专题12 人与社会（考试与教育制度）
目录
01 场景语料导入...................................................................................................................................1
02 核心词汇清单...................................................................................................................................2
03 题型融合训练...................................................................................................................................4
04 高考真题导航.................................................................................................................................10
05 高考模拟助力.................................................................................................................................13
（语料来源）整合《深化新时代教育评价改革总体方案》政策解读、《经济学人》《卫
报》2025 年教育专题报道及国内外考试制度典型案例。
（难度：中 建议阅读时间：8 分钟）
In a world where education is increasingly intertwined with assessment, the debate over "exams or no
exams" has become a focal point of global discussion. For 18-year-old Li Ming, a high school senior navigating
China's education reform, his perspective on exams was reshaped by both personal experience and broader
societal shifts. Raised in a family that once prioritized test scores above all, Li Ming spent his early teens buried
in textbooks, his self-worth closely tied to rankings. However, as China's "Double Reduction" policy took effect
and the new college entrance examination system emphasized comprehensive evaluation, he began to see exams
through a different lens.
Li Ming's journey of redefining exams started with a school project on educational equity. He researched
how standardized tests, while designed to ensure fairness, often create excessive pressure—students in Asia
spend an average of 3 more hours per day on exam preparation than their Western peers, according to a 2025
report by The Guardian. He also discovered contrasting views from international media: The Economist argued
that exams remain the most objective tool for selecting talent in developing countries, while The Atlantic
criticized them for stifling creativity and individuality. Through interviews with teachers and education experts,
Li Ming learned that China's education reform is not abandoning exams, but transforming them—shifting from
"score-only" evaluation to a system that includes academic performance, practical skills, and community
service.
01 场景语料导入
Inspired by this research, Li Ming initiated a student-led campaign titled "Exams as Mirrors, Not Chains."
He organized workshops where students shared strategies for balancing exam preparation and personal growth,
invited university professors to discuss the purpose of assessment, and created a campus blog to share
international perspectives on exams. During these activities, he found that many peers struggled with "exam
anxiety"—a psychological burden amplified by societal expectations of success. Li Ming realized that the core
issue was not exams themselves, but people's perception of them: exams should be a tool for self-reflection and
progress, not a definitive judgment of one's value.
Later, Li Ming participated in an international youth forum on education, where he exchanged ideas with
students from Finland, Japan, and the United States. He learned that Finland, often praised for its education
system, uses low-stakes assessments to encourage learning rather than competition; Japan has integrated more
practical skills into its national exams to foster innovation; and the U.S. is debating the overreliance on
standardized tests in college admissions. Li Ming's team proposed a "balanced assessment model" that combines
structured exams with project-based evaluations, community service records, and skill demonstrations—
aligning with China's policy of "comprehensive evaluation for holistic development." Their proposal was
recognized by education officials, who noted that it reflected the reform's core spirit: "Exams are not the end of
education, but a means to promote self-improvement and social mobility."
Through this process, Li Ming has grown into a more balanced and resilient young adult. He still prepares
diligently for exams, but no longer lets scores define him. He understands that exams, when properly designed,
can provide valuable feedback and ensure fairness—key points emphasized in China's education policy. As an
education expert told him, "Exams are inevitable in any education system, but their form and purpose can
evolve. The goal is to make exams serve education, not the other way around. A healthy attitude toward exams
helps individuals grow independently and adapt to a changing world." Today, Li Ming continues to advocate
for a rational view of exams, sharing his insights with peers and proving that young people can navigate the
tension between assessment and self-development, embracing exams as a part of growth rather than a
barrier to it.（486 词）（609 词）
(一)核心概念类（考试与教育评价相关）
词汇/短语
词性
中文释义
语境原句摘录
教学重点（学生需掌握）
standardize
d tests
名词
短语
标准化考
试
how standardized
tests, while designed
to ensure fairness,
often create
excessive pressure
1. 同义表达：standardized assessments；2. 场景
拓展：high-stakes tests（高风险考试）、low-
stakes assessments（低风险评估）
comprehens
ive
名词
短语
综合评价
the new college
entrance
1. 常见搭配：implement comprehensive evaluation
（实施综合评价）、improve comprehensive
02 核心词汇清单
evaluation
examination system
emphasized
comprehensive
evaluation
evaluation system（完善综合评价体系）；2. 拓
展：holistic assessment（全面评估）、academic
performance（学业表现）
educational
equity
名词
短语
教育公平
He researched how
standardized tests,
while designed to
ensure fairness,
often create
excessive pressure
1. 核心搭配：promote educational equity（促进教
育公平）、protect educational equity（保障教育
公平）；2. 拓展：educational reform（教育改
革）、academic equity（学业公平）
(二) 行为动作类（考试与自我发展相关）
词汇/短语
词性
中文释义
语境原句摘录
教学重点（语法+应用）
stifle
动词
抑制；扼
杀
The Atlantic criticized
them for stifling
creativity and
individuality
1. 同义替换：restrain、suppress；2. 场景应
用： creativity、development、potential 等语
境，常用搭配“stifle + 创造力/个性/发展”
advocate for
动词
短语
倡导；支
持
Li Ming continues to
advocate for a rational
view of exams
1. 同义表达：promote、champion；2. 用法：
advocate for sth.（倡导某事），advocate
doing sth.（倡导做某事）
navigate
动词
应对；驾
驭
a high school senior
navigating China's
education reform
1. 同义表达：cope with、manage；2. 场景拓
展：navigate challenges（应对挑战）、
navigate changes（适应变化）
foster
动词
培养；促
进
Japan has integrated
more practical skills
into its national exams
to foster innovation
1. 词形变化：fostering（名词/现在分词）；2.
常见搭配：foster creativity（培养创造力）、
foster holistic development（促进全面发展）
(三)观点态度类（考试认知与评价相关）
词汇 / 短
语
词性
中文释义
语境原句摘录
立场倾向
教学重点（情感色彩 + 句型）
rational
形容
词
理性的
advocate for a
rational view of
exams
褒义
1. 同义表达：reasonable、sensible；2.
句型：a rational attitude toward sth.（对
某事的理性态度）
excessive
形容
词
过度的；
过多的
standardized
tests... often create
excessive pressure
贬义
1. 反义词：moderate（适度的）、
appropriate（适当的）；2. 句型：
excessive + 压力/负担/要求（excessive
pressure/burden/demands）
objective
形容
客观的
exams remain the
褒义
1. 同义表达：impartial、unbiased；2.
词
most objective tool
for selecting talent
句型：sth. is objective in + 领域（sth. is
objective in assessment）
(四) 情感与成长类（考试与自我价值相关）
词汇 / 短语
词性
中文释义
语境原句摘录
领域
教学重点（拓展 + 应用）
self-worth
名词
短语
自我价值
his self-worth closely tied
to rankings
个人
成长
1. 搭配：build self-worth（树立自我
价值）；2. 拓展：self-identity（自
我认同）、personal value（个人价
值）
holistic
development
名词
短语
全面发展
promote self-
improvement and holistic
development
教育
价值
1. 搭配：foster holistic development
（促进全面发展）、achieve holistic
development（实现全面发展）；2.
拓展：all-round development（全面
发展）、personal growth（个人成
长）
social
mobility
名词
短语
社会流动
Exams are not the end of
education, but a means to
promote... social mobility
社会
价值
1. 句型：promote social mobility（促
进社会流动）、enhance social
mobility（提升社会流动）；2. 场景
应用：教育政策、社会公平等语境
（一）阅读理解
细节理解题
1.What inspired Li Ming to redefine his perspective on exams?
A. His early experience of being buried in textbooks
B. China's "Double Reduction" policy and comprehensive evaluation reform
C. An international youth forum on education
D. The Guardian's report on student pressure
【答案】B（China's "Double Reduction" policy and comprehensive evaluation reform）
【解析】原文定位：对应核心语料第一段 “as China's 'Double Reduction' policy took effect and the
new college entrance examination system emphasized comprehensive evaluation, he began to see
exams through a different lens”。选项分析：选项 B 与原文表述一致，明确 Li Ming 重新看待考
试的直接诱因是“双减”政策和综合评价改革。干扰项排除：A 项“早年埋首课本的经历”是他最初
重视分数的背景，非转变视角的原因；C 项“国际青年论坛”是后续行动，非初始诱因；D 项“《卫
报》的报告”是他研究中的发现，并非核心灵感来源。故选 B。
2.What did Li Ming discover through his research on standardized tests?
A. They are completely irrelevant to educational equity
03 题型融合训练
B. They are criticized by all international media for stifling creativity
C. They bring excessive pressure despite ensuring basic fairness
D. They are abandoned in most developed countries
【答案】C（They bring excessive pressure despite ensuring basic fairness）
【解析】原文定位：对应核心语料第二段 “he researched how standardized tests, while designed to
ensure fairness, often create excessive pressure—students in Asia spend an average of 3 more hours
per day on exam preparation than their Western peers”。选项分析：选项 C 准确概括了标准化考试
的双重属性，与原文细节完全匹配。干扰项排除：A 项“与教育公平完全无关”与原文“designed to
ensure fairness”矛盾；B 项“被所有国际媒体批判”表述绝对，原文提到《经济学人》认可其在发展
中国家的价值；D 项“多数发达国家已摒弃”与原文“Finland uses low-stakes assessments”“the
U.S. is debating overreliance”不符，并非“摒弃”而是“调整”。故选 C。
推理判断题
3. What can we infer from Li Ming's "balanced assessment model"?
A. He believed exams should be completely replaced by practical evaluations
B. He supported the combination of structured exams and comprehensive assessments
C. He thought community service is more important than academic performance
D. He opposed China's college entrance examination reform
【答案】B（He supported the combination of structured exams and comprehensive assessments）
【解析】原文定位：对应核心语料第三段 “Li Ming's team proposed a 'balanced assessment model'
that combines structured exams with project-based evaluations, community service records, and skill
demonstrations”。选项分析：从“结合结构化考试与项目评估、社区服务记录、技能展示”可推断，
Li Ming 支持“结构化考试+综合评估”的模式，与选项 B 一致。干扰项排除：A 项“完全取代考
试”与“combines structured exams”相悖；C 项“社区服务比学业表现更重要”原文未提及，属于过
度推断；D 项“反对高考改革”与原文“aligning with China's policy of 'comprehensive evaluation'”
矛盾。故选 B。
4.What does the education expert want to convey?
A. Exams should be abolished to promote holistic development
B. The form and purpose of exams should adapt to educational goals
C. Exams are the only means to ensure social mobility
D. Students should prioritize scores to achieve self-worth
【答案】B（The form and purpose of exams should adapt to educational goals）
【解析】原文定位：对应核心语料第四段 “Exams are inevitable in any education system, but their
form and purpose can evolve. The goal is to make exams serve education, not the other way
around”。选项分析：选项 B 是对专家话语的同义转述，准确传达核心思想——考试的形式和目的应
适应教育目标（服务于教育）。干扰项排除：A 项“废除考试”与专家“Exams are inevitable”矛盾；
C 项“唯一手段”表述绝对，原文强调考试是“手段之一”；D 项“优先考虑分数”与专家“make
exams serve education”的理念相悖。故选 B。
词义猜测题
5.The underlined word "stifling" in Paragraph 2 probably means ______.
A. inspiring B. suppressing C. developing D. respecting
【答案】B（suppressing）
【解析】语境线索：对应核心语料第二段 “The Atlantic criticized them for stifling creativity and
individuality”，结合前文“The Guardian”提到的“考试带来过度压力”和后文“创造力与个性”，
可推测批评的是考试“抑制”创造力。选项分析：选项 B “抑制；压制”符合语境逻辑，与
“stifling” 的核心含义一致。干扰项排除：A 项“激励”、C 项“培养”、D 项“尊重”均与“批
评”的语气相悖。故选 B。
主旨大意题
6.What is the main idea of the text?
A. The negative impact of standardized tests on students
B. Li Ming's campaign to abandon all forms of exams
C. How Li Ming reshaped his view of exams through practice and research
D. The differences between Chinese and Western education systems
【答案】C（How Li Ming reshaped his view of exams through practice and research）
【解析】文章结构梳理：第一段介绍 Li Ming 视角转变的背景（双减政策、高考改革）；第二段讲述
他的研究发现（标准化考试的利弊、国际观点）；第三段描述他发起的校园活动及核心认知（考试是
镜子而非枷锁）；第四段介绍他参与国际论坛并提出平衡评估模式，以及专家的点拨。全文围绕
“Li Ming 通过实践与研究重新认识考试” 展开。选项分析：选项 C 全面涵盖核心内容，概括全文
主旨。干扰项排除：A 项“标准化考试的负面影响”仅为局部信息；B 项“放弃所有考试”与原文
“结合结构化考试”相悖；D 项“中西方教育体系差异”是研究中的附带发现，非核心主题。故选
C。
（二）语法填空
Education reform and exam evaluation have become vital issues in modern society. With the
implementation of China's "Double Reduction" policy and comprehensive evaluation system, students 1
(experience) significant changes in their learning journey. In recent years, more and more educators and experts
2 (advocate) for a balanced view of exams, arguing that assessments should serve holistic development rather
than mere score pursuit.
An international research center 3 (found) in 2024 has released a report on global exam systems,
highlighting the need to reduce excessive academic pressure. When 4 (design) exam content, educators should
focus on practical skills and creative thinking rather than mechanical memorization. Many schools have invited
psychologists to share strategies with students on how 5 (cope) with exam anxiety, helping them build a rational
attitude toward assessments.
Last semester, our school carried out a series of activities, including exam stress management workshops
and project-based evaluation trials. Students spent weeks 6 (prepare) for both written exams and practical
demonstrations, which enhanced their sense of 7 (achieve) beyond test scores. This experience not only
improved their academic performance but also strengthened their self-worth, proving that exams can be a tool
for growth when 8 (use) properly.
We believe that every individual can make a difference in promoting reasonable assessment methods. With
joint efforts from educators, students, and parents, we can create a more inclusive education environment 9
exams are no longer chains but mirrors reflecting progress. Everyone deserves 10 fair chance to develop their
potential through scientific evaluation.
【答案】1. are experiencing 2. have advocated 3. founded 4. designing 5. to cope 6. preparing
7. achievement 8. used 9. where 10. a
【解析】
1.. .are experiencing 考查谓语动词（现在进行时）。根据语境“学生们在学习旅程中正在经历显著变
化”，此处用现在进行时表示当前正在发生的状态，主语 students 为复数，故填 are experiencing。
2.have advocated 考查谓语动词（现在完成时）。根据时间状语“in recent years”可知，此处用现在
完成时，主语 more and more educators and experts 为复数，故填 have advocated。
3.....founded 考查非谓语动词（ed 形式）。空格处为后置定语修饰 An international research center，
center 与 found 之间是被动关系，故用过去分词 founded，意为“2024 年成立的国际研究中心”。
4. designing 考查非谓语动词（ing 形式）。此处为 “when + 现在分词” 结构，逻辑主语 educators
与 design 之间是主动关系，故填 designing。
5.to cope 考查非谓语动词（to do 形式）。固定句型 how to do sth.，意为“如何做某事”，故填
to cope。
6...preparing 考查非谓语动词（ing 形式）。固定搭配 spend time (in) doing sth.，意为“花费时间做
某事”，in 可省略，故填 preparing。
7...achievement 考查名词。形容词性物主代词 their 修饰名词，achieve 的名词形式为 achievement，
意为“成就感”，sense of achievement（成就感）。
8.. used 考查非谓语动词（ed 形式）。此处为 “when + 过去分词” 结构，逻辑主语 exams 与 use
之间是被动关系，故填 used。
9...where 考查定语从句。先行词为 a more inclusive education environment，空格处引导定语从句，
在从句中作地点状语，故填 where。
10.a 考查冠词。此处表示“一个公平的机会”，表泛指，fair 以辅音音素开头，故填 a。
（三）书面表达
假设你是李华，你校学生会正在举办“理性看待考试，赋能自我成长”主题征文活动，邀请同学
们分享自己对考试的认知、相关经历及感悟。请你结合自身经历，写一篇短文投稿，内容包括：
1.你对考试的原有看法；
2.一次改变你认知的经历；
3.你现在对考试的理性认识。
注意：1. 词数80-100；2. 可适当增加细节，以使行文连贯；3. 开头和结尾已给出，不计入总词
数。
Dear Editors,
I’m glad to share my thoughts on exams and how they’ve shaped my growth.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Yours sincerely,
Li Hua
【参考范文】
Dear Editors,
I’m glad to share my thoughts on exams and how they’ve shaped my growth.
I used to regard exams as everything—my mood rose and fell with scores, and I even felt worthless when
I failed. This changed last year when our school launched the comprehensive evaluation project. Instead of only
focusing on written tests, we were assessed on practical skills and community service. I joined a science
experiment team and spent months researching environmental protection. Though my exam rank didn’t top the
class, the project helped me discover my passion for innovation.
Now I realize exams are just mirrors for self-reflection, not the whole story of my value. They can show
my weaknesses but shouldn’t limit my potential. With a rational attitude, exams become a tool to promote
growth. I’ll keep improving myself through exams while exploring my unique strengths.
Yours sincerely,
Li Hua
【详解】
【导语】本次书面表达要求撰写“理性看待考试，赋能自我成长”主题征文，需紧扣“原有看法 - 改变经
历 - 理性认知”三大核心，符合征文“真实具体、情感真挚”的文体要求。范文结合“综合评价改革”政
策背景，贴近学生生活场景，细节充实、逻辑清晰，既满足词数要求，又凸显了“考试服务于自我成长”
的主题。以下从内容架构、词汇积累、句式拓展三个维度解析写作技巧：
一、 内容架构解析
• 原有看法（1 句）：用 “regard exams as everything”“mood rose and fell with scores” 明确最初的
“唯分数论”认知，体现普遍的学生心态，真实易共鸣。
• 改变经历（2 句）：结合“学校综合评价项目”的政策相关场景，列举“参与科学实验、社区服务”等
具体经历，说明认知转变的契机，细节完整。
• 理性认知（2 句）：从“考试是自我反思的镜子”切入，强调其“检验不足、不定义价值”的本质，呼
应主题，立意深刻。
二、词汇积累（场景适配型：考试与自我成长主题）
原文词汇
含义
替换表达
适用场景
comprehensive
evaluation
综合评价
holistic assessment
教育改革、学校评价场景
practical skills
实践技能
hands-on skills
考试内容、能力培养场景
self-reflection
自我反思
self-examination
考试意义、个人成长场景
rational attitude
理性态度
reasonable mindset
认知转变、心态描述场景
三、句式拓展（从简单到丰富：适配高考写作要求）
原句（简单句/并列句）
拓展句（复合句/升级结构）
拓展思路
I used to regard exams as
everything. My mood rose
and fell with scores.
I used to regard exams as everything—my
mood rose and fell with scores, and I even
felt worthless when I failed.
用破折号补充细节，“when”
引导时间状语从句，丰富情感
表达
Our school launched the
comprehensive evaluation
project. We were assessed
on practical skills.
This changed last year when our school
launched the comprehensive evaluation
project. Instead of only focusing on written
tests, we were assessed on practical skills and
community service.
用 “when” 引导定语从句，
“instead of” 表对比，突出改
革带来的变化
Exams are mirrors. They
don’t limit my potential.
Now I realize exams are just mirrors for self-
reflection, not the whole story of my value.
They can show my weaknesses but shouldn’t
limit my potential.
用 “for self-reflection” 补充
镜子的功能，“not the whole
story” 增强思辨性，“but” 表
转折，强化观点
四、高分句型解析（高考写作高频结构·考试与教育制度适配）
1. 现在分词（doing）—— 伴随状语，补充动作细节
例句：I’ll keep improving myself through exams while exploring my unique strengths.
解析：exploring 是现在分词作伴随状语，伴随主句谓语keep improving 发生，主动关系（“我”主动探索
自身优势），while 在此处引导伴随，省略了I am。
个性亮点：替代“I’ll keep improving myself through exams and I will explore my unique strengths.”
的简单并列句，使句子层次更丰富，体现“提升自我”与“探索优势”的同步性，贴合高考书面表达“简
洁、有层次”的要求，可直接迁移用于结尾表达决心（如I’ll keep working hard while developing my
interests）。
2. 现在分词（doing）—— 介词宾语，补充动作
例句：Instead of only focusing on written tests, we were assessed on practical skills and community
service.
解析：focusing 是现在分词，作介词instead of 的宾语，符合“instead of + doing”的固定用法，表达“没
有做某事，而是做某事”。
个性亮点：替代“Instead of we only focus on written tests”的错误句式，语法规范，简洁突出“学校评
价方式的变化”，避免句子冗余，是高考书面表达中“表达对比”的常用技巧。
3.时间状语从句（when）—— 描述时间节点，衔接经历
例句：This changed last year when our school launched the comprehensive evaluation project.
解析：when 引导时间状语从句，修饰主句“This changed last year”，说明“我对考试的认知发生改变”
的时间节点和原因（学校推出综合评价项目）。
个性亮点：用时间状语从句衔接“过去的认知”和“转变的契机”，逻辑连贯，使经历描述更完整，避免
简单句拼接（如“This changed last year. Our school launched the comprehensive evaluation project.”），是
高考书面表达中“描述经历转变”的常用句式。
近3 年考查1 次，2023 年1 月北京卷，七选五，文章主要就如何选择高校提供了
一些建议。
1.（2023 年北京卷，七选五）
It’s a joyful and stressful time of year in the United States for students and their families as they make decisions
about where to attend college. Families often turn to rankings systems to help make a decision. ____35____
When I talk to families as a scholar of higher education, they’re often surprised that teaching excellence is not
counted in rankings. ____36____
Emerging research suggests that courses in lower-ranked universities, on average, scored higher on teaching
than courses in higher-ranked universities. ____37____ The absence of teaching excellence from the rankings is
surprising given the link between high-quality teaching and student success. Quality teaching is one of the most
important predictors of a wide range of college outcomes.
Rankings, however, are only one reason why a low value is placed on teaching in higher education.
04 高考真题导航
Administrators often don’t view teaching excellence as a way to increase enrolment (注册) or funding. ____38____
Research shows that the more time instructors spend on teaching, the lower their salary. What is the result？ Many
instructors continue to teach using traditional lectures, which lead to lower success rates.
____39____ Nevertheless, not much will change until schools with high-quality teaching are rewarded with
more resources, higher rankings and increased enrolments. In the long term, universities, organisations that rank
schools, and others should work to make teaching a valued, core part of the mission.
What should students and their families do? They should give strong consideration to universities where high-
quality teaching is valued, even though the schools may be ranked lower.
A. Higher education has achieved its true potential.
B. Therefore, it’s not highly valued in hiring or promotion.
C. Quality teaching has been an important reputation-building factor.
D. However, the rankings ignore a critical factor: the quality of teaching.
E. Efforts to improve teaching at the university level have recently emerged.
F. They’re even more surprised at how teaching is undervalued by universities.
G. In fact, universities often shift emphasis from teaching to other ranking factors.
【答案】35. D 36. F 37. G 38. B 39. C
【解析】
【导语】本文是一篇说明文。文章主要就如何选择高校提供了一些建议。
【35 题详解】
根据空前内容“It’s a joyful and stressful time of year in the United States for students and their families as they
make decisions about where to attend college. Families often turn to rankings systems to help make a decision.(对
于美国的学生和他们的家人来说，这是一年中既快乐又紧张的时刻， 因为他们要决定去哪里上大学。家庭
经常求助于排名系统来帮助做决定。)”可知，美国的学生和家人们在决定去哪儿上大学时，经常求助于排
名系统。而根据下文第三段“Emerging research suggests that courses in lower-ranked universities, on average,
scored higher on teaching than courses in higher-ranked universities. (最新的研究表明，排名较低的大学的课程
在教学方面的平均得分高于排名较高的大学的课程。)”可推断出，本文主要讲述的是排名方面出现的问题。
选项D“However, the rankings ignore a critical factor: the quality of teaching.(然而，排名忽略了一个关键因素：
教学质量。)”延续上文内容，指出大学排名存在的问题；而根据下文内容也可以推断，排名中存在的问题
是教学质量被忽略。故选D。
【36 题详解】
根据空前内容“When I talk to families as a scholar of higher education, they’re often surprised that teaching
excellence is not counted in rankings.(作为一名研究高等教育的学者，当我与一些家庭交谈时，他们常常惊讶
地发现，优秀的教学水平并没有被纳入排名。)”可知，大学排名中优秀的教学水平并没有被纳入排名让人
们觉得很惊讶。选项F“They’re even more surprised at how teaching is undervalued by universities.(更让他们惊
讶的是，大学竟然低估了教学的价值。)”延续上文内容，指的都是大学排名忽略教学质量。其中“more
surprised”和上文的“surprised”保持一致。故选F。
【37 题详解】
空前内容“Emerging research suggests that courses in lower-ranked universities, on average, scored higher on
teaching than courses in higher-ranked universities.(最新的研究表明，排名较低的大学的课程在教学方面的平
均得分高于排名较高的大学的课程。)”以及空后内容“The absence of teaching excellence from the rankings is
surprising given the link between high-quality teaching and student success. Quality teaching is one of the most
important predictors of a wide range of college outcomes.(考虑到高质量教学与学生成功之间的联系，排名中
没有优秀教学令人惊讶。优质教学是衡量大学成绩的最重要因素之一。)”讲述的都是大学排名中没有考虑
到教学。选项G“In fact, universities often shift emphasis from teaching to other ranking factors.(事实上，大学经
常把重点从教学转移到其他排名因素上。)”与上下文内容相一致，故选G。
【38 题详解】
根据空前内容“Rankings, however, are only one reason why a low value is placed on teaching in higher education.
Administrators often don’t view teaching excellence as a way to increase enrolment (注册) or funding.(然而，排
名只是高等教育中对教学重视程度较低的一个原因。管理者通常不会将卓越的教学视为增加入学率或资金
的一种方式。)”可知，上文分析了教学不被纳入排名的原因，该空应该讲其后果。选项B“Therefore, it’s not
highly valued in hiring or promotion.(因此，它在招聘或晋升中不受重视。)”是上文内容的延续，正因为管理
人员通常不把卓越的教学视为增加入学率或增加资金的一种方式，所以教学在招聘和晋升中不受重视。故
选B。
【39 题详解】
根据下文内容“Nevertheless, not much will change until schools with high-quality teaching are rewarded with
more resources, higher rankings and increased enrolments. In the long term, universities, organisations that rank
schools, and others should work to make teaching a valued, core part of the mission.(尽管如此，在拥有高质量教
学的学校获得更多资源、更高排名和增加入学人数之前，不会有太大变化。从长远来看，大学、学校排名
组织和其他机构应该努力使教学成为使命的一个有价值的核心部分。)”可知，作者认为想要强调教学质量
还需要更多努力。根据“Nevertheless”可知，空处内容和下文内容存在转折关系。选项C“Quality teaching
has been an important reputation-building factor.(高质量的教学一直是建立声誉的重要因素。)”强调了高质量教
学的重要性，而下文则话题一转，指出了高质量教学的难处。故选C。
1.( 广东省汕头市潮阳区2025-2026 学年高三毕业班12 月份教学质量监测英语试卷笔试部分,七选五)
Effective Mental Health Management for High School Exam Preparation
As the college entrance exam draws near, many high school students are under great pressure, which often leads
to anxiety and low mood. ___16___ With proper mental health management, you can maintain a positive attitude and
improve your study efficiency. Here are some practical tips:
Firstly, acknowledge your emotions. It’s normal to feel stressed, anxious, or even frustrated during this
period.___17___Instead of suppressing your feelings, talk to your parents, teachers, or friends about what you’re
going through. Sharing your worries can help relieve emotional pressure.
Secondly, practice relaxation techniques.___18___For example, you can do deep breathing exercises for 5
05 高考模拟助力
minutes when you feel anxious — inhale slowly for 4 seconds, hold for 2 seconds, and exhale for 6 seconds. You can
also try meditation or listen to soft music before bedtime to calm your mind.
___19___Physical activity is a great way to release stress. Go for a walk, run, or play ball games with friends
for 30 minutes every day. Exercise can produce endorphins, which are natural mood boosters. It also helps improve
sleep quality, which is crucial for mental health.
Finally, maintain a reasonable expectation of yourself. Don’t set unrealistic goals that are beyond your
ability.___20___Celebrate every small progress you make, such as mastering a difficult subject or improving your
test score by a few points. This will help you build confidence and stay motivated.
By following these tips, you can keep your mental health in good condition and face the exam with a positive
mindset.
A. Suppressing emotions will only make things worse.
B. Many students don’t know how to handle these negative feelings.
C. Set goals that are too high to challenge yourself.
D. Exercise regularly to release stress.
E. Relaxation can help you stay calm and focused.
F. Unrealistic goals will only bring more pressure and disappointment.
G. You should focus on comparing yourself with others.
【答案】16. B 17. A 18. E 19. D 20. F
【解析】
【导语】本文是一篇说明文。文章主要介绍了高中生备考期间有效管理心理健康的五条实用建议，帮助学
生缓解压力、保持积极心态。
【16 题详解】
由上文“many high school students are under great pressure, which often leads to anxiety and low mood.(许多高
中生承受着巨大的压力，这往往会导致焦虑和情绪低落)”以及下文“With proper mental health management,
you can maintain a positive attitude and improve your study efficiency.(通过恰当的心理健康管理，你可以保持
积极的态度，提高学习效率)”可知，本空要说很多学生不知道如何应对这些负面情绪，B 选项“Many
students don’t know how to handle these negative feelings.(许多学生不知道如何处理这些负面情绪)”能承上启下
符合题意，该选项中的“these negative feelings”指代上文的“anxiety and low mood”，且该选项中的“don’t
know how to handle”与下文的“With proper mental health management”相呼应，表示学生需要正确的方法来
应对负面情绪。故选B。
【17 题详解】
由上文“It’s normal to feel stressed, anxious, or even frustrated during this period.(在这个阶段感到压力、焦虑
甚至沮丧都是很正常的)”以及下文“Instead of suppressing your feelings, talk to your parents, teachers, or friends
about what you’re going through.(与其压抑自己的情绪，不如和父母、老师或朋友聊聊你的经历)”可知，本空
要说压抑情绪的不良影响，A 选项“Suppressing emotions will only make things worse.(压抑情绪只会让事情
变得更糟)”能承上启下，符合题意，该选项中的“Suppressing emotions”与下文的“Instead of suppressing
your feelings”呼应，表示不要压抑情绪，要主动倾诉。故选A。
【18 题详解】
由上文“Secondly, practice relaxation techniques.(其次，练习放松技巧)”以及下文“For example, you can do
deep breathing exercises for 5 minutes when you feel anxious(例如，当你感到焦虑时，你可以做5 分钟的深呼
吸练习)”可知，本空要说放松的作用，E 选项“Relaxation can help you stay calm and focused.(放松可以帮助
你保持冷静和专注)” 能承上启下，符合题意，该选项中的“ Relaxation” 对应上文的“ relaxation
techniques”，且该选项中的“help you stay calm and focused”与下文的具体放松方法相呼应，表示放松技巧能
带来积极效果。故选E。
【19 题详解】
设空处位于段首，且由下文“Physical activity is a great way to release stress. Go for a walk, run, or play ball
games with friends for 30 minutes every day.(体育活动是释放压力的好方法。每天和朋友散步、跑步或打球30
分钟)”可知，本空是该段的主题句，点明要通过规律运动释放压力，D 选项“Exercise regularly to release
stress.(规律运动以释放压力)”能总领全段，符合题意，该选项中的“Exercise regularly”对应下文的
“Physical activity”和具体运动方式，且该选项中的“release stress”与下文的“a great way to release stress”相
呼应，表示规律运动的减压作用。故选D。
【20 题详解】
由上文“Don’t set unrealistic goals that are beyond your ability.(不要设定超出自己能力的不切实际的目标)”以
及下文“Celebrate every small progress you make(庆祝你取得的每一个小进步)”可知，本空要说不切实际目标
的危害，F 选项“Unrealistic goals will only bring more pressure and disappointment.(不切实际的目标只会带来
更多的压力和失望)”能承上启下，符合题意，该选项中的“Unrealistic goals”指代上文的“unrealistic goals
that are beyond your ability”。故选F。
2.（2026 届安徽省耀正优高三上学期12 月月考英语试题 ，语法填空）
In late September, the southwestern city of Chengdu launched a pilot program across eight public and private
schools ____36____ began this fall. Each participating school has chosen two classes of no more than 45 students
each, ____37____ (select) through volunteer sign-ups, as “integrated education” classes. These classes operate
____38____ (separate) and combine middle and high school curricula.
The new model is part of Chengdu’s broader effort ____39____ (reform) the high school entrance system and
is intended to bridge ____40____ (gap) between school stages and ease exam-related pressure. The zhongkao is one
of the most important academic stages in China, ____41____ (determine) whether students advance to academic
high schools ____42____ vocational（职业的）tracks. For many parents, the reform offers long-awaited relief.
“The biggest appeal is being exempt（免除的） from the zhongkao,” one Chengdu parent told domestic media.
She expressed both regret that her child was not chosen for the pilot program and hope for an ____43____ (expand)
of the program. So far, similar “exam-free” initiatives ____44____ (launch) in a few other cities, though they are
typically reserved for top-performing students.
Xiong Bingqi, president of China’s 21st Century Education Research Institute, warned that many parents may
view integrated classes ____45____ a way to avoid academic tracking. “However, as long as the key high school
system remains, anxiety over the zhongkao won’t be eased,” he said.
【答案】36.that/which
37. selected
38. separately
39. to reform
40. gaps 41. determining
42. or 43. expansion
44. have been launched
45. as
【解析】
【导语】这是一篇新闻报道。介绍了成都在部分学校启动的“一体化教育”试点项目，涉及项目形式、改
革背景及相关教育专家的看法。
【36 题详解】
考查定语从句。句意：9 月下旬，西南城市成都在今年秋季开学的8 所公私立学校启动了一个试点项目。
此处引导限制性定语从句，在从句中作主语，先行词是a pilot program，指物，应用关系代词that/ which。
故填that/ which。
【37 题详解】
考查非谓语动词。句意：每所参与学校都选择了两个每班不超过45 人的班级，通过自愿报名选出，作为
“一体化教育”班级。 句子已有谓语
has chosen，此空应是非谓语形式。select 与students 是动宾关系，
应用过去分词selected。故填selected。
【38 题详解】
考查副词。句意：这些班级独立运作，融合了初中和高中的课程。此处修饰动词operate，应用副词
separately，作状语，意为“独立地”。故填separately。
【39 题详解】
考查非谓语动词。句意：这个新模式是成都改革中考制度更大举措的一部分，旨在弥合学段之间的差距，
缓解考试压力。one’s effort to do sth.是固定搭配，意为“某人做某事的努力”，此处应用动词不定式to
reform，作后置定语。故填to reform。
【40 题详解】
考查名词复数。句意：这个新模式是成都改革中考制度更大举措的一部分，旨在弥合学段之间的差距，缓
解考试压力。gap 是可数名词，此处指多个学段之间的差距，应用复数gaps，作宾语。故填gaps。
【41 题详解】
考查非谓语动词。句意：中考是中国最重要的学业阶段之一，决定学生是升入普通高中还是职业教育轨道。
determine 与The zhongkao 是主谓关系，应用现在分词determining，作状语。故填determining。
【42 题详解】
考查连词。句意：中考是中国最重要的学业阶段之一，决定学生是升入普通高中还是职业教育轨道。
whether... or...是固定搭配，意为“是……还是……”。故填or。
【43 题详解】
考查名词。句意：她既表达了对孩子未被选入试点项目的遗憾，也表达了对项目扩大的希望。此处前有介
词for 与不定冠词an，应用名词expansion，意为“扩大”，作宾语。故填expansion。
【44 题详解】
考查动词时态语态。句意：到目前为止，其他几个城市也推出了类似的“免考”举措，不过这些举措通常
只针对优等生。根据So far 可知，用现在完成时，initiatives 与launch 是动宾关系，且主语initiatives 为复数，
谓语应是现在完成时的被动语态have been launched。故填have been launched。
45 题详解】
考查介词。句意：中国21 世纪教育研究院院长熊丙奇警告称，许多家长可能会把一体化班级视为避免学业
分流的一种方式。view... as...是固定搭配，意为“把……视为……”，此空应是介词as。故填as。
