Benjamin once said, "I don't divide the world into the weak and the strong, or the successes and the failures. I divide the world into the learners and non-learners."
What would make someone a non-learner? Everyone is born with an intense drive to learn. Babies practise their skills daily, even the most difficult tasks at the start of their lives, like learning to walk and talk. They never think it's too hard. Babies don't worry about making mistakes. They walk, they fall and they get up. They just move forward.
What could put an end to this kind of learning? A fixed mindset. As soon as children become able to evaluate themselves, some of them become afraid of hard tasks. They become afraid of not being smart. I have studied thousands of students, and you can't believe how many people refuse a chance to learn.
We offered four-year-olds a choice: They could redo an easy task or try a harder one. Even at this age, children with the fixed mindset stuck with the safe one. Children with a growth mindset—the ones who believed they could get smarter by learning—thought it was a strange choice: Why are you asking me this? Why would anyone want to keep doing the same task over and over? They chose one hard task after another. "I'm dying to solve them!" one little girl said.
So children with the fixed mindset want to make sure they are successful. Smart people should always be successful. But for children with the growth mindset,
One seventh-grade girl made a conclusion. "I think being smart is something you have to work for. It isn't just given to you. Most kids, if they're not sure of an answer, will not raise their hand to answer the question. But what I usually do is to raise my hand, because if I'm wrong, then my mistake will be corrected. Just by doing that I'm improving my ability."
任务一 阅读理解
1. What does the writer want to tell by using the example of babies in Paragraph 2?
A. Walking and talking are very difficult.
B. It's easy for babies to learn different skills.
C. People are born with the ability to learn.
D. Babies need to face many tasks every day.
2.（创新考法·句意理解）What does the girl mean by saying "I'm dying to solve them!"?
A. She can't wait to give herself a task to practise.
B. She thinks a healthy body can help learn better.
C. She believes it's painful to solve the problems.
D. She doesn't find it difficult to finish these tasks.
3.（创新考法·信息回填）Which of the following can be put in "▲" in Paragraph 5?
A. success is more important than learning
B. success is about practising themselves
C. they only focus on being smart
D. they don't care about learning or success
任务二 回答问题(答案不超过8个词)
What can you learn from the passage?
What would make someone a non-learner? Everyone is born with an intense drive to learn. Babies practise their skills daily, even the most difficult tasks at the start of their lives, like learning to walk and talk. They never think it's too hard. Babies don't worry about making mistakes. They walk, they fall and they get up. They just move forward.
What could put an end to this kind of learning? A fixed mindset. As soon as children become able to evaluate themselves, some of them become afraid of hard tasks. They become afraid of not being smart. I have studied thousands of students, and you can't believe how many people refuse a chance to learn.
We offered four-year-olds a choice: They could redo an easy task or try a harder one. Even at this age, children with the fixed mindset stuck with the safe one. Children with a growth mindset—the ones who believed they could get smarter by learning—thought it was a strange choice: Why are you asking me this? Why would anyone want to keep doing the same task over and over? They chose one hard task after another. "I'm dying to solve them!" one little girl said.
So children with the fixed mindset want to make sure they are successful. Smart people should always be successful. But for children with the growth mindset,
B
▲. It's about learning to become smarter.One seventh-grade girl made a conclusion. "I think being smart is something you have to work for. It isn't just given to you. Most kids, if they're not sure of an answer, will not raise their hand to answer the question. But what I usually do is to raise my hand, because if I'm wrong, then my mistake will be corrected. Just by doing that I'm improving my ability."
任务一 阅读理解
1. What does the writer want to tell by using the example of babies in Paragraph 2?
A. Walking and talking are very difficult.
B. It's easy for babies to learn different skills.
C. People are born with the ability to learn.
D. Babies need to face many tasks every day.
2.（创新考法·句意理解）What does the girl mean by saying "I'm dying to solve them!"?
A. She can't wait to give herself a task to practise.
B. She thinks a healthy body can help learn better.
C. She believes it's painful to solve the problems.
D. She doesn't find it difficult to finish these tasks.
3.（创新考法·信息回填）Which of the following can be put in "▲" in Paragraph 5?
A. success is more important than learning
B. success is about practising themselves
C. they only focus on being smart
D. they don't care about learning or success
任务二 回答问题(答案不超过8个词)
What can you learn from the passage?
We should stay active when facing difficulties.
答案：任务一
1. C 推理判断题。根据第二段中"Everyone is born with an intense drive to learn."可知,作者想通过婴儿的例子来说明人天生就有学习的能力。
2. A 句意理解题。根据第四段中"Children with a growth mindset ... Why would anyone want to keep doing the same task over and over?"可知,女孩这样说表明她迫不及待地想给自己一个练习的任务。
3. B 信息回填题。根据第四段中"Children with a growth mindset—the ones who believed they could get smarter by learning ..."可知,成长型思维的孩子对学习的看法是:学习是关于通过实践变得更聪明,成功来自实践。
任务二
We should stay active when facing difficulties.(言之有理即可)
1. C 推理判断题。根据第二段中"Everyone is born with an intense drive to learn."可知,作者想通过婴儿的例子来说明人天生就有学习的能力。
2. A 句意理解题。根据第四段中"Children with a growth mindset ... Why would anyone want to keep doing the same task over and over?"可知,女孩这样说表明她迫不及待地想给自己一个练习的任务。
3. B 信息回填题。根据第四段中"Children with a growth mindset—the ones who believed they could get smarter by learning ..."可知,成长型思维的孩子对学习的看法是:学习是关于通过实践变得更聪明,成功来自实践。
任务二
We should stay active when facing difficulties.(言之有理即可)
解析：
【分析】
解题时首先通读全文，明确文章核心围绕“人天生具备学习驱动力，固定思维和成长型思维的人面对学习的不同选择”展开，再逐个对应题目分析：
1. 第1题是推理判断题，定位到第二段，先找段落的核心主旨句，作者举婴儿的例子是为了佐证段落开头的观点，排除和举例目的无关的选项即可得到答案。
2. 第2题是句意理解题，定位到第四段，结合成长型思维孩子主动选择难题、拒绝重复简单任务的行为逻辑，结合短语"be dying to"的含义，匹配对应选项。
3. 第3题是信息回填题，定位到第五段，利用转折逻辑，对比前文固定思维的特点，结合后文“通过学习变聪明”的补充说明，选出符合成长型思维认知的内容。
4. 任务二的开放问答紧扣文章传递的要主动学习、勇于挑战的核心，控制字数不超过8词，言之有理即可。
【解析】
任务一：
1. 第二段开篇点明核心观点"Everyone is born with an intense drive to learn."，后文举婴儿每日练习技能、不怕摔倒犯错、一直向前的例子，正是为了证明人天生就具备学习的能力。A选项是举例内容不是目的，B选项原文未提及婴儿学技能很容易，D选项只是表面细节，均不符合，故选C。
2. 第四段提到成长型思维的孩子不愿意反复做简单任务，主动接连选择有难度的任务，短语"be dying to"意为“迫不及待”，小女孩这句话是表达自己迫不及待想要挑战难题、获得练习提升的机会，B、C、D均不符合语境，故选A。
3. 第五段前文提到固定思维的孩子想要确保自己一直成功，认为聪明人应当永远成功，用But转折引出成长型思维孩子的不同认知，后文补充说明这一切都是为了学习变聪明，说明他们认知里的成功是关于在实践中提升自我，A、C是固定思维的特点，D表述不符合原文，故选B。
任务二：
结合文章传递的要主动学习、树立成长型思维的主旨，写出符合要求、不超过8词的合理表述即可。
【答案】
任务一
1. C
2. A
3. B
任务二
示例：We should stay active when facing difficulties.(言之有理即可)
【知识点】
阅读理解推理判断，短语语义理解，语篇逻辑衔接
【点评】
本题选取和学习观念相关的主题，考点设置丰富，既考查学生抓取文本细节、结合上下文逻辑推理判断的阅读能力，也引导学生建立正确的学习认知，开放问答部分也能锻炼学生的主旨概括能力，干扰项设置有一定迷惑性，需要学生准确区分两种思维模式的差异才能避错。
【难度系数】
0.6
解题时首先通读全文，明确文章核心围绕“人天生具备学习驱动力，固定思维和成长型思维的人面对学习的不同选择”展开，再逐个对应题目分析：
1. 第1题是推理判断题，定位到第二段，先找段落的核心主旨句，作者举婴儿的例子是为了佐证段落开头的观点，排除和举例目的无关的选项即可得到答案。
2. 第2题是句意理解题，定位到第四段，结合成长型思维孩子主动选择难题、拒绝重复简单任务的行为逻辑，结合短语"be dying to"的含义，匹配对应选项。
3. 第3题是信息回填题，定位到第五段，利用转折逻辑，对比前文固定思维的特点，结合后文“通过学习变聪明”的补充说明，选出符合成长型思维认知的内容。
4. 任务二的开放问答紧扣文章传递的要主动学习、勇于挑战的核心，控制字数不超过8词，言之有理即可。
【解析】
任务一：
1. 第二段开篇点明核心观点"Everyone is born with an intense drive to learn."，后文举婴儿每日练习技能、不怕摔倒犯错、一直向前的例子，正是为了证明人天生就具备学习的能力。A选项是举例内容不是目的，B选项原文未提及婴儿学技能很容易，D选项只是表面细节，均不符合，故选C。
2. 第四段提到成长型思维的孩子不愿意反复做简单任务，主动接连选择有难度的任务，短语"be dying to"意为“迫不及待”，小女孩这句话是表达自己迫不及待想要挑战难题、获得练习提升的机会，B、C、D均不符合语境，故选A。
3. 第五段前文提到固定思维的孩子想要确保自己一直成功，认为聪明人应当永远成功，用But转折引出成长型思维孩子的不同认知，后文补充说明这一切都是为了学习变聪明，说明他们认知里的成功是关于在实践中提升自我，A、C是固定思维的特点，D表述不符合原文，故选B。
任务二：
结合文章传递的要主动学习、树立成长型思维的主旨，写出符合要求、不超过8词的合理表述即可。
【答案】
任务一
1. C
2. A
3. B
任务二
示例：We should stay active when facing difficulties.(言之有理即可)
【知识点】
阅读理解推理判断，短语语义理解，语篇逻辑衔接
【点评】
本题选取和学习观念相关的主题，考点设置丰富，既考查学生抓取文本细节、结合上下文逻辑推理判断的阅读能力，也引导学生建立正确的学习认知，开放问答部分也能锻炼学生的主旨概括能力，干扰项设置有一定迷惑性，需要学生准确区分两种思维模式的差异才能避错。
【难度系数】
0.6