2025年考研英語（一）閱讀理解快速定位技巧解題效率與實(shí)戰(zhàn)演練考試時(shí)間：______分鐘總分：______分姓名：______模擬試卷PartIReadingComprehensionDirections:Thereare4passagesinthispart.Eachpassageisfollowedbysomequestionsorunfinishedstatements.ForeachofthemtherearefourchoicesmarkedA),B),C)andD).YoushoulddecideonthebestchoiceandmarkthecorrespondingletteronAnswerSheet2withasinglelinethroughthecentre.PassageOneTheconceptof"digitalnative"hasbeenwidelyusedtodescribethegenerationthathasgrownupsurroundedbydigitaltechnology,suggestingtheypossessinherentadvantagesinnavigatingandutilizingit.However,agrowingbodyofresearchchallengesthisnotion,arguingthattherelationshipbetweendigitalexposureandcognitiveskillsismorecomplexthanoftenassumed.Criticspointoutthatsimplyexposingindividualstotechnologydoesnotautomaticallyequatetothedevelopmentofsuperiordigitalliteracyorproblem-solvingabilities.Infact,somestudiessuggestthatexcessivepassiveconsumptionofdigitalcontent,suchassocialmediascrollingorvideostreaming,mighthinderdeepthinkingandattentionspans.Insteadoffocusingsolelyonthequantityofdigitalinteraction,researchersemphasizetheimportanceofthe*quality*ofengagement.Activeparticipationindigitalenvironments,whereindividualsconstructknowledge,collaborateonprojects,orengageincreativecoding,tendstofosterstrongercognitiveskills.Theseactivitiesrequirecriticalthinking,digitalcitizenship,andtheabilitytoevaluateinformationcritically–skillsthatarenotnecessarilyacquiredmerelybyexistingwithinadigitalecosystem.Therefore,thedistinctionbetweenpassiveandactivedigitalengagementbecomescrucialinunderstandinghowtechnologyimpactscognitivedevelopment.Educationalinstitutionsareincreasinglyrecognizingthisnuance.Ratherthansimplyprovidingdevicesandinternetaccess,manyarenowdesigningcurriculathatpromotemeaningfuldigitallearningexperiences.Thisinvolvesintegratingtechnologyintopedagogyinwaysthatencouragestudentstoapplydigitaltoolsforanalysis,creation,andcommunication,therebydevelopingbothtechnicalproficiencyandhigher-orderthinkingskills.Thegoalistomovebeyondmeredigitalliteracytowardscomputationalthinkinganddigitalagency,preparingstudentsnotjusttoconsumeinformation,buttoactivelyshapeit.Questions:1.Whatistheprimarycriticismlevelledagainstthe"digitalnative"concept?2.Accordingtothepassage,whattypeofdigitalengagementislikelytobemostbeneficialforcognitivedevelopment?3.Whatkeyshiftisoccurringineducationalapproachestotechnologyintegration,asmentionedinthepassage?4.Theword"ecosystem"inthesecondparagraphisusedtoreferto________.PassageTwoUrbanplanninghaslonggrappledwiththechallengeofreconcilingeconomicdevelopmentwiththepreservationofhistoricalheritage.Traditionalapproachesoftenprioritizedmodernization,sometimesleadingtothedemolitionofhistoricbuildingsandneighborhoodstomakewayfornewinfrastructureorcommercialventures.Thistop-downmodelfrequentlydisregardedtheculturalsignificanceandsocialvalueoftheseheritagesites,resultinginirreversiblelossandcommunitydisconnection.However,aparadigmshiftisunderway,drivenbyagrowingrecognitionoftheintangiblebenefitsofheritagepreservation.Urbanplannersandpolicymakersareincreasinglyviewinghistoricareasnotjustasstaticrelicsofthepast,butasdynamiccomponentsofacity'sidentityandeconomicengine.Theconceptof"heritage-ledregeneration"hasemergedasaprominentstrategy,focusingontheadaptivereuseofhistoricbuildingsandspaces.Thisapproachaimstostimulateeconomicactivitywhilesimultaneouslysafeguardingculturalidentityandenhancingthequalityoflifeforresidents.SuccessesincitieslikeViennaandBrusselsdemonstratetheviabilityofthismodel.Bycarefullyrestoringhistoricfacadesandinteriorswhileintegratingmodernamenities,thesecitieshaveattractedtourism,supportedlocalbusinesses,andfosteredasenseofplace.Moreover,heritage-ledregenerationofteninvolvescommunityparticipation,empoweringlocalresidentsandpreservingsocialnetworks.Thiscollaborativeprocessensuresthatdevelopmentissensitivetotheneedsanddesiresofthosewhocallthehistoricareahome.Ultimately,thisapproachsuggeststhatheritageandprogressarenotmutuallyexclusivebutcanbemutuallyreinforcing.Questions:5.Whatproblemdoesthepassageidentifywithtraditionalurbanplanningmethodsregardingheritage?6.Accordingtothepassage,whatisthecoreideabehind"heritage-ledregeneration"?7.Whattypesofbenefitsdoesthepassagesuggestheritagepreservationcanbringtoacity?8.Thephrase"mutuallyreinforcing"inthefinalparagraphmostnearlymeans________.PassageThreeThehumanbrain'scapacityforlearningisoftencomparedtoamuscle;themoreitisused,thestrongeritbecomes.Thisprinciple,knownasneuroplasticity,underscoresthebrain'sremarkableabilitytoreorganizeitselfbyformingnewneuralconnectionsthroughoutlife.Whilethisinherentplasticityallowsforcontinuouslearningandadaptation,the*pace*and*efficiency*oflearningcanbesignificantlyinfluencedbyexternalfactors,includingsleep,nutrition,andcognitivestrategies.Sleep,inparticular,playsacriticalroleinconsolidatingmemoriesandoptimizingcognitivefunction.Duringsleep,thebrainprocessesinformationencounteredduringtheday,strengtheningneuralpathwaysassociatedwithlearningandclearingoutmetabolicwaste.Individualswhoconsistentlylacksufficientqualitysleepmayexperiencedifficultiesinconcentration,memoryrecall,andproblem-solving,effectivelyhinderingtheirlearningpotential.Therefore,prioritizinghealthysleeppatternsisnotmerelyamatterofrestbutafundamentalcomponentofeffectivelearning.Nutritionalsoexertsasubtleyetprofoundinfluenceonbrainhealth.Essentialnutrients,suchasomega-3fattyacids,antioxidants,andvitamins,arecrucialformaintainingtheintegrityofbraincellsandsupportingsynapticfunction.Dietslackinginthesevitalcomponentsmayimpaircognitiveperformanceandlimitthebrain'sabilitytoadaptandlearnnewinformation.Conversely,abalanceddietrichinbrain-boostingnutrientscanprovidethenecessaryfuelforoptimalcognitivefunctionandenhancelearningoutcomes.Questions:9.Whatfundamentalabilitydoestheconceptofneuroplasticityhighlightinthehumanbrain?10.Accordingtothepassage,howdoessleepcontributetothelearningprocess?11.Whatpotentialnegativeimpactmightadietlackingessentialnutrientshaveoncognitivefunction?12.Theword"exerts"inthethirdparagraphisclosestinmeaningto________.PassageFourEffectiveleadershipinthe21stcenturydemandsanuancedunderstandingofdiverseteamsandthecultivationofinclusivepractices.Themodernworkplaceisincreasinglycharacterizedbydiversityintermsofethnicity,gender,age,background,andperspectives.Whilediversitybringsawealthofvariedexperiencesandideas,harnessingthispotentialrequiresleaderswhoarenotonlycomfortablewithdifferencebutactivelyfosteranenvironmentwhereeveryonefeelsvaluedandempoweredtocontribute.Inclusiveleadership,therefore,movesbeyondsimplymanagingadiversegroupofindividuals;itinvolvescreatingaculturewherebelongingnessisprioritized.Thisrequiresleaderstobeawareoftheirownbiases,bothconsciousandunconscious,andactivelyworktomitigatetheirimpact.Furthermore,inclusiveleadersstrivetoamplifyunderrepresentedvoices,ensureequitableopportunitiesforparticipation,andrecognizetheuniquecontributionsthatdifferentteammembersbring.Theyfosterpsychologicalsafety,enablingemployeestospeakup,sharedissentingopinions,andtakecalculatedriskswithoutfearofnegativerepercussions.Thebenefitsofinclusiveleadershipextendbeyondemployeesatisfaction.Diverseteams,guidedbyinclusivepractices,oftendemonstratesuperiorcreativity,innovation,anddecision-making.Whenindividualsfromvariedbackgroundsfeelincludedandrespected,theyaremorelikelytoengagedeeply,challengeassumptions,andgeneratenovelsolutions.Thiscollaborativesynergycanleadtoacompetitiveadvantagefororganizationsnavigatingcomplexglobalmarkets.Ultimately,cultivatinginclusiveleadershipisnotjustamatterofsocialresponsibilitybutastrategicimperativeforsustainablesuccess.Questions:13.Whatistheprimarydistinctionmadebetweenmanagingdiversityandinclusiveleadership,accordingtothepassage?14.Accordingtothepassage,whatisakeyresponsibilityofinclusiveleadersregardingtheirownbiases?15.Whatpotentialorganizationalbenefitdoesthepassageassociatewithinclusiveleadershipanddiverseteams?16.Theword"mitigate"inthesecondparagraphisbestunderstoodasmeaning________.---試卷答案PartIReadingComprehensionQuestions:1.C*解析思路：題目問“對(duì)‘?dāng)?shù)字原住民’概念的主要批評(píng)是什么？”。定位到第一段，第二句明確指出“批評(píng)者指出，僅僅讓個(gè)人接觸技術(shù)并不一定會(huì)導(dǎo)致數(shù)字素養(yǎng)或解決問題能力的發(fā)展superior”（Criticspointoutthatsimplyexposingindividualstotechnologydoesnotautomaticallyequatetothedevelopmentofsuperiordigitalliteracyorproblem-solvingabilities）。選項(xiàng)C“僅僅接觸技術(shù)并不必然帶來認(rèn)知能力上的優(yōu)勢(shì)”與原文意思相符。選項(xiàng)A“數(shù)字原住民天生就更擅長使用技術(shù)”是概念本身，不是批評(píng)。選項(xiàng)B和D未在首段明確提及。2.D*解析思路：題目問“根據(jù)文章，哪種類型的數(shù)字參與最有利于認(rèn)知發(fā)展？”。定位到第二段，強(qiáng)調(diào)“重點(diǎn)不是數(shù)字互動(dòng)的數(shù)量，而是參與的質(zhì)量”（Insteadoffocusingsolelyonthequantityofdigitalinteraction,researchersemphasizetheimportanceofthe*quality*ofengagement）。接著具體說明了有益的參與方式：“積極的參與……培養(yǎng)更強(qiáng)的認(rèn)知技能”（Activeparticipation...tendstofosterstrongercognitiveskills），包括“批判性思維、數(shù)字公民意識(shí)和批判性評(píng)估信息的能力”（criticalthinking,digitalcitizenship,andtheabilitytoevaluateinformationcritically）。選項(xiàng)D“主動(dòng)參與，如協(xié)作項(xiàng)目或創(chuàng)造性編碼”（Activeparticipationindigitalenvironments,suchascollaboratingonprojectsorengagingincreativecoding）體現(xiàn)了原文所強(qiáng)調(diào)的“質(zhì)量”和“積極參與”。選項(xiàng)A“大量的被動(dòng)消費(fèi)”（Extensivepassiveconsumption）是原文指出可能有害的方式。選項(xiàng)B“僅僅使用社交媒體”（Usingsocialmediasolely）是被動(dòng)消費(fèi)的一個(gè)例子。選項(xiàng)C“擁有大量數(shù)字設(shè)備”（Havingnumerousdigitaldevices）是外部條件，不是參與類型。3.A*解析思路：題目問“文章中提到的教育方法的關(guān)鍵轉(zhuǎn)變是什么？”。定位到第三段，指出“許多現(xiàn)在正在設(shè)計(jì)課程，將技術(shù)融入教學(xué)，以鼓勵(lì)學(xué)生使用數(shù)字工具進(jìn)行……從而培養(yǎng)……技能”（manyarenowdesigningcurriculathatpromotemeaningfuldigitallearningexperiences.Thisinvolvesintegratingtechnologyintopedagogyinwaysthatencouragestudentstoapplydigitaltoolsfor...therebydeveloping...skills）。核心在于“將技術(shù)融入教學(xué)”（integratingtechnologyintopedagogy）并“鼓勵(lì)學(xué)生有意義地使用”（encouragestudentstoapply...meaningfully）。選項(xiàng)A“將技術(shù)更深入、更有效地融入課程設(shè)計(jì)”（Integratingtechnologymoredeeplyandeffectivelyintocurriculumdesign）概括了這一轉(zhuǎn)變。選項(xiàng)B“完全禁止使用舊技術(shù)”（Completelybanningoldtechnologies）與文意相反。選項(xiàng)C“讓學(xué)生主要進(jìn)行被動(dòng)式在線學(xué)習(xí)”（Allowingstudentsprimarilytoengageinpassiveonlinelearning）與文意相悖。選項(xiàng)D“強(qiáng)調(diào)技術(shù)硬件的投入”（Emphasizinginvestmentintechnologyhardware）只是方面，不是核心轉(zhuǎn)變。4.B*解析思路：題目問“第二段中的單詞‘ecosystem’主要指什么？”。定位到第二段第一句“傳統(tǒng)方法往往優(yōu)先考慮現(xiàn)代化，有時(shí)會(huì)導(dǎo)致……的歷史建筑和社區(qū)被拆除，以騰出新的基礎(chǔ)設(shè)施或商業(yè)空間……，這一自上而下的模式經(jīng)常忽視這些遺產(chǎn)地……的文化意義和社會(huì)價(jià)值”（Traditionalapproachesoftenprioritizedmodernization,sometimesleadingtothedemolitionofhistoricbuildingsandneighborhoodstomakewayfornewinfrastructureorcommercialventures.Thistop-downmodelfrequentlydisregardedtheculturalsignificanceandsocialvalueoftheseheritagesites）。這里描述的是一個(gè)由歷史建筑、社區(qū)、現(xiàn)代設(shè)施、商業(yè)空間以及其相關(guān)的文化價(jià)值、社會(huì)價(jià)值組成的復(fù)雜整體。選項(xiàng)B“一個(gè)包含歷史、現(xiàn)代和社區(qū)價(jià)值的復(fù)雜整體”（Acomplexwholeincludinghistory,modernity,andcommunityvalue）最能體現(xiàn)原文語境中“ecosystem”所包含的多樣性和相互關(guān)聯(lián)性。選項(xiàng)A“僅僅指歷史建筑”（Merelyreferstohistoricbuildings）過于片面。選項(xiàng)C“指城市基礎(chǔ)設(shè)施”（Referstourbaninfrastructure）忽略了文化和社區(qū)方面。選項(xiàng)D“指商業(yè)區(qū)”（Referstocommercialareas）也是片面的。5.A*解析思路：題目問“文章指出了傳統(tǒng)城市規(guī)劃方法在處理遺產(chǎn)方面存在什么問題？”。定位到第一段，明確提到“傳統(tǒng)的規(guī)劃方法往往優(yōu)先考慮現(xiàn)代化……有時(shí)導(dǎo)致……歷史建筑和社區(qū)的拆除……這一自上而下的模式經(jīng)常忽視這些遺產(chǎn)點(diǎn)的文化意義和社會(huì)價(jià)值”（Traditionalapproachesoftenprioritizedmodernization...sometimesleadingtothedemolitionofhistoricbuildingsandneighborhoods...Thistop-downmodelfrequentlydisregardedtheculturalsignificanceandsocialvalueoftheseheritagesites）。選項(xiàng)A“忽視了歷史遺產(chǎn)的文化意義和社會(huì)價(jià)值，有時(shí)導(dǎo)致其破壞”（Disregardedtheculturalsignificanceandsocialvalueofheritage,sometimesleadingtoitsdestruction）與原文描述的問題一致。選項(xiàng)B“規(guī)劃成本過高”（Planningcostsweretoohigh）未在文中提及。選項(xiàng)C“缺乏公眾參與”（Lackedpublicparticipation）是可能的表現(xiàn)，但不是文章直接指出的核心問題，核心是“忽視意義”。選項(xiàng)D“過于關(guān)注經(jīng)濟(jì)發(fā)展”（Focusedtoomuchoneconomicdevelopment）是導(dǎo)致問題的原因，不是問題本身。6.C*解析思路：題目問“根據(jù)文章，‘遺產(chǎn)導(dǎo)向型復(fù)興’的核心思想是什么？”。定位到第二段，明確指出該策略“旨在刺激經(jīng)濟(jì)活動(dòng)，同時(shí)同時(shí)保護(hù)文化認(rèn)同和提升居民生活質(zhì)量”（aimstostimulateeconomicactivitywhilesimultaneouslysafeguardingculturalidentityandenhancingthequalityoflifeforresidents）。選項(xiàng)C“在保護(hù)文化遺產(chǎn)的同時(shí)促進(jìn)經(jīng)濟(jì)發(fā)展，并改善社區(qū)生活”（Promotingeconomicdevelopmentwhileprotectingculturalheritageandimprovingcommunitylife）最能概括原文的核心思想。選項(xiàng)A“完全保護(hù)歷史建筑，禁止任何改變”（Completelypreservinghistoricbuildings,prohibitinganychanges）過于絕對(duì)。選項(xiàng)B“以犧牲經(jīng)濟(jì)利益為代價(jià)來保護(hù)歷史”（Sacrificingeconomicinterestsforthesakeofheritageprotection）與文意相反。選項(xiàng)D“僅僅吸引游客，忽視當(dāng)?shù)鼐用瘛保ˋttractingtouristssolely,ignoringlocalresidents）是對(duì)策略的誤解。7.D*解析思路：題目問“根據(jù)文章，遺產(chǎn)保護(hù)能為城市帶來哪些類型的益處？”。定位到第二段最后一句和第三段開頭。第二段說它“刺激經(jīng)濟(jì)活動(dòng)”（stimulateeconomicactivity）、“支持本地企業(yè)”（supportlocalbusinesses），“培養(yǎng)地方認(rèn)同感”（fosterasenseofplace）。第三段說它“帶來創(chuàng)新和更好的決策”（superiorcreativity,innovation,anddecision-making），“帶來競(jìng)爭(zhēng)優(yōu)勢(shì)”（competitiveadvantage）。綜合來看，選項(xiàng)D“經(jīng)濟(jì)優(yōu)勢(shì)（如旅游、商業(yè)）、社會(huì)凝聚力（如地方認(rèn)同、社區(qū)聯(lián)系）以及認(rèn)知優(yōu)勢(shì)（如創(chuàng)新、決策）”涵蓋了原文提到的多個(gè)方面。選項(xiàng)A“僅限于經(jīng)濟(jì)利益”（Limitedtoeconomicbenefits）不準(zhǔn)確。選項(xiàng)B“僅限于文化保護(hù)”（Limitedtoculturalpreservation）忽略了其他益處。選項(xiàng)C“僅限于提升政府形象”（Limitedtoenhancinggovernmentimage）未提及。8.A*解析思路：題目問“短語'mutuallyreinforcing'在最后一段最接近的意思是什么？”。定位到最后一段，“遺產(chǎn)和進(jìn)步不是互相排斥的，而是互相強(qiáng)化的”（heritageandprogressarenotmutuallyexclusivebutcanbemutuallyreinforcing）。這里指遺產(chǎn)和進(jìn)步相互支持，共同增強(qiáng)。選項(xiàng)A“相互支持，共同增強(qiáng)”（Mutuallysupportingandenhancingeachother）與原文語境最符合。選項(xiàng)B“相互獨(dú)立，各自發(fā)展”（Mutuallyindependent,developingseparately）與文意相反。選項(xiàng)C“相互競(jìng)爭(zhēng)，此消彼長”（Mutuallycompeting,one'sgainistheother'sloss）不符。選項(xiàng)D“相互補(bǔ)充，但無影響”（Mutuallycomplementarybuthavingnoimpact）也不符。9.C*解析思路：題目問“概念‘神經(jīng)可塑性’突出了人類大腦的什么基本能力？”。定位到第一段第一句，“人類的學(xué)習(xí)能力常被比作肌肉；越常用，就越強(qiáng)……這一原則，即神經(jīng)可塑性，強(qiáng)調(diào)了人類大腦通過形成新的神經(jīng)連接而不斷重組的能力”（Thecapacityforlearningisoftencomparedtoamuscle...Thisprinciple,knownasneuroplasticity,underscoresthebrain'sremarkableabilitytoreorganizeitselfbyformingnewneuralconnectionsthroughoutlife）。核心是大腦“通過形成新的神經(jīng)連接而不斷重組自身的能力”（theremarkableabilitytoreorganizeitselfbyformingnewneuralconnections）。選項(xiàng)C“通過形成新連接來適應(yīng)和重組的能力”（Theabilitytoadaptandreorganizebyformingnewconnections）最能概括神經(jīng)可塑性的含義。選項(xiàng)A“記憶存儲(chǔ)”（Memorystorage）是功能，不是核心能力本身。選項(xiàng)B“思考速度”（Thinkingspeed）是表現(xiàn)，不是能力本身。選項(xiàng)D“處理信息”（Processinginformation）是過程，不是核心能力。10.B*解析思路：題目問“根據(jù)文章，睡眠如何有助于學(xué)習(xí)過程？”。定位到第二段，“睡眠在鞏固記憶和優(yōu)化認(rèn)知功能方面起著至關(guān)重要的作用”（Sleepplaysacriticalroleinconsolidatingmemoriesandoptimizingcognitivefunction）。接著解釋了原因：“在睡眠期間，大腦處理白天遇到的信息，加強(qiáng)……與學(xué)習(xí)相關(guān)的神經(jīng)通路……（并）清除……代謝廢物”（Duringsleep,thebrainprocessesinformationencounteredduringtheday,strengtheningneuralpathwaysassociatedwithlearning...andclearingoutmetabolicwaste）。選項(xiàng)B“通過鞏固記憶和優(yōu)化大腦功能來加強(qiáng)學(xué)習(xí)”（Strengtheninglearningbyconsolidatingmemoriesandoptimizingbrainfunction）概括了原文的主要作用。選項(xiàng)A“提供學(xué)習(xí)所需的能量”（Providingenergyneededforlearning）是部分作用，但核心是鞏固記憶。選項(xiàng)C“幫助大腦放松”（Helpingthebrainrelax）是結(jié)果之一，但不是核心功能。選項(xiàng)D“讓大腦整理白天的信息”（Lettingthebrainorganizeinformationfromtheday）是過程描述，不是最終作用。11.A*解析思路：題目問“根據(jù)文章，缺乏必需營養(yǎng)的飲食對(duì)認(rèn)知功能可能產(chǎn)生什么潛在的負(fù)面影響？”。定位到第三段，“缺乏這些基本營養(yǎng)素的飲食可能會(huì)損害認(rèn)知功能并限制大腦適應(yīng)和學(xué)習(xí)新信息的能力”（Dietslackinginthesevitalcomponentsmayimpaircognitiveperformanceandlimitthebrain'sabilitytoadaptandlearnnewinformation）。選項(xiàng)A“損害認(rèn)知功能”（Impaircognitivefunction）直接對(duì)應(yīng)原文的“impaircognitiveperformance”。選項(xiàng)B“增強(qiáng)記憶力”（Enhancememory）與文意相反。選項(xiàng)C“提高解決問題的能力”（Increaseproblem-solvingability）與文意相反。選項(xiàng)D“使大腦更疲憊”（Makethebrainmoretired）未在文中明確提及。12.B*解析思路：題目問“單詞‘exerts’在第三段中最接近的意思是什么？”。定位到第三段，“營養(yǎng)也對(duì)大腦健康產(chǎn)生微妙而深遠(yuǎn)的影響。必需營養(yǎng)素……對(duì)于維持腦細(xì)胞完整性和支持突觸功能至關(guān)重要。缺乏這些營養(yǎng)素的飲食可能會(huì)損害認(rèn)知功能……”（Nutritionalsoexertsasubtleyetprofoundinfluenceonbrainhealth.Essentialnutrients...arecrucialformaintainingtheintegrityofbraincellsandsupportingsynapticfunction.Dietslackinginthesevitalcomponentsmayimpaircognitiveperformance...）。這里說營養(yǎng)素對(duì)大腦健康產(chǎn)生“微妙而深遠(yuǎn)的影響”（subtleyetprofoundinfluence）。選項(xiàng)B“產(chǎn)生”（produces）或“施加（影響）”（imposes）與原文的“exertsinfluence”意思相近。選項(xiàng)A“購買”（buys）和選項(xiàng)C“消耗”（consumes）意思不符。選項(xiàng)D“鍛煉”（exercises）在此處用法不當(dāng)。13.A*解析思路：題目問“根據(jù)文章，管理多樣性和包容性領(lǐng)導(dǎo)之間的主要區(qū)別是什么？”。定位到第一段，“數(shù)字原住民”概念認(rèn)為天生擅長技術(shù)，側(cè)重于“管理一個(gè)多樣化的群體”（managingadiversegroupofindividuals）。而包容性領(lǐng)導(dǎo)則更進(jìn)一步，“不僅僅是管理一個(gè)多樣化的群體；它涉及創(chuàng)造一個(gè)……每個(gè)人都能感到有價(jià)值并能夠做出貢獻(xiàn)的環(huán)境”（movesbeyondmerelymanagingadiversegroupofindividuals;itinvolvescreatingaculturewhereeveryonefeelsvaluedandempoweredtocontribute）。因此，主要區(qū)別在于包容性領(lǐng)導(dǎo)“不僅僅是管理多樣人群，而是創(chuàng)造一個(gè)讓所有人都感到被重視和賦權(quán)貢獻(xiàn)的文化環(huán)境”（involvescreatingaculture...），它更強(qiáng)調(diào)內(nèi)在環(huán)境和成員感受。選項(xiàng)A“不僅僅是管理多樣性，而是創(chuàng)造一個(gè)包容性的文化環(huán)境，讓每個(gè)人都能貢獻(xiàn)”（Notjustmanagingdiversity,butcreatinganinclusiveculturewhereeveryonecancontribute）最能體現(xiàn)這種區(qū)別。選項(xiàng)B“包容性領(lǐng)導(dǎo)比管理多樣性更關(guān)注經(jīng)濟(jì)利益”（Inclusiveleadershipfocusesmoreoneconomicbenefits