首页
财务会计
医药卫生
金融经济
考公考编
外语考试
学历提升
职称考试
建筑工程
IT考试
其他
登录
职称考试
阅读 Passage 1,完成小题. Passage 1 Today'sadults grew up in schools designed t...
阅读 Passage 1,完成小题. Passage 1 Today'sadults grew up in schools designed t...
admin
2020-12-24
40
问题
阅读 Passage 1,完成小题.
Passage 1
Today'sadults grew up in schools designed to sort us into the various segments of oursocial and economic system. Theamount of time available to learn was fixed: one year per grade. The amount learnedby the end of that time was free to vary:?some of us learned a great deal; some, very little. As weadvanced through the grades, those who had learned a great deal in previousgrades continued to build on those foundations. Those who had failed to masterthe early prerequisites within the allotted time failed to learn that whichfollowed. After 12 or 13 years of cumulative treatment of this kind, we were,in effect, spread along an achievement continuumthat was ultimately reflected in each student's rank in class upon graduation.
?Fromthe very earliest grades, some students learned a great deal very quickly andconsistently scored high on assessments. The emotional effect of this was tohelp them to see themselves as capable learners, and so these students becameincreasingly confident in school. That confidence gave them the inner emotionalstrength to take the risk of striving for more success because they believed thatsuccess was within their reach. Driven forward by this optimism, these studentscontinued to try hard, and that effort continued to result in success for them.They became the academic and emotional winners. Notice that the trigger fortheir emotional strength and their learning success was their perception oftheir success on formal and informal assessments.
?Butthere were other students who didn’t fare so well. They scored very low ontests, beginning in the earliest grades. The emotional effect was to cause themto question their own capabilities as learners. They began to lose confidence,which, in turn, deprived them of the emotional reserves needed to continue totake risks. As their motivation warned, of course, their performance?plummeted.These students embarked on what they believed to be an irreversible slide towardinevitable failure and lost hope. Once again, the emotional trigger for theirdecision not to try was their perception of their performance on assessments.
?Consider the reality—indeed, the paradox of— the schools in whichwe were reared.?If some students worked hard and learneda lot, that was a positive result, and they would finish high in the rankorder. But if some students gave up in hopeless failure, that was an acceptableresult, too, because they would occupy places very low in the rank order. Theirachievement results fed into the implicit mission of schools: the greater thespread of achievement among students, the more it reinforced the rank order.This is why, if some students gave up and stopped trying (even dropped out of school),that was regarded as the student's problem, not the teacher's or the school's.
??Onceagain, please notice who is using test results to decide whether to strive forexcellence or give up in hopelessness. The "data-based decisionmakers" in this process are students themselves. Students are decidingwhether success is within or beyond reach, whether the learning is worth the requiredeffort, and so whether to try or not. The critical emotions underpinning thedecision making process include anxiety, fear of failure, uncertainty, andunwillingness to take risks-all triggered by students ' perceptions of theirown capabilities as reflected in assessment results.
?Some students responded to the demands of suchenvironments by working hard and learning a great deal. Others controlled theiranxiety by giving up and not caring. The result for them is exactly theopposite of the one society wants. Instead of leaving no child behind, thesepractices, in effect, drove down the achievement of at least as many studentsas they successfully elevated. And the evidence suggests that the downsidevictims are more frequently members of particular socioeconomic and ethnicminorities.
What has made students spread along an achievement continuum according to the passage?
选项
A.The allotted time to learn.
B.Social and economic system.
C.The early prerequisites students mastered.
D.Performance on formal and informal assessments.
答案
C
解析
细节题。根据题目中的关键词定位到文章中第一段。由最后三句话“…those who had learned a great deal in previous grades continued tobuild on those foundations.….spread along anachievement continuum that was ultimately reflected in each student's rank inclass upon graduation.”可知,在之前的学习中掌握较多内容的学生继续在已有基础上学习,没有在规定时间内掌握先决条件的人则无法继续学习,经过长期累积,学生的成就最终反映在他们各自的排名上。所以决定学生成就的是他们早期掌握的内容。故本题选C。
转载请注明原文地址:https://ti.zuoweng.com/ti/2MT8KKKQ
相关试题推荐
Passage2 Americanstodaydon′tplaceaveryhighvalueonintellect.Ourhe...
Passage2 Americanstodaydon′tplaceaveryhighvalueonintellect.Ourhe...
Passage2 Americansdon’tliketolosewars.Ofcourse,alotdependsonhowy...
Passage2 Americansdon’tliketolosewars.Ofcourse,alotdependsonhowy...
Passage2 Americansdon’tliketolosewars.Ofcourse,alotdependsonhowy...
Passage2 Ofallthecomponentsofagoodnight′ssleep,dreamsseemtobe...
Passage2 Ofallthecomponentsofagoodnight′ssleep,dreamsseemtobe...
Passage2 Ofallthecomponentsofagoodnight′ssleep,dreamsseemtobe...
Passage2 ForcenturiesinSpainandLatinAmerica,headinghomeforluncha...
Passage2 ForcenturiesinSpainandLatinAmerica,headinghomeforluncha...
随机试题
商业银行应将借款人住房贷款的月房产支出与收入比控制在()(含)以下,月所有债
基金资产总值是指基金全部资产的价值总和。现已知A公司的基金资产总值为450万元,
重点向国家基础设施、基础产业和支柱产业项目以及重大技术改造和高新技术产业化项目
建设工程项目的风险中,属于经济与管理风险的是()。
成本费用按成本性态可分为()。
不宜于留罐处的拔罐可选用 A.留罐法 B.走罐法 C.闪罐法 D.刺血拔
下列不属于药师的工作技能的是()。A.审核处方B.发药与用药教育C.药品管理D.药品检测E.药物咨询
关于施工现场消防器材配备说法正确的有()。A.临时搭设的建筑物区域内100㎡配备2只I0L灭火器B.施工现场办公区可以不建立防火检查制度C.临时木料间、油漆
贷款能否成功及贷款的额度,取决于( )贷款审批的结果。A.房地产经纪机构B.中央人民银行C.商业银行D.交易资金监管机构
(2018年)黄河公司因技术改造需要,2019年拟引进一套生产线,有关资料如下: (1)该套生产线总投资520万元,建设期1年,2019年年初投入100...