Part A: Reading Comprehension

Text 1

It’s true that high-school coding classes aren’t essential for learning computer science in college. Students without experience can catch up after a few introductory courses, said Tom Cortina, the assistant dean at Carnegie Mellon’s School of Computer Science.

However, Cortina said, early 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 chunks 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 away.

The Flatiron School, where people pay to learn programming, started as one of the many coding bootcamps that’s become popular for adults looking for a career change. The high-schoolers get the same curriculum, but “we try to gear lessons toward things they’re interested in,” said Victoria Friedman, an instructor. For instance, one of the apps the students are developing suggests movies based on your mood.

The students in the Flatiron class probably won’t drop out of high school and build the next Facebook. Programming languages have a quick turnover, so the “Ruby on Rails” language they learned may not even be relevant by the time they enter the job market. But the skills they learn—how to think logically through a problem and organize the results—apply to any coding language, said Deborah Seehorn, an education consultant for the state of North Carolina.

Indeed, the Flatiron students might not go into IT at all. But creating a future army of coders is not the sole purpose of the classes. These kids are going to be surrounded by computers—in their pockets, in their offices, in their homes—for the rest of their lives. The younger they learn how computers think, how to coax the machine into producing what they want—the earlier they learn that they have the power to do that—the better.

21. Cortina holds that early exposure to computer science makes it easier to

[A]

complete future job training. 

[B]

remodel the way of thinking. 

[C]

formulate logical hypotheses. 

[D]

perfect artwork production. 

22. In delivering lessons for high-schoolers, Flatiron has considered their

[A]

experience. 

[B]

interest. 

[C]

career prospects. 

[D]

academic backgrounds. 

23. Deborah Seehorn believes that the skills learned at Flatiron will

[A]

help students learn other computer languages. 

[B]

have to be upgraded when new technologies come. 

[C]

need improving when students look for jobs. 

[D]

enable students to make big quick money. 

24. According to the last paragraph, Flatiron students are expected to

[A]

bring forth innovative computer technologies. 

[B]

stay longer in the information technology industry. 

[C]

become better prepared for the digitalized world. 

[D]

compete with a future army of programmers. 

25. The word “coax” (Line 4, Para.6) is closest in meaning to

[A]

persuade. 

[B]

frighten. 

[C]

misguide. 

[D]

challenge. 

答案解析 (Answers & Explanations)

21. [B] remodel the way of thinking.
解析：第二段提到 Cortina 的观点：尽早接触计算机科学是有益的。随后解释原因：“对他们（年轻人）来说，转变思维过程（transform their thought processes）不像对年长学生那么困难”。“transform their thought processes”完美对应选项B中的“重塑思维方式（remodel the way of thinking）”。选项C和D（测试假设、创造艺术品）是例子，属于以偏概全。

22. [B] interest.
解析：第四段提到 Flatiron 学校在给高中生授课时，虽然课程体系和成年人一样，“但是‘我们试图让课程迎合他们感兴趣的（interested in）东西’，讲师Victoria Friedman说。” 这直接说明学校考虑了他们的“兴趣（interest）”，选B。

23. [A] help students learn other computer languages.
解析：第五段引述 Deborah Seehorn 的观点：“但是他们学到的技能（如何逻辑地思考问题并整理结果）适用于任何编程语言（apply to any coding language）”。这意味着学到的逻辑思维技能能帮他们掌握未来的其他语言。因此选A“帮助学生学习其他计算机语言”。

24. [C] become better prepared for the digitalized world.
解析：最后一段指出，这些学生未来可能根本不进入IT行业，培养程序员也不是这些课程的唯一目的。真正的目的是：这些孩子们余生将被电脑包围。他们越早了解电脑是如何思考的，越早明白自己有能力让机器按自己的意愿工作，就越好。这意味着课程的期望是让他们“为数字化世界做好更充分的准备（become better prepared for the digitalized world）”，选C。

25. [A] persuade.
解析：词义猜测题。定位到最后一段的“how to coax the machine into producing what they want”。结合语境，人要让机器生产出自己想要的东西，需要通过代码来“引导、说服、哄求”机器执行命令。“persuade（说服/劝说）”最符合在此处“让机器听话”的语境，选A。frighten(惊吓)，misguide(误导)，challenge(挑战) 均不符合逻辑。

核心长难句精解 (High-Light)

1. Not as... as... 同级比较结构：
"It’s not as hard for them to transform their thought processes as it is for older students."
【解析】`not as... as...` 意为“不如...那样...”。句意：对他们（年轻孩子）来说，转变思维过程，**不如**年长学生那么困难。说明从小学习编程更容易塑造思维方式。

2. 破折号作插入语与主谓分隔：
"But the skills they learn—how to think logically through a problem and organize the results—apply to any coding language..."
【解析】主语是 `the skills`，其后省略了 `that/which` 的定语从句 `they learn` 修饰主语。两个破折号之间的内容是对 `the skills` 的具体解释（即如何逻辑地思考并组织结果）。真正的谓语动词是破折号之后的 `apply to`（适用于）。

3. The more... the more... 平行比较句型：
"The younger they learn how computers think, how to coax the machine into producing what they want—the earlier they learn that they have the power to do that—the better."
【解析】这是一个极致精简的 `The + 比较级..., the + 比较级...` 结构。直译为：他们**越年轻**学会电脑是如何思考的、学会如何引导机器产生他们想要的东西，他们**越早**明白自己拥有这样做的力量，就**越好**。破折号在这里起到了并列和递进语气的强调作用。