英语六级
单选题根据下面资料，回答题
Flexible Study for the Future Universities
A.For a brief period, the popular image of the university student was embodied by Sebastian of Brideshead Revisited: 18-years old, male, privileged, and ready to spend three years in one of the world's most elite institutions. But the idea of a typical student no longer holds: today's students are just as likely to be female, or older, or from overseas, or studying part-time while holding down a full-time job.
B .Traditional models of provision (供给.no longer work for these students. But how can universities adapt to meet their needs--and the needs of the modern global economy? Conditions of Flexibility, published by Professor Ron Barnett, looks at how universities can offer more flexible structures and the conditions under which flexibility can flourish. Using the report as a starting point, a recent Guardian round table (圆桌会议.sponsored by the Higher Education Academy brought together a group of experts and senior managers in higher education to discuss the future of flexible learning.
C.The round table heard that flexibility is an essential part of a modern higher education system. "The 21st century is calling for new kinds of persons, who can adapt and respond flexibly to the extraordinary challenges we see day in and day out," said one participant. The challenge is how to meet the needs of those students without losing internal integrity, he argued. Many universities are working hard to develop flexible approaches that match students to the employment needs of the economy. One participant described how her university works with local employers to create tailored programmes for individuals. "Students will come in to talk about their aspirations, their past experiences, their qualifications, their jobs, and a customized opportunity will be created for them, which will pick up modules (模块.and put them into a special package for that individual student," she said.
D.While universities are encouraged to think in a more focused fashion about the specific requirements of the workplace, many also want to equip students with a broader range of skills that enable them to adapt to the demands of a rapidly changing world. Some degree programmes are moving away from the traditionalmodular (模块的，分单元的.approach--where undergraduates might take 10 short modules a year--to a system of longer courses. One participant said that her institution has built flexibility into this new model: "A student might be asked to undertake a particular activity designed to develop a particular aspect of their skills--maybe their critical thinking or their employ ability skills--but they can choose where they do it within the framework of their discipline." An immunology (免疫学.student, for example, could choose to apply their skills to HIV/Aids or heart disease.
E.Flexibility is also being introduced into assessment. At one university, students on a particular master's programme take five modules, each of which can be assessed in five different ways and students choose which assessment method they prefer for each module.
F. Another participant described the experimental introduction in one degree course of an option that enables students to study the same module twice, "in order to learn better or differently than they did the first time",with students being assessed separately each time. The round table also heard about the role technology can playin providing students with greater flexibility in how they learn. One participant talked about his university's use of "lecture capture"--recording lectures so that students could watch them again, an innovation that has been embraced with enthusiasm by both staff and students. Other participants argued for a move away from the didactic (说教的.approach of the 50-minute lecture altogether, and in favor of more active methods of teaching. One spoke of a master's course in which psychology students learning to be expert witnesses worked with law students and computer science students on a simulated criminal trial of a murder case. "It ended up being an incredibly rich multi-professional experience that mimic (模仿.the real world," she said.
G.Perhaps one of the biggest flexible learning innovations has been the introduction of massive open online courses (Moocs., which enable students to study university-level courses at a distance and for free, using Internet-based resources. Advocates believe that Moocs are democratic, opening higher education up to people who would not normally be able to access it. Round table participants were largely skeptical about the disruptive (引起混乱.potential of Moocs, with one arguing that "most of the people who participate in Moocs are PhDs or academics. There are huge levels of dropout, and the quality is pretty poor."
H.What are the challenges to providing more flexible learning in higher education? Some participants felt that students are not ready to learn flexibly, and prefer a traditional model of teaching through lectures and assessment through essays and exams. One argued that many students are unused to choice: "When they arrive as undergraduates, they're so used to being told exactly what to do and how they'll be examined that when we get them into university and give them more choices, they don't know what to choose." Students'reluctance to embrace innovation means that universities should take care when introducing flexibility, one participant argued: "We've got a responsibility to try to make sure we structure learning in such a way that students are encouraged to explore outside their comfort zone and engage in different learning approaches, but are unable to default to the lowest common denominator."
I. Some academics too are cautious about adopting flexible learning methods, the round table heard. The Quality Assurance Agency (QAA., a regulatory body-that monitors standards in higher education, publishes standard statements: a set of guidelines for what students should be taught in each subject.
J. One participant said: "There is a risk aversion around quality and standards because staffs are terribly nervous about getting a poor QAA rating. Perhaps they see standard statements as being gospel (真理., and they have to deliver to those benchmark statements rather than considering threshold concepts and letting students just explore between them."
K.Although universities are working hard to develop flexible provision, some participants acknowledged that,both in the structure of courses offered and in methods of teaching and learning, progress is patchy (参差不齐的 .. "This sort of exciting innovative activity is going on only in part of the university, not across the institution," said one. "The challenge for university management is the day-to-day pressures of resource management, and time to balance the budget with this innovative way of working."
L.But it was acknowledged that universities, despite the best of intentions, operate under external constraints.Progress has been slow in the area of student mobility, for example. Increasingly, said one participant,universities must recognize "the desire of students to be mobile on the international stage and to take a great number of credits in different countries and to get work experience in those different settings but still wanting to get a degree that puts that all together."
M.There is a tension, one participant pointed out, between "good words and actual policy". While successive governments have talked about the importance of increasing flexibility and being employer-led, they operate"a funding and policy model which goes back to thinking about 18-year-olds doing three-year degree programmes and going on to a master's if they want." Until governments catch up with the realities of the new higher education landscape, universities may find it hard to provide the flexibility students and employers need.
In order to make students better adapt to the demands of the world today, many universities are trying to equip them with multiple skills.
Flexible Study for the Future Universities
A.For a brief period, the popular image of the university student was embodied by Sebastian of Brideshead Revisited: 18-years old, male, privileged, and ready to spend three years in one of the world's most elite institutions. But the idea of a typical student no longer holds: today's students are just as likely to be female, or older, or from overseas, or studying part-time while holding down a full-time job.
B .Traditional models of provision (供给.no longer work for these students. But how can universities adapt to meet their needs--and the needs of the modern global economy? Conditions of Flexibility, published by Professor Ron Barnett, looks at how universities can offer more flexible structures and the conditions under which flexibility can flourish. Using the report as a starting point, a recent Guardian round table (圆桌会议.sponsored by the Higher Education Academy brought together a group of experts and senior managers in higher education to discuss the future of flexible learning.
C.The round table heard that flexibility is an essential part of a modern higher education system. "The 21st century is calling for new kinds of persons, who can adapt and respond flexibly to the extraordinary challenges we see day in and day out," said one participant. The challenge is how to meet the needs of those students without losing internal integrity, he argued. Many universities are working hard to develop flexible approaches that match students to the employment needs of the economy. One participant described how her university works with local employers to create tailored programmes for individuals. "Students will come in to talk about their aspirations, their past experiences, their qualifications, their jobs, and a customized opportunity will be created for them, which will pick up modules (模块.and put them into a special package for that individual student," she said.
D.While universities are encouraged to think in a more focused fashion about the specific requirements of the workplace, many also want to equip students with a broader range of skills that enable them to adapt to the demands of a rapidly changing world. Some degree programmes are moving away from the traditionalmodular (模块的，分单元的.approach--where undergraduates might take 10 short modules a year--to a system of longer courses. One participant said that her institution has built flexibility into this new model: "A student might be asked to undertake a particular activity designed to develop a particular aspect of their skills--maybe their critical thinking or their employ ability skills--but they can choose where they do it within the framework of their discipline." An immunology (免疫学.student, for example, could choose to apply their skills to HIV/Aids or heart disease.
E.Flexibility is also being introduced into assessment. At one university, students on a particular master's programme take five modules, each of which can be assessed in five different ways and students choose which assessment method they prefer for each module.
F. Another participant described the experimental introduction in one degree course of an option that enables students to study the same module twice, "in order to learn better or differently than they did the first time",with students being assessed separately each time. The round table also heard about the role technology can playin providing students with greater flexibility in how they learn. One participant talked about his university's use of "lecture capture"--recording lectures so that students could watch them again, an innovation that has been embraced with enthusiasm by both staff and students. Other participants argued for a move away from the didactic (说教的.approach of the 50-minute lecture altogether, and in favor of more active methods of teaching. One spoke of a master's course in which psychology students learning to be expert witnesses worked with law students and computer science students on a simulated criminal trial of a murder case. "It ended up being an incredibly rich multi-professional experience that mimic (模仿.the real world," she said.
G.Perhaps one of the biggest flexible learning innovations has been the introduction of massive open online courses (Moocs., which enable students to study university-level courses at a distance and for free, using Internet-based resources. Advocates believe that Moocs are democratic, opening higher education up to people who would not normally be able to access it. Round table participants were largely skeptical about the disruptive (引起混乱.potential of Moocs, with one arguing that "most of the people who participate in Moocs are PhDs or academics. There are huge levels of dropout, and the quality is pretty poor."
H.What are the challenges to providing more flexible learning in higher education? Some participants felt that students are not ready to learn flexibly, and prefer a traditional model of teaching through lectures and assessment through essays and exams. One argued that many students are unused to choice: "When they arrive as undergraduates, they're so used to being told exactly what to do and how they'll be examined that when we get them into university and give them more choices, they don't know what to choose." Students'reluctance to embrace innovation means that universities should take care when introducing flexibility, one participant argued: "We've got a responsibility to try to make sure we structure learning in such a way that students are encouraged to explore outside their comfort zone and engage in different learning approaches, but are unable to default to the lowest common denominator."
I. Some academics too are cautious about adopting flexible learning methods, the round table heard. The Quality Assurance Agency (QAA., a regulatory body-that monitors standards in higher education, publishes standard statements: a set of guidelines for what students should be taught in each subject.
J. One participant said: "There is a risk aversion around quality and standards because staffs are terribly nervous about getting a poor QAA rating. Perhaps they see standard statements as being gospel (真理., and they have to deliver to those benchmark statements rather than considering threshold concepts and letting students just explore between them."
K.Although universities are working hard to develop flexible provision, some participants acknowledged that,both in the structure of courses offered and in methods of teaching and learning, progress is patchy (参差不齐的 .. "This sort of exciting innovative activity is going on only in part of the university, not across the institution," said one. "The challenge for university management is the day-to-day pressures of resource management, and time to balance the budget with this innovative way of working."
L.But it was acknowledged that universities, despite the best of intentions, operate under external constraints.Progress has been slow in the area of student mobility, for example. Increasingly, said one participant,universities must recognize "the desire of students to be mobile on the international stage and to take a great number of credits in different countries and to get work experience in those different settings but still wanting to get a degree that puts that all together."
M.There is a tension, one participant pointed out, between "good words and actual policy". While successive governments have talked about the importance of increasing flexibility and being employer-led, they operate"a funding and policy model which goes back to thinking about 18-year-olds doing three-year degree programmes and going on to a master's if they want." Until governments catch up with the realities of the new higher education landscape, universities may find it hard to provide the flexibility students and employers need.
In order to make students better adapt to the demands of the world today, many universities are trying to equip them with multiple skills.
参考答案：D进入在线模考
【参考译文】
未来大学的灵活性学习方法
A)一段时期以来，《故园风雨后》里的塞巴斯蒂安一直都是人们心目中大学生的典型代表：18岁，男性．集各种荣耀于一身，将要在世界最顶尖的大学中度过三年时光。[37]但是这种关于典型大学生的观念已经无法再站得住脚：当下的大学生可能是女性、年长者、来自海外的留学生或利用空闲时间学习的全职工作者。
B)[40]传统的供给模式已经不再适用于这些学生。那么大学应当如何调整以满足学生和现代全球经济的需要?罗恩·巴尼特教授在其出版的《灵活的条件》一书中探讨了大学该如何提供更灵活的机制以及在什么情况下灵活性才能获得充分发展的问题。以该报告为起点，近日由英国高等教育学院发起的《卫报》圆桌会议邀请了一批高等教育的专家和资深教育管理者，他们就灵活性学习的未来展开了探讨．
C)与会者一致认为灵活性是现代高等教育体系不可或缺的一部分。[39]"21世纪需要新型人才，这些新型人才能够适应并灵活应对日常极端挑战。”一位与会者如是说。他说，挑战在于如何在保持内在统一性的情况下满足学生的要求。很多大学正努力开发更灵活的5-法以使学生符合聘用的条件。其中一位与会者还分享了她所在的大学如何与当地企业家一起协作为学生定制个人培养计划。“首先学生们说出自己的抱负、以往经历、资历、工作，然后我们会为他们定制一个计划，这个计划会挑选出学习模块，然后将其整合为一个为学生个体制定的个性化学习发展策略。”
D)[36]尽管提倡大学应积极思考学生们工作职位的特定要求．许多大学也想要拓宽学生的能力范围，以使他们适应世界迅速变化的需求。一些学位项目甚至从传统的模块式学习方法——以前大学本科可能一年要完成10个小模块的学习任务——转变为用时更长的课程体系。一位与会者说她所在的大学已经建立了这种灵活的新机制：“学生可能被要求参加某项特定活动以发展他们某一方面的技能——也许是批判性思维或就业技能——但是他们可以在自己的学科框架内选择自己的活动领域。”例如，一名免疫学科的学生可以选择将他的专业知识应用于艾滋病或心脏病的治疗。
E)灵活性也被引入学习评估过程。例如，某所大学攻读某一硕士学位的研究生可以选择五个模块，每一模块都可以用五种方式进行评估，学生可以选择自己更青睐的评估方式。
F)另一位与会者描述了在某学位课程中实验性地引入一种选择，使学生能够两次学习同一模块，“以便学得更好或与第一次所学内容有所不同”，且每次学习学生都被分别测试。会议还讨论了科技在学生灵活学习上所能提供的便利。一位与会者说他所在的大学使用“课堂捕捉技术”——即将课堂活动录制下来以便学生能再次观看，这项创新受到了师生的热烈欢迎。[44]其他与会者提到应改变传统课堂50分钟的说教式的授课方式，采用更积极的教学方式。其中一位与会者提到在她所在的大学的一门硕士课程上，心理专业的学生尝试做专家证人，并与法律专业的学生以及计算机科学专业的学生在一起模拟谋杀案审讯的工作。“最后他们获得了丰富的模拟现实生活的跨职业经验。”她说。
G)大规模开放在线课程也许是灵活性学习的最大创新之一，它通过使用互联网资源使学生在异地免费学习大学水平的课程。倡导者们认为大规模开放在线课程更民主、更开放，它使得那些无法正常接受高等教育的人的梦想成为现实。[43]但与会者怀疑大规模开放在线课程可能引起混乱，其中一位认为“大部分参与大规模开放在线课程的人都是博士生或专业学者。但是辍学率很高，学习质量堪忧。”
H)在高等教育领域推广灵活性学习的挑战有哪些?[42]部分与会者认为学生们没有做好灵活学习的准备，他们倾向于传统的课堂教学及通过论文和考试进行测评的模式。一位与会者说很多学生都不习惯选择，“刚进大学的时候，学生们习惯于被告知该做的事和他们将如何被测试，以至于当他们正式成为大学生，面临更多选择的时候，却不知道该如何选择。”学生们不愿意接受创新意味着大学在引入灵活性学习时应谨慎，一位与会者说：“我们有责任确保我们所构建的学习方法策略能够鼓励学生探索他们舒适区之外的领域，并尝试不同的学习方法，并且尽量减小犯错概率。”
I)会上一些学者也对采用灵活性学习方法持谨慎态度。高等教育质量保障局是监测高等教育质量的管理机构，其发布了高等教育基准声明，即每一科目应教授学生什么知识的一系列准则。
J)一位与会者说：“质量和标准之间存在风险规避，因为教师十分担心高等教育质量保障局给他们低分。他们可能将基准声明视为信条，只负责传播这些基准声明而非考虑教授入门概念，并让学生自己去探索两者之间的关系。”
K)[41]虽然很多大学正努力发展灵活性学习，但一些与会者认为，无论是在已提供的课程结构上还是在教学及学习方法上所取得的进步都是参差不齐的。“只有少数大学在进行这些振奋人心的创新，并非整个学术圈，”一位与会者说，“大学管理面临的挑战是日常资源管理压力和用创新的工作方法来平衡预算所需要的时间。”
L)尽管意图很好，但大学的运作受到外界限制。[45]例如。学校在提高学生(职业)流动能力方面进步缓慢。一位与会者说，大学必须日益认识到“学生们渴望在国际学术舞台自由流动，在不同国家获得大量学分。在不同背景下获得工作经验但依旧希望拿到一个囊括这一切的学位。”
M)其中一位与会者指出，“好话和实际政策之间”存在矛盾。虽然历届政府一直谈论增加灵活性和就业导向的重要性，但实际上，他们“只考虑l8岁学生就读三年大学以及如果他们需要再继续攻读硕士学位的政策和资金供应”。[38]只有政府认清最新高等教育领域的实际情况，大学才可能较轻松地为学生和雇主提供他们所需的灵活性。
【答案解析】
题干意为，为了使学生更好地适应当今世界的需求，许多学校正努力使他们拥有多项技能。注意抓住题干中的关键词the demands of the world today和multiple skills。关于当今世界需求和多项技能关系的内容出现在D段。该段第一句指出，尽管提倡大学应积极思考学生们工作职位的特定要求，许多大学也想要拓宽学生的能力范围，以使他们适应世界迅速变化的需求。由此可见。题于是原文的同义转述，故答案是D。
未来大学的灵活性学习方法
A)一段时期以来，《故园风雨后》里的塞巴斯蒂安一直都是人们心目中大学生的典型代表：18岁，男性．集各种荣耀于一身，将要在世界最顶尖的大学中度过三年时光。[37]但是这种关于典型大学生的观念已经无法再站得住脚：当下的大学生可能是女性、年长者、来自海外的留学生或利用空闲时间学习的全职工作者。
B)[40]传统的供给模式已经不再适用于这些学生。那么大学应当如何调整以满足学生和现代全球经济的需要?罗恩·巴尼特教授在其出版的《灵活的条件》一书中探讨了大学该如何提供更灵活的机制以及在什么情况下灵活性才能获得充分发展的问题。以该报告为起点，近日由英国高等教育学院发起的《卫报》圆桌会议邀请了一批高等教育的专家和资深教育管理者，他们就灵活性学习的未来展开了探讨．
C)与会者一致认为灵活性是现代高等教育体系不可或缺的一部分。[39]"21世纪需要新型人才，这些新型人才能够适应并灵活应对日常极端挑战。”一位与会者如是说。他说，挑战在于如何在保持内在统一性的情况下满足学生的要求。很多大学正努力开发更灵活的5-法以使学生符合聘用的条件。其中一位与会者还分享了她所在的大学如何与当地企业家一起协作为学生定制个人培养计划。“首先学生们说出自己的抱负、以往经历、资历、工作，然后我们会为他们定制一个计划，这个计划会挑选出学习模块，然后将其整合为一个为学生个体制定的个性化学习发展策略。”
D)[36]尽管提倡大学应积极思考学生们工作职位的特定要求．许多大学也想要拓宽学生的能力范围，以使他们适应世界迅速变化的需求。一些学位项目甚至从传统的模块式学习方法——以前大学本科可能一年要完成10个小模块的学习任务——转变为用时更长的课程体系。一位与会者说她所在的大学已经建立了这种灵活的新机制：“学生可能被要求参加某项特定活动以发展他们某一方面的技能——也许是批判性思维或就业技能——但是他们可以在自己的学科框架内选择自己的活动领域。”例如，一名免疫学科的学生可以选择将他的专业知识应用于艾滋病或心脏病的治疗。
E)灵活性也被引入学习评估过程。例如，某所大学攻读某一硕士学位的研究生可以选择五个模块，每一模块都可以用五种方式进行评估，学生可以选择自己更青睐的评估方式。
F)另一位与会者描述了在某学位课程中实验性地引入一种选择，使学生能够两次学习同一模块，“以便学得更好或与第一次所学内容有所不同”，且每次学习学生都被分别测试。会议还讨论了科技在学生灵活学习上所能提供的便利。一位与会者说他所在的大学使用“课堂捕捉技术”——即将课堂活动录制下来以便学生能再次观看，这项创新受到了师生的热烈欢迎。[44]其他与会者提到应改变传统课堂50分钟的说教式的授课方式，采用更积极的教学方式。其中一位与会者提到在她所在的大学的一门硕士课程上，心理专业的学生尝试做专家证人，并与法律专业的学生以及计算机科学专业的学生在一起模拟谋杀案审讯的工作。“最后他们获得了丰富的模拟现实生活的跨职业经验。”她说。
G)大规模开放在线课程也许是灵活性学习的最大创新之一，它通过使用互联网资源使学生在异地免费学习大学水平的课程。倡导者们认为大规模开放在线课程更民主、更开放，它使得那些无法正常接受高等教育的人的梦想成为现实。[43]但与会者怀疑大规模开放在线课程可能引起混乱，其中一位认为“大部分参与大规模开放在线课程的人都是博士生或专业学者。但是辍学率很高，学习质量堪忧。”
H)在高等教育领域推广灵活性学习的挑战有哪些?[42]部分与会者认为学生们没有做好灵活学习的准备，他们倾向于传统的课堂教学及通过论文和考试进行测评的模式。一位与会者说很多学生都不习惯选择，“刚进大学的时候，学生们习惯于被告知该做的事和他们将如何被测试，以至于当他们正式成为大学生，面临更多选择的时候，却不知道该如何选择。”学生们不愿意接受创新意味着大学在引入灵活性学习时应谨慎，一位与会者说：“我们有责任确保我们所构建的学习方法策略能够鼓励学生探索他们舒适区之外的领域，并尝试不同的学习方法，并且尽量减小犯错概率。”
I)会上一些学者也对采用灵活性学习方法持谨慎态度。高等教育质量保障局是监测高等教育质量的管理机构，其发布了高等教育基准声明，即每一科目应教授学生什么知识的一系列准则。
J)一位与会者说：“质量和标准之间存在风险规避，因为教师十分担心高等教育质量保障局给他们低分。他们可能将基准声明视为信条，只负责传播这些基准声明而非考虑教授入门概念，并让学生自己去探索两者之间的关系。”
K)[41]虽然很多大学正努力发展灵活性学习，但一些与会者认为，无论是在已提供的课程结构上还是在教学及学习方法上所取得的进步都是参差不齐的。“只有少数大学在进行这些振奋人心的创新，并非整个学术圈，”一位与会者说，“大学管理面临的挑战是日常资源管理压力和用创新的工作方法来平衡预算所需要的时间。”
L)尽管意图很好，但大学的运作受到外界限制。[45]例如。学校在提高学生(职业)流动能力方面进步缓慢。一位与会者说，大学必须日益认识到“学生们渴望在国际学术舞台自由流动，在不同国家获得大量学分。在不同背景下获得工作经验但依旧希望拿到一个囊括这一切的学位。”
M)其中一位与会者指出，“好话和实际政策之间”存在矛盾。虽然历届政府一直谈论增加灵活性和就业导向的重要性，但实际上，他们“只考虑l8岁学生就读三年大学以及如果他们需要再继续攻读硕士学位的政策和资金供应”。[38]只有政府认清最新高等教育领域的实际情况，大学才可能较轻松地为学生和雇主提供他们所需的灵活性。
【答案解析】
题干意为，为了使学生更好地适应当今世界的需求，许多学校正努力使他们拥有多项技能。注意抓住题干中的关键词the demands of the world today和multiple skills。关于当今世界需求和多项技能关系的内容出现在D段。该段第一句指出，尽管提倡大学应积极思考学生们工作职位的特定要求，许多大学也想要拓宽学生的能力范围，以使他们适应世界迅速变化的需求。由此可见。题于是原文的同义转述，故答案是D。
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