6.The question of what children learn,and how they should learn,is continually being debated and redebated.Nobody dares any longer to defend the old system,the learning of lessons parrot-fashion,the grammar-with-a-whip system,which was good enough for our grandparents.The theories of modern psychology have stepped in to argue that we must understand the need of children.Children are not just small adults; they are children who must be respected as much.
Well,you may say,this is as it should be,a good idea.But think further.What happens?"Education"becomes the responsibility not of teachers,but of psychologists.What happens then?Teachers worry too much about the psychological implications of their lessons,and forget about the subjects themselves.If a child dislikes a lesson,the teacher feels that it is his fault,not the child's.So teachers worry whether history is"relevant"to modern young children.And do theydare to recount stories about violence?Or will this make the children themselves violent?Can they tell their classes about children of different races,or will this encourage racial hatred?Why teach children to write grammatical sentences?Spoken expression is better.Sums?Arithmetic?No:Real-life mathematical situations are more understandable.
You see,you can go too far.Influenced by educational theorists,who have nothing better to do   than to write books about their ideas,teachers leave their teacher-training colleges filled with grand,psychological ideas about children and their needs.They make elaborate,sophisticated (精致的,復(fù)雜的) preparations and try out their"modern methods"on the long-suffering children.Since one"modem method"rapidly replaces another the poor kids will have well been fed up by the time they leave school.Frequently the modem methods are so sophisticated that they fail to be understood by the teachers,let alone the children; even more often,the relaxed discipline so essential for the"informal"feelings the class must have,prevents all but a handful of children from learning anything.

31.People do not dare defend the old system mainly because under the old systemD.
A.too much grammar was taught to children
B.children were spoiled (寵壞)
C.children were treated as grown-ups
D.children were made to learn passively(被動的)
32.What view do the modem psychologists hold?A
A.Children must be understood and respected.
B.Children are small adults and know what they need.
C.Children are better off without learning lessons.
D.Education of children is the responsibility of psychologists.
33.What happens when teachers pay too much attention to the psychology of their lessons?C
A.They find that the children dislike the lessons.
B.They tend to blame students for their failure.
C.They do not pay enough attention to the actual lessons.
D.They no longer want to teach children history.
34.Grammatical sentences are regarded as unimportant becauseB.
A.it is better to use verbs only
B.words are said out of natural feelings only
C.talkin freely and naturally without sentences is a better form of expression
D.it is felt that formal grammar rules might cause unnatural expressions
35.According to the passage,the modern methods are understood byA.
A.neither teachers nor pupils
B.only a handful of teachers and pupils
C.the more sophisticated teachers
D.everyone who enjoys the relaxed discipline of the informal classes.

分析 本文講述了新體制下的教育理念.第一段提出新的教育理念;第二段講述過分重視心理暗示、忽略課文本身帶來的問題;第三段講述復(fù)雜化的現(xiàn)代方法帶來的弊端.

解答 DACBA
31.D 推斷題.由第一段第二句Nobody dares any longer to defend the old system,the learning of lessons parrot-fashion,the grammar-with-a-whip system,which was good enough for our grandparents."鸚鵡學(xué)舌般地課文學(xué)習(xí)、附帶鞭子的語法教學(xué)"可3知,這種學(xué)習(xí)孩子非常被動.故選D.
32.A 細(xì)節(jié)題.由第一段The theories of modern psychology have stepped in to argue that we must understand the need of children.Children are not just small adults; they are children who must be respected as much.可知:我們必須懂得孩子們的需要,還要尊重孩子們.故選A.
33.C 細(xì)節(jié)題.由第二段Teachers worry too much about the psychological implications of their lessons,and forget about the subjects themselves可知"教師過多擔(dān)心功課的心理暗示,忽略了功課本身",故選C.
34.B 推斷題.由第二段中Why teach children to write grammatical sentences?Verbal expression is better可知為什么要教孩子們寫語法句子,口語的表達(dá)是更好的,故選B.
35.A 細(xì)節(jié)題.由最后一段中Frequently the modem methods…fail to be understood by the teachers,let alone the children可知現(xiàn)代的教學(xué)方法太復(fù)雜以至于不被老師理解,更不用說孩子們了,故選A.

點評 一、速讀全文,了解大意知主題.
  閱讀能力一般指閱讀速度和理解能力兩個方面.閱讀速度是閱讀最基本的能力.考生必須在十分有限的時間內(nèi)運用略讀、掃讀、跳讀等技巧快速閱讀,搜尋關(guān)鍵詞、主題句,捕捉時空、順序、情節(jié)、人物、觀點,并且理清文章脈絡(luò),把握語篇實質(zhì).
二、看題干,帶著問題讀文章.
  首先要掌握問題的類型,客觀信息題可以從文章中直接找到答案;而主觀判斷題考查的是對文章的感情基調(diào)等,這類題必須經(jīng)過對作者的態(tài)度、意圖以及對整篇文章進(jìn)行深一層的推理等.其次,了解試題題干以及各個選項所包含的信息,然后有針對性地對文章進(jìn)行掃讀,對有關(guān)信息進(jìn)行快速定位.此法加強了閱讀的針對性,提高了做題的準(zhǔn)確率.
  三、邏輯推理,做好深層理解題.
  在實際閱讀中,有時作者并未把意圖說出來,閱讀者要根據(jù)字面意思,通過語篇邏輯關(guān)系,研究細(xì)節(jié)的暗示,推敲作者的態(tài)度,理解文章的寓義.要求讀者對文字的表面信息進(jìn)行分析、挖掘和邏輯推理,不能就事論事,以偏概全.推理題在提問中常用的詞有:infer,imply,suggest,indicate等.
  四、猜詞悟義,掃除閱讀攔路虎.
  猜詞是應(yīng)用英語的重要能力.它不但需要準(zhǔn)確無誤地理解上下文,而且要有較大的泛讀量,掌握或認(rèn)識較多的課外詞匯.我們要學(xué)會"順藤摸瓜",通過構(gòu)詞,語法,定義,同位,對比,因果,常識,上下文等線索確定詞義.

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