1．Call it the learning paradox：the more you struggle and even fail while you're trying to learn new information，the better you're likely to recall and apply that information later．
The learning paradox is at the heart of"productive failure，"a phenomenon identified by researcher Manu Kapur points out that while the model adopted by many teachers when introducing students to new knowledge providing lots of structure and guidance early on，until the students show that they can do it on their own makes intuitive sense，it may not be the best way to promote learning．Rather，it's better to let the learners wrestle with the material on their own for a while，refraining from giving them any assistance at the start．In a paper published recently，Kapur applied the principle of productive failure to mathematical problem solving in three schools．
With one group of students，the teacher provided strong"scaffolding"--instructional support and feedback．With the teacher's help，these pupils were able to find the answers to their set of problems．Meanwhile，a second group was directed to solve the same problems by cooperating with one another，without any prompts from their instructor．These students weren't able to complete the problems correctly．But in the course of trying to do so，they generated a lot of ideas about the nature of the problems and about what potential solutions would look like．And when the two groups were tested on what they'd learned the second group"significantly outperformed"the first．
The apparent struggles of the floundering （掙扎的） group have what Kapur calls a"hidden efficacy"：they lead people to understand the deep structure of problems，not simply their correct solutions．When these students encounter a new problem of the same type on a test，they're able to transfer the knowledge they've gathered more effectively than those who were the passive recipients of someone else's expertise．
In the real world，problems rarely come neatly packaged，so being able to discern their deep structure is key．But，Kapur notes，none of us like to fail，no matter how often Silicon Valley entrepreneurs praise the beneficial effects of an idea that fails or a start-up company that crashes and burns．So we need to"design for productive failure"by building it into the learning process，Kapur has identified three conditions that promote this kind of beneficial struggle．First，choose problems to work on that"challenge but do not frustrate．"Second，provide learners with opportunities to explain and elaborate on what they're doing．Third，give learners the chance to compare and contrast good and bad solutions to the problems．And to those students who protest this tough-love teaching style：you'll thank me later．
61．Why does the author call the learning process a paradox？C
A．Pains do not necessarily lead to gains．
B．What is learned is rarely applicable in life．
C．Failure more often than not feeds success．
D．The more is taught，the less is learned．
62．What does Kapur disapprove of in teaching？C
A．Asking students to find and solve problems on their own．
B．Developing students'ability to apply what they learn．
C．Giving students detailed guidance and instruction．
D．Allowing students a free hand in problem solving．
63．What do people tend to think of providing strong scaffolding in teaching？B
A．It will make teaching easier．
B．It is a sensible way of teaching．
C．It can motivate（激發(fā)） average students．
D．It will build up students'confidence．
64．What kind of problem should be given to students to solve according to Kapur？D
A．It should be able to encourage cooperative learning．
B．It should be easy enough so as not to frustrate students．
C．It should be solvable by average students with ease．
D．It should be difficult enough but still within their reach．
65．What can be expected of this tough-love teaching style？A
A．Students will be grateful in the long term．
B．Teachers will meet with a lot of resistance．
C．Parents will think it too harsh on their kids．
D．It may not be able to yield the desired results．
分析 本文是一篇科教類閱讀，主要介紹了學習悖論的一些研究及如何設計"富有成效的失敗"．
解答 61-65 CCBDA
61題答案：C事實細節(jié)題．文章第一段提到，在試圖學習新信息時．努力掙扎甚至失敗越多，日后就越有可能回憶起并應用這些信息．由此可知，失敗通常會孕育成功，故答案為C．
62題答案：C考查細節(jié)推理，根據(jù)第二段The learning paradox is at the heart of"productive failure，"a phenomenon identified by researcher Manu Kapur points out that while the model adopted by many teachers when introducing students to new knowledge providing lots of structure and guidance early on，until the students show that they can do it on their own makes intuitive sense，it may not be the best way to promote learning． Kapur指出，很多老師學生井述新知識時，最開始都會給予學生大量的周密安排和指導直到學生能獨立完成．雖然這種模式從廣觀上看似乎有道理，但并不是促進學習最好的方式．由此可知，Kapur不贊成給予學生詳細的指導，故答案為C．
63題答案：B考查細節(jié)推理，第三段前兩句指出，老師為第一組學生提供了強有力的"支架"--教學支持一和反饋．這些學生在老師的幫助下都能夠找到他們問題的答案．同時根據(jù)第二段第二句可知．很多老師向學生講述新知識時．最開始都會給予學生大量的周密安排和指導，直到學生能獨立 完成，這種模式從直觀上看似乎有道理，由此可知，第二段第二句提到的這種教學方法即為"支架式教學"，大多數(shù)人認為這是一種合理的教學方 式，故答案為B．
64題答案：D考查細節(jié)推理，根據(jù)第五段第五句 First，choose problems to work on that"challenge but do not frustrate．"首先，選擇解決那些"既有挑戰(zhàn)性，又不會令人沮喪"的問題．由此可知，Kapur認為應選擇那些足夠難，但卻在學生能力范圍內的問題，故答案為D．
65題答案：A考查細節(jié)推理，根據(jù)第五段最后一句And to those students who protest this tough-love teaching style：you'll thank me later．給那些抗議這種恩威并施的教學方式的學習者一句話：你們以 后會感謝我的．由此可知，從長遠來看，學生會感激這種恩威并施的教學方式，故答案為A．
點評 本文是一篇科教類閱讀，題目涉及多道細節(jié)理解題，做題時結合原文和題目有針對 性找出相關語句進行仔細分析，結合選項選出正確答案．推理判斷也是要在抓住關鍵句子的基礎上合理的分析才能得出正確的答案．
