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高一英語心理科學(xué)試題第一部分閱讀理解(共兩節(jié),滿分40分)第一節(jié)(共15小題;每小題2分,滿分30分)閱讀下列短文,從每題所給的A、B、C、D四個選項中,選出最佳選項。AInarecentstudypublishedinPsychologicalScience,researchersfromStanfordUniversityexploredhowsocialmediauseaffectsteenagers'self-esteem.Thestudyfollowed300highschoolstudentsaged13-17oversixmonths,trackingtheirdailysocialmediaactivityandself-reportedfeelingsofself-worth.Participantsweredividedintotwogroups:onegrouplimitedtheirsocialmediauseto30minutesperday,whiletheothercontinuedusingitasusual(average2.5hoursperday).Attheendofthestudy,thelimited-usegroupshoweda15%increaseinself-esteemscores,whilethecontrolgroupshowednosignificantchange.LeadresearcherDr.SarahMillerexplained,"Socialmediaoftencreatesanunrealisticcomparisonculture.Whenteensreduceexposuretocurated'perfect'lives,theybegintovaluetheirownexperiencesmore."Thestudyalsofoundthatpassivescrolling(e.g.,browsingwithoutposting)hadastrongernegativeimpactthanactiveengagement(e.g.,commentingonfriends'posts)."Activeinteractionfostersrealconnections,butpassiveconsumptionleavesteensfeelingleftoutorinadequate,"Dr.Millernoted.WhatwasthepurposeoftheStanfordUniversitystudy?A.Tocomparedifferentsocialmediaplatforms.B.Toanalyzehowsocialmediaaffectsself-esteem.C.Tomeasuretheaveragetimeteensspendonline.D.Tostudytherelationshipbetweenageandsocialmediause.Howdidthelimited-usegroupdifferfromthecontrolgroup?A.Theyspentlesstimeonsocialmedia.B.Theyreportedhigherlevelsofstress.C.Theyshowednochangeinself-esteem.D.Theyinteractedmoreactivelywithothers.AccordingtoDr.Miller,whydoespassivescrollingharmself-esteem?A.Itreducesopportunitiesforreal-worldinteractions.B.Itexposesteenstounrealisticstandardsofperfection.C.Itleadstoexcessivescreentimeandsleeploss.D.Itencouragesnegativecommentsfromothers.BThe"spotlighteffect"isapsychologicalphenomenonwherepeopleoverestimatehowmuchothersnoticetheirappearanceorbehavior.Inaclassicexperiment,psychologistsatCornellUniversityaskedcollegestudentstowearanembarrassingT-shirtwithapictureofafamoussingerbeforeenteringaroomwithstrangers.Later,participantsestimatedthat50%oftheroomhadnoticedtheirshirt,butactualobserversreportednoticingitonly10%ofthetime.Thisbiasoccursbecauseourownthoughtsandfeelingsarethecenterofourattention,leadingustoassumeotherssharethisfocus.Forteenagers,thespotlighteffectoftenpeaksduringsocialsituationslikeschoolpresentationsorparties."Adolescentsareparticularlysensitivetosocialevaluationastheyformtheiridentity,"explainsDr.LisaChen,adevelopmentalpsychologist."Theymayfeelthey’rebeingjudgedharshly,butinreality,othersaretoobusyworryingaboutthemselvestopaycloseattention."Understandingthespotlighteffectcanhelpreducesocialanxiety.Byrecognizingthatothersarelessfocusedonusthanwethink,wecanfeelmorecomfortablebeingourselves.Whatisthe"spotlighteffect"?A.Thetendencytojudgeothersharshly.B.Thehabitoffocusingonpersonalflaws.C.Thebeliefthatothersnoticeusmorethantheydo.D.Thedesiretostandoutinsocialsituations.HowdidtheCornellexperimentdemonstratethespotlighteffect?A.Participantsoverestimatedothers’awarenessoftheirT-shirt.B.Observerspretendednottonoticetheembarrassingshirt.C.Studentsfeltmoreanxiouswhenwearingtheshirt.D.Strangerspaidmoreattentiontotheshirtthanexpected.Whyisthespotlighteffectstrongerinteenagers?A.Theyspendmoretimeinsocialsituations.B.Theyaremoreconcernedwithsocialevaluation.C.Theyhavelowerself-esteemthanadults.D.Theyusesocialmediamorefrequently.CCognitivebehavioraltherapy(CBT)isapopularmethodfortreatinganxiety.Unliketraditionaltalktherapy,CBTfocusesonchangingnegativethoughtpatternsratherthanexploringpastexperiences.Forexample,astudentwithtestanxietymightreplacethethought"I’llfailthisexam"with"I’vestudiedhard,andIcandomybest."A2024studyinTheLancetPsychiatrycomparedCBTwithmindfulnessmeditationforreducingexamstressinhighschoolstudents.Overeightweeks,200studentsweretaughteitherCBTtechniquesordaily10-minutemindfulnessexercises.Bothgroupsshowedreducedanxiety,buttheCBTgrouphadbetterlong-termresults:sixmonthslater,theiranxietylevelsremained20%lowerthanbeforethestudy.Dr.JamesWilson,wholedtheresearch,explains,"CBTgivesstudentspracticaltoolstochallengetheirfears.Insteadofjustcalmingthemind,theylearntoidentifyandreframeirrationalthoughts."Forinstance,astudentmightlearntoask,"What’stheevidenceI’llfail?HaveIpassedexamsbefore?"HowisCBTdifferentfromtraditionaltalktherapy?A.Itfocusesoncurrentthoughtpatterns.B.Itrequiresmoresessionstobeeffective.C.Itexploreschildhoodexperiences.D.Itusesmeditationtechniques.Whatdidthe2024studyfindaboutCBTandmindfulness?A.Mindfulnessreducedanxietymorequickly.B.CBThadlonger-lastingeffects.C.Bothmethodsworkedonlyforsevereanxiety.D.Neithermethodimprovedexamperformance.WhichexamplebestillustratesaCBTtechniquefortestanxiety?A.Ignoringthefearoffailuretoavoidstress.B.Studyinglongerhourstoincreaseconfidence.C.Replacing"I’llfail"with"Icantrymybest."D.Meditatingtoclearthemindbeforetheexam.第二節(jié)(共5小題;每小題2分,滿分10分)根據(jù)短文內(nèi)容,從短文后的選項中選出能填入空白處的最佳選項。選項中有兩項為多余選項。HowtoBuildResilienceinTeenagersResilience—theabilitytobouncebackfromstress—isakeyskillformentalhealth.Herearefivescience-backedstrategiestohelpteenagersdevelopresilience:Encourageproblem-solving,notrescuingWhenteensfacechallenges,resisttheurgetosolvetheirproblemsimmediately.Instead,ask,"Whatdoyouthinkyoucando?"Thishelpsthembuildconfidenceintheirownabilities.PsychologistDr.AngelaDuckworthnotes,"Resiliencegrowswhenteensrealizetheycanovercomeobstaclesthrougheffort."TeachemotionallabelingManyteensstruggletoexpresstheirfeelings,whichcanleadtofrustration.Helpthemnameemotions:"Itsoundslikeyou’refeelingdisappointedbecauseyourfriendcanceledplans."Researchshowsthatlabelingemotionsreducestheirintensity,makingthemeasiertomanage.FosteragrowthmindsetTeachteenstoviewmistakesaslearningopportunities.Forexample,insteadofsaying,"You’rebadatmath,"say,"Mathischallenging,butwithpractice,you’llimprove."StudiesbyStanford’sCarolDweckshowthatagrowthmindsetleadstohigherpersistenceandbetterperformanceunderpressure.PrioritizesleepandphysicalactivityA2023studyinChildDevelopmentfoundthatteenswhosleep8-10hoursnightlyandexercise30minutesdailyare40%moreresilienttostress.Physicalactivityreleasesendorphins,whilesleephelpsthebrainprocessemotions.CultivatestrongrelationshipsTeenswithatleastonetrustedadult(parent,teacher,mentor)aretwiceaslikelytorecoverfromadversity,accordingtotheAmericanPsychologicalAssociation.Regularcheck-ins—even15minutesofdailyconversation—canstrengthenthesebonds.A.AvoidcomparingthemtoothersB.SleepandexerciseboostresilienceC.EmotionalawarenessreducesstressD.LetteenstakeownershipofchallengesE.Positiveself-talkimprovesconfidenceF.MistakesareseenaspathstogrowthG.Socialsupportactsasasafetynet第二部分完形填空(共20小題;每小題1.5分,滿分30分)閱讀下面短文,從短文后各題所給的A、B、C、D四個選項中,選出可以填入空白處的最佳選項。Lastyear,Istruggledwithsevereanxietybeforepublicspeaking.Thethoughtofstandinginfrontofmyclassmademyhandsshakeandmyvoicecrack.MyEnglishteacher,Ms.Lopez,noticedandsuggestedIjointheschool’sdebateclub."Debateisn’tjustaboutarguing—it’sabout15yourideasclearlyandconfidently,"shesaid.Atfirst,Iwasterrified.Duringmyfirstdebatepractice,Iforgotmylinesandranoutoftheroom.Iwantedtoquit,butMs.Lopez16metotryagain."Anxietyisyourbrain’swayofsaying,‘Thismatterstoyou,’"shesaid."Let’susethatenergytopreparebetter."Westartedsmall:Ipracticedspeakinginfrontofamirrorfor5minutesdaily,theninfrontofoneclubmember,thenthree.Ialsolearnedbreathingtechniquestocalmmynerves—inhalingfor4seconds,holdingfor4,andexhalingfor6.Slowly,myconfidence17.Inthefinaldebatetournament,ourteamfacedthetop-rankedschool.Iwasassignedtodelivertheclosingargument.AsIstoodonstage,Ifeltmyheartracing,butIrememberedMs.Lopez’swords:"Focusonyourmessage,notonbeingperfect."Itookadeepbreathandbegan.WhenIfinished,theaudienceeruptedinapplause.Wedidn’twinthetournament,butIleftfeelingproud.Now,Istillgetnervousbeforespeaking,butIdon’tletitstopme.I’velearnedthatresilienceisn’tabout18fear—it’saboutactingdespiteit.AsMs.Lopezoftensays,"Confidenceisn’ttheabsenceofanxiety;it’strustingyourselftohandleit."A.expressingB.hidingC.questioningD.ignoringA.allowedB.encouragedC.forcedD.remindedA.decreasedB.disappearedC.grewD.hesitatedA.feelingB.showingC.acceptingD.eliminating第三部分語法填空(共10小題;每小題1.5分,滿分15分)閱讀下面短文,在空白處填入1個適當?shù)膯卧~或括號內(nèi)單詞的正確形式。Happinessisoftenmisunderstoodasaconstantstateofjoy,butpsychologistsarguethatit’sactuallyaskillthatcanbedeveloped.Research19(show)thatpeoplewhopracticegratituderegularlyare20%happierthanthosewhodon’t.Onesimplewayistokeepagratitudejournal,20youwritedownthreethingsyou’rethankfulforeachday.Anotherkeyfactorissocialconnection.A80-yearHarvardstudyfoundthatstrongrelationshipsarethebestpredictoroflong-termhappiness,21(matter)morethanwealthorsuccess.Evensmallinteractions—likeasmilefromaclassmateorachatwithaneighbor—canboostmood.Finally,happiness22(link)topurpose.Teenswhoengageinactivitiestheyfindmeaningful,whethervolunteeringorpursuingahobby,reporthigherlifesatisfaction.AspsychologistDr.MartinSeligmanputsit,"Happinesswithoutpurposeislikeacandlewithoutaflame—itburnsbrightlyforamoment,thenfades."第四部分書面表達(滿分25分)假設(shè)你是校英語報記者,請根據(jù)以下提示寫一篇關(guān)于"青少年壓力管理"的短文,內(nèi)容包括:高一學(xué)生常見的壓力來源(如學(xué)業(yè)、人際關(guān)系等);兩種科學(xué)有效的減壓方法(需結(jié)合本文閱讀內(nèi)容中的心理學(xué)原理);呼吁同學(xué)們正視壓力,積極應(yīng)對。注意:詞數(shù)100左右;可適當增加細節(jié),以使行文連貫。SampleWritingTeenagerstodayfacegrowingpressurefromexams,socialexpectations,andself-doubt.Butstressisn’ttheenemy—it’showwerespondtoitthatmatters.Twoevidence-basedstrategiescanhelp:First,practicecognitivereframing.Whenstressedaboutgrades,replace"I’llneverpass"with"Icanimprovebystudyingalittleeachday"—thisbuildsagrowthmindset.Second,limitpassivesocialmediause.Studiesshowreducingscrollingto30minutesdailyboostsself-esteembyreducingunrealisticcomparisons.Remember,resilienceisbuiltthroughsmallsteps.Let’sfacestressbravelyandturnchallengesintoopportunitiesforgrowth.第五部分讀后續(xù)寫(滿分25分)閱讀下面短文,根據(jù)所給情節(jié)進行續(xù)寫,使之構(gòu)成一個完整的故事。Paragraph1:Lilysataloneintheschoollibrary,staringathermathtestpapermarkedwithaD.Tearsfilledhereyesasshethoughtofherparents’disappointedfaces.Justthen,agirlnamedMiafromherclasssatdownnexttoher."Mathistoughformetoo,"Miasaidwithasmile."
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