2017大学英语六级练习试题
[K] Other studies show that simply providing the facility for people to compare their energy use withthe local average is enough to cause them to modify their behaviour.The Conservatives plan toadopt this strategy by making utility companies print the average local electricity and gas usage onpeople's bills.
[L] Social science can also teach politicians how to avoid our collective capacity for serf-destructivebehaviour.Environmental campaigns that tell us how many people drive SUVs unwittingly (不经意的`) imply that this behaviour is widespread and thus permissible.Cialdini recommends somecareful framing of the message."Instead of normalising the undesirable behaviour, the messageneeds to marginalise it, for example, by stating that if even one person buys yet another SUV, itreduces our ability to be energy-independent."
[M] Tapping into how we already see ourselves is crucial.The most successful environmental strategywill marry the green message to our own sense of identity.Take your average trade unionmember, chances are they will be politically motivated and be used to collective action--muchlike Erica Gregory.A retired member of the Public and Commercial Services Union, she is settingup one of 1,i00 action groups with the support of Climate Solidarity, a two-year environmentalcampaign aimed at trade unionists.
[N] Erica is proof that a great-grandmother can help to lead the revolution if you get the psychologyright--in this case, by matching her enthusiasm for the environment with a fondness for organisinggroups."I think it's a terrific idea," she says of the campaign."The union backing it makesmembers think there must be something in it." She is expecting up to 20 people at the firstmeeting she has called, at her local pub in the Cornish village of Polperro.
[O] Nick Perks, project director for Climate Solidarity, believes this sort of activity is where the futureof environmental action lies. "Using existing civil society structures or networks is a more effective way of creating change.., and obviously trade unions are one of the biggest civil societynetworks in the UK," he says. The " Love Food, Hate Waste" campaign entered into acollaboration last year with another such network--the Women's Institute.Londoner Rachel Taylor
joined the campaign with the aim of making new friends.A year on, the meetings have madelasting changes to what she throws away in her kitchen."It's always more of an incentive if you'redoing it with other people," she says."It motivates you more if you know that you've got toprovide feedback to a group."
[P]The power of such simple psychology in fighting climate change is attracting attention across thepolitical establishment.In the US, the House of Representatives Science Committee has approveda bill allocating $10 million a year to studying energy-related behaviour.In the UK, new studiesare in development and social scientists are regularly spotted in British government offices.Withthe help of psychologists, there is fresh hope that we might go green after all.
46.When people find they are powerless to change a situation, they tend to live with it.
47.To be effective, environmental messages should be carefully framed.
48.It is the government's responsibility to persuade people into making environment-friendly decisions.
49.Politicians are beginning to realise the importance of enlisting psychologists' help in fighting climatechange.
50.To find effective solutions to climate change, it is necessary to understand what motivates people to make change.
51.In their evolution, humans have learned to pay attention to the most urgent issues instead of long-term concerns.
52.One study shows that our neighbours' actions are influential in changing our behaviour.
53.Despite clear signs of global warming, it is not easy for most people to believe climate change will affect their own lives.
54.We should take our future into consideration in making decisions concerning climate change before it is too late.
55.Existing social networks can be more effective in creating change in people's behaviour.
Section C
Passage One
Questions 56 to 60 are based on the following passage.
More than a decade ago, cognitive scientists John Bransford and Daniel Schwartz, both then atVanderbilt University, found that what distinguished young adults from children was not the ability toretain facts or apply prior knowledge to a new situation but a quality they called "preparation for futurelearning." The researchers asked fifth graders and college students to create a recovery plan to protectbald eagles from extinction. Shockingly, the two groups came up with plans of similar quality(although the college students had better spelling skills ). From the standpoint of a traditionaleducator, this outcome indicated that schooling had failed to help students think about ecosystems andextinction, major scientific ideas.
The researchers decided to go deeper, however.They asked both groups to generate questionsabout important issues needed to create recovery plans.On this task, they found large differences.College students focused on critical issues of interdependence between eagles and their hab/tats (栖息地).Fifth graders tended to focus on features of individual eagles ( "How big are they?" and "What dothey eat?" ).The college students had cultivated the ability to ask questions, the cornerstone of criticalthinking.They had learned how to learn.
Museums and other institutions of informal learning may be better suited to teach this skill than elementary and secondary schools.At the Exploratorium in San Francisco, we recently studied howlearning to ask good questions can affect the quality of people's scientific inquiry.We found that when we taught participants to ask "What if?" and "How can?" questions that nobody present would knowthe answer to and that would spark exploration, they engaged in better inquiry at the next exhibit--asking more questions, performing more experiments and making better interpretations of their results.Specifically, their questions became more comprehensive at the new exhibit.Rather than merely askingabout something they wanted to try, they tended to include both cause and effect in their question.Asking juicy questions appears to be a transferable skill for deepening collaborative inquiry into thescience content found in exhibits.
This type of learning is not confined to museums or institutional settings.Informal learningenvironments tolerate failure better than schools.Perhaps many teachers have too little time to allowstudents to form and pursue their own questions and too much ground to cover in the curriculum.Butpeople must acquire this skill somewhere.Our society depends on them being able to make criticaldecisions about their own medical treatment, say, or what we must do about global energy needs anddemands.For that, we have a robust informal learning system that gives no grades, takes all comers,and is available even on holidays and weekends.
56.What is traditional educators' interpretation of the research outcome mentioned in the first paragraph ?
A.Students are not able to apply prior knowledge to new problems.
B.College students are no better than fifth graders in memorizing facts.
C.Education has not paid enough attention to major environmental issues.
D.Education has failed to lead students to think about major scientific ideas.
57.In what way are college students different from children?
A.They have learned to think critically.
B.They are concerned about social issues.
C.They are curious about specific features.
D.They have learned to work independently.
58.What is the benefit of asking questions with no ready answers?
A.It arouses students' interest in things around them.
B.It cultivates students' ability to make scientific inquiries.
C.It trains students' ability to design scientific experiments.
D.It helps students realize not every question has an answer.
59.What is said to be the advantage of informal learning?
A.It allows for failures.
B.It is entertaining.
C.It charges no tuition.
D.It meets practical needs.