O)SectionDirections:Inthissection,youaregoingtoreadapassagewithtenstatementsattachedtoeachstatementcontainsinformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.Youmaychooseaparagraphmorethanonce.Eachparagraphismarkedwithaletter.AnswerthequestionsbymarkingthecorrespondingletteronAnswerSheet2.MakeStuff,Fail,AndLearnWhileYou’reAtWe’vealwaysbeenahands-on,do-it-yourselfkindofnation.BenFranklin,oneofAmerica’sfoundingfathers,didn’tjustinventthelightningrod.Hiscreationsincludeglasses,innovativestovesandmore.Franklin,whowaslargelyself-taught,mayhavebeenagenius,buthewasn’treallyanexceptionwhenitcomestoAmericanmakingandcreativity.ThealcomputingrevolutionandphilosophyofdisruptiveinnovationofSiliconValleygrew,inpart,outofthecreationsoftheHomebrewComputerClub,WhichwasfoundedinagarageinMenloPark,California,inthemid-1970s.Members—includingguysnamedJobsandWozniak—startedmakingandinventingthingstheycouldn’tbuy.Soit’snosurprisethattheMakerMovementtodayisthrivingincommunitiesandsomeschoolsacrossAmerica.Makingisavailabletoordinarypeoplewhoaren’ttiedtobigcompanies,bigdefenselabsorresearchuniversities.ThemakerphilosophyechoesoldideasadvocatedbyJohnDewey,Montessori,andevenancientGreekphilosophers,aswepointedoutrecently.Thesemakerspacesareoftenoutsideofclassrooms,andareservinganimportanteducationalfunction.TheMakerMovementisrediscoveringlearningbyng,whichisDewey’sphrasefrom100yearsago.WearerediscoveringDeweyandMontessoriandalotofthepracticesthattheypioneeredthathavebeenforgottenoratleastputaside.Amakerspaceisacewhichcanbeinaschool,butitdoesn’tlooklikeaclassroom.Itcanbeinalibrary.Itcanbeoutinthecommunity.Ithastoolsandmaterials.It’sacewhereyougettomakethingsbasedonyourinterestandonwhatyou’relearningtodo.Ideasaboutlearningbynghavestruggledto oldconceptsfromDeweyandMontessori,toandAristotle,andintheAmericanContcxt,RalphEmerson,onthevalueofexperienceandself-reliance.It’snotnecessarilyanefficientwaytolearn.Welearn,inasense,bytrialanderror.Learningfromexperienceissomethingthattakestimeandpatience.It’sveryindividualized.Ifyourgoalistohavestandardizedapproachestolearning,whereeverybodylearnsthesamethingatthesametimeinthesameway,thenlearningbyngdoesn’treallyfitthatmoldanymore.It’snottheworldoftextbooks.It’snottheworldoftesting. Learningbyngmaynotbeefficient,butitiseffective.Project-basedlearninghasgrowninpopularitywithteachersandadministrators.However,project-basedlearningisnotmaking.isinasensedefinedanddevelopedbythestudentorwhetherit’sassignedbyateacher.We’llallgetthekidstobuildasmallboat.WeareallgoingtolearnaboutX,Y,andZ.Thattendstobeone Ireallybelievethecoreideaofmakingistohaveanideawithinyourhead—oryoujustborrowitfromsomeone—andbegintodevelopit,repeatitandimproveit.Then,realizethatideasomehow.Thatthingthatyoumakeisvaluabletoyouandyoucanshareitwithothers.I’minterestedinhowthesethingsareexpressionsofthat ,theirideas,andtheirinctionswiththeworld.Insomeways,alotofformsofmakinginschooltrivialize（使變得無足輕重）making.Thethingthatyoumakehasnovaluetoyou.Onceyouaredonedemonstratingwhateverconceptwasinthetextbook,youthrowawaythepipecleaners,thestraws,thecardboardtubes.Makingshouldbestudent-directedandstudent-led,otherwiseit’sboring.Itdoesn’thavethemotivationofthestudent.I’mnotsayingthatstudentsshouldnotlearnconceptsornotlearnskills.Theydo.Buttoreallyharnesstheirmotivationistobuildupontheirinterest.It’stoletthembeincontrolandtodrivethecar.Teachersshouldaimtobuildasupportive,creativeenvironmentforstudentstodothiswork.Averysocialenvironment,wheretheyarelearningfromeachother.Whentheyhaveaproblem,itisn’ttheteachernecessarilycomingintosolveit.Theyareresponsibleforworkingthroughthatproblem.Itmightbetheyhavetotalktootherstudentsintheclasstohelpgetananswer.Theteacher’sroleismoreofacoachorobserver.Sometimes,topeople,itsoundslikethisisadiminishedroleforteachersIthinkit’saheightenedroleYou’reereatingthisenvironmentlikeamakerspaceYouhave20kidsngdifferentthings.Youarewatchingthemandreallyit’sthehumanbehaviorsyou’relookingat.Aretheyengaged?AretheydeveloandrepeatingtheirprojectAretheystumbling(受挫)?Dotheyneedsomethingthattheydon’thave?Canyouhelpthembeawareofwheretheyare?Mybeliefisthatthegoalofmakingisnottogeteverykidtobehands-on,butitenablesustobegoodlearners.It’snottheknowledgethatisvaluable;it’sthepracticeoflearningnewthingsandunderstandinghowthingswork.Theseareprocessesthatyouaredevelosothatyouareable,overtime,totacklemoreinterestingproblems,morechallengingproblems—problemsthatrequiremanypeopleinsteadofone ,andmanyskillsinsteadofone. Ifteacherskeepitform-andstudent-led,itcanstillbetiedtoacurriculumandaneducationaln.Ithinkamakerspaceismorelikealibraryinthattherearemultiplesubjectsandmultiplethingsthatyoucanlearn.Whatseemstobemissinginschoolishowthesesubjectsintegrate,howtheyfittogetherinanymeaningfulway.Ratherthansaying,‘Thisisscience,overhereishistory,”Iseeschoolstakingthisideaofprojectsandlookingat:Howdotheysupportchildreninhigherlevellearning? Ifeellikethisisashiftawayfromasubjectmatter-basedcurriculumtoamoreexperientialcurriculumorlearning.It’sstillinitsearlystages,butIthinkit’sshiftingaroundnotwhatkidslearnbuthowtheylearn.AmakerspaceiswherepeoplemakethingsaccordingtotheiralTheteachers’roleisenhancedinamakerspaceastheyhavetomonitorandfacilitateduringtheingupwithanideaofone’sownorimprovingonefromothersiskeytotheconceptofContrarytostructuredlearning,learningbyngishighlyAmericaisanationknownfortheideaofmakingthingsbyMakingwillbeboringunlessstudentsareabletotakeMakingcanberelatedtoaproject,butitiscreatedandcarriedoutbystudentsTheauthorsuggestsincorporatingtheideaofamakerspaceintoaschoolThemakerconceptisamodernversionofsomeancientphilosophicalMakingisnottakenseriouslyinschoolwhenstudentsareaskedtomakesomethingmeaninglesstothembasedontextbooks.SectionDirections:Thereare2passagesinthissection.Eachpassageisfollowedbysomequestionsorunfinishedstatements.ForeachofthemtherearefourchoicesmarkedA),B),C)andD).YoushoulddecideonthebestchoiceandmarkthecorrespondingletteronAnswerSheet2withasinglelinethroughthecentre.PassageQuestions46to50arebasedonthefollowingMostkidsgrowuplearningtheycannotdrawonthewalls.Butitmightbetimetounlearnthattraining—thissummer,agroupofcultureaddicts,sandcommunityorganizersareinvitingNewYorkerstowritealloverthewallsofanoldhouseonernor’sIsland.TheprojectiscalledWritingOnItAll,andit’saparticipatorywritingprojectandicexperimentthathashappenedonernor’sIslandeverysummersince2013.“Mostoftheparticipantsarepeoplewhoarejustwalkingbyorareontheislandforotherreasons,ortheyjustkindofhappentobethere,”AlexandraChasin,icdirectorofWritingOnItAll,ls The2016seasonrunsthroughJune26andfeaturessessionsfacilitatedbyeveryonefromdancerstodomesticworkers.Eachsessionhasatheme,andparticipantsaregivenavarietyofmaterialsandpromptsandaskedtocoversurfaceswiththeirthoughtsandart.Thisyear,theprogramsrangefromonethatturnsthehouseintoacollaborativeessaytoonethatexploresthemeaningofexile.ernor’sIslandisanationalhistoriclandmarkdistrictlongusedformilitarypurposes.Nowknownas“NewYork’ssharedspaceforartandy,”theisland,whichliesbetweenManhattanandBrooklyninUpperNewYorkBay,isclosedtocarsbutopentosummertouristswhoflockforfestivals,ics,adventures,aswellasthese“l(fā)egalgraffiti(涂鴉)”Sessions.Thenotesandartscribbled(涂畫)onthewallsareanexperimentinself-expression.Soparticipantshaverangedinagefrom2to85.ThoughChasinsaysthefocusoftheworkisontheactivityofwriting,ratherthanthetextthatendsupgettingwritten,someoftheworkthatcomesoutofthesessionshasstuckwithher.“Oneofthesessionsthatmovedmethemostwasstateonblackwomenandblackgirls,”saysChasin,exiningthatinoneroom,peoplewrotedownthenamesofthosekilledbecauseofit.“Peopledobeautifulworkandleavebeautifulmessages.”WhatdoestheprojectWritingOnItAllinvitepeopletoUnlearntheirtraininginParticipateinastategraffitiCoverthewallsofanoldhousewithExhibit iccreationsinanoldWhatdowelearnabouttheparticipantsintheTheyarejustcultureTheyaregraffitiTheyarewriters Theyaremostlypassers-Whatdidtheprojectparticipantsdoduringthe2016They toscribbleonthewallswhatevercametotheirTheyexpressedtheirthoughtsingraffitionthethemeofeachTheylearnedthetechniquesofcollaborativeTheywererequiredtocooperatewithotherWhatkindofceisernor’sItisahistoricsitethatattractstourists ItisanareanowaccessibleonlytotouristItisaceinUpperNewYorkBayformerlyusedforItisanopenareafortouriststoenjoythemselvesyearround.50.WhatdoesChasinsayabouttheproject?ItjustfocusedonthesufferingsofblackIthelpedexpandtheinfluenceofgraffitiIthasstartedthecareerofmany IthascreatedsomemeaningfulicPassageQuestions51to55arebasedonthefollowingOnlineprogramstofightdepressionarealreadycommerciallyavailable.Whiletheysoundefficientandcost-saving,arecentstudyreportsthattheyarenoteffective,primarilybecausedepressedpatientsarenotlikelytoengagewiththemorstickwiththem.Thestudylookedatcomputer-assistedcognitive(認(rèn)知的behavioraltherapy(CBT)andthatitwasnomoreeffectiveintreatingdepressionthantheusualcarepatientsreceivefromaprimarycaredoctor.TraditionalCBTisconsideredaneffectiveformoftalktherapyfordepression,helpeoplechallengenegativethoughtsandchangethewaytheythinkinordertochangetheirmoodandbehaviors.However,onlineCBTprogramshavebeengainingpopularity,withtheattractionofprovidinglow-costhelpwhereversomeonehasaccesstoacomputer.AteamofresearchersfromtheUniversityofYorkconductedarandomized(隨機(jī)的)trialwith691depressedpatientsfrom83physicianpracticesacrossEngland.Thepatientsweresplitintothreegroups:onegroupreceivedonlyusualcarefromaphysicianwhiletheothertwogroupsreceivedusualcarefromaphysicianplusoneoftwocomputerizedCBTprograms.werebalancedacrossthethreegroupsforage,,educationalbackground,severityanddurationofdepression,anduseofantidepressants(抗抑郁藥).Afterfourmonths,thepatientsusingthecomputerizedCBTprogramshadnoimprovementindepressionlevelsoverthepatientswhowereonlygettingusualcarefromtheirdoctors.“It’sanimportant,cautionarynotethatweshouldn’tgettoocarriedawaywiththeideathatcomputersystemcanrecedoctorsandthes,”saysChristopherDowrick,aprofessorofprimarymedicalcareattheUniversityofLiverpool.“Wedostillneedthehumantouchorthehumaninction,particularlywhenpeoplearedepressed.”Beingdepressedcanmeanfeeling“l(fā)ostinyourownsmall,negative,darkworld,