问答题There are certainly many teachers in a university, and different teachers teach in different ways. Now there is a growing, trend among students to expect teachers to make their teaching enjoyable, adding some jokes in the process of teaching, for examp

The University in Transformation,edited by Australian futurists Sohail Inayatullah and Jennifer Gidley,presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and non-Western perspectives.Their
essays raise a broad range of issues,questioning nearly every key assumption we have about higher education today.
The most widely discussed alternative to the traditional campus is the Internet University—a voluntary community to
scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace.A computerized
university could have many advantages,such as easy scheduling,efficient delivery of lectures to thousands or even millions of students at once,and ready access for students everywhere to the resources of all the world’s great libraries.
Yet the Internet University poses dangers,too.For example,a line of franchised courseware,produced by a few superstar
teachers,marketed under the brand name of a famous institution,and heavily advertised,might eventually come to dominate
the global education market,warns sociology professor Peter Manicas of the University of Hawaii at Manoa.Besides enforcing a rigidly standardized curriculum,such a“college education in a box”could undersell the offerings of many traditional brick and mortar institutions,effectively driving them out of business and throwing thousands of career academics out of work,note
Australian communications professors David Rooney and Greg Hearn.
On the other hand,while global connectivity seems highly likely to play some significant role in future higher education,
that does not mean greater uniformity in course content—or other dangers—will necessarily follow.Counter-movements are
also at work.
Many in academia,including scholars contributing to this volume,are questioning the fundamental mission of university
education.What if,for instance,instead of receiving primarily technical training and building their individual careers,university students and professors could focus their learning and research efforts on existing problems in their local communities and the world?Feminist scholar Ivana Milojevic dares to dream what a university might become“if we believed that child care workers and teachers in early childhood education should be one of the highest(rather than lowest)paid professionals?”
Co-editor Jennifer Gidley shows how tomorrow’s university faculty,instead of giving lectures and conducting independent
research,may take on three new roles.Some would act as brokers,assembling customized degree-credit programmes for
individual students by mixing and matching the best course offerings available from institutions all around the world.A second group,mentors,would function much like today’s faculty advisers,but are likely to be working with many more students
outside their own academic specialty.This would require them to constantly be learning from their students as well as
instructing them.
A third new role for faculty,and in Gidley’s view the most challenging and rewarding of all,would be as meaning-makers:
charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as
rational and technological solutions to specific real-world problems.
Moreover,there seems little reason to suppose that any one form of university must necessarily drive out all other options.Students may be“enrolled”in courses offered at virtual campuses on the Internet,between—or even during—sessions at A.real world problem focused institution.
As co-editor Sohail Inayatullah points out in his introduction,no future is inevitable,and the very act of imagining and
thinking through alternative possibilities can directly affect how thoughtfully,creatively and urgently even a dominant
technology is adapted and applied.Even in academia,the future belongs to those who care enough to work their visions into
practical,sustainable realities.

According to the review, what is the fundamental mission of traditional university education?

A.Knowledge learning and career building.
B.Learning how to solve existing social problems.
C.Researching into solutions to current world problems.
D.Combining research efforts of teachers and students in learning.

共用题干
Teaching Math,Teaching Anxiety
In a new study about the way kids learn math in elementary school,the psychologists at the University of Chicago Sian Beilock and Susan Levine found a surprising relationship between what female teachers think and what female students learn:If a female teacher is uncomfortable with her own math skills,then her female students are more likely to believe that boys are better than girls at math.
If these girls keep getting math-anxious female teachers in later grades,it may create a snowball effect on their math achievement said Levine. In other words,girls may end up learning math anxiety from their teachers. The study suggests that if these girls grow up believing that boys are better at math than girls are,then these girls may not do as well as they would have if they were more confident.
Just as students find certain subjects to be difficult,teachers can find certain subjects to be difficult to learn一and teach. The subject of math can be particularly difficult for everyone. Researchers use the word“anxiety”to describe such feelings:anxiety is uneasiness or worry.
The new study found that when a teacher has anxiety about math,that feeling can influence how her female students feel about math. The study involved 65 girls,52 boys and 17 first-and second-grade teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning and end of the school year,and the researchers compared the scores.
The researchers also gave the students tests to tell whether the students believed that a math superstar had to be a boy. Then the researchers turned to the teachers:To find out which teachers were anxious about math,the researchers asked the teachers how they felt at times when they came across math,such as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt,for example,was probably anxious about math.
Boys,on average,were unaffected by a teacher's anxiety. On average,girls with math-anxious teachers scored lower on the end-of-the-year math tests than other girls in the study did. Plus,on the test showing whether someone thought a math superstar had to be a boy,20 girls showed feeling that boys would be better at math一and all of these girls had been taught by female teachers who had math anxiety.
“This is an interesting study,but the results need to be interpreted as preliminary and in need of replication with a larger sample,”said David Geary,a psychologist at the University of Missouri in Columbia.

What is the result of the research at the University of Chicago,according to the first paragraph?
A:Girls comfortable with their own math skills are better than boys at math.
B: Girls uncomfortable with their own math skills are not as good as boys at math.
C: Female teachers'math skills have influence over girl students'math skills.
D: Female teachers'confidence in their math skills is related to girls'math skills.

共用题干
Teaching Math,Teaching Anxiety
In a new study about the way kids learn math in elementary school,the psychologists at the University of Chicago Sian Beilock and Susan Levine found a surprising relationship be-tween what female teachers think and what female students learn:If a female teacher is un-comfortable with her own math skills,then her female students are more likely to believe that boys are better than girls at math.
If these girls keep getting math-anxious female teachers in later grades,it may create a snowball effect on their math achievement said Levine. In other words,girls may end up learning math anxiety from their teachers. The study suggests that if these girls grow up be-lieving that boys are better at math than girls are,then these girls may not do as well as they would have if they were more confident.
Just as students find certain subjects to be difficult,teachers can find certain subjects to be difficult to learn一and teach. The subject of math can be particularly difficult for every-one. Researchers use the word“anxiety”to describe such feelings:anxiety is uneasiness or worry.
The new study found that when a teacher has anxiety about math,that feeling can influ-
ence how her female students feel about math. The study involved 65 girls,52 boys and 17 first-and second-grade teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning and end of the school year,and the researchers com-pared the scores.
The researchers also gave the students tests to tell whether the students believed that a math superstar had to be a boy. Then the researchers turned to the teachers:To find out
which teachers were anxious about math,the researchers asked the teachers how they felt at times when they came across math,such as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt,for example, was probably anxious about math.
Boys,on average,were unaffected by a teacher's anxiety. On average,girls with math-anxious teachers scored lower on the end-of-the-year math tests than other girls in the study
did. Plus,on the test showing whether someone thought a math superstar had to be a boy,20 girls showed feeling that boys would be better at math一and all of these girls had been taught by female teachers who had math anxiety.
“This is an interesting study,but the results need to be interpreted as preliminary and in need of replication with a larger sample,”said David Geary,a psychologist at the University of Missouri in Columbia.

What is the result of the research at the University of Chicago,according to the firstparagraph?
A: Girls comfortable with their own math skills are better than boys at math.
B: Girls uncomfortable with their own math skills are not as good as boys at math.
C: Female teachers'math skills have influence over girl students'math skills.
D: Female teachers'confidence in their math skills is related to girls'math skills.

The hypothesisthat the explosion was caused by a rock colliding with the Earth

A. has remained a puzzle
B. lacks sufficient evidence
C. is a university professor
D. was generated by the explosion
E. will kill many animals
F. are attacked by aliens

I am ___________grateful for the many kindnesses you have shown to my son.

A.excessively
B.much
C.certainly
D.exceedingly

The University in Transformation,edited by Australian futurists Sohail Inayatullah and Jennifer Gidley,presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and non-Western perspectives.Their
essays raise a broad range of issues,questioning nearly every key assumption we have about higher education today.
The most widely discussed alternative to the traditional campus is the Internet University—a voluntary community to
scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace.A computerized
university could have many advantages,such as easy scheduling,efficient delivery of lectures to thousands or even millions of students at once,and ready access for students everywhere to the resources of all the world’s great libraries.
Yet the Internet University poses dangers,too.For example,a line of franchised courseware,produced by a few superstar
teachers,marketed under the brand name of a famous institution,and heavily advertised,might eventually come to dominate
the global education market,warns sociology professor Peter Manicas of the University of Hawaii at Manoa.Besides enforcing a rigidly standardized curriculum,such a“college education in a box”could undersell the offerings of many traditional brick and mortar institutions,effectively driving them out of business and throwing thousands of career academics out of work,note
Australian communications professors David Rooney and Greg Hearn.
On the other hand,while global connectivity seems highly likely to play some significant role in future higher education,
that does not mean greater uniformity in course content—or other dangers—will necessarily follow.Counter-movements are
also at work.
Many in academia,including scholars contributing to this volume,are questioning the fundamental mission of university
education.What if,for instance,instead of receiving primarily technical training and building their individual careers,university students and professors could focus their learning and research efforts on existing problems in their local communities and the world?Feminist scholar Ivana Milojevic dares to dream what a university might become“if we believed that child care workers and teachers in early childhood education should be one of the highest(rather than lowest)paid professionals?”
Co-editor Jennifer Gidley shows how tomorrow’s university faculty,instead of giving lectures and conducting independent
research,may take on three new roles.Some would act as brokers,assembling customized degree-credit programmes for
individual students by mixing and matching the best course offerings available from institutions all around the world.A second group,mentors,would function much like today’s faculty advisers,but are likely to be working with many more students
outside their own academic specialty.This would require them to constantly be learning from their students as well as
instructing them.
A third new role for faculty,and in Gidley’s view the most challenging and rewarding of all,would be as meaning-makers:
charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as
rational and technological solutions to specific real-world problems.
Moreover,there seems little reason to suppose that any one form of university must necessarily drive out all other options.Students may be“enrolled”in courses offered at virtual campuses on the Internet,between—or even during—sessions at A.real world problem focused institution.
As co-editor Sohail Inayatullah points out in his introduction,no future is inevitable,and the very act of imagining and
thinking through alternative possibilities can directly affect how thoughtfully,creatively and urgently even a dominant
technology is adapted and applied.Even in academia,the future belongs to those who care enough to work their visions into
practical,sustainable realities.

Which of the following is NOT seen as a potential danger of the Internet University?

A.Internet based courses may be less costly than traditional ones.
B.Teachers in traditional institutions may lose their jobs.
C.Internet based courseware may lack variety in course content.
D.The Internet University may produce teachers with a lot of publicity.

共用题干
Teaching Math,Teaching Anxiety
In a new study about the way kids learn math in elementary school,the psychologists at the University of Chicago Sian Beilock and Susan Levine found a surprising relationship between what female teachers think and what female students learn:If a female teacher is uncomfortable with her own math skills,then her female students are more likely to believe that boys are better than girls at math.
If these girls keep getting math-anxious female teachers in later grades,it may create a snowball effect on their math achievement said Levine. In other words,girls may end up learning math anxiety from their teachers. The study suggests that if these girls grow up believing that boys are better at math than girls are,then these girls may not do as well as they would have if they were more confident.
Just as students find certain subjects to be difficult,teachers can find certain subjects to be difficult to learn一and teach. The subject of math can be particularly difficult for everyone. Researchers use the word“anxiety”to describe such feelings:anxiety is uneasiness or worry.
The new study found that when a teacher has anxiety about math,that feeling can influence how her female students feel about math. The study involved 65 girls,52 boys and 17 first-and second-grade teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning and end of the school year,and the researchers compared the scores.
The researchers also gave the students tests to tell whether the students believed that a math superstar had to be a boy. Then the researchers turned to the teachers:To find out which teachers were anxious about math,the researchers asked the teachers how they felt at times when they came across math,such as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt,for example,was probably anxious about math.
Boys,on average,were unaffected by a teacher's anxiety. On average,girls with math-anxious teachers scored lower on the end-of-the-year math tests than other girls in the study did. Plus,on the test showing whether someone thought a math superstar had to be a boy,20 girls showed feeling that boys would be better at math一and all of these girls had been taught by female teachers who had math anxiety.
“This is an interesting study,but the results need to be interpreted as preliminary and in need of replication with a larger sample,”said David Geary,a psychologist at the University of Missouri in Columbia.

What is implied in the third paragraph?
A: Math teachers,like math learners,do not like the subject due to its difficulty.
B: A difficult subject like math may affect teachers'confidence in teaching the subject.
C: Teachers are more anxious teaching math than their students learning math.
D: Math is so difficult that no teachers like to teach it.

The giganticexplosion that occurred a hundred years ago

A. has remained a puzzle
B. lacks sufficient evidence
C. is a university professor
D. was generated by the explosion
E. will kill many animals
F. are attacked by aliens

Wolfgang Kundt,who has developed an alternative theory

A. has remained a puzzle
B. lacks sufficient evidence
C. is a university professor
D. was generated by the explosion
E. will kill many animals
F. are attacked by aliens