单选题According to the author, which group might NOT benefit from virtual reality applications to education?AStudents with mental illness.BStudents with behavioral disorders.CStudents with physical handicaps.DStudents with developmental problems.
单选题
According to the author, which group might NOT benefit from virtual reality applications to education?
A
Students with mental illness.
B
Students with behavioral disorders.
C
Students with physical handicaps.
D
Students with developmental problems.
参考解析
解析：
细节题。注意题干中的关键词NOT，可知本题为反选题。原文第二段说到：Students with autism or developmental delay can visit a virtual supermarket, take public transportation, cross the street, or organize his or her day. Students in wheelchairs can learn how to navigate his way through buildings. 由此可知，可受益的人包括：“Students with autism or developmental delay” 和Students in wheelchairs。因此，D选项的“有发展问题的学生”和C选项的“有身体残疾的学生”只是前述两组人的同意替换，故不能选。原文在第三段的第一句话接着提到：…this holds true for students with behavior disorders.说明“students with behavior disorders”也包括在受益人群中，B选项的“行为紊乱的学生”也是其同义表述，不能选。因此，只有A选项的吧“有精神疾病的学生”没有被提到，故正确答案为A。
细节题。注意题干中的关键词NOT，可知本题为反选题。原文第二段说到：Students with autism or developmental delay can visit a virtual supermarket, take public transportation, cross the street, or organize his or her day. Students in wheelchairs can learn how to navigate his way through buildings. 由此可知，可受益的人包括：“Students with autism or developmental delay” 和Students in wheelchairs。因此，D选项的“有发展问题的学生”和C选项的“有身体残疾的学生”只是前述两组人的同意替换，故不能选。原文在第三段的第一句话接着提到：…this holds true for students with behavior disorders.说明“students with behavior disorders”也包括在受益人群中，B选项的“行为紊乱的学生”也是其同义表述，不能选。因此，只有A选项的吧“有精神疾病的学生”没有被提到，故正确答案为A。
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资料：Special needs students can not only learn from regular education teachers, but can participate in collaborative learning with mainstream students as well. Collaborative learning allows students to work together in groups to complete lessons and assignments. A number of educators with inclusion classrooms are realizing the benefits of collaborative learning and special needs students being placed in small group environments with regular education classmates. Collaborative learning allows students to converse with one another and brainstorm together in order to find solutions to problems or to complete an assignment. This type of learning allows students of varying ability levels to lend their individual strengths to the group as a whole, thereby encouraging an appreciation of diverse ideas and approaches to problem solving.Teachers can choose to implement several different types of collaborative learning strategies, depending on the needs of students and the focus of specific assignments. Examples of small-group collaborative learning methods are:1） The Think-Pair-Share strategy, which involves each student in the group taking one minute to formulate a response to the teacher's question, then sharing individual findings with a partner. After collaborating in pairs, students can then share input with slightly larger groups or with the entire class. 2） The Simple Jigsaw strategy, which involves four-person teams splitting a teacher-assigned task into equal parts. Each student in the group acts as an "expert" on one section of the assignment and meets with corresponding "experts" in other groups for discussion and task mastering. Students then return to their initial teams to share their knowledge of the task with other members.3） The Three-Step Interview strategy, through which students initially break into pairs and take turns interviewing one another about an assignment. Each pair of students then combine with another pair in order to enhance the discussion.4） The Numbered Heads Together strategy, where each team member is assigned a number, then instructed to collaborate on a question. The teacher then calls a number randomly, and the student in each group who has that number acts as spokesperson in answering the question. Each student must be prepared for the possibility of having his or her number chosen.The benefits of collaborative learning and special needs students having the opportunity to engage in small group tasks can produce positive results in regard to classroom organization and management. Teachers who research tips on collaborative learning and implement the practice with students are likely to have a successful inclusion classroom.Which following one is NOT true about the “Simple Jigsaw strategy”？ （ ）A.Task mastering students work on a teacher-assigned taskB.It involves four-person teamsC.Each student in the group acts as an “expert”D.teacher-assigned task is divided into equal parts
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