课堂提问的作用是什么？（8分）封闭性问题与开放性问题各自有何特点？（12分）

料

A.There is still a long way to go for economists to genuinely contribute to globalhealth.

B.Economists" role in global health is， to a large extent， negative.

C.Economists increased the inequality of resource allocations in global health.

D.Economics is only one science among many that policy makers have to take into account in providing health care programs.

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A.Thesis statement.

B.Rhetorical questions.

C.Specific examples.

D.Direct quotation.

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A.Subject.

B.Lesson.

C.Punishment.

D.Regulation.

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A.Amartya Sen.

B.Jeff Sachs.

C.Larry Summers.

D.Clare Chandler.

请阅读Passage 2。完成第26。30小题。

Passage 2

The medical community owes economists a great deal. Amartya Sen won a Nobel Prize for Economic Sciences in 1998. He has spent his entire career promulgating ideas of justice and freedom， with health rarely out of his gaze. Joseph Stiglitz won a Noble in 2001. In 1998， when he was chief economist at the （then） notoriously regressive World Bank， he famously challenged the Washington Consensus. And Jeff Sachs， a controversial figure to some critics， can fairly lay claim to the enormous achievement of putting health at the center of the Millennium Development Goals.

His"Commission on Macroeconomics and Health" was a landmark report， providing explicit evidence to explain why attacking disease was absolutely necessary if poverty was to be eradicated.

And I must offer my own personal gratitude to a very special group of economists——Larry Summers，Dean Jamison， Kenneth Arrow， David Evans， and Sanjeev Gupta. They were the economic team that drove the work of Global Health 2035.

But although we might be kind to economists， perhaps we should be tougher on the disci li- of economics itself. For economics has much to answer for. Pick up any economics textbook， and you will see the priority given to markets and efficiency， price and utility， profit and competition.

These words have chilling effects on our quest for better health. They seem to marginalize those qualities of our lives that we value most of all——not our self-interest， but our humanity; not the costs and benefits of monetary exchange， but vision and ideals that guide our decisions. It was these issues that were addressed at last week"s Global Health Lab， held at Lndon School of Hygiene & Tropical Medicine.

Anne Mills， Vice-Director of the School， fervently argued the case in favor of economists. It was they who contributed to understanding the idea of"best-buys" in global health. It was economists who challenged user fees. And it was economists who made the connection between health and economic growth， providing one of the most compelling political arguments for taking health seriously. Some economists might adore markets， but not health economists， she said.

"Health care is different." For her kind of economist， a health system is a"social institution that embodies the values of society".

Although competition has a part to play in health， it should be used judiciously as a mechanism to improve the quality of care. Chris Whitty， Chief Scientific Adviser at the UK"s DepartmentforInternationalDevelopment，expressedhiscontemptforthosewhoprofess indifference to economics. Economics is about the efficient allocation of scarce resources. Anyone who backed the inefficient allocation of resources is"immoral". He did criticize economists for their arrogance， though. Economists seemed to believe their ideas should be accepted simply because of the authority they held as economists. Economics， he said， is only one science among many that policy makers have to take into account. But Clare Chandler， a medical anthropologist，took a different view. She asked， what has neoliberal economics ever done for global health? Her answer， in one word， was "inequality". Neoliberal economics frames the way we think and act. Her argument suggested that any economic philosophy that put a premium on free trade， privatization，minimal government， and reduced public spending on social and health sectors is a philosophy bereft of human virtue. The discussion that followed， led by Martin McKee， posed difficult questions. Why do economists pay such little attention to inequality? Why do economists treat their theories like religions? Why are economists so silent on their own failures? Can economics ever be apolitical? There were few satisfactory answers to these questions.

Which of the following best describes the author‘s attitude toward economists? 查看材料

A.Contempt.

B.Reservation.

C.Detachment.

D.Endorsement.

e teaching according to the writer? 查看材料

A.It may highlight the purpose of literature teaching.

B.It may expose students to the dark side of the world.

C.It may deprive students of their intellectual growth.

D.It may cause students to experience a post-traumatic-stress disorder.

What does "them" in PARAGRAPH 3 refer to? 查看材料

A.Risks.

B.Frailties.

C.Traumas.

D.Possibilities.

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A.Questioned.

B.Improved.

C.Challenged.

D.Weakened.

o literature teaching? 查看材料

A.Teachers will abandon materials related to racism， sexism， violence， etc.

B.Teachers will ignore students" requests for a "safe space" in designing their syllabi.

C.Teachers will give students advance notice of the content that is likely to distress or offend them.

D.Teachers will allow students to express different and uncomfortable ideas to enlarge their experience.

请阅读Passage l。完成第21—25小题。

Passage 1

Unless you spend much time sitting in a college classroom or browsing through certain areas of the Internet， it"s possible that you had not heard of trigger warnings until a few weeks ago， when they made an appearance in the Times. The newspaper explained that the term refers to preemptive alerts， issued by a professor or an institution at the request of students， indicating that material presented in class might be sufficiently graphic to spark symptoms of post-traumatic-stress disorder.

The term seems to have originated in online feminist forums， where trigger warnings have for some years been used to flag discussions of rape or other sexual violence. The Times piece， which was skeptically titled "Warning: The Literary Canon Could Make Students Squirm，" suggested that trigger warnings are moving from the online fringes to the classroom， and might be more broadly applied to highlight in advance the distress or offense that a work of literature might cause.

"Huckleberry Finn" would come with a warning for those who have experienced racism; "The Merchant of Venice" would have an anti-Semitism warning attached. The call from students for trigger warnings was spreading on campuses such as Oberlin， where a proposal was drafted that would advise professors to"be aware of racism， classism， sexism， and other issues of privilege and oppression" in devising their syllabi; and Rutgers， where a student argued in the campus newspaper that trigger warnings would contribute to preserving the classroom as a"safe space" for students.

Online discussion of trigger warnings has sometimes been guardedly sympathetic， sometimes critical. Jessica Valenti has noted on The Nation"s website that potential triggers for trauma are so manifold as to be beyond the possibility of cataloguing : "There is no trigger warning for living your life." Some have suggested that a professor"s ability to teach would be compromised should it become commonplace for"The Great Gatsby" to bear a trigger warning alerting readers to the disgusting characters and incidents within its pages. Others have worried that trigger-warning advocates， in seeking to protect the vulnerable， run the risk of disempowering them instead.

"Bending the world to accommodate our personal frailties does not help us overcome them"， Jenny Jarvie wrote on The New Republic"s online site.

Jarvie"s piece， like many others on the subject， cited the University of California， Santa Barbara， as a campus where champions of trigger warnings have made significant progress. Earlier this year， students at U.C.S.B. agreed upon a resolution recommending that such warnings be issued in instances where classroom materials might touch upon "rape， sexual assault， abuse， self-injurious behavior， suicide， and graphic violence". The resolution was brought by a literature student who said that， as a past victim of sexual violence， she had been shocked when a teacher showed a movie in class which depicted rape， without giving advance notice of the content. The student hoped to spare others the possibility of experiencing a post-traumatic-stress reaction.

The trigger-warning debate may， by comparison， seem hard to understand; but express a larger cultural preoccupation with achieving safety， and a fear of living in its absence. The hope that safety might be found， as in a therapist"s office， in a classroom where literature is being taught is in direct contradiction to one purpose of literature， which is to give expression through art to difficultanduncomfortableideas，andtherebytoenlargethereader"sexperienceand comprehension. The classroom can never be an entirely safe space， nor， probably， should it be. But it"s difficult to fault those who hope that it might be， when the outside world constantly proves itself pervasively hostile， as well as， on occasion， horrifically violent.

Which of the following groups of people are most in favor of "trigger warnings"? 查看材料

A.Students.

B.Reporters.

C.Feminists.

D.Professors.