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1. 本次考试难度较难。
2. 整体分析：教育科学（P1）、历史科学（P2）、社会科学（P3）。
3. 本次考试难度较大。3篇旧题，但是在原文基础上有改动。专业术语较多，涉及哲学理论，很难理解。题目也不是很好定位，加上时间紧张，所以导致总体失分严重。和上一场考试题型类似，依旧为3个必考题型：填空，判断，配对。选考题型为选择题。
4. P1家长教育参与度
题型：判断+简答题
原文：Children’s acquiring the principles of mathematics and science
A It has been pointed out that learning mathematics and science is not so much learning facts as learning ways of thinking. It has also been emphasized that in order to learn science, people often have to change the way they think in ordinary situations. For example, in order to understand even simple concepts such as heat and temperature, ways of thinking of temperature as a measure of heat must be abandoned and a distinction between 'temperature' and 'heat' must be learned. These changes in ways of thinking are often referred to as conceptual changes. But how do conceptual changes happen? How do young people change their ways of thinking as they develop and as they learn in school?
B Traditional instruction based on telling students how modem scientists think does not seem to be very successful. Students may learn the definitions, the formulae, the terminology, and yet still maintain their previous conceptions. This difficulty has been illustrated many times, for example, when instructed students are interviewed about heat and temperature. It is often identified by teachers as a difficulty in applying the concepts learned in the classroom; students may be able to repeat a formula but fail to use the concept represented by the formula when they explain observed events.
C The psychologist Piaget suggested an interesting hypothesis relating to the process of cognitive change in children. Cognitive change was expected to result from the pupils' own intellectual activity. When confronted with a result that challenges their thinking—that is, when faced with conflict—pupils realize that they need to think again about their own ways of solving problems, regardless of whether the problem is one in mathematics or in science. He hypothesized that conflict brings about disequilibrium, and then triggers equilibration processes that ultimately produce cognitive change. For this reason, according to Piaget and his colleagues, in order for pupils to progress in their thinking they need to be actively engaged in solving problems that will challenge their current mode of reasoning. However, Piaget also pointed out that young children do not always discard their ideas in the face of contradictory evidence. They may actually discard the evidence and keep their theory.
D Piaget's hypothesis about how cognitive change occurs was later translated into an educational approach which is now termed 'discovery learning'. Discovery learning initially took what is now considered the: 'lone learner' route. The role of the teacher was to select situations that challenged the pupils' reasoning; and the pupils' peers had no real role in this process. However, it was subsequently proposed that interpersonal conflict, especially with peers, might play an important role in promoting cognitive change. This hypothesis, originally advanced by Perret-Clermont and Doise and Mugny, has been investigated in many recent studies of science teaching and learning.
E Christine Howe and her colleagues, for example, have compared children's progress in understanding several types of science concepts when they are given the opportunity to observe relevant events. In one study, Howe compared the progress of 8 to 12-year-old children in understanding what influences motion down a slope. In order to ascertain the role of conflict in group work, they created two kinds of groups according to a pre-test: one in which the children had dissimilar views, and a second in which the children had similar views. They found support for the idea that children in the groups with dissimilar views progressed more after their training sessions than those who had been placed in groups with similar views. However, they found no evidence to support the idea that the children worked out their new conceptions during their group discussions, because progress was not actually observed in a post-test immediately after the sessions of group work, but rather in a second test given around four weeks after the group work.
F In another study, Howe set out to investigate whether the progress obtained through pair work could be a function of the exchange of ideas. They investigated the progress made by 12-15-year-old pupils in understanding the path of falling objects, a topic that usually involves conceptual difficulties. In order to create pairs of pupils with varying levels of dissimilarity in their initial conceptions, the pupils' predictions and explanations of the path of falling objects were assessed before they were engaged in pair work. The work sessions involved solving computer-presented problems, again about predicting and explaining the paths of falling objects. A post-test, given to individuals, assessed the progress made by pupils in their conceptions of what influenced the path of falling objects.
Questions 34-37
Do the following statements agree with the hypothesis of the psychologist Piaget?
In boxes 34-37 on your answer sheet, write
TRUEif the statement is true
FALSEif the statement is false
NOT GIVEN if the information is not given in the passage
34 facing incompatible problems in different disciplines, students may be required to rethink their approach to solve the problem
35 Pupils learn new solutions by keep questioning their original ways of thinking.
36 With clear instructions, students could acquire new concepts with few problems.
37 Young children are less likely to change their concepts in problems of science than in mathematics.
5. P2Museum Blockbuster
题型：配对+ 填空+ Multiple Choice
原文：Since the 1980s, the term “blockbuster” has become the fashionable word
for special spectacular museum, art gallery or science centre exhibitions.
These exhibitions have the ability to attract large crowds and often large corporate sponsors. Here is one of some existing definitions of blockbuster put by Elsen (1984): “a blockbuster is a large scale loan exhibition that people who normally don't go to museums will stand in line for hours to see it”. James Rosenfield, writing in Direct Marketing in 1993, has described a successful blockbuster exhibition as a triumph of both curatorial and marketing skills. My own definition for blockbuster is a popular, high profile exhibition on display for a limited period that attracts the general public who are prepared to both stand in line and pay a fee in order to partake in the exhibition. What both Elsen and Rosenfield omit in their descriptions of blockbusters is that people are prepared to pay a fee to see a blockbuster, and that the term blockbuster can just easily apply to a movie or a museum exhibition.
Merely naming an exhibition or a movie, however, does not make it a blockbuster. The term can only apply when the item in question has an overwhelmingly successful response from the public. However, from the perspective of literature, both the UK and USA also start to appear the other words in descriptions of blockbusters, such as “less scholarly”, “non-elitist” and “popularist”. Detractors argue that blockbusters are designed to appeal to the lowest common denominator, while others extol the virtues of the scholars cooperating on projects, and providing exhibitions that cater for a broad selection of the community rather than an elite sector.
6. P3 The Mozart Effect
题型：配对5 + 填空3 + 判断5
旧题，重复2014.6.19 P2
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