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①　You can’t see it, smell it, or hear it, and people disagree on how precisely to define it, or where exactly it comes from. It isn’t a school subject or an academic discipline, but it can be learned. It is a quality that is required of artists, but it is also present in the lives of scientists and entrepreneurs. All of us benefit from it and we thrive mentally and spiritually when we are able to wield it. It is a delicate thing, easily stamped out; in fact, it flourishes most fully when people are playful and childlike. Meanwhile, it works best in conjunction with deep knowledge and expertise.

②　This mysterious — but teachable — quality is creativity, the subject of a recently -published report by Durham Commission on Creativity and Education. The report concludes that creativity should not inhabit the school curriculum only as it relates to drama, music,art and other obviously creative subjects, but that creative thinking ought to run through all of school life, infusing（充满）the way humanities and natural sciences are learned.

③　The authors, who focus on education in England, offer a number of sensible recommendations, some of which are an attempt to alleviate the uninspiring and fact-based approach to education that has crept into policy in recent years. When children are regarded as vessels to be filled with facts, creativity does not prosper; nor does it when teachers’ sole objective is coaching children towards exams. One suggestion from the commission is a network of teacher-led “creativity collaboratives”, along the lines of existing maths hubs (中心), with the aim of supporting teaching for creativity through the school curriculum.

④　Nevertheless, it is arts subjects through which creativity can most obviously be fostered. The value placed on them by the independent education sector is clear. One only has to look at the remarkable arts facilities at Britain’s top private schools to comprehend this. But in the state sector the excessive focus on English, maths and science threatens to crush arts subjects; meanwhile, reduced school budgets mean diminishing extracurricular activities. There has been a 28.1％decline instudents taking creative subjects at high schools since 2014, though happily, art and design have seen a recent increase.

⑤　This discrepancy between state and private education is a matter of social justice. It is simply wrong and unfair that most children have a fraction of the access to choirs, orchestras, art studios and drama that their more privileged peers enjoy. As lives are affected by any number of looming challenges—climate crisis, automation in the workplace—humans are going to need creative thinking more than ever. For all of our sakes, creativity in education, and for all, must become a priority.

1.1. What do we learn from the passage about creativity?

A It develops best when people are spiritually prepared.

B It is most often wielded by scientists and entrepreneurs.

C It is founded on scientific knowledge and analytical skills.

D It contributes to intellectual growth but can easily be killed.

解析：选D。D 细节理解题。根据题干关键词 creativity 可直接定位到第二段首句(Thismysterious-but teachable-quality is creativity),并进一步根据 This 的回指作用以及题文同序原则定位到首段。段先以it代指,并具体描述其特征。第二段直接点明it即为“创造力(creativity)”,由此可知首段整体是对创造力的描述。其中④句指出当人们利用创造力时,智力与精神将得到极大发展(thrivementally and spiritually);⑤句指出创造力极其娇弱,很容易被扼杀(delicate...easily stamped out)。可见,D项是对这些内容的概括,为正确项,其中 contributes tointellectual growth 和 easily be killed 是对原文信息的同义改写。

2.2. What is the conclusion of a recently-published report?

A Natural sciences should be learned the way humanities courses are.

B Cultivation of creativity should permeate the entire school curriculum.

C Art courses should be made compulsory for all students.

D Students should learn more obviously creative subjects.

解析：选B。B 细节理解题。根据题干关键词 the conclusion of...report 可定位至第二段②句(The report concludes that...)。②句指出创造力教育不应仅存在于诸如戏剧等明显的创作类科目中,创新性思维应贯穿学校生活的所有方面(run through all of school life),融入到人文科学和自然科学的学习方式中(humanitiesand naturalsciences),即扩展至全部课程,B项是对原文信息的准确概括。

3.3. What does the report say is detrimental to the fostering of creativity?

A Alleviation of pressure.

B Test-oriented teaching.

C Teacher-led school activities.

D Independent learning.

解析：选C。C 细节理解题。本题考查创造力培养的阻碍因素。根据 the report、is detrimental to the fostering of creativity及题文同序原则可定位至第三段②句(...creativity dose not prosper、nor does it...。第三段具体介绍报告的内容(The authors指报告的作者),其中②句指出,当教师唯一的目标是训练孩子们的应试技巧时,创造力也不会蓬勃发展(nor doesit等同于it does not prosper either),即应试教育不利于培养创造力,C项正确。

4.4. What do we learn about the private schools in the UK?

A They encourage extracurricular activities.

B They attach great importance to arts education.

C They prioritize arts subjects over maths and sciences.

D They cater to students from different family backgrounds.

解析：选B。B 细节理解题。本题考查有关英国私立学校的信息。根据 private schools in the UK 可定位至第四段前半部分(the independent education sector,Britain's top private schools)以及第五段前半部分(private education)。第四段①②③句指出,艺术类科目是最能明显培养创造力的科目,只需看看英国顶尖私立学校中令人瞩目的艺术设施,就能明白它们对艺术学科的重视。由此可知英国私立学校非常重视艺术教育，B项正确。

5.5. What should be done to meet the future challenges?

A Increasing government investment in school education.

B Narrowing the existing gap between the rich and the poor.

C Providing all children with equal access to arts education.

D Focusing on meeting the needs of under-privileged students.

解析：选C。C 细节理解题。本题考查作者的建议(如何应对未来的挑战)。根据 the future challenges 可定位至第五段③句(looming challenges)。第五段③句指出人类面临诸多重大挑战,比以往任何时候都更需要创造性思维;④句则提出建议:必须把 creativity in education,and for all 当作首要之事;联系本段①②句论述的教育不公问题可知 creativity in education, and for all强调的是“平等无差别地向所有孩子提供享受艺术教育的机会(以培养创新思维)”C项正确。