B
The 2024 Nobel Prize in Physics surprisingly didn't go to a typical physicist，instead to two pioneers in machine learning：John J. Hopfield and Geoffrey E. Hinton. What they did was to use principles from physics to make discoveries in machine learning，which pushed the development of AI. This is a perfect example of joining ideas from different subjects to achieve a breakthrough.
In simple terms，cross-disciplinary learning is about not sticking to just one subject. It means being curious and open to ideas from different fields—whether it's science，art，history or technology—and using that knowledge to improve our own understanding.
Cross-disciplinary learning is nothing new. We have seen many examples over the centuries. Even the ancient Greeks practised it. They believed that music，maths and astronomy(天文学)were interconnected. This helped them make groundbreaking discoveries.
Great minds like Leonardo da Vinci，Isaac Newton and Zhang Heng gave us amazing and influential creations because they were inventors，scientists，mathematicians，engineers and more，all at the same time. These inventors used knowledge from many different fields.
As they proved，great achievements often come from thinking beyond the boundaries of a single subject. This is why，nowadays，schools are pushing cross-disciplinary studies. They hope that by drawing from multiple areas，students can contribute to different fields and make a meaningful impact.
Cross-disciplinary learning can help you gain new opinions，find creative solutions and，most importantly，better prepare you to deal with the complex challenges of tomorrow. You never know where inspiration might come from. Sometimes the best ideas are found in the most unexpected places. So，go ahead，mix it up，learn from everything，and see how far it takes you!
5. Which sentence should go into "" in Paragraph 1?
A. It's cross-disciplinary learning at its best.
B. This means AI is the new start of physics.
C. The award brings attention to machine learning.
D. The breakthrough is cross-disciplinary learning.
6. Why does the writer mention great minds in Paragraph 4?
A. To show how clever they were.
B. To tell how they made inventions.
C. To explain why schools push cross-disciplinary learning.
D. To introduce how cross-disciplinary learning developed.
7. What can we learn about cross-disciplinary learning from the passage?
A. It was first created and practised by ancient Greeks.
B. It helps find out where your inspiration comes from.
C. It means being open to science，art，history and technology.
D. It contributes to thinking beyond the boundaries of a subject.
8. Which of the four students is practising cross-disciplinary learning?
A. Chen Xi does physics homework in a geography class.
B. Zhang Jia uses maths knowledge to solve a biology problem.
C. Wang Yi introduces paper-cutting to exchange students in English.
D. Li Na likes to listen to music while doing a chemistry experiment.
The 2024 Nobel Prize in Physics surprisingly didn't go to a typical physicist，instead to two pioneers in machine learning：John J. Hopfield and Geoffrey E. Hinton. What they did was to use principles from physics to make discoveries in machine learning，which pushed the development of AI. This is a perfect example of joining ideas from different subjects to achieve a breakthrough.
In simple terms，cross-disciplinary learning is about not sticking to just one subject. It means being curious and open to ideas from different fields—whether it's science，art，history or technology—and using that knowledge to improve our own understanding.
Cross-disciplinary learning is nothing new. We have seen many examples over the centuries. Even the ancient Greeks practised it. They believed that music，maths and astronomy(天文学)were interconnected. This helped them make groundbreaking discoveries.
Great minds like Leonardo da Vinci，Isaac Newton and Zhang Heng gave us amazing and influential creations because they were inventors，scientists，mathematicians，engineers and more，all at the same time. These inventors used knowledge from many different fields.
As they proved，great achievements often come from thinking beyond the boundaries of a single subject. This is why，nowadays，schools are pushing cross-disciplinary studies. They hope that by drawing from multiple areas，students can contribute to different fields and make a meaningful impact.
Cross-disciplinary learning can help you gain new opinions，find creative solutions and，most importantly，better prepare you to deal with the complex challenges of tomorrow. You never know where inspiration might come from. Sometimes the best ideas are found in the most unexpected places. So，go ahead，mix it up，learn from everything，and see how far it takes you!
5. Which sentence should go into "" in Paragraph 1?
A. It's cross-disciplinary learning at its best.
B. This means AI is the new start of physics.
C. The award brings attention to machine learning.
D. The breakthrough is cross-disciplinary learning.
6. Why does the writer mention great minds in Paragraph 4?
A. To show how clever they were.
B. To tell how they made inventions.
C. To explain why schools push cross-disciplinary learning.
D. To introduce how cross-disciplinary learning developed.
7. What can we learn about cross-disciplinary learning from the passage?
A. It was first created and practised by ancient Greeks.
B. It helps find out where your inspiration comes from.
C. It means being open to science，art，history and technology.
D. It contributes to thinking beyond the boundaries of a subject.
8. Which of the four students is practising cross-disciplinary learning?
A. Chen Xi does physics homework in a geography class.
B. Zhang Jia uses maths knowledge to solve a biology problem.
C. Wang Yi introduces paper-cutting to exchange students in English.
D. Li Na likes to listen to music while doing a chemistry experiment.
答案：5 - 8 ACDB
【语篇解读】本文是一篇说明文，主要介绍跨学科学习。
5. A 解析：补全文章题。根据“This is a perfect example of joining ideas from different subjects to achieve a breakthrough.”可知，这是一个将不同学科中的观点融合在一起从而取得突破的绝佳范例，此处说的是跨学科学习的最佳状态。故选 A。
6. C 解析：写作意图题。根据第四段“... because they were inventors, scientists, mathematicians, engineers and more, all at the same time. These inventors used knowledge from many different fields”及第五段“This is why, nowadays, schools are pushing cross - disciplinary studies.”可知，这些发明家运用了来自众多不同领域的知识，作者提到这些名人是为了解释学校为何推行跨学科教学。故选 C。
7. D 解析：推理判断题。根据第五段“As they proved, great achievements often come from thinking beyond the boundaries of a single subject. This is why, nowadays, schools are pushing cross - disciplinary studies.”可知，重大成就往往源于超越单一学科范畴的思考，基于此，学校推动跨学科研究是希望融合多个领域的知识。因此，跨学科研究有助于进行超越学科界限的思考。故选 D。
8. B 解析：推理判断题。跨学科学习指的是不拘泥于一门学科，利用来自不同领域的知识提高自己的理解和找到创造性的解决方案。选项 B“张佳用数学知识解决了一个生物问题”与之相符。故选 B。
【语篇解读】本文是一篇说明文，主要介绍跨学科学习。
5. A 解析：补全文章题。根据“This is a perfect example of joining ideas from different subjects to achieve a breakthrough.”可知，这是一个将不同学科中的观点融合在一起从而取得突破的绝佳范例，此处说的是跨学科学习的最佳状态。故选 A。
6. C 解析：写作意图题。根据第四段“... because they were inventors, scientists, mathematicians, engineers and more, all at the same time. These inventors used knowledge from many different fields”及第五段“This is why, nowadays, schools are pushing cross - disciplinary studies.”可知，这些发明家运用了来自众多不同领域的知识，作者提到这些名人是为了解释学校为何推行跨学科教学。故选 C。
7. D 解析：推理判断题。根据第五段“As they proved, great achievements often come from thinking beyond the boundaries of a single subject. This is why, nowadays, schools are pushing cross - disciplinary studies.”可知，重大成就往往源于超越单一学科范畴的思考，基于此，学校推动跨学科研究是希望融合多个领域的知识。因此，跨学科研究有助于进行超越学科界限的思考。故选 D。
8. B 解析：推理判断题。跨学科学习指的是不拘泥于一门学科，利用来自不同领域的知识提高自己的理解和找到创造性的解决方案。选项 B“张佳用数学知识解决了一个生物问题”与之相符。故选 B。
解析：
【分析】
1. 第5题：这是一道上下文衔接补全题。解题时需关注空格前后内容，前文指出诺贝尔物理奖颁给机器学习领域先驱是跨学科融合取得突破的绝佳例子，后文紧接着介绍跨学科学习的定义，因此空格处需要一句能承上启下，将前文例子与后文跨学科学习概念衔接的句子，分析选项可知A选项符合要求。
2. 第6题：这是写作意图题。解题思路为先看第四段中伟人的特点——同时涉足多个领域、运用不同学科知识取得成就，再结合第五段开头的“This is why, nowadays, schools are pushing cross-disciplinary studies.”，可知作者列举伟人是为了说明学校推行跨学科学习的原因。
3. 第7题：这是细节推理题。解题时需逐一核对选项与原文：A选项“首创于古希腊”与原文“Cross-disciplinary learning is nothing new.”不符；B选项“能找到灵感来源”与原文“You never know where inspiration might come from.”不符；C选项“仅开放给科学、艺术等领域”错误，原文是举例说明跨学科学习涵盖的领域而非限定；D选项对应原文“great achievements often come from thinking beyond the boundaries of a single subject”，是正确表述。
4. 第8题：这是概念应用判断题。首先明确跨学科学习核心：不拘泥于单一学科，运用不同领域知识解决问题或提升认知。分析选项：A是课堂违纪行为；C是语言工具的使用；D未涉及跨学科知识应用；只有B选项用数学知识解决生物问题，符合跨学科学习定义。
【解析】
5. A 补全文章题。根据前文“This is a perfect example of joining ideas from different subjects to achieve a breakthrough.”可知，这是跨学科融合取得突破的绝佳范例，A选项“It's cross-disciplinary learning at its best.”能完美衔接后文的跨学科学习概念，故选A。
6. C 写作意图题。第四段提到达芬奇、牛顿、张衡等伟人同时涉足多个领域，运用不同学科知识取得成就，结合第五段“This is why, nowadays, schools are pushing cross-disciplinary studies.”可知，作者列举这些伟人是为了解释如今学校推行跨学科学习的原因，故选C。
7. D 推理判断题。A选项：原文表明古希腊有跨学科学习实践，但并非首创，该选项错误；B选项：原文指出无法确定灵感来源，该选项错误；C选项：原文是举例说明跨学科学习涵盖的领域，并非限定范围，该选项错误；D选项：根据第五段内容可知，跨学科学习有助于培养超越单一学科界限的思维，该选项正确，故选D。
8. B 推理判断题。跨学科学习的核心是运用不同学科知识解决问题或提升认知。A选项是课堂不当行为；C选项是语言工具应用；D选项未涉及跨学科知识融合；B选项“张佳用数学知识解决生物问题”符合跨学科学习定义，故选B。
【答案】
5-8 ACDB
【知识点】
上下文衔接判断、写作意图分析、跨学科学习应用
【点评】
本文是一篇说明文，以2024年诺贝尔物理奖归属为切入点引入跨学科学习概念，通过历史实例、伟人成就阐述其意义与价值。题目从衔接逻辑、写作意图、细节推理、概念应用多维度考查阅读理解能力，既帮助学生理解跨学科学习内涵，也能提升文本解读与逻辑思维能力。
【难度系数】
0.6
1. 第5题：这是一道上下文衔接补全题。解题时需关注空格前后内容，前文指出诺贝尔物理奖颁给机器学习领域先驱是跨学科融合取得突破的绝佳例子，后文紧接着介绍跨学科学习的定义，因此空格处需要一句能承上启下，将前文例子与后文跨学科学习概念衔接的句子，分析选项可知A选项符合要求。
2. 第6题：这是写作意图题。解题思路为先看第四段中伟人的特点——同时涉足多个领域、运用不同学科知识取得成就，再结合第五段开头的“This is why, nowadays, schools are pushing cross-disciplinary studies.”，可知作者列举伟人是为了说明学校推行跨学科学习的原因。
3. 第7题：这是细节推理题。解题时需逐一核对选项与原文：A选项“首创于古希腊”与原文“Cross-disciplinary learning is nothing new.”不符；B选项“能找到灵感来源”与原文“You never know where inspiration might come from.”不符；C选项“仅开放给科学、艺术等领域”错误，原文是举例说明跨学科学习涵盖的领域而非限定；D选项对应原文“great achievements often come from thinking beyond the boundaries of a single subject”，是正确表述。
4. 第8题：这是概念应用判断题。首先明确跨学科学习核心：不拘泥于单一学科，运用不同领域知识解决问题或提升认知。分析选项：A是课堂违纪行为；C是语言工具的使用；D未涉及跨学科知识应用；只有B选项用数学知识解决生物问题，符合跨学科学习定义。
【解析】
5. A 补全文章题。根据前文“This is a perfect example of joining ideas from different subjects to achieve a breakthrough.”可知，这是跨学科融合取得突破的绝佳范例，A选项“It's cross-disciplinary learning at its best.”能完美衔接后文的跨学科学习概念，故选A。
6. C 写作意图题。第四段提到达芬奇、牛顿、张衡等伟人同时涉足多个领域，运用不同学科知识取得成就，结合第五段“This is why, nowadays, schools are pushing cross-disciplinary studies.”可知，作者列举这些伟人是为了解释如今学校推行跨学科学习的原因，故选C。
7. D 推理判断题。A选项：原文表明古希腊有跨学科学习实践，但并非首创，该选项错误；B选项：原文指出无法确定灵感来源，该选项错误；C选项：原文是举例说明跨学科学习涵盖的领域，并非限定范围，该选项错误；D选项：根据第五段内容可知，跨学科学习有助于培养超越单一学科界限的思维，该选项正确，故选D。
8. B 推理判断题。跨学科学习的核心是运用不同学科知识解决问题或提升认知。A选项是课堂不当行为；C选项是语言工具应用；D选项未涉及跨学科知识融合；B选项“张佳用数学知识解决生物问题”符合跨学科学习定义，故选B。
【答案】
5-8 ACDB
【知识点】
上下文衔接判断、写作意图分析、跨学科学习应用
【点评】
本文是一篇说明文，以2024年诺贝尔物理奖归属为切入点引入跨学科学习概念，通过历史实例、伟人成就阐述其意义与价值。题目从衔接逻辑、写作意图、细节推理、概念应用多维度考查阅读理解能力，既帮助学生理解跨学科学习内涵，也能提升文本解读与逻辑思维能力。
【难度系数】
0.6