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  • 2015年全国硕士切磋生招生试场英语(二)考试题
    发表于 2018-08-22 | 作者:admin | 来源:未知

      原题目:2015年全国硕士切磋生招生试场英语(二)考试题

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      Section Ⅱ Reading Comprehension

      Part A

      Directions:Read the following four texts. Answer the questionsbeloweach text by choosing A, B, C,or D. Mark your answers ontheANSWER SHEET. (40 points)

      Text 1

      It’s true that high-school coding classes aren’t essential for learning computer science in college. Students experience can catch up after a few introductory courses. Said Tom Cortina, the assistant dean at camegie Mellon’s school of computer science.

      However, Cortina said, every exposure is beneficial. When younger kids learn computer science. They learn that it’s not just a confusing, endless string of letters and numbers-but a tool to build apps, or create artwork or test hypotheses. It’s not as hard for them to transform their thought processes as it is for older students . Breaking down problems into bite-sized dunks and using code to solve them becomes normal. Giving more children this training could increase the number of people interested in the field and help fill the jobs gap, Cortina said.

      Students also benefit from learning something about coding before they get to college, where introductory computer science classes are packed to the brim, which can drive the less -experienced or –determined students saw the Flatirm school , where people pay to learn programming, students one of the many coding boot camps that’s become popular for audlts looking for a career change .The high –schoolers get the same carriculom,but”we try to gear lesons toward things they’re interested in,”said Victoria Fridman, an instructors. For instance, one of the apps the students are developing suggests maies lasted on your noodll.

      The student in the Flatiron class probably won't chop of high school and build the next facebook. Programming Languages have a quick turnover, so the Rugy on Rails’ language they learned may not even be relevant by the time they entern the job market. But the skills they learn-how to thind logically through a program and organize the results-apply to any cochrg language, for the state of North Caroline.

      Indeed, the Flatiron students might not go into it at all. But creating a future army codors is not the sdo purpose of the classes. These kids are garg to be surrourded by by computers-in the pockets in there officies, in their homes-for the rest of their livesthe younger they learn how computer think, how to coax the machine into produry what the want-the earlier the learn that they have thepower to do that-the better.