2012�q�考研��p��阅读理解�_�读���（四）(j��)_跨考网

　　TEXT FOUR

　　The animal dissection requirement of biology classes has been getting under the skin of students for generations, and there have always been some who asked to be excused from the requirement. Now, a growing number of technological alternatives are making it possible for students to swap that scalpel for a computer mouse. There are laws in nearly a dozen states—including California, Florida, New Jersey, and New York—protecting a student's choice to learn about animal anatomy sans scalpel. Some students choosing to opt out feel we should be kinder to our web-footed friends. Others are just queasy at the thought of rubbery frog bodies and the smell of formaldehyde.

　　"Dissection is icky. There's a yuck factor," admits Brian Shmaefsky, a board member with the National Association of Biology Teachers. "And a teacher has to weigh the benefits with the cost of students being offended to the point that it interferes with learning."

　　Virtual blades. So for cases in which a real dissection would be too slimy, it's time to try some toad tech. While the first computer-based alternatives to dissection emerged in the 1980s, modern frog dissection software can be found at different websites. These software programs use creative clicking, high-powered zoom functions, and video clips to teach anatomy. Froguts software, for example, lets students trace incision lines with a computer mouse and snip through skin with a virtual blade. There are even sound effects like a "slish" for slicing frog flesh, or a "shwoosh" for pinning down skin flaps. (Schools currently pay about $300 for a one-year software license, though some organizations will lend programs out free of charge.)

　　Earlier this year, a graduate student from Simon Fraser University in Vancouver designed the first-ever haptic (the Greek word for "touch") frog dissection program, which uses a penlike tool to create a sensation similar to cutting into real flesh. The hand-held device connects to a computer, and students move the device through the air while watching the results of their actions on a computer screen.

　　With Digital Frog—a popular program that's had approximately 1,500 frog demo downloads since January and is currently in use in 2,000 schools—students can add or subtract those amphibious organs with a mere mouse click. They can then assess their learning with sporadic frog anatomy quizzes.

　　"Repetition is helpful. The fact that a student can review sections of a program over and over again is important," says Martin Stephens, vice president for animal research issues at the Humane Society of the United States. "In dissections, the animal's organs are all shriveled and discolored. You look for things and can't find them because body parts have changed drastically since the animal was killed. But on a computer screen, layers can be digitally peeled away." Other experts think the dissection technology has its limits. Gerry Wheeler, executive director of the National Science Teachers Association, says that artificial simulations don't give as enriching an experience as the real thing. Still others worry the programs are depriving kids of experiential learning.

　　The word “swap�?(Line 3, Paragraph 1) most probably means_____

　　[A] exchange.

　　[B] throw away.

　　[C] reject.

　　[D] refuse.

　　2. Some students ask to be excused from the requirement of biology classes because of the following reason except that_____

　　[A] dissection consists of disgusting procedures and unpleasant smells.

　　[B] they are entitled to reject dissection requirement given the legal regulation.

　　[C] they are offended when fulfilling the requirements of animal dissection.

　　[D] they insist that people should treat animals more as friends instead of simply objects.

　　3.Brian Shmaefsky’s statement implies that_____

　　[A] he indeed supports the students�?animal protection movement.

　　[B] he thinks the animal dissection should be banned.

　　[C] he thinks the animal dissection may not be good for students to learn biology effectively.

　　[D] he always evaluate the teaching effect by weighing reluctant factors of cost and effect.

　　4.Compared with the real dissection, the dissection on computer has the following advantages except_____

　　[A] It has authentic sound effect like a “slish�?or “shwoosh�?.

　　[B] there is a sensation of always dealing with fresh and recognizable organs.

　　[C] The process can be repeated so that students can gather better insight of the animal structure.

　　[D] Students can take quizzes with the software to evaluate the learning effect.

　　5.The author’s attitude towards the toad tech can be said to be_____

　　[A] supportive.

　　[B] doubtful.

　　[C] objective.

　　[D] biased.

　　文章剖析�Q?/p>

　　�q�篇文章介绍�?ji��n)一�U�可以替代生物课解剖的电(sh��)脑程序。第一�D�讲�q�C���l�解剖的弊端�Q�引�?gu��)���剖科技替代�?�W�二�D�|��一位委员对传统解剖的看�?�W�三�D�讲�q�电(sh��)脑解剖的效果;�W�四�D�c(di��n)��五�D�介�l�了(ji��n)两个�?sh��)脑解剖�E�序;�W�六�D�讲�q�电(sh��)脑解剖的优点和局限性�?/p>

　　词汇注释�Q?/p>

　　dissection n. 解剖 swap v. 交换

　　scalpel n. 解剖刀 queasy adj. 不安的，易恶�?j��)�?/p>

　　formaldehyde n. 甲醛 icky adj.�_�得讨厌�?/p>

　　yuck n. 讨厌 slimy adj. �_�糊�p�的

　　toad n. 蟾蜍�Q�癞蛤蟆 incision n. 切割�Q�切�?/p>

　　haptic adj.触觉�?demo n. �C����样品

　　amphibious adj. 两栖�?sporadic adj. 零星的，时有时无�?/p>

　　shrivel v.(�?��L(f��ng)���U? (�?枯萎, (�?束手无策

　　隑֏��H�破�Q?/p>

　　(1) Earlier this year, a graduate student from Simon Fraser University in Vancouver designed the first-ever haptic (the Greek word for "touch") frog dissection program, which uses a penlike tool to create a sensation similar to cutting into real flesh.

　　[��M��句式] A graduate designed the program.

　　[�l�构分析] �q�是一个简单句�Q�earlier this year是做整个句子的状语，后面which 引导的菲限定性定语从句是用来修饰program的�?/p>

　　[句子译文] 今年�q�初�Q�温哥华西蒙·弗雷泽大学一位研�I�生设计��Z��(ji��n)�W�一个haptic(希腊词�ؓ(f��)“触觉�?青蛙解剖�E�序。这个程序用一�U�类��g���W�的工具创造出一�U�相当于切割真正皮肉的感觉�?/p>

　　(2) With Digital Frog—a popular program that's had approximately 1,500 frog demo downloads since January and is currently in use in 2,000 schools—students can add or subtract those amphibious organs with a mere mouse click.

　　[��M��句式] Students can add or subtract�?/p>

　　[�l�构分析] �q�是一个简单句�Q�前面with Digital Frog是方式状语，破折号之间的是用来解释Digital Frog的，可以看作是同位语;破折号之间的�q�个成分中，that 引导的定语从句修饰program�Q?�q�个从句是由两个�q�列的句子构成的�Q�以and�q�接�?/p>

　　[句子译文] “电(sh��)子青蛙”是一�U�很受欢�q�的�E�序�Q�自一月䆾以来大约�?500个青蛙示范下载，现在用于2000所学校�?/p>

　　题目分析�Q?/p>

　　1. The word “swap�?(Line 3, Paragraph 1 ) most probably means_____ 1. “swap�?(�W�一�D늬�三行)最有可能的意思是_____

　　[A] exchange. [A] 交换�?/p>

　　[B] throw away. [B] 抛弃�?/p>

　　[C] reject. [C] 丢弃�?/p>

　　[D] refuse. [D] 拒绝�?/p>

　　[�{�案]A

　　[隑ֺ��p�L��] ☆☆

　　[分析] 猜词题。上文提刎ͼ�有一些学生要求不做这�U�解剖，那么现在有许多科技替代物��得这个成为现实，���是用计���机鼠标来替代解剖刀�Q�下文也提到�?ji��n)用电(sh��)脑�E�序来代替真正的用解剖刀�q�行的实验。因此，正确�{�案为A选项�?/p>

　　2. Some students ask to be excused from the requirement of biology classes because of the following reason except that_____ 2. 一些学生要求免于生物课的要求是因�ؓ(f��)除了(ji��n)选项_____外以下的原因�?/p>

　　[A] dissection consists of disgusting procedures and unpleasant smells. [A]解剖的过�E�很恶心(j��)且气味难闅R�?/p>

　　[B] they are entitled to reject dissection requirement given the legal regulation. [B] 有相�?a target="_blank">法律允许他们拒绝修解剖课�E?/p>

　　[C] they are offended when fulfilling the requirement of animal dissection. [C] 他们在上动物解剖课时感觉受到自己受到�?ji��n)冒�?/p>

　　[D] they insist people should treat animals more as friends instead of simply objects. [D] 他们坚持认�ؓ(f��)��Z��对待动物应该更像朋友而不是客观物�?/p>

　　[�{�案]B

　　[隑ֺ��p�L��] ☆☆☆☆

　　[分析] 推理题。文章第一�D�|��刎ͼ�一些学生选择不做是因��Z��们感到应到对�q�种动物友好些，另外是因为想到青蛙的�w�体、闻到甲醛的味道���感到恶�?j��)。因此，�{�案A、D是原因，�{�案B�q�不是他们不愿意做解剖的原因�Q�而是因�ؓ(f��)他们不愿意做才有�?ji��n)相��x(ch��ng)��律保护他们的�q�种权利。选项C包含�?ji��n)A和D两个选项。因此，�{�案为B�?/p>

　　3.Brian Shmaefsky’s statement implies that_____ 3. Brian Shmaefsky的话意味着_____

　　[A] he indeed support the students�?animal protection movement. [A] 他实际上支持学生们的保护动物�q�动�?/p>

　　[B] he thinks the animal dissection should be banned. [B] 他认为应当禁止动物解剖�?/p>

　　[C] he thinks the animal dissection may not be good for students to learn biology effectively. [C] 他认为动物解剖不一定有利于学生有效地学�?f��n)生物�?/p>

　　[D] he always evaluate the teaching effect by weighing relevant factors of cost and effect. [D] 他��L��通过衡量相关的成本及(qi��ng)产出�{�因素来衡量教学效果�?/p>

　　[�{�案]C

　　[隑ֺ��p�L��] ☆☆�?/p>

　　[分析] 推理题。Brian Shmaefsky的话分�ؓ(f��)两部分：(x��)解剖�_�糊�p�的�Q�比较讨�?老师应该衡量一下学生如果感觉到受到冒犯�Q�甚臛_��(ji��ng)响到�?ji��n)学习(f��n)效果那���得不偿�׃�?ji��n)。前半句也是为后面的服务�Q�又�Ҏ(gu��)��他是国家生物教师协会(x��)成员�Q�那么应该是针对对学生学�?f��n)，他觉得这�U�解剖有时会(x��)�ȝ��学生学习(f��n)。选项C�W�合题意。选项D�q�不是他惌���表达的意�?选项B他�ƈ没有表示�?gu��)���一�Ҏ(gu��)��;而选项A在文章中则没有得到明���的体现�?/p>

　　4.Compared with the real dissection, the dissection on computer has the following advantages except_____ 4. 相对于真正的解剖�Q�电(sh��)脑解剖有以下的优点，但_____除外�?/p>

　　[A] It has authentic sound effect like a “slish�?or “shwoosh�?. [A] 它可以有真实的声��x(ch��ng)��果，如发出“嘶”“嗤”的声音

　　[B] there is a sensation of always dealing with fresh and recognizable organs. [B] 软�g�l��h的感觉是�q�些动物器官都是新鲜的，且易于��L�?/p>

　　[C] The process can be repeated so that students can gather better insight of the animal structure. [C] 解剖�q�程可以重复�Q�以便于学生们能够更加深入地�?ji��n)解动物的结�?/p>

　　[D] Students can take quizzes with the software to evaluate the learning effect. [D] 学生可以用��Y件中的一些测验来评估他们的学�?f��n)效�?/p>

　　[�{�案]A

　　[隑ֺ��p�L��] ☆☆�?/p>

　　[分析] �l�节题。题目要求找出电(sh��)脑解剖相对于传统解剖的优�Ҏ(gu��)��在，选项A是电(sh��)脑模仿实际解剖的声音效果�Q�而这�U�声��x(ch��ng)���w�在实际解剖中也有存在，因此只是一�U�摹仿，�q�不是电(sh��)脑的高超之处。B在文章第六段提到�Q�说动物的器官都是枯萎的、没有颜色的。你惌���扑ֈ�什么，可是最�l�没能找刎ͼ�因�ؓ(f��)动物被杀��d���w�体部分改变很大。但是在�?sh��)脑屏幕上，�w�体每一层都可以�?sh��)子式地剥下来。C在第六段也提��C��(ji��n)�Q�说可以重复�Q�这样学生就可以复习(f��n)。D在第五段中提到。因此，�{�案为A�?/p>

　　5.The author’s attitude towards the toad tech can be said to be_____ 5. 作者对于这�U�解剖科技的态度可以说是_____

　　[A] supportive. [A] 支持的�?/p>

　　[B] doubtful. [B] 怀疑的�?/p>

　　[C] objective. [C] 客观的�?/p>

　　[D] biased. [D] 有偏见的�?/p>

　　[�{�案] A

　　[隑ֺ��p�L��] �?/p>

　　[分析] 态度题。在�q�篇文章中，作者介�l�了(ji��n)生物课上解剖的替代物——电(sh��)脑解剖程序，虽然在文章最后一�D�作者也提到�?ji��n)这�U�替代物的局限，但是整篇文章来看作者都是一�U�赞赏的态度�Q�列举了(ji��n)�q�种�Ҏ(gu��)��的优炏V��因此，其态度是支持的�Q�选A�?/p>

　　参考译文：(x��)

　　所有生物专业的学生都被要求必须修动物解剖课�Q�而经常有人希望可以免于这�U�要求。目前，日益增多的科技替代品��得学生们可以用一个电(sh��)脑鼠标来替代解剖刀。有十多个个�?包括加利���尼亚州、佛(j��ng)�|�里辑ַ�、新泽西州和�U�约�?都有相关法律�Q�保证学生可以不拿解剖刀���可以学�?f��n)动物解剖。一些选择不用解剖刀的学生认为我们对�q�些���手的朋友也应该友善一些。而还有一些�h一惛_��青蛙有弹性的�w�体和甲醛气呛_��感到恶心(j��)�?/p>

　　“解剖粘�p�糊的，�����厌的。”国家生物教师联合会(x��)���理委员?sh��)��(x��)委员布Brian Shmaefsky承认。老师必须得衡量一下学生感到被冒犯甚至影响到学�?f��n)这个问题�?/p>

　　虚拟刀片。因此如果实体解剖太�_�糊�p�的话，那么是时候来���试一些蛤蟆科技�?ji��n)。第一�U�基于电(sh��)脑的解剖替代品出现在20世纪80�q�代�Q�而现代的青蛙解剖软�g可以在许多不同的�|�站扑ֈ�。这些��Y件程序用富有创意的点凅R��高性能的羃攑֊�能以�?qi��ng)视频片断来教授解剖。比如说 “青蛙内脏”��Y件可以让学生使用鼠标���可以顺着切口�U�用一把虚拟解剖刀切开青蛙皮肤。这些��Y件甚臌���有声��x(ch��ng)��果，比如在划开青蛙�w�体时有“嘶”的一壎ͼ�或是钉下皮肤�l�织时“嗤”的一声�?现在学校����Y件支付的�q�度许可证达300���元�Q�但有的�l�织�?x��)免费借出�E�序�?

　　今年�q�初�Q�温哥华西蒙·弗雷泽大学一位研�I�生设计��Z��(ji��n)�W�一个haptic(希腊词�ؓ(f��)“触觉�?青蛙解剖�E�序。这个程序用一�U�类��g���W�的工具创造出一�U�相当于切割真正皮肉的感觉。这�U�手持工具与�?sh��)脑相连�Q�学生可以在�I�Z���U�d��该工��P��同时可以通过�?sh��)脑屏幕可以观看他们动作的结果�?/p>

　　“电(sh��)子青蛙”是一�U�很受欢�q�的�E�序�Q�自一月䆾以来大约�?500个青蛙示范下载，现在用于2000所学校。学生们只需用鼠标点��d��可以加上或切除两栖器官，然后�q�可以不时用分散的青蛙解剖测试来���(g��)查自己学�?f��n)的效果�?/p>

　　“重复是有帮助的�Q�事实上学生可以一遍又一遍地回顾整个�E�序的各个部分，�q�是非常重要的。”美国保护动物协�?x��)动物研�I�事务副��M�QMartin Stephens�q�样��_(d��)��“在解剖中，动物的器官都是枯萎的、没有颜色的。你惌���扑ֈ�什么，可是最�l�没能找刎ͼ�因�ؓ(f��)动物被杀��d���w�体部分改变很大。但是在�?sh��)脑屏幕上，�w�体每一层都可以�?sh��)子式地剥下来。�?其他专家认�ؓ(f��)解剖技术有其局限性。国家科学教师协�?x��)执行理事Gerry Wheeler�U�虚拟演�C��ƈ不能像真正解剖那��h��供一�U�丰富的�l�验。也有其他�h担心(j��)�q�些�E�序�?x��)剥夺孩子们的实践学习(f��n)�?/p>