阅读理解。
This was no ordinary class. The students who came together were all science or engineering professors
at Cornell University. They had interrupted their research to accept an invitation to take part in an unusual
experiment:"an interesting week of poetry." This class was part of a study to answer the questions: Why is
science difficult for many nonscience students? What can teachers learn about teaching 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 and had to
write three short papers. All students noticed one thing-the importance of spoken words. In science and
engineering classes, the instructors put tables and drawings on the blackboard. But in this 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 subjects, students
need to find layers (层次) of meaning. Some layers are simple, clean, and on the surface; other layers are
deeper and more difficult. This search for different levels of meaning doesn't happen much in undergraduate
(本科) science classes, but it is important later, in graduate school. And it is always important in humanities (人文科学).
Both the poetry instructors and their students learned something about teaching from this experience.
One poetry instructor, for example, now sees the importance of using informative as he teaches. Most of the
scientists agreed on several points. First, humanities classes might help science students to see patterns and
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 to think
about how they teach and how they cam teach better.
1. What do we know about this unusual class?
A. The teachers did lots of writing on the board.
B. The teacher were invited to attend several lectures.
C. The student were professors from a university.
D. The students were studying science and humanities.
2. 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.
3. 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.
4. 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 enjoyable experience.
cosωt
