1．Call it the learning paradox：the more you struggle and even fail while you're trying to learn new information，the better you're likely to recall and apply that information later．
The learning paradox is at the heart of"productive failure，"a phenomenon identified by researcher Manu Kapur points out that while the model adopted by many teachers when introducing students to new knowledge providing lots of structure and guidance early on，until the students show that they can do it on their own makes intuitive sense，it may not be the best way to promote learning．Rather，it's better to let the learners wrestle with the material on their own for a while，refraining from giving them any assistance at the start．In a paper published recently，Kapur applied the principle of productive failure to mathematical problem solving in three schools．
With one group of students，the teacher provided strong"scaffolding"--instructional support and feedback．With the teacher's help，these pupils were able to find the answers to their set of problems．Meanwhile，a second group was directed to solve the same problems by cooperating with one another，without any prompts from their instructor．These students weren't able to complete the problems correctly．But in the course of trying to do so，they generated a lot of ideas about the nature of the problems and about what potential solutions would look like．And when the two groups were tested on what they'd learned the second group"significantly outperformed"the first．
The apparent struggles of the floundering （挣扎的） group have what Kapur calls a"hidden efficacy"：they lead people to understand the deep structure of problems，not simply their correct solutions．When these students encounter a new problem of the same type on a test，they're able to transfer the knowledge they've gathered more effectively than those who were the passive recipients of someone else's expertise．
In the real world，problems rarely come neatly packaged，so being able to discern their deep structure is key．But，Kapur notes，none of us like to fail，no matter how often Silicon Valley entrepreneurs praise the beneficial effects of an idea that fails or a start-up company that crashes and burns．So we need to"design for productive failure"by building it into the learning process，Kapur has identified three conditions that promote this kind of beneficial struggle．First，choose problems to work on that"challenge but do not frustrate．"Second，provide learners with opportunities to explain and elaborate on what they're doing．Third，give learners the chance to compare and contrast good and bad solutions to the problems．And to those students who protest this tough-love teaching style：you'll thank me later．
61．Why does the author call the learning process a paradox？C
A．Pains do not necessarily lead to gains．
B．What is learned is rarely applicable in life．
C．Failure more often than not feeds success．
D．The more is taught，the less is learned．
62．What does Kapur disapprove of in teaching？C
A．Asking students to find and solve problems on their own．
B．Developing students'ability to apply what they learn．
C．Giving students detailed guidance and instruction．
D．Allowing students a free hand in problem solving．
63．What do people tend to think of providing strong scaffolding in teaching？B
A．It will make teaching easier．
B．It is a sensible way of teaching．
C．It can motivate（激发） average students．
D．It will build up students'confidence．
64．What kind of problem should be given to students to solve according to Kapur？D
A．It should be able to encourage cooperative learning．
B．It should be easy enough so as not to frustrate students．
C．It should be solvable by average students with ease．
D．It should be difficult enough but still within their reach．
65．What can be expected of this tough-love teaching style？A
A．Students will be grateful in the long term．
B．Teachers will meet with a lot of resistance．
C．Parents will think it too harsh on their kids．
D．It may not be able to yield the desired results．
分析 本文是一篇科教类阅读，主要介绍了学习悖论的一些研究及如何设计"富有成效的失败"．
解答 61-65 CCBDA
61题答案：C事实细节题．文章第一段提到，在试图学习新信息时．努力挣扎甚至失败越多，日后就越有可能回忆起并应用这些信息．由此可知，失败通常会孕育成功，故答案为C．
62题答案：C考查细节推理，根据第二段The learning paradox is at the heart of"productive failure，"a phenomenon identified by researcher Manu Kapur points out that while the model adopted by many teachers when introducing students to new knowledge providing lots of structure and guidance early on，until the students show that they can do it on their own makes intuitive sense，it may not be the best way to promote learning． Kapur指出，很多老师学生井述新知识时，最开始都会给予学生大量的周密安排和指导直到学生能独立完成．虽然这种模式从廣观上看似乎有道理，但并不是促进学习最好的方式．由此可知，Kapur不赞成给予学生详细的指导，故答案为C．
63题答案：B考查细节推理，第三段前两句指出，老师为第一组学生提供了强有力的"支架"--教学支持一和反馈．这些学生在老师的帮助下都能够找到他们问题的答案．同时根据第二段第二句可知．很多老师向学生讲述新知识时．最开始都会给予学生大量的周密安排和指导，直到学生能独立 完成，这种模式从直观上看似乎有道理，由此可知，第二段第二句提到的这种教学方法即为"支架式教学"，大多数人认为这是一种合理的教学方 式，故答案为B．
64题答案：D考查细节推理，根据第五段第五句 First，choose problems to work on that"challenge but do not frustrate．"首先，选择解决那些"既有挑战性，又不会令人沮丧"的问题．由此可知，Kapur认为应选择那些足够难，但却在学生能力范围内的问题，故答案为D．
65题答案：A考查细节推理，根据第五段最后一句And to those students who protest this tough-love teaching style：you'll thank me later．给那些抗议这种恩威并施的教学方式的学习者一句话：你们以 后会感谢我的．由此可知，从长远来看，学生会感激这种恩威并施的教学方式，故答案为A．
点评 本文是一篇科教类阅读，题目涉及多道细节理解题，做题时结合原文和题目有针对 性找出相关语句进行仔细分析，结合选项选出正确答案．推理判断也是要在抓住关键句子的基础上合理的分析才能得出正确的答案．
