For students，college is a series of disconnected experiences：the classroom，the dorm，the athletic field，and the internship（實(shí)習(xí)崗位）．Yet the employers tell me what gets college students hired is the ability to translate what they learned in one place （the classroom，for example） to another that is far different from where they originally learned a concept （a project on an internship）．
   Educators call this " transfer learning"-the ability to summarize key principles and apply them in many different places，which becomes more important as the skills needed to keep up in any job and occupation continue to change in the future．Our ability to drive almost any car on the market without reading its manual（手冊(cè)）is an example of knowledge transfer．
   The concept sounds simple enough．But today's students，faced with the constant pressure to prepare for standardized tests，rarely have the chance to learn through problem-solving or to be involved in projects that improve skills that can be used in various settings．
   In response to demands from students，parents and employers，colleges and universities are adding hands-on experiences to the undergraduate curriculum．
   Arizona State University，where I' m a professor of practice，is testing a curriculum across a dozen majors in which students learn nearly half of the subject matter through group projects．Engineering students might build a robot and learn the key principles of mechanics and electronics during the project．The hope is that students will be more involved if theories from the classroom are immediately applied in the outside world instead of years after students graduate．
   What's the problem with the hands-on learning experiences being added by colleges to the undergraduate curriculum？They're often not accompanied by the guidance that students need to help them transfer what they learn．So students become adept skilled in job interviews at describing what they did during a project，but they have difficulty talking about what they learned and how they can apply that to where they want to work．

（1）Why is the ability to drive mentioned in Paragraph 2？

D

D

A．To show that everything is changing．
B．To prove that driving ability is important．
C．To stress the importance of practical skills．
D．To explain the meaning of transfer learning．
（2）What prevents students from getting the ability to transfer knowledge？

B

B

A．Various school projects．
B．Too much stress from tests．
C．Their lack of theory knowledge．
D．Their unwillingness to solve problems．
（3）Which may arouse students' interest in school learning according to the author？

A

A

A．Seeing what they have learned is applied．
B．Teachers changing the way lectures are given．
C．Focusing on the key principles of every subject．
D．Teachers explaining theories in an interesting way．
（4）What does the author think of the hands-on learning experiences in colleges？

C

C

A．They are effective．
B．They are unnecessary．
C．They should be improved．
D．They cost a lot of time．