Passage Five
This was no ordinarv class. The students who came together were all science or engineering pro-fessors at Cornell University. They had interrupted their research to accept an invitation to take partin an unusual experiment:" an interesting week of poetry. "This class was part of a study to answerthe questions:Why is science difficult for many nonscience students? What can teachers learn aboutteaching if they take a class that is not in their field?
The students in the poetry class listened to lectures and took notes. They had reading tasks andhad to write three short papers. All students noticed one thing--the im.portance of spoken words. Inscience and engineering classes, the instructors put tables and drawings on the blackboard. But inthis poetry class, the instructors just talked. They didn't write anything on the board.
The scientists and engineers noticed one similarity between science and poetry. In both sub-jects, students need to find layers(層次) of meaning. Some layers are simple, clear, and on the sur-face;other layers are deeper and more difficult. This search for different levels of meaning doesn'thappen much in undergraduate(本科) science classes, but it is important later, in graduate school.And it is always important in humanities(人文學科).
Both the poetry instructors and their students learned something about teaching from this experi-ence. One poetry instructor, for example, now sees the importance of using careful, clear definitions(定義)when he explains a poem. He also plans to be more informative as he teaches. Most of thescientists agreed on several points. First, humanities classes might help science students to see patternsand decide which information is important.. Second, the poetry class was fun. One engineer decided,"We need to change the way we teach engineering to make it an enjoyable experience for students. "But perhaps the most important result of the experience was this : All of the professors began tothink about how they teach and how they can teach better.
( ) 52. What did the science professors learn after the experiment?
A. They should change the way they teach.
B. A poem could be explained in clear definitions.
C. A poetry class could be more informative.
D. Their teaching was an enioyable experience.
答案：A
( )53. What do we know about this unusual class?
A. The teachers did lots of writing on the board.
B. The teachers were invited to attend several lectures.
C. The students were professors from a university.
D. The students were studying science and humanities.
答案：C
( ) 54. The experiment was designed to find out __
A. how to teach the students in the science class
B. whether poetry is difficult for science students
C. what to be taught in the humanities class
D. why many humanities students find science hard
答案：D
( ) 55. Finding levels of meaning is __
A. important for graduate students in humanities
B. difficult for graduate students in humanities
C. common for undergraduate students in science
D. easy for undergraduate students in science
答案：A
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