《这门哈佛人文学科课程为何突然人人争抢？》

文章出自《华尔街日报》（The Wall Street Journal）｜ 无境中高考 · 外刊阅读 ｜ 2026 年 11 月 5 日

文章导读：在 AI 与短视频时代，哈佛一门人文学科课程却成了“人人争抢”的爆款——申请量激增 40%，180 名新生争抢 90 个名额。每周读完一本厚书、研讨课上互相“查岗”阅读进度，这门课的魔力到底是什么？华尔街日报记者走进课堂，带你读懂这场关于深度阅读、人文教育与时代焦虑的对话。

一、中考改编版全文

1. Hum 10 is a famous humanities class at Harvard University. It has become very popular this year. The school received 40% more applications, and 180 new students competed for only 90 places.

译文：Hum 10是哈佛大学一门著名的人文学科课程。今年它变得非常受欢迎。学校收到的申请增加了40%，180名新生只竞争90个名额。

2. In October, a professor stood in front of 90 students in a big hall. She asked big questions about a novel by Jane Austen. The class lasted 75 minutes. When it ended, the students clapped loudly.

译文：十月份，一位教授站在大厅里90名学生面前。她围绕简·奥斯汀的一部小说提出了重要问题。这节课持续了75分钟。课程结束时，学生们热烈鼓掌。

3. The class is not easy. Students must read a thick book every week and write essays. They cannot use phones or computers in class. All students must attend every lecture, and late students get pink slips.

译文：这门课并不轻松。学生每周必须读一本厚书，还要写文章。上课时他们不能使用手机或电脑。所有学生都必须出席每节课，迟到的学生会收到粉色罚单。

4. Why do students choose this class? They want to read great books even if the books are hard. They also want to spend less time on their phones and more time on real thinking. One student said, “The human experience is the most important thing, and AI cannot give us that.”

译文：学生们为什么选择这门课？他们想读伟大的书籍，即使这些书很难。他们也希望少花时间在手机上，多花时间进行真正的思考。一名学生说：“人类的体验是最重要的东西，而人工智能无法给我们这种体验。”

5. Great teachers teach this class. Stephen Greenblatt and Louis Menand created the class in 2008. Greenblatt has taught at Harvard since 1998. He says teaching new students is wonderful. In his seminars at the Fogg Museum, students talk about art and books, and they enjoy discussing with each other. In 2023, he and Menand handed the class to new teachers.

译文：优秀的教师教授这门课。斯蒂芬·格林布拉特和路易斯·梅南在2008年创建了这门课。格林布拉特自1998年起就在哈佛任教。他说教新生是一件奇妙的事。在福格博物馆的研讨课上，学生们谈论艺术和书籍，而且他们很喜欢互相讨论。2023年，他和梅南把这门课交给了新教师。

二、高考改编版全文

1. Hum 10, a humanities course at Harvard, has become the surprise hit of the academic lineup. Applications shot up 40% this fall, with about 180 freshmen competing for 90 spots.

译文：作为哈佛大学的一门人文学科课程，Hum 10已成为学术阵容中出人意料的爆款。今年秋季申请激增40%，约180名新生竞争90个名额。

2. In one class, a philosophy professor paced before 90 students, raising questions about Jane Austen’s “Emma” and the purpose of reading novels. The 75-minute lecture ended with a question: “What will become of Emma—and what will become of you?” The students burst into applause.

译文：在一堂课上，一位哲学教授在90名学生面前来回踱步，就简·奥斯汀的《爱玛》以及阅读小说的意义提出疑问。这场75分钟的讲座以一个提问收尾：“埃玛会有怎样的结局——你们又会有怎样的未来呢？”学生们爆发出掌声。

3. The course is demanding by design. Students read a hefty book each week, write regular essays, and get no pass/fail option. Digital devices are banned, and attendance is taken in every lecture, with pink slips for latecomers.

译文：这门课程本身就以高要求为设计目标。学生每周要读一本大部头书籍、定期写文章，而且没有及格/不及格的选项。课堂上禁止使用电子设备，每场讲座都点名，迟到者会收到粉色罚单。

4. Students said they wanted to be forced to tackle classics they otherwise wouldn’t read, to fight their weakening attention spans, and to find an antidote to AI. A professor noted that the wider culture is not friendly to deep reading, deep thinking or deep engagement with writing.

译文：学生们说，他们希望有人逼着他们去啃那些否则不会去读的经典，对抗日渐衰退的注意力，并找到一剂抵御人工智能的良方。一位教授指出，更宏观的文化环境并不利于深度阅读、深度思考或深度投入写作。

5. Hum 10 was conceived over dinner in 2008 by Stephen Greenblatt and Louis Menand as a Harvard twist on Columbia’s famed seminar and Yale’s Directed Studies program. It has since grown into a rotating cast of Harvard’s finest faculty, who passed the baton to a new generation in 2023.

译文：Hum 10是斯蒂芬·格林布拉特和路易斯·梅南2008年在一次晚餐上构思出来的，是哈佛对哥伦比亚大学著名研讨课和耶鲁大学定向研究项目的本土化改造。此后它发展为哈佛最顶尖教师轮值授课的阵容，并于2023年把接力棒交给了新一代教师。

6. For senior faculty used to teaching jaded upperclassmen, exposure to first-years is a tonic. Greenblatt, who has taught at Harvard since 1998, holds seminars at the Fogg Museum that begin with students choosing works of art inspired by the week’s reading, and discussions are lively as students relish debating their classmates.

译文：对于习惯了教倦怠高年级学生的资深教师而言，接触新生是一剂滋补良方。自1998年起就在哈佛任教的格林布拉特在福格博物馆开设研讨课，课堂以学生挑选受当周阅读启发的艺术品开场，讨论十分热烈，学生们乐此不疲地与同班同学辩论。

7. Students take the class seriously. “If you don’t have the work ethic, you shouldn’t be taking this class,” one said. Most complete most of the assigned reading, and they call each other out for not doing it. At the core of the humanities, of course, is humanity.

译文：学生们认真对待这门课。“如果你没有这种职业道德，你就不应该上这门课，”一位学生说。大多数学生完成了大部分指定阅读，而且他们会公开指出没完成任务的同学。当然，人文学科的核心是人性。

三、学术原版全文

1. Those who see the humanities, heavy coursework and value of a Harvard education as gravely imperiled can take heart in the phenomenon that is Humanities 10.

那些认为人文学科、繁重的课程作业以及哈佛教育的价值正面临严重威胁的人，可以从“人文10”这一现象中重拾信心。

2. On a Tuesday morning in October, Samantha Matherne paced as she marked up on a white board explaining the philosophical underpinnings of Jane Austen’s “Emma,” with segues into Adam Smith and Immanuel Kant.

十月的一个周二早晨，萨曼莎·马瑟恩一边踱步，一边在白板上标注内容，讲解简·奥斯汀《爱玛》的哲学基础，内容还自然过渡到了亚当·斯密和伊曼努尔·康德。

3. The philosophy professor posed big questions to the 90 students gathered in Boylston Hall: “Why did Austen create such an unlikable heroine?” she asked. “Why read novels at all?” And finally, as the 75-minute lecture ended, “What will become of Emma—and what will become of you?”

这位哲学教授向聚集在博伊尔斯顿大厅的90名学生提出了一些重要问题：“奥斯汀为什么要塑造这样一个不讨喜的女主角呢？”她问道。“到底为什么要读小说呢？”最后，在这场75分钟的讲座结束时，她问道：“埃玛会有怎样的结局——你们又会有怎样的未来呢？”

4. The students burst into applause.

学生们爆发出掌声。

5. Hum 10, as it’s commonly known, has become the surprise hit of Harvard’s academic lineup and something of a campus institution. Demand to get into the class has surged, fueled by word-of-mouth from “Hum Alums” who talk it up on social media. Applications (essays required) shot up 40% this fall with 180 incoming freshmen vying for 90 spots.

众所周知，Hum 10这门课出人意料地成为了哈佛大学学术阵容中的热门课程，也算是校园里的一个标志性事物。在曾修读过这门课程、并在社交媒体上对其大加夸赞的“人文课校友”的口口相传推动下，想要选这门课的人数激增。今年秋季，（要求提交短文的）选课申请数量激增40%，180名新生竞争90个名额。

6. It’s a fever that even the professors are struggling to explain.

这是一场就连教授们都难以解释的热潮。

7. The class is definitely not for padding the GPA. Students read a hefty book a week and write regular essays. There is no pass/fail option. Digital devices are verboten, and attendance is taken in every lecture (pink slips for those who arrive late).

这门课绝对不是用来刷高绩点的。学生每周要读一本大部头书籍，还要定期写文章。没有合格/不合格的评级选项。严禁使用电子设备，每节课都会点名（迟到的人会收到粉色罚单）。

8. “I did have the sense that a lot of students feel that the culture at large is not hospitable to deep reading, deep thinking or deep engagement with writing,” said David Elmer, a classics professor and one of Hum 10’s co-leads. “Whether that’s because of AI encroaching on their autonomy as a writer or thinker, I honestly don’t know.”

“我确实感觉到，很多学生觉得整体文化环境并不利于深度阅读、深度思考或是深度投入写作，”古典学教授、Hum 10课程的联合负责人之一大卫·埃尔默说道。至于这是否是因为人工智能侵犯了他们作为写作者或思考者的自主性，我实在并不清楚。

9. It’s all distinctly old school. Hotly contested terms like “Western Civ,” “Great Books” and “the canon” appear nowhere in the course description. But the curriculum begins with “The Odyssey,” travels forward in time to James Joyce’s “Ulysses” and then backward to end with “The Iliad.” In between are assignments on Montaigne, Shakespeare, Spinoza, Baldwin, Dante and Plato.

这完全是典型的老派作风。诸如“西方文明”、“伟大著作”和“经典名录”这类争议激烈的表述，在课程描述中完全不见踪影。但该课程的教学内容从《奥德赛》开始，时间线向前推进至詹姆斯·乔伊斯的《尤利西斯》，之后又回溯，以《伊利亚特》收尾。中间环节布置的作业涉及蒙田、莎士比亚、斯宾诺莎、鲍德温、但丁和柏拉图的作品。

10. In their applications and in interviews, students expressed the urge to be forced to tackle classics they otherwise wouldn’t read, the need to combat frayed attention spans and the desire for an antidote to The Machine. Several mentioned with disdain that people who aren’t in the class wondered why they didn’t “just Chat the books,” i.e., use AI.

在申请和面试中，学生们表达了一种渴望，希望有人能迫使他们去研读那些否则就不会去读的经典作品，也表达了想要对抗日益衰退的注意力的需求，以及找到一剂摆脱“机器”（人工智能）的解药的愿望。有几个人不屑地提到，没上过这门课的人很奇怪他们为什么不“直接用Chat工具把书搞定”，也就是使用人工智能。

11. “A lot of what we get out of this class is the human experience, and you can’t get that out of AI,” said Peggy Urdan, a government and neuroscience major from Lexington, Mass. “The only way to get anything out of this class is to not use AI.”

“我们从这门课中获得的很多东西是人类的体验，而你无法从人工智能中获得这种体验，”来自马萨诸塞州列克星敦市的政府学与神经科学专业的学生佩吉·乌尔丹说道。“要想从这门课中学到东西，唯一的办法就是不使用人工智能。”

12. At the core of the humanities is, of course, humanity.

人文学科的核心当然是人性。

13. Dreamed up over dinner in 2008 by friends Stephen Greenblatt and Louis Menand, both renowned English professors and bestselling authors, Hum 10 was conceived as a Harvard twist on a famed Columbia senior seminar and Yale’s Directed Studies program, and a way to combat plummeting student interest in the humanities.

Hum 10是由同为著名英语教授和畅销书作家的朋友斯蒂芬·格林布拉特与路易斯·梅南于2008年在一次晚餐时构思出来的，它被设计成哈佛大学对哥伦比亚大学知名高级研讨班和耶鲁大学的定向研究项目的本土化改造，也是一种应对学生对人文学科兴趣骤降的方式。

14. The course has since expanded to a rotating cast of Harvard’s loftiest faculty members, each of whom lead two lectures and a weekly seminar. Faculty have included historian Jill Lepore and novelist and critic Namwali Serpell. Matherne and Elmer took over after Menand and Greenblatt, who still regularly teach the class, passed the baton in 2023.

此后，这门课的授课团队扩展为哈佛大学最顶尖的一批轮值教职人员，每位教职人员负责讲授两场讲座和一堂每周一次的研讨课。授课教师包括历史学家吉尔·莱波雷、小说家兼评论家纳姆瓦利·塞尔佩尔。梅南德和格林布拉特于2023年移交了授课职责，二人如今仍会定期教授这门课程，之后马瑟恩和埃尔默接手了这门课。

15. “Being able to read ‘Hamlet’ with Greenblatt is like being able to cook with Julia Child,” said Naomi Beinart, an intended government (“and maybe history”) major from New York.

“能和格林布拉特一起读《哈姆雷特》，就像能和朱莉娅·查尔德一起下厨一样，”来自纽约、计划主修政治（“也可能是历史”）的娜奥米·拜纳特说道。

16. Hum 10 professors cited the same pleasure.

人文10课程的教授们提到了同样的乐趣。

17. “I was both elated and terrified that not only did I have to give lectures in front of students, but also the Pulitzer Prize winners on the teaching team who would decide if I would get tenure or not,” Matherne said. “We tell students all the time that Hum 10 is a transformative experience. And not just for them.”

“我既兴奋又惶恐，因为我不仅要在学生面前讲课，教学团队里那些将决定我能否获得终身教职的普利策奖得主也在台下，”马瑟恩说道。“我们一直告诉学生，人文10这门课是一场具有变革意义的体验。而且这份改变不只是发生在他们身上。”

18. It’s also a lot of work. Each professor nominates two books to include among the year’s coursework. They all attend every lecture and must lead seminars on books they may not have previously read, and from other disciplines. Essentially, they are students too.

这也是一项繁重的工作。每位教授提名两本书纳入本年度的课程作业内容。他们所有人都要参加每一场讲座，并且必须针对自己此前可能从未读过的、来自其他学科的书籍主持研讨会。从本质上来说，他们也是学生。

19. Nonetheless, they’re eager to be part of an elite teaching team. Jay Harris, a professor of Jewish Studies, has been teaching Hum 10 since 2015.

尽管如此，他们仍渴望加入一支精英教学团队。犹太研究教授杰·哈里斯自2015年以来一直在教授《人文10》课程。

20. “I love it,” he said, dashing into class.

“我喜欢它，”他一边说着，一边冲进教室。

21. “From the faculty point of view, part of the fun is that this isn’t a course in which one is going around the track for the 150th time,” Greenblatt said. “I’ve never taught ‘The Wealth of Nations’ before but that’s what made it so exciting for me to read.”

“从教师的角度来看，部分乐趣在于，这不是一门已经被人重复上了150遍的老课，”格林布拉特说道。“我以前从未教过《国富论》，但恰恰是这一点让我阅读它时感到格外兴奋。”

22. For senior faculty accustomed to teaching jaded upperclassmen, exposure to first-years is a tonic. “It’s totally magical to teach incoming students who are filled with their enthusiasm and the newness of it all,” said Greenblatt, who has taught at Harvard since 1998.

对于习惯了教厌倦学习的高年级学生的资深教师而言，接触新生是一剂滋补良方。“教那些满怀热情、对一切都倍感新鲜的新生，实在是太奇妙了，”1998年起就在哈佛任教的格林布拉特说道。

23. Greenblatt’s seminars, which are held at Harvard’s Fogg Museum, begin with students selecting works of art from the collection inspired by that week’s reading. Participation in the subsequent discussion was lively; students seemed to especially relish debating their classmates, often starting with “I want to push back on that a little” or “I 100% disagree.”

格林布拉特的研讨会在哈佛大学的福格博物馆举办，开场环节是让学生们从馆藏中挑选出受到当周阅读材料启发的艺术作品。后续讨论的参与气氛十分热烈；学生们似乎格外享受和同班同学辩论的过程，开场往往会说“我想对此提出一点异议”或是“我完全不同意”。

24. “If you don’t have the work ethic, I don’t think you should be taking this class,” said Jaiden Hsu, an aspiring opera singer from Chicago. Most students complete most of the assigned reading, if not always on time. A few copped to skimming one or two of the denser books.

“如果你没有这种职业道德，我认为你不应该上这门课，”来自芝加哥的有抱负的歌剧歌手杰登·徐说。大多数学生完成了大部分指定阅读材料，即便并非总能按时完成。有几名学生承认自己只草草翻阅了其中一两本内容较难懂的书。

25. “It’s the only class I took at Harvard where people would call each other out for not having done the reading,” said Ellie Powell, a Hum Alum who graduated in 2025. “You didn’t want to disappoint the seminar by being the one person who didn’t read or whose comment really didn’t add to the discussion. We all felt like we were building something, and that was a remarkable feeling.”

“这是我在哈佛上过的唯一一门课，在这门课上，人们会因为其他人没有完成阅读任务而公然指出对方的问题，”2025年毕业的人文专业校友埃莉·鲍威尔说道。“你不想因为自己是唯一一个没做阅读，或者自己的发言完全对讨论没有助益的人，而让研讨课失色。我们都觉得自己在共同创造某种成果，那是一种非同寻常的感受。”

四、核心词汇精选

◆ 中考核心词汇精选

application

/ˌæplɪˈkeɪʃn/ · n. 申请；申请书 · B1

语境：Applications (essays required) shot up 40% this fall.

点拨：application 名词“申请”，动词 apply；apply to a school 申请入学，apply for a job 求职；本课文中指“入学申请”，常与 admit、acceptance 同现。

demand

/dɪˈmænd/ · n./v. 需求；要求 · B1

语境：Demand to get into the class has surged.

点拨：demand 名词“需求”，in demand 抢手、供不应求；动词“要求”，demand to do sth；本句与 surge（激增）搭配，表“选课需求激增”。

freshmen

/ˈfreʃmən/ · n. 新生 · B1

语境：Applications (essays required) shot up 40% this fall with 180 incoming freshmen vying for 90 spots.

点拨：freshman 大一新生，复数 freshmen；sophomore、junior、senior 依次为大二、大三、大四；本句与 vying（激烈竞争）同现，vying for 90 spots 意为“争抢 90 个名额”。

◆ 高考核心词汇精选

phenomenon

/fəˈnɑːmɪnən/ · n. 现象 · B2

语境：Those who see the humanities, heavy coursework and value of a Harvard education as gravely imperiled can take heart in the phenomenon that is Humanities 10.

点拨：phenomenon 名词“现象”，复数 phenomena（不规则变化）；social phenomenon 社会现象；本句 take heart 意为“振作、重拾信心”，take heart in… 从……中感到振奋。

surge

/sɜːrdʒ/ · v./n. 激增；猛涨 · B2

语境：Demand to get into the class has surged.

点拨：surge 动词“激增”、名词“激增”，a surge in demand 需求激增；近义 soar；反义 plummet（骤降）；数据涨跌对比时两个词常成对出现。

plummet

/ˈplʌmɪt/ · v. 骤降；暴跌 · B2

语境：Dreamed up over dinner in 2008 by friends Stephen Greenblatt and Louis Menand, Hum 10 was conceived as a Harvard twist on a famed Columbia senior seminar and Yale’s Directed Studies program, and a way to combat plummeting student interest in the humanities.

点拨：plummet 动词“骤降”，与 surge 相反；现在分词 plummeting 作定语，表“持续下降的”；本句 combat plummeting student interest 意为“对抗不断下滑的学生兴趣”。

◆ 学术核心词汇精选

contested

/kənˈtestɪd/ · adj. 有争议的 · C1

语境：Hotly contested terms like “Western Civ,” “Great Books” and “the canon” appear nowhere in the course description.

点拨：contested 形容词“有争议的”，动词 contest 竞争、质疑；hotly contested 激烈争论的；近义 controversial、disputed；本句列举人文学科中争议不断的核心概念。

hospitable

/hɑːˈspɪtəbl/ · adj. 好客的；（环境）有利的，适宜的 · C1

语境：“I did have the sense that a lot of students feel that the culture at large is not hospitable to deep reading, deep thinking or deep engagement with writing,” said David Elmer, a classics professor and one of Hum 10’s co-leads.

点拨：hospitable 本义“好客的”，引申为“（环境）对……有利的”，be hospitable to sth；反义 hostile（敌对的）；名词 hospitality 好客；本句指整体文化环境不利于深度阅读。

imperiled

/ɪmˈperəld/ · adj. 濒临危险的 · C2

语境：Those who see the humanities, heavy coursework and value of a Harvard education as gravely imperiled can take heart in the phenomenon that is Humanities 10.

点拨：imperiled 形容词“濒临危险的”，动词 imperil 使陷入危险；gravely imperiled 严重濒危；近义 endangered、threatened；本句与导语“人文学科岌岌可危”的担忧呼应。

五、长难句精选

◆ 中考长难句

长难句 1：The school received 40% more applications, and 180 new students competed for only 90 places.

中文：学校收到的申请增加了40%，180名新生争夺仅有的90个名额。

结构：and 连接两个并列分句；received 40% more applications 中 more 为比较级，表示“比往年多40%”；competed for 意为“为……竞争”，compete 为不及物动词，须接介词 for 再加宾语。

长难句 2：One student said, “The human experience is the most important thing, and AI cannot give us that.”

中文：一名学生说：“人类的体验是最重要的东西，而人工智能无法给我们这种体验。”

结构：said 后接直接引语作宾语；引语内 and 连接两个并列分句；the human experience 与句尾 that 构成指代呼应（that 指代 the human experience）。

◆ 高考长难句

长难句 1：Hum 10, a humanities course at Harvard, has become the surprise hit of the academic lineup.

中文：作为哈佛大学的一门人文学科课程，Hum 10已成为学术阵容中出人意料的爆款。

结构：a humanities course at Harvard 作 Hum 10 的同位语，补充说明课程性质；has become 为现在完成时，表结果延续至今；the surprise hit 意为“出人意料的成功之作”。

长难句 2：Students said they wanted to be forced to tackle classics they otherwise wouldn’t read, to fight their weakening attention spans, and to find an antidote to AI.

中文：学生们说，他们希望有人逼着他们去啃那些否则不会去读的经典，对抗日渐衰退的注意力，并找到一剂抵御人工智能的良方。

结构：said 后接省略 that 的宾语从句；classics 后接省略关系词的定语从句（they otherwise wouldn’t read）；三个不定式 to be forced to…、to fight…、to find… 并列，说明 wanted 的具体内容；otherwise 表虚拟让步。

长难句 3：At the core of the humanities, of course, is humanity.

中文：当然，人文学科的核心是人本身。

结构：介词短语 At the core of the humanities 前置作表语，主谓完全倒装（正常语序为 Humanity is at the core of the humanities）；of course 为插入语；倒装使核心话题前置，起强调作用。

◆ 学术长难句

长难句 1：Those who see the humanities, heavy coursework and value of a Harvard education as gravely imperiled can take heart in the phenomenon that is Humanities 10.

中文：那些认为人文学科、繁重的课程作业以及哈佛教育的价值正面临严重威胁的人，可以从“人文10”这一现象中重拾信心。

结构：主句为 Those can take heart in the phenomenon；who 引导定语从句修饰 Those；see A as B 意为“把A看作B”；that is Humanities 10 为定语从句修饰 the phenomenon；take heart in 意为“从……中重拾信心”。

长难句 2：For senior faculty accustomed to teaching jaded upperclassmen, exposure to first-years is a tonic.

中文：对于习惯了教倦怠高年级学生的资深教师而言，接触新生是一剂滋补良方。

结构：For senior faculty… 为介词短语前置作状语；accustomed to teaching 为过去分词短语作后置定语修饰 faculty（相当于 who are accustomed to），to 为介词，后接动名词；exposure to first-years 为名词短语作主语；a tonic 为比喻用法（滋补品）。

长难句 3：“I was both elated and terrified that not only did I have to give lectures in front of students, but also the Pulitzer Prize winners on the teaching team who would decide if I would get tenure or not,” Matherne said.

中文：“我既兴奋又惶恐，因为我不仅要在学生面前讲课，教学团队里那些将决定我能否获得终身教职的普利策奖得主也在台下，”马瑟恩说道。

结构：Matherne said 为插入语；that 引导宾语从句说明情绪的原因；not only did I have to… 为部分倒装（not only 置于句首时助动词 did 提前）；but also 连接并列结构；who would decide 为定语从句修饰 the Pulitzer Prize winners；if 引导宾语从句作 decide 的宾语。

六、本期考点速览

◆ 中考英语（2 题）

第 1 题（阅读理解·细节题）：What happens if students are late for Hum 10 lectures?

A. They must write extra essays.

B. They get pink slips.

C. They have to read more books.

D. They cannot attend the next lecture.

答案：B

解析：定位中考改编版第三段“All students must attend every lecture, and late students get pink slips”——迟到学生会收到粉色罚单，B 与原文一致；A、C、D 原文均未提及，无依据。

第 2 题（阅读理解·词义理解）：The word “competed” in “180 new students competed for only 90 places” most probably means ________.

A. asked

B. tried to win

C. studied

D. waited

答案：B

解析：compete for 意为“为……竞争、争夺”；180 名新生争夺 90 个名额，即“试图赢得（名额）”，B 最贴切；A 询问、C 学习、D 等待均与语境不符。

◆ 高考英语（2 题）

第 1 题（阅读理解·细节题）：According to paragraph 3, what makes Hum 10 demanding?

A. Weekly hefty reading and regular essays.

B. Small class size and short lectures.

C. Easy grading with no homework.

D. Online discussions with AI tools.

答案：A

解析：高考改编版第三段“Students read a hefty book each week, write regular essays, and get no pass/fail option”——每周大部头阅读和定期写文章使课程要求极高，A 与原文一致；B 与“75分钟讲座、90人课堂”不符，C 与“无及格/不及格选项”矛盾，D 与“禁止电子设备、对抗AI”矛盾。

第 2 题（阅读理解·推理判断题）：What can we infer about the students in Hum 10 from the last paragraph?

A. They rarely finish the assigned reading.

B. They hold each other to high standards.

C. They prefer learning with AI tools.

D. They find the workload quite light.

答案：B

解析：末段“Most complete most of the assigned reading, and they call each other out for not doing it”——学生们互相公开指出未完成阅读者，说明彼此要求严格、共同维护课堂标准，可推断 B；A 与“Most complete most of the assigned reading”矛盾，C 与“找到一剂抵御AI的良方”矛盾，D 与“demanding by design”矛盾。

◆ 学术英语（4 题）

第 1 题（四六级阅读·细节理解）：According to the passage, what has driven the surge in demand for Hum 10?

A. The promise of easier grading.

B. Word of mouth from former students.

C. A new AI-powered study tool.

D. The removal of the essay requirement.

答案：B

解析：原文第 11 段“Demand to get into the class has surged, fueled by word-of-mouth from ‘Hum Alums’ who talk it up on social media”——往届学生（Hum Alums）的口碑相传推动了选课需求激增，B 与原文一致；A 与“不是用来刷绩点”矛盾，C 与课程“对抗AI”的定位相反，D 与“Applications (essays required)”矛盾。

第 2 题（考研英语阅读·推理判断）：What does Samantha Matherne’s comment suggest about teaching Hum 10?

A. She found it easy to teach in front of students.

B. The teaching team included distinguished scholars who influenced her career.

C. She disliked giving lectures to undergraduates.

D. The Pulitzer winners rarely attended her lectures.

答案：B

解析：马瑟恩说教学团队里的普利策奖得主“将决定我能否获得终身教职”——可见团队成员是能影响她职业走向的重量级学者，可推断 B；A 与“terrified（惶恐）”矛盾，C 无原文依据，D 与“普利策奖得主也在台下”矛盾。

第 3 题（托福阅读·事实信息题）：According to the passage, how do Greenblatt’s seminars at the Fogg Museum begin?

A. With students choosing artworks inspired by the week’s reading.

B. With a quiz on the assigned books.

C. With a lecture by visiting professors.

D. With small-group writing exercises.

答案：A

解析：原文第 47 段“Greenblatt’s seminars… begin with students selecting works of art from the collection inspired by that week’s reading”——研讨课以学生挑选受当周阅读启发的艺术作品开场，A 与原文一致；B、C、D 原文均未提及。

第 4 题（雅思阅读·判断正误）：Do the following statements agree with the information given in the passage?
1. Jay Harris has been teaching Hum 10 since 2015.
2. Hum 10 offers a pass/fail option.
3. Naomi Beinart is majoring in history.

1. TRUE　2. FALSE　3. NOT GIVEN

答案：1. TRUE　2. FALSE　3. NOT GIVEN

解析：1. 原文“Jay Harris… has been teaching Hum 10 since 2015”与题干一致，TRUE；2. 原文“There is no pass/fail option”与题干“提供及格/不及格选项”矛盾，FALSE；3. 原文“an intended government (‘and maybe history’) major”表明专业尚未确定，题干“主修历史”无法确认，NOT GIVEN。

完整内容见无境中高考知识星球外刊阅读。