[解析]
（1）推理判断题。根据第一段Researchers at the University of Cambridge carried out a year﹣long study with Design and Technology（D&T） year 9 pupils at two London schools.Pupils at one school spent the year following school lessons while the other group's D&T lessons used a set of engineering design thinking tools.Creativity of both groups of pupils was assessed at the start and end of the school year using an authoritative mental test.（剑桥大学的研究人员对伦敦两所学校的设计与技术（D&T）九年级学生进行了为期一年的研究。一所学校的学生花了一年时间学习学校课程，而另一组的D&T课程使用了一套工程设计思维工具。在学年开始和结束时，使用权威的心理测试对两组学生的创造力进行了评估。）和第二段Results showed a significant increase in creativity among pupils at the intervention（干预） school where thinking tools were used.At the start of the year，the creativity scores of pupils at the control school were 11% higher than those at the intervention school according to data from the mental test.By the end，however，creativity scores of pupils in the intervention group were 78% higher than those in the control group. （结果显示，在使用思维工具的干预学校，学生的创造力显著提高。根据心理测试的数据，年初，对照学校学生的创造力得分比干预学校高11%。然而，到最后，干预组学生的创造力得分比对照组高78%。）可知，两组学生分别为干预组（intervention group）和对照组（control group），对照组的学生们学习的是学校安排的传统课程。故选C。
（2）推理判断题。根据第三段The research is part of a program called Designing Our Tomorrow and challenges pupils to find ways of dealing with real﹣world problems by thinking about the thoughts and feelings of others.The particular challenge used in the study required pupils at the intervention school to design an asthma﹣treatment（哮喘治疗） pack for children.Pupils were given various "tools".They were shown data on the number of asthma﹣related deaths of children in the UK，and a video about a child having an attack.They also explored the problem and tested their design ideas by role﹣playing﹣﹣﹣for example﹣﹣﹣patients，family members，and medical staff. （这项研究是一项名为"设计我们的明天"的项目的一部分，它挑战学生通过思考他人的想法和感受来找到处理现实世界问题的方法。研究中使用的特殊挑战要求干预学校的学生为儿童设计哮喘治疗包。学生们得到了各种各样的"工具"。他们看到了英国儿童哮喘相关死亡人数的数据，以及一段关于一名儿童哮喘发作的视频。他们还探讨了这个问题，并通过角色扮演测试了他们的设计理念﹣﹣例如，病人、家人和医护人员。）可知，学生们被给各种各样的"工具"是为了培养孩子们的同理心。故选A。
（3）推理判断题。根据最后一段Nicholl，Senior Lecturer in Design and Technology Education，said， "When I taught D&T，I didn't see children as potential engineers who would one day contribute to the economy ﹣ they were just people who needed to be ready to go into the world at 18.Although teaching empathy（同理心） has been part of the D&T National Curriculum for over two decades，this study suggests it is still a missing link in the creative process，and vital if we want education to encourage designers and engineers of tomorrow."（设计与技术教育高级讲师尼科尔说："当我教授D&T时，我并不认为孩子们是有一天会为经济做出贡献的潜在工程师，他们只是需要在18岁时准备好走向世界的人。尽管20多年来，同理心教学一直是D&T国家课程的一部分，但这项研究表明，它仍然是创意过程中缺失的一环，如果我们想通过教育来鼓励未来的设计师和工程师，这一点至关重要。"）可知，尼科尔对D&T教学并不满意。A．Appreciative赞美的；B．Doubtful怀疑的；C．Objective客观的；D．Unsatisfied不满意的。故选D。
（4）标题归纳题。根据第二段Results showed a significant increase in creativity among pupils at the intervention（干预） school where thinking tools were used.At the start of the year，the creativity scores of pupils at the control school were 11% higher than those at the intervention school according to data from the mental test.By the end，however，creativity scores of pupils in the intervention group were 78% higher than those in the control group.（结果显示，在使用思维工具的干预学校，学生的创造力显著提高。根据心理测试的数据，年初，对照学校学生的创造力得分比干预学校高11%。然而，到最后，干预组学生的创造力得分比对照组高78%。）和第三段The research is part of a program called Designing Our Tomorrow and challenges pupils to find ways of dealing with real﹣world problems by thinking about the thoughts and feelings of others.（这项研究是一项名为"设计我们的明天"的项目的一部分，它挑战学生通过思考他人的想法和感受来找到处理现实世界问题的方法。）可知，这篇文章主要讲述实验表明，同理心可以提高学生的创造力。C．Empathy Improves Creativity in Pupils.（同情心能提高学生的创造力。）符合文章内容，故选C。
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