[单项选择]Research shows that by using computers, students become better problem solvers and better communicators. Over a network, using (1) and sharing files, students have the chance to collaborate and work (2) with other classmates, peers, and teachers. Networking electronically can (3) learners create, analyze, and produce information and ideas more (4) and efficiently. Networking people "put the inspiring and usable set of tools (5) reach of the mass of computer (6) , empowering them to (7) beyond simply processing information to design, publish, and express" (Mello, 1996). Through this (8) electronic access to the world around them, students’ social awareness and (9) increase. Networking (10) them from the limitations of (11) writing tools that often inhibit and restrict writing processes. Learning is then (12) from a traditional passive-listening exercise to an experience of discover
A. free
B. frees
C. stop
D. stops

[单项选择]Research shows that by using computers, students become better problem solvers and better communicators. Over a network, using (1) and sharing files, students have the chance to collaborate and work (2) with other classmates, peers, and teachers. Networking electronically can (3) learners create, analyze, and produce information and ideas more (4) and efficiently. Networking people "put the inspiring and usable set of tools (5) reach of the mass of computer (6) , empowering them to (7) beyond simply processing information to design, publish, and express" (Mello, 1996). Through this (8) electronic access to the world around them, students’ social awareness and (9) increase. Networking (10) them from the limitations of (11) writing tools that often inhibit and restrict writing processes. Learning is then (12) from a traditional passive-listening exercise to an experience of discover
A. letter
B. e-mail
C. book
D. message

[单项选择]A new study shows that students learn much better through an active, iterative (反复的) process that involves working through their misconceptions with fellow students and getting immediate feedback from the instructor.
The research was conducted by a team at the University of British Columbia (UBC), Vancouver, in Canada, led by physics Nobelist Carl Wieman. In this study, Wieman trained a postdoc, Louis Deslauriers, and a graduate student, Ellen Schelew, in an educational approach, called "deliberate practice," that asks students to think like scientists and puzzle out problems during class. For 1 week, Deslauriers and Schelew took over one section of an introductory physics course for engineering majors, which met three times for 1 hour. A tenured physics professor continued to teach another large section using the standard lecture format. The results were dramatic: After the intervention, the students in the deliberate practice section did more than twice as well on a 12-question
A. Students need turn to scientists for help if they had trouble.
B. An introductory physics course was given to physics majors.
C. Students were first taught by the "deliberate practice" approach.
D. A professor taught the same section with the traditional lectures.