7．Reward methods are an everyday occurrence in our classrooms．More than ever，a great number of incentive（激勵(lì)） programs have been created to help teachers manage behavior，and motivate learners．However，there is evidence that in the long run，reward systems don't work．
Many people believe that rewards can help students develop a reason to do better．However，this approach fails to address why children are unable to be successful in the first place．When a student who dislikes math frequently behaves badly in class，a simple and easy way to deal with the behavior might be to offer him a reward for not misbehaving．Yet this would do nothing to solve his real problem-which is his attitude towards math．
On the other hand，rewards can't last forever．So what happens when they stop？Many experiments suggest once the rewards stop，people go back to behaving as they did before．
Some people might counter that．It may be true that students won't spontaneously（自發(fā)地） work once we stop rewarding them，but at least they will have worked more than they otherwise would have!Unfortunately，there is another more surprising consequence of rewards that we need to consider：Rather than create motivation，they can actually decrease motivation．
In a classic study，some kinder garteners who enjoyed drawing with markers were observed in a classroom with different activities available．They were broken into two groups．Everyone in the first group was told that he or she could win an attractive certificate by drawing a picture with markers．Each was eager to get the certificate and drew a picture．Children in the second group were also encouraged to draw but didn't get a certificate．After a delay of about two weeks，when the markers again appeared in the classroom but no certificate was promised，the children in the first group used the markers about half as much as children in the second group．Apparently，rewards actually made them enjoy drawing less．
What we really want is for students to take responsibility for their own learning．When much of the focus is on performance outcome，it can stop the development of self-motivation．The‘self-determination theory'claims all human beings will succeed when our basic，inborn，and emotional needs are met．By providing appropriate support and opportunities，we can help to meet the needs of all students and therefore increase their motivation．

63．The author mainly argues thatD．
   A．students should be responsible for their learning
B．incentive programs help to solve real problems
C．motivation plays an important role in learning
D．reward methods for students are ineffective
64．The underlined word"counter"in Paragraph 4 probably meansB．
A．suspect B．oppose C．detail D．confirm
65．In Paragraph 5，the author uses the example to show thatD．
A．rewards keep interest
B．children enjoy awards
C．children are changeable
D．rewards reduce motivation
66．The author persuades readers to accept his argument mainly byC．
A．questioning the results of classic studies
B．comparing strengths with weaknesses
C．pointing out the problems with reward systems
D．giving examples of badly-behaved students．

分析 短文主要指出現(xiàn)實(shí)生活中經(jīng)常使用的獎(jiǎng)勵(lì)機(jī)制對(duì)于孩子的行為在長(zhǎng)久看來(lái)是沒(méi)有作用的，通過(guò)實(shí)驗(yàn)表明了獎(jiǎng)勵(lì)機(jī)制存在的問(wèn)題．

解答 63．D，推理判斷題，根據(jù)句子However，this approach fails to address why children are unable to be successful in the first place可知，作者認(rèn)為獎(jiǎng)勵(lì)機(jī)制不能說(shuō)明為什么孩子不能成功，可見(jiàn)作者認(rèn)為獎(jiǎng)勵(lì)機(jī)制對(duì)于學(xué)生來(lái)說(shuō)是沒(méi)有作用的，故答案為D．
64．B，詞義猜測(cè)題，根據(jù)后一句It may be true that students won't spontaneously（自發(fā)地） work once we stop rewarding them，but at least they will have worked more than they otherwise would have!，雖然停止獎(jiǎng)勵(lì)后學(xué)生不會(huì)自發(fā)地做出正確的事，但至少比起他們沒(méi)有獎(jiǎng)勵(lì)的時(shí)候要好得多，因此可以推測(cè)該詞表示反對(duì)上文作者提出的觀點(diǎn)，故答案為B．
65．D，段落大意題，這一段的實(shí)驗(yàn)主要是為了驗(yàn)證上文的總結(jié)Rather than create motivation，they can actually decrease motivation，獎(jiǎng)勵(lì)會(huì)降低學(xué)生的動(dòng)力，故答案為D．
66．C，主旨大意題，作者在這篇短文主要指出現(xiàn)實(shí)生活中經(jīng)常使用的獎(jiǎng)勵(lì)機(jī)制對(duì)于孩子的行為在長(zhǎng)久看來(lái)是沒(méi)有作用的，通過(guò)實(shí)驗(yàn)表明了獎(jiǎng)勵(lì)機(jī)制存在的問(wèn)題等，故答案為C．

點(diǎn)評(píng) 解答任務(wù)型閱讀理解題，首先對(duì)原文材料迅速瀏覽，掌握全文的主旨大意．因?yàn)殚喿x理解題一般沒(méi)有標(biāo)題，所以，速讀全文，抓住中心主旨很有必要，在速讀的過(guò)程中，應(yīng)盡可能多地捕獲信息材料．其次，細(xì)讀題材，各個(gè)擊破．掌握全文的大意之后，細(xì)細(xì)閱讀每篇材料后的問(wèn)題，弄清每題要求后，帶著問(wèn)題，再回到原文中去尋找、捕獲有關(guān)信息．最后，要善于抓住每段的主題句，閱讀時(shí)，要有較強(qiáng)的針對(duì)性．對(duì)于捕獲到的信息，要做認(rèn)真分析，仔細(xì)推敲，理解透徹，只有這樣，針對(duì)題目要求，才能做到穩(wěn)、準(zhǔn)．

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