改變學習方式，羞且該公司將統領這一改變。“看看互聯網已經改變了的其他行業(yè)，”他曾說，“它給媒介帶來了浪費，但又將其重建。但是不管什么原因，人們看不到它與教育的聯系。我覺得很顯然互聯網也將用于教育。教育背后的所有內容將在10年后出現在網絡中。這是一個偉大的轉變，而這正是Knewton要發(fā)力的地方。
D．推薦引擎是互聯網的一項核心技術，可能你每天都會用到。谷歌使用推薦引擎：其他人鍵入這些搜索條件后點擊的頁面。我們會首先為你提供。亞馬遜也在使用：購買了這本書的其他人也買了那本書。你使用這些網站的次數越多，這些網站就越了解你——不只是你目前的行為，而且對你做的所有其他搜索和點擊都了解。[49]從理論上講．你在一個網站上花的時間越長。它給你的建議將變得更加個性化，他們甚至還會借鑒該平臺上其他人的互動。
E．Knewton基本上是一個只針對學習的推薦引擎。它沒有囊括所有的網頁和電影，然而學習資料它幾乎無所不包。例如，該引擎中某項數據可能是個數學事實，如勾股三角形各個邊的比為3：4：5，你可以用任意一個整數乘以這些數字，就能得到該類型三角形的一組新邊長。另外一項數據可能是關于“轉折性詞匯”的功能。如“但是”、“然而”或“另一方面”等，這些詞匯可以改變一個英文句子的意思。
F．[51]費雷拉稱這些事實為“原子概念”，這意味著它們不能再繼續(xù)分割成更小的概念，顯然他很喜歡使用物理術語。如果像培生那樣的教科書出版社將其課程加載到Knewton的平臺，每一塊內容——可以是一段視頻、一道測試題或一段文字——均會以一條或多條適當的概念標記。
G．假設你們學校購買了Knewton推動的MyMathLab在線系統，使用特定課程，比如Lial’s Basic CollegeMathematicsbe。學生登錄系統時，她首先需要做個簡單的分級測試或預備測驗，測試內容都是書里的知識，而且都已被標記為相關的“原子概念”。[52]當學生讀課文、看視頻和回答問題時。Knewton系統也在“解讀”學生——計算他們用于每道題的時間，將每次鍵盤敲擊情況列成表格。構建學生的學習類型：猶豫還是自信?盲目猜測還是不慌不忙?
H．根據學生的答案，以及她在得出答案之前所做的事情，“我們可以告訴你有關每個概念的百分率：他們學得有多快，他們對該概念的了解程度，他們能記住這一概念多久，以及他們學習其他類似概念的可能性。”費雷拉說。通過觀察學生與平臺的互動，平臺對學生進行推斷。
I．基于該信息，平臺制定出個性化的學習計劃并確定學生下一步應該努力學習的內容，給學生適當的新內容。并不斷地檢查其取得的進展。儀表板顯示學生已掌握了多少知識以及下一步該做什么。同樣，[46]教師也能清楚地看到學生學哪個概念比較吃力。教師不僅能看到學生是否完成了作業(yè)。還能看到每個問題是經過幾次努力才解決的，學生需要多少暗示．學生是否看到了那一頁或是否打開了有相關解釋的那段視頻。人們越使用該系統，它就能變得更好；你越使用它，它就會給你更好的幫助。
J．在傳統的課堂上，老師按單一的速度通過一系列預定的材料來推動一組學生的學習。反饋具有延遲性——你在一兩天后才能收回家庭作業(yè)或測驗。在學習過程中，有些學生覺得無聊，有的還迷茫不解。你可能會錯過一個重要概念，然后落于人后，且再也趕不上了。[50]基于軟件的適應性學習改變了這一切。學生可以按照自己的速度推進學習。他們可以得到暗示和即時反饋。與此同時，教師可以把課堂時間用于某個需要幫助的個人或小組。
K．費雷拉能夠與培生和威利這樣的競爭對手合作，因為他的軟件能夠給任何人的教育內容提供動力，就像亞馬遜網絡服務系統那樣，可以在云端提供服務器供其他任何網站使用。但在有任何內容合作伙伴之前，作為對自身概念的證明，Knewton使用其軟件平臺建立了自己的大學數學補習課程。“數學準備就緒”已于2011年夏天分別被亞利桑那州立大學、拉斯維加斯的內華達大學和阿拉巴馬大學使用。
L．在亞利桑那州立大學，學生自己或以小組形式，通過Knewton的“數學準備就緒”程序提供的計算機材料來學習。與老師面對面的時間花在解決問題、批判性思考及解答具體的難懂概念上。經過兩個學期的使用，退課率下降了56％，從64％上升到了75％。在阿拉巴馬大學，合格率從70％上升到了87％，[54]升入拉斯維加斯的內華達大學的新生在開學前的暑假期間可以通過在線課程學習．達到大學幾何學習標準的百分比從30％升到了41％。
M．“在這之前，我以為所有的學生都處在同一個水平線上?，F在因為他們的進步速度不一，我要在他們需要幫助的時候給予幫助?！眮喞Ｄ侵萘⒋髮W的數學講師艾琳·布魯姆在一個教育博客上談論一項試點計劃時說道。“關于我的學生在課堂外做(或不做)什么的信息我有很多。我可以看到他們卡在什么地方，他們的進步速度如何以及他們在數學學習上投入了多少時間和精力?！?BR> N．[53]Knewton系統利用其分析來激勵學生學習。如果它注意到你似乎在信心方面有問題，因為你常常無法解答某些題目，而根據以前的結果，這些題目應該并不難。它會讓你開始做幾個你很可能答對的問題。如果你卡住了，一遍一遍地選擇錯誤答案，它會在告訴你正確答案之前，不斷地給你提示。它知道什么時候讓你多做題，什么時候讓你看段有趣的動畫視頻。
O．[47]事實證明這樣的個性化可以加快快習進程。在第一年，亞利桑那州立大學45％的學生花了十四周就學會了應學會的材料，這比教學進度提前了四周。更好的資料為那些沒學會的學生提供了更多的選擇。學生們所學的可能還不足以使其通過期末考試，但仔細閱讀他們的答案就會知道他們正在緩慢而穩(wěn)定地進步?！耙窃谝郧?，這些學生就輟學了?！彼f。事實上，那些在全國的社區(qū)學院補習數學的學生，絕大多數沒有拿到學位。“相反，我們可以說，再給他們一個學期，他們會得到學位。他們的整個人生現在已經改變了。”
【答案解析】
46．I
解析：題干意為，在該平臺的幫助下，教師對某個學生的學習情況有了徹底了解并能看到該學生學習狀態(tài)的細節(jié)。注意抓住題干中的關鍵詞platform和teacher。關于平臺對教師的幫助的內容在I段出現。該段第三句指出，教師也能清楚地看到學生學哪個概念比較吃力。教師不僅能看到學生完成了作業(yè)。還能看到每個問題是經過幾次努力才解決的，學生需要多少暗示，學生是否看到了那一頁或是否打開了有相關解釋的那段視頻。由此可見，題干是對原文的簡要概括，故答案是I。
47．O
解析：題干意為，Knewton系統的結果是可以通過定制學生的學習方式以促進其學習。注意抓住題千中的關鍵詞stimulated和customizing。關于定制學習方式可以促進學習的內容出現在。段中。該段第一句指出，事實證明這樣的個性化學習能夠加快學習進程。由此可見，題干是原文的同義轉述，故答案為O。題干中的customizing與原文中的personalizing為同義轉述，stimulated則與speed up對應。
48．C
解析：題干意為，Knewton建立時的信念就是該公司將成為幫助所有人運用數字技術進行學習的行業(yè)的。注意抓住關鍵詞Knewton和digital techniques。關于Knewton建立時之愿景的內容出現在C段。該段第一句指出，費雷拉于2008年創(chuàng)辦Knewton公司時的愿景或多或少與今日相同，即，使數字技術能夠為所有人改變學習方式，并且該公司將統領這一改變。由此可見，題干與原文是同義轉述，故答案是C。題干中的belief與原文中的vision意思相當，題干中的lead與原文中的dominates相對應。
49．D
解析：題干意為，從理論上講，用戶使用某個網站越多，該網站就越能給出個性化的推薦。注意抓住題干中的關鍵詞theoretically和a site。關于網站和用戶關系的內容出現在D段。該段后一句指出，從理論上講，你在一個網站上花的時間越長，該網站給你的建議就越個性化。由此可見，題干與原文是同義轉述，故答案是D。題干中的individualized與原文中的personalized是同義轉換。
50．J
解析：題干意為，適應性學習摒棄了傳統教學中單一進度的模式，幫助學生為自己的學習進度進行個性化定制。注意抓住題干中的關鍵詞pace。關于學習進度的內容在J段出現。該段第五、六句指出，基于軟件的適應性學習改變了這一切。學生可以按照自己的學習速度推進學習。由此可見，題干是對原文的同義轉述，故答案是J。題干中的casts away與原文中的flip Oil its head意思相當，pace與原文中的speed是同義轉換。
51．F
解析：題干意為，按照費雷拉的說法，有些信息的概念已經很小，無法再進一步分解。注意抓住題干中的關鍵詞facts和divided。有關概念分解的內容出現在F段。該段第一句指出，費雷拉稱這些事實為“原子概念”，這意味著它們不能再繼續(xù)分割成更小的概念，顯然他很喜歡使用物理術語。由此可見，題干與原文為同義轉述，故答案是F。題干中的too…tohedivided…與原文中的indivisible為同義轉述。
52．G
解析：題干意為，當學生被要求完成分級測試或預備測驗時，Knewton系統將會對他們做出分析并評估他們的學習情況。注意抓住關鍵詞placementtest和pretest。關于學生做分級測試及預備測驗的內容出現在G段。該段第二句提及了這兩個概念，接著第三、四句指出，當學生讀課文、看視頻和回答問題時，Knewton系統也在“解讀”學生——計算他們用于每道題的時間，將每次鍵盤敲擊情況列成表格，構建學生的學習類型：猶豫還是自信?盲目猜測還是不慌不忙?由此可見，題干是對原文的概述，故答案是G。
53．N
解析：題干意為，Knewton系統能夠很好地對學生做出分析，因此知道如何推動他們的學習。注意抓住題干中的關鍵詞analyze。關于系統分析學生的內容出現在N段。該段第一句指出，Knewton系統利用其分析來激勵學生學習。由此可見，題干是原文的同義轉述。
54．L
解析：題干意為，新生進入內華達大學學習之前，就有40％多的學生通過使用Knewton系統達到了大學幾何的學習要求。注抓住題干中的關鍵詞UNLV和college algebra。關于UNLV大學新生使用Knewton系統的情況出現在L段。該段后一句指出，升入內華達大學的新生在開學前的暑假期間可以通過在線課程學習，達到大學幾何學習標準的百分比從30％升到了41％。由此可見，題干與原文是同義轉述。故答案是L。題干中的reached the necessary standard是原文中qualified的同義轉述。
55．B
解析：題干意為，適應性學習教育軟件的新奇之處在于它給用戶呈現的材料根據其輸入而變化。注意抓住題干中的關鍵詞educational software和input。關于這款軟件新奇之處的介紹出現在B段。該段第二句提出,適應性學習成為日趨流行的口號，說明了這款教育軟件時刻根據用戶的輸入為其呈現個性化定制材料的特征。由此可見，題干是原文的同義轉述，故答案是B。