B
This September, schools in Kyrgyzstan (吉尔吉斯斯坦) are moving from 9 years of compulsory(义务的) education to 12 years. Students will also have one more hour for subjects like Physics(物理) and Computer Science every week. This new model will better prepare students for the job market, said The Times of Central Asia.
Malaysia(马来西亚) made a similar rule in July. According to The Star, students now need to finish secondary school, not just primary school as before.
Why is this happening? In fact, compulsory education is important for both the individual and society(个人和社会). A 2024 study on the World Bank’s website(网站) showed that it helps kids from poor families get more education and improves social equity (社会公平). Also, longer schooling gives students more time to catch up on learning. This way, they can have a better chance of going to university.
However, some people think adding more years isn’t enough. For example, Guatemala (危地马拉), a country in Central America, has 16 years of compulsory schooling, but students still score low, according to the China National Academy of Educational Sciences.
Experts call for other changes. Schools should update(更新) their lessons, especially in fast-changing subjects like Science and History, noted the University of Louisiana Monroe in the USA. Meanwhile, students should have different learning paths(路径) that match their strengths(强项), according to The Edge Malaysia.
(
A. They both added new subjects to learn.
B. They both increased the required school years.
C. They both focused on preparing students for jobs.
D. They both made the school day one hour longer.
(
A. It helps all students go to university.
B. It helps universities find better students.
C. It improves the grades of weaker students.
D. It gives kids from poor families a fair chance.
(
A. Compulsory education is still not long enough.
B. Longer compulsory education can’t help much.
C. Schools should teach better and update lessons.
D. Scores are not important in compulsory education.
(
This September, schools in Kyrgyzstan (吉尔吉斯斯坦) are moving from 9 years of compulsory(义务的) education to 12 years. Students will also have one more hour for subjects like Physics(物理) and Computer Science every week. This new model will better prepare students for the job market, said The Times of Central Asia.
Malaysia(马来西亚) made a similar rule in July. According to The Star, students now need to finish secondary school, not just primary school as before.
Why is this happening? In fact, compulsory education is important for both the individual and society(个人和社会). A 2024 study on the World Bank’s website(网站) showed that it helps kids from poor families get more education and improves social equity (社会公平). Also, longer schooling gives students more time to catch up on learning. This way, they can have a better chance of going to university.
However, some people think adding more years isn’t enough. For example, Guatemala (危地马拉), a country in Central America, has 16 years of compulsory schooling, but students still score low, according to the China National Academy of Educational Sciences.
Experts call for other changes. Schools should update(更新) their lessons, especially in fast-changing subjects like Science and History, noted the University of Louisiana Monroe in the USA. Meanwhile, students should have different learning paths(路径) that match their strengths(强项), according to The Edge Malaysia.
(
B
)1. What similar change did both Kyrgyzstan and Malaysia make to their education systems?A. They both added new subjects to learn.
B. They both increased the required school years.
C. They both focused on preparing students for jobs.
D. They both made the school day one hour longer.
(
D
)2. How can compulsory education help with social equity?A. It helps all students go to university.
B. It helps universities find better students.
C. It improves the grades of weaker students.
D. It gives kids from poor families a fair chance.
(
C
)3. What might the experts agree on, according to the text?A. Compulsory education is still not long enough.
B. Longer compulsory education can’t help much.
C. Schools should teach better and update lessons.
D. Scores are not important in compulsory education.
(
A
)4. 新考法 篇章结构 How is the passage put together?答案：1. B
2. D 【解析】根据第三段中“A 2024 study on the World Bank's website showed that it helps kids... of going to university.”可知，义务教育可以让贫困学子获得受更多教育的机会，使得他们可以有更多的时间赶上学习进度，增加其进入大学的机会，从而促进社会公平。
3. C 【解析】根据最后一段中“School should update their lessons, especially in fast-changing subjects”可知，专家们认为学校应紧跟时代发展，根据社会需要不断更新和优化课程，则他们可能会赞同C项观点。
4. A
2. D 【解析】根据第三段中“A 2024 study on the World Bank's website showed that it helps kids... of going to university.”可知，义务教育可以让贫困学子获得受更多教育的机会，使得他们可以有更多的时间赶上学习进度，增加其进入大学的机会，从而促进社会公平。
3. C 【解析】根据最后一段中“School should update their lessons, especially in fast-changing subjects”可知，专家们认为学校应紧跟时代发展，根据社会需要不断更新和优化课程，则他们可能会赞同C项观点。
4. A
解析：
【分析】
我们可以按照先题后文的思路逐步解题：
1. 解第1题：先定位两个国家的教育改革相关内容，第一段找到吉尔吉斯斯坦把9年义务教育延长到12年，第二段找到马来西亚的类似规则是从仅要求读完小学变为要求读完中学，核心共同点是提升了法定义务教育的年限，逐一排除不符合的选项即可得到答案。
2. 解第2题：定位题干关键词social equity到第三段，原文明确说明义务教育帮助贫困家庭的孩子获得更多受教育的机会，补齐学习差距，获得上大学的公平机会，直接对应选项，排除表述绝对、无中生有的错误选项。
3. 解第3题：定位专家观点到最后一段，原文明确提到专家呼吁学校更新课程，匹配学生优势设置不同学习路径，直接匹配对应选项即可。
4. 解第4题：梳理全文行文逻辑：首先并列介绍吉尔吉斯斯坦、马来西亚两个国家延长义务教育的现象，之后引出“延长义务教育的意义”这一核心话题，再转折提出仅延长年限不足，分别用危地马拉的反例、专家提出的配套优化建议两个内容展开论述，匹配对应结构即可。
【解析】
1. 细节理解题：根据第一段吉尔吉斯斯坦将9年义务教育改为12年，第二段马来西亚将义务教育要求从读完小学提升到读完中学，可知两国都增加了法定要求的在校学习年限，对应B选项。A选项新增科目仅吉尔吉斯斯坦提及，C选项为吉尔吉斯斯坦的改革目的，D选项每周多一小时课时仅吉尔吉斯斯坦提及，均不符合两国的共同点。
2. 细节理解题：根据第三段“it helps kids from poor families get more education and improves social equity”可知，义务教育通过给贫困家庭孩子公平的受教育机会来推动社会公平，对应D选项。A选项“所有学生上大学”表述绝对，B选项“大学筛选更好学生”原文无提及，C选项“提升薄弱学生成绩”不是促进社会公平的核心逻辑，均错误。
3. 细节理解题：根据最后一段专家提出的要求“Schools should update their lessons”，可知专家认同学校应当优化教学内容、更新课程，对应C选项。A选项“义务教育时长仍不足”是部分人的片面观点，B选项“长义务教育毫无作用”不符合原文表述，D选项“义务教育中分数不重要”原文无提及，均错误。
4. 篇章结构题：全文逻辑为：并列介绍吉尔吉斯斯坦、马来西亚两个改革案例→引出义务教育改革的意义→转折说明仅延长年限不够，分别用反例、专家建议两个维度展开，完全匹配A选项的树状结构。
【答案】
1. B 2. D 3. C 4. A
【知识点】
阅读理解细节定位，说明文篇章结构，语篇逻辑梳理
【点评】
本题选取全球义务教育改革的热点话题，既设置了常规细节理解题型考察学生快速抓取原文关键信息的能力，又加入了篇章结构分析的新考法，引导学生跳出逐句读文的惯性，从整体维度梳理文章的层级逻辑，题目区分度合理，部分学生容易混淆不同段落的从属关系错选其他结构选项。
【难度系数】
0.65
我们可以按照先题后文的思路逐步解题：
1. 解第1题：先定位两个国家的教育改革相关内容，第一段找到吉尔吉斯斯坦把9年义务教育延长到12年，第二段找到马来西亚的类似规则是从仅要求读完小学变为要求读完中学，核心共同点是提升了法定义务教育的年限，逐一排除不符合的选项即可得到答案。
2. 解第2题：定位题干关键词social equity到第三段，原文明确说明义务教育帮助贫困家庭的孩子获得更多受教育的机会，补齐学习差距，获得上大学的公平机会，直接对应选项，排除表述绝对、无中生有的错误选项。
3. 解第3题：定位专家观点到最后一段，原文明确提到专家呼吁学校更新课程，匹配学生优势设置不同学习路径，直接匹配对应选项即可。
4. 解第4题：梳理全文行文逻辑：首先并列介绍吉尔吉斯斯坦、马来西亚两个国家延长义务教育的现象，之后引出“延长义务教育的意义”这一核心话题，再转折提出仅延长年限不足，分别用危地马拉的反例、专家提出的配套优化建议两个内容展开论述，匹配对应结构即可。
【解析】
1. 细节理解题：根据第一段吉尔吉斯斯坦将9年义务教育改为12年，第二段马来西亚将义务教育要求从读完小学提升到读完中学，可知两国都增加了法定要求的在校学习年限，对应B选项。A选项新增科目仅吉尔吉斯斯坦提及，C选项为吉尔吉斯斯坦的改革目的，D选项每周多一小时课时仅吉尔吉斯斯坦提及，均不符合两国的共同点。
2. 细节理解题：根据第三段“it helps kids from poor families get more education and improves social equity”可知，义务教育通过给贫困家庭孩子公平的受教育机会来推动社会公平，对应D选项。A选项“所有学生上大学”表述绝对，B选项“大学筛选更好学生”原文无提及，C选项“提升薄弱学生成绩”不是促进社会公平的核心逻辑，均错误。
3. 细节理解题：根据最后一段专家提出的要求“Schools should update their lessons”，可知专家认同学校应当优化教学内容、更新课程，对应C选项。A选项“义务教育时长仍不足”是部分人的片面观点，B选项“长义务教育毫无作用”不符合原文表述，D选项“义务教育中分数不重要”原文无提及，均错误。
4. 篇章结构题：全文逻辑为：并列介绍吉尔吉斯斯坦、马来西亚两个改革案例→引出义务教育改革的意义→转折说明仅延长年限不够，分别用反例、专家建议两个维度展开，完全匹配A选项的树状结构。
【答案】
1. B 2. D 3. C 4. A
【知识点】
阅读理解细节定位，说明文篇章结构，语篇逻辑梳理
【点评】
本题选取全球义务教育改革的热点话题，既设置了常规细节理解题型考察学生快速抓取原文关键信息的能力，又加入了篇章结构分析的新考法，引导学生跳出逐句读文的惯性，从整体维度梳理文章的层级逻辑，题目区分度合理，部分学生容易混淆不同段落的从属关系错选其他结构选项。
【难度系数】
0.65