12年级多资料综合练习：模型修补故事

避免过度概括的综合：社团阅读

Ari paints a bright sign for the club door. From the far end of the hall, the letters look like one dark stripe. Ari feels disappointed, then asks a partner to test a larger version. Together they remove extra words and make the main message readable. The finished sign has less decoration, but visitors can find the room. Source A is this original narrative. Source B is an invented pilot summary: in 20 voluntary group sessions, participants reported that a brief review was useful; there was no comparison group and outcomes were self-reported. Source C is a critical note: participation pressure and differences between tasks may affect both reports and results.

避免过度概括的综合：花园阅读

Mia sees a dry seed tray beside the window. She asks before moving it, then carries it to a safe shelf. She adds the amount of water shown on its care card. The next day she notices that some leaves look firmer. She writes down what changed instead of claiming every plant needs the same care. Source A is this original narrative. Source B is an invented pilot summary: in 12 voluntary group sessions, participants reported that a brief review was useful; there was no comparison group and outcomes were self-reported. Source C is a critical note: participation pressure and differences between tasks may affect both reports and results.

避免过度概括的综合：图书馆阅读

Leo plans to finish sorting the library cart before lunch. He finds a book with a loose page and pauses. Rather than hide it on a shelf, he places a note inside and asks the librarian where damaged books belong. Sorting takes longer, but the book reaches the repair tray. Leo changes his checklist for the next day. Source A is this original narrative. Source B is an invented pilot summary: in 16 voluntary group sessions, participants reported that a brief review was useful; there was no comparison group and outcomes were self-reported. Source C is a critical note: participation pressure and differences between tasks may affect both reports and results.

计划记录与结果

虚构的练习数据或情境，并非真实研究报告。

Source A — Volunteer report: In a fictional four-week planner trial, 20 of 30 volunteers said they felt more organized. Students chose whether to join. No comparable nonuser group was followed, and the report did not count completed assignments. The report recommends investigating whether the planner could help students manage work.

Source B — Teacher interviews: Six fictional teachers described planners as useful when students reviewed them regularly, but several said reminders and workload also shaped use. The interview questions invited examples rather than measuring how often each experience occurred. The teachers did not speak for every class or describe a controlled test.