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2016考研英语二 · 阅读理解 Text 1
本页为 2016考研英语二 阅读理解 Text 1的完整原文、正确答案与逐题解析（原文约 393 词，共 5 题）。建议先自己作答，再逐题核对解析里的原文定位与干扰项说明。
2016考研英语二阅读理解 Text 1 原文
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.
答案与逐题解析
答案速查
21B
22B
23A
24C
25A
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21Cortina holds that early exposure to computer science makes it easier to ______.
答案B
解析原文写明早期接触后“It’s not as hard for them to transform their thought processes as it is for older students”，即改造思维方式更轻松，故选B。A把后文填补岗位缺口误当成“使……更容易”；C、D只是文中举例（验证假设、创作艺术品），并非Cortina所说的核心益处。
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22In delivering lessons for high-schoolers, Flatiron has considered their ______.
答案B
解析教师明确说“we try to gear lessons toward things they’re interested in”，课程按高中生兴趣调整，故选B。A、D文中未提经验或学业背景；C谈职业前景与后文“未必进IT”不符，并非授课时的考量。
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23Deborah Seehorn believes that the skills learned at Flatiron will ______.
答案A
解析Seehorn指出所学技能是“how to think logically… apply to any coding language”，可迁移到其他编程语言，故选A。B、C把语言更新快误当成技能必须升级；D“赚快钱”原文未提，且强调目的并非培养程序员大军。
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24According to the last paragraph, Flatiron students are expected to ______.
答案C
解析末段强调孩子们将终身被电脑包围，越早学会“how computers think… they have the power”，越能更好应对数字化生活，故选C。A、B夸大技术创新或长期留在IT；D曲解“army of coders”，原文说这并非唯一目的。
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25The word “coax” (Line 4, Para. 6) is closest in meaning to ______.
答案A
解析“coax the machine into producing what they want”意为引导、劝说机器按己意产出，与persuade最接近，故选A。frighten、misguide、challenge分别含恐吓、误导、挑战之义，与让机器配合产出的语境不符。
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