2025年英語(yǔ)六級(jí)考試試卷閱讀理解與翻譯專項(xiàng)提升卷解析考試時(shí)間：______分鐘總分：______分姓名：______第一部分閱讀理解Directions:Thereare2passagesinthispart.Eachpassageisfollowedbysomequestionsorunfinishedstatements.ForeachofthemtherearefourchoicesmarkedA),B),C)andD).YoushoulddecideonthebestchoiceandmarkthecorrespondingletteronAnswerSheet2withasinglelinethroughthecentre.PassageOneTherapidadvancementofartificialintelligence(AI)hassparkedconsiderabledebateregardingitsintegrationintoeducationalsettings.ProponentsarguethatAIcanpersonalizelearningexperiences,offeringtailoredcontentandfeedbackthatadaptstoeachstudent'spaceandstyle.Toolslikeadaptivelearningplatformsand智能tutoringsystemscanidentifyareaswherestudentsstruggleandprovidetargetedresources,potentiallybridginggapsinunderstandingandfosteringadeepercomprehensionofcomplexsubjects.Furthermore,AIhasthecapacitytoautomateadministrativetasks,allowingeducatorstodedicatemoretimetodirectstudentinteractionandcurriculumdevelopment.However,criticsraiselegitimateconcernsaboutthepotentialdownsidesofAIineducation.Onemajorworryistheexacerbationofthedigitaldivide;accesstosophisticatedAItoolsandnecessaryhardwareisnotuniversal,potentiallywideningeducationalinequalitiesbetweenstudentsfromdifferentsocioeconomicbackgrounds.Therearealsovalidapprehensionsaboutdataprivacyandsecurity,asAIsystemsoftenrequiresignificantamountsofstudentdatatofunctioneffectively.Therelianceonalgorithmsmightleadtoareductioninhumanoversight,potentiallyresultinginbiasedoutcomesoralackofnuancedunderstandingthathumanteacherscanprovide.Theemotionalandsocialdevelopmentofstudents,whichreliesheavilyonhumaninteraction,couldalsobehinderedifAIreplaceshumanteachersincertaincapacities.Ultimately,thefutureofAIineducationlikelyliesinabalancedapproach.RatherthanviewingAIasacompletereplacementforhumaneducators,itshouldbeseenasapowerfultooltoaugmenttheircapabilities.ThegoalshouldbetoleverageAItoenhanceteachingandlearning,whilepreservingtheirreplaceablehumanelementsessentialforholisticeducation.Thisinvolvesthoughtfulimplementationstrategies,ensuringequitableaccess,andmaintainingastrongfocusonethicalconsiderationsandtheongoingroleofhumanteachersinguidingandinspiringstudents.Questions:1.Whatistheprimarypurposeofthepassage?2.Accordingtoproponents,whatspecificadvantagedoesAIofferinthecontextoflearning?3.WhatisamajorconcernhighlightedbycriticsregardingthedigitaldivideandAIineducation?4.WhataspectofstudentdevelopmentmightbenegativelyimpactedifAIreplaceshumanteachersentirely?5.WhatapproachdoestheauthorsuggestforthefutureintegrationofAIineducation?PassageTwoTheconceptofsustainabilityhasmovedfromthefringesofpublicdiscoursetotheforefrontofglobalpolicyagendas.Drivenbygrowingconcernsoverclimatechange,resourcedepletion,andenvironmentaldegradation,nationsandorganizationsareincreasinglyrecognizingtheneedforlong-term,responsiblepractices.Atitscore,sustainabilityaimstomeettheneedsofthepresentwithoutcompromisingtheabilityoffuturegenerationstomeettheirownneeds.Thisholisticframeworkencompassesthreeinterconnectedpillars:environmentalprotection,socialequity,andeconomicviability.Environmentalsustainabilityfocusesonpreservingnaturalecosystemsandresources.Thisinvolvesreducinggreenhousegasemissions,transitioningtorenewableenergysources,promotingbiodiversity,andimplementingpracticesthatminimizewasteandpollution.Protectingforests,oceans,andothercriticalhabitatsisparamounttomaintainingtheplanet'sdelicateecologicalbalanceandensuringthesurvivalofcountlessspecies,includinghumans.Socialsustainabilityemphasizesthewell-beingofcurrentandfuturegenerations.Itinvolvescreatingequitableaccesstoessentialserviceslikehealthcare,education,andcleanwater;fosteringinclusivecommunities;andensuringsocialjustice.Addressingpoverty,inequality,anddiscriminationarecrucialcomponentsofbuildingasustainableandjustsocietywhereallindividualshavetheopportunitytothrive.Economicsustainabilityseekstopromotegrowthanddevelopmentthatisenvironmentallysoundandsociallyresponsible.Thismeansmovingawayfrombusinessmodelsthatrelyonendlessconsumptionandresourceextractiontowardsthosethatfosterinnovation,efficiency,andlong-termresilience.Sustainableeconomiesprioritizeinvestmentsingreentechnologies,supportforsmall-scaleandlocalenterprises,andthecreationofjobsthatcontributepositivelytoboththeenvironmentandsociety.Achievingtruesustainabilityrequiresafundamentalshiftinhowsocietiesoperate.Itnecessitatescollaborationacrossborders,sectors,andgenerations,aswellasawillingnesstoembracetransformativechange.Whilethechallengesaresignificant,thepotentialbenefits—encompassingahealthierplanet,moreequitablesocieties,andmoreresilienteconomies—areimmense.Questions:6.Whatcentralideadoesthepassageexploreregardingtheconceptofsustainability?7.Accordingtothepassage,whatarethethreeinterconnectedpillarsofsustainability?8.Whatspecificactionsareassociatedwiththeenvironmentalpillarofsustainability?9.Inthecontextofsocialsustainability,whatdoesthepassageidentifyascrucialcomponents?10.Howdoesthepassagecharacterizethetransitionneededforeconomicsustainability?第二部分翻譯Directions:PutthefollowingChinesepassageintoEnglish.WriteyourtranslationonAnswerSheet2.如今，人工智能技術(shù)正以前所未有的速度發(fā)展，并逐漸滲透到我們生活的方方面面。從智能手機(jī)上的語(yǔ)音助手到自動(dòng)駕駛汽車，從個(gè)性化的醫(yī)療診斷到復(fù)雜的金融建模，人工智能的應(yīng)用已經(jīng)變得無(wú)處不在。盡管人工智能帶來(lái)了巨大的便利和效率提升，但同時(shí)也引發(fā)了關(guān)于其潛在風(fēng)險(xiǎn)和倫理問(wèn)題的廣泛討論。如何確保人工智能的發(fā)展符合人類的價(jià)值觀，并最大限度地發(fā)揮其積極作用，同時(shí)最小化其負(fù)面影響，是我們這個(gè)時(shí)代面臨的一個(gè)關(guān)鍵挑戰(zhàn)。因此，建立健全的監(jiān)管框架，促進(jìn)負(fù)責(zé)任的人工智能研發(fā)和應(yīng)用，對(duì)于確保這項(xiàng)技術(shù)的可持續(xù)發(fā)展和造福全人類至關(guān)重要。試卷答案第一部分閱讀理解1.B解析思路:文章首段提出AI在教育中的應(yīng)用，第二段討論其弊端，第三段總結(jié)認(rèn)為AI應(yīng)作為輔助工具。選項(xiàng)B（探討人工智能在教育中的利弊及其整合方式）最能概括文章主旨，即全面分析AI在教育領(lǐng)域的優(yōu)勢(shì)、劣勢(shì)并提出平衡整合的觀點(diǎn)。2.A解析思路:根據(jù)文章第一段第二句“ProponentsarguethatAIcanpersonalizelearningexperiences,offeringtailoredcontentandfeedbackthatadaptstoeachstudent'spaceandstyle.”，支持者認(rèn)為AI能夠提供個(gè)性化的學(xué)習(xí)體驗(yàn)，包括定制內(nèi)容和反饋。選項(xiàng)A（提供個(gè)性化的學(xué)習(xí)體驗(yàn)）是對(duì)此的直接概括。3.A解析思路:根據(jù)文章第二段第一句“However,criticsraiselegitimateconcernsaboutthepotentialdownsidesofAIineducation.Onemajorworryistheexacerbationofthedigitaldivide;accesstosophisticatedAItoolsandnecessaryhardwareisnotuniversal,potentiallywideningeducationalinequalitiesbetweenstudentsfromdifferentsocioeconomicbackgrounds.”，批評(píng)者擔(dān)心的是數(shù)字鴻溝的加劇，即訪問(wèn)先進(jìn)AI工具和必要硬件的機(jī)會(huì)不平等，可能導(dǎo)致教育不平等加劇。選項(xiàng)A（訪問(wèn)先進(jìn)AI工具和必要硬件的機(jī)會(huì)不平等可能加劇教育不平等）是對(duì)此的同義轉(zhuǎn)述。4.C解析思路:根據(jù)文章第二段最后一句“Theemotionalandsocialdevelopmentofstudents,whichreliesheavilyonhumaninteraction,couldalsobehinderedifAIreplaceshumanteachersincertaincapacities.”，如果AI完全取代人類教師，學(xué)生的情感和社會(huì)發(fā)展可能會(huì)受到阻礙，因?yàn)檫@很大程度上依賴于人際互動(dòng)。選項(xiàng)C（情感和社會(huì)發(fā)展）是文中明確指出的可能受影響方面。5.D解析思路:根據(jù)文章最后一段“Ultimately,thefutureofAIineducationlikelyliesinabalancedapproach.RatherthanviewingAIasacompletereplacementforhumaneducators,itshouldbeseenasapowerfultooltoaugmenttheircapabilities.ThegoalshouldbetoleverageAItoenhanceteachingandlearning,whilepreservingtheirreplaceablehumanelementsessentialforholisticeducation.”，作者建議未來(lái)應(yīng)采取平衡的方法，將AI視為增強(qiáng)教師能力的強(qiáng)大工具，而不是完全替代，并保留整體教育中不可替代的人類元素。選項(xiàng)D（將AI視為增強(qiáng)人類教師能力的強(qiáng)大工具，同時(shí)保留人類在教育中不可或缺的元素）最能體現(xiàn)此觀點(diǎn)。6.C解析思路:文章首段指出可持續(xù)性概念已從邊緣走向前沿，第二段定義其為滿足當(dāng)前需求而不損害未來(lái)需求的能力，涵蓋環(huán)境、社會(huì)、經(jīng)濟(jì)三方面。第三、四段分別闡述這三個(gè)支柱。選項(xiàng)C（可持續(xù)發(fā)展是一個(gè)涵蓋環(huán)境、社會(huì)和經(jīng)濟(jì)三個(gè)相互關(guān)聯(lián)支柱的綜合性框架）準(zhǔn)確概括了文章對(duì)可持續(xù)性的核心描述。7.E解析思路:根據(jù)文章第二段開(kāi)頭“Environmentalsustainabilityfocuseson...”,"Socialsustain