《考試對教育產生有害的影響》英語閲讀理解題及答案（通用5篇）

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《考試對教育產生有害的影響》英語閲讀理解題及答案 篇1

We might marvel at the progress made in every field of study, but the methods of testing a person’s knowledge and ability remain as primitive as ever they were. It really is extraordinary that after all these years, educationists have still failed to device anything more efficient and reliable than examinations. For all the pious claim that examinations text what you know, it is common knowledge that they more often do the exact opposite. They may be a good means of testing memory, or the knack of working rapidly under extreme pressure, but they can tell you nothing about a person’s true ability and aptitude.

As anxiety-makers, examinations are second to none. That is because so much depends on them. They are the mark of success of failure in our society. Your whole future may be decided in one fateful day. It doesn’t matter that you weren’t feeling very well, or that your mother died. Little things like that don’t count: the exam goes on. No one can give of his best when he is in mortal terror, or after a sleepless night, yet this is precisely what the examination system expects him to do. The moment a child begins school, he enters a world of vicious competition where success and failure are clearly defined and measured. Can we wonder at the increasing number of ‘drop-outs’: young people who are written off as utter failures before they have even embarked on a career? Can we be surprised at the suicide rate among students?

A good education should, among other things, train you to think for yourself. The examination system does anything but that. What has to be learnt is rigidly laid down by a syllabus, so the student is encouraged to memorize. Examinations do not motivate a student to read widely, but to restrict his reading; they do not enable him to seek more and more knowledge, but induce cramming. They lower the standards of teaching, for they deprive the teacher of all freedoms. Teachers themselves are often judged by examination results and instead of teaching their subjects, they are reduced to training their students in exam techniques which they despise. The most successful candidates are not always the best educated; they are the best trained in the technique of working under duress.

The results on which so much depends are often nothing more than a subjective assessment by some anonymous examiner. Examiners are only human. They get tired and hungry; they make mistakes. Yet they have to mark stacks of hastily scrawled scripts in a limited amount of time. They work under the same sort of pressure as the candidates. And their word carries weight. After a judge’s decision you have the right of appeal, but not after an examiner’s. There must surely be many simpler and more effective ways of assessing a person’s true abilities. Is it cynical to suggest that examinations are merely a profitable business for the institutions that run them? This is what it boils down to in the last analysis. The best comment on the system is this illiterate message recently scrawled on a wall: ‘I were a teenage drop-out and now I are a teenage millionaire.’

1. The main idea of this passage is

[A] examinations exert a pernicious influence on education.

[B] examinations are ineffective.

[C] examinations are profitable for institutions.

[D] examinations are a burden on students.

2. The author’s attitude toward examinations is

[A]detest.

[B] approval.

[C] critical.

[D] indifferent.

3. The fate of students is decided by

[A] education.

[B] institutions.

[C] examinations.

[D] students themselves.

4. According to the author, the most important of a good education is

[A] to encourage students to read widely.

[B] to train students to think on their own.

[C] to teach students how to tackle exams.

[D] to master his fate.

5. Why does the author mention court?

[A] Give an example.

[B] For comparison.

[C] It shows that teachers’ evolutions depend on the results of examinations.

[D] It shows the results of court is more effectise.

Vocabulary

1. pernicious 有害的，惡性的，破壞性的

2. knack 竅門，訣竅

3. embark 乘船，登記

4. write off 勾銷，註銷。確認某食物已損失或無效

5. syllabus教學大綱

6. cram 塞入，把某物塞進，突擊式學習（尤指應考），以注入方式教人

7. duress 威脅，逼迫

8. stack 堆，垛

9. scrawl 寫/畫（的內容不工整，不仔細）潦草的筆跡，七扭八歪的字

10. script講稿，劇本，腳本，筆試答卷

11. cynical 憤世嫉俗的，自私得為人不齒的

12. boil down 熬濃，濃縮，歸納

難句譯註

1. For all the pious claim that examinations test what you know, it is common knowledge that they more often do the exact opposite.

【參考譯文】儘管所有那些虔誠的説法説考試能測定你所知道的東西，但其結果常常是適得其反，這是眾所周之的常識。

2. As anxiety-makers, examinations are second to none.

【結構簡析】second to none固定搭配，義：不亞於任何人或事物。

【參考譯文】（測）考試作為憂慮的製造者，真是出類拔萃。

3. induce cramming

誘人採用突擊式學習方式。Cram盡力塞入，應試突擊學習。EX: cram for a chemistry test.為應付化學考試而臨時抱佛腳。Cram pupils以填鴨式教學生。

4. Yet you have to mark stacks of hastily scrawled scripts in a limited amount of time.

【參考譯文】他們不得不在限定的時間內，給一大堆匆忙塗寫而成的筆試答卷批分。

5. And their word carries weight.

【參考譯文】可他們的話/文字（這裏指分數）有份量（有影響）。

6. This is what it boils down to in the last analysis.

【參考譯文】這就是最終分析所歸納的一切。

寫作方法與文章大意

這是一篇類似分類寫作的文章。羅列了考試種種惡果。作者首先指出考試難以測定人的真正能力和水平，反而是適得其反。二是考試是憂慮的製造者，因為它決定了人的成敗命運。三是考試促使學校進行應試技巧教育，否定了教會人獨立思考、擴大視野。四是教師或者説測試人又累又餓，犯錯誤，還得在限定時間披閲成堆的試卷，他們的壓力和考試者一樣很大，而他們的話――分數有份量，審判官的裁決，你有權上訴，而他們的裁決――一筆定終身。

最後引用“輟學者成為百萬富翁”來點明測試這種形式對教育的壞影響。

答案詳解

1. A 考試對教育具有有害的影響。文章第一段就點明：考試是測試記憶的好方法，是測試在巨大壓力下快速工作的技巧的好方法，卻測不出一個人的真正能力和水平。第三段集中指出：考試不是促進學生廣泛閲讀，反而限制其閲讀；考試不能使學生追求更多的知識，而是誘導學生進行應付考試的突擊式學習。他們降低了教學水平，因為他們剝奪了老師的一切自由。常常以考試結果而不是所教課程來評定老師，是他們不得不以他們所輕視的考試技巧來培訓學生。第二段和第四段也涉及其後果。

B.考試無效。這是考試後果的一個方面。C.考試對教育機構有利。這也是一個方面。D.考試對學生是一種負擔。

2. C 批評的。第一段中作者明確指出，考試方法依舊，不能測出人的能力和水平。第二段點名，這種無用的考試決定人生的成敗。第三段説考試最成功的考試者經常不是最佳的受教育者，他們是在脅迫下最佳獲得考試技巧者，而好的教育應能培養人的獨立思考。第四段涉及閲卷者又累又餓，常犯錯誤，不得不在限定時間披閲一大堆匆忙中七扭八歪寫出的卷子。最後一句“我過去是一個是來歲的輟學者，現在我是一個年輕的百萬富翁”畫龍點睛地指出，考試指揮下的教育的失敗。這一切都説明作者對考試的批評態度。

A.嫌惡，厭惡。此答案從意義上説是對的。但語法不通，因為這是個東西，而is後要求是名詞或形容詞。B.贊成。D.漠不關心的。

3. C 考試。答案在第二段，考試是最終憂慮製造者，那是因為許多事情取決於考試：它們是我們社會中成功或失敗的標誌。你的未來可能全取決於這決定性的一天。

A.教育。B.教育機構。D.學生自己。

4. B 培養學生進行獨立思考。第三段第一句話點明：好的教育應該是培養學生自己獨立思考。

A.鼓勵學生廣泛閲讀。教學生如何應考。C.教學生如何應考。D.掌握自己命運。

5. B 作對比，答案在最後一段倒數第二句“審判官裁決後，你有權力上訴，而披閲考卷人給分後，學生可沒有上訴權”後面又談及“一想到考試只對進行考試的機構有禮，未免太自私了。這酒是最終分析歸納的東西。”所以作者呼籲，可定還有許多更簡便，更有效的評估人真正能力的方法。

A.給出一個例子。C.表示老師是由考試結果評定好壞。這是第三段講的不分內容，教師他們自己常由考試結果而不是所教課程優劣來評定。所以他們不得不對學生進行應試技巧教育，降低教學水平。D.表明審判官裁決更有效。

《考試對教育產生有害的影響》英語閲讀理解題及答案 篇2

Eat, drink and be merry. That’s what Spring Festival is all about. But there are millions of people, too, who love to let happiness go up in smoke.

Offering cigarettes to guests is a traditional Chinese way of showing respect to them. A cup of tea and cigarettes are perhaps the most common way of welcoming a guest in China, especially during festive occasions such as the Lunar New Year.

No wonder, 40 percent of the people surveyed recently said they would smoke at least twice the usual number of cigarettes during the Spring Festival because of all those gatherings and parties. Only 20 percent of the respondents said they would refuse a cigarette when offered one. Why can’t the others do the same? Because they could be seen as being rude, said more than half in the respondents. 15 percent feared they could be taken as “someone who cannot get along well with others”.

The Think-tank Research Centre for Health Development and survey shows 61 percent Chinese think offering a cigarette is useful for socializing, and 52 percent have offered cigarettes to others. The study surveyed 3,800 people, and 64 percent of them were men.

One-third of those surveyed were smokers, out of which 57 percent said they couldn’t give up smoking because of the offering-and-accepting culture. “People have accepted offering cigarettes as an effective way of making friends,” research centre director Wu Yiqun says.

China has more than 350 million smokers, catering to the tobacco market that is worth 500 billion yuan. “The survey shows we still have a lot of work to do,” Wu says. “It is time to let people know that offering a cigarette is a bad habit and it should be given up immediately.”

1. The passage is written with the purpose of ________.

A. telling us a custom about the Chinese Spring Festival

B. introducing a way to make friends with Chinese

C. stopping smoking during the Chinese Spring Festival

D. telling us that offering cigarettes is a bad habit

2. The third paragraph mainly tells us ________.

A. the fact that smokers are greatly increasing during the festival

B. the reason why refusing cigarettes is acceptable

C. the fact that many people have to smoke more cigarettes during the festival

D. it is rude to attend parties without smoking cigarettes

答案：DC

《考試對教育產生有害的影響》英語閲讀理解題及答案 篇3

When it comes to schooling， the Herrera boys are no match for the Herrera girls. Last week， four years after she arrived from Honduras， Martha， 20， graduated from Fairfax High School in Los Angeles. She managed decent grades while working 36 hours a week at a Kentucky Fried Chicken. Her sister， Marlin， 22， attends a local community college and will soon be a certified nurse assistant. The brothers are a different story. Oscar， 17， was expelled two years ago from Fairfax for carrying a knife and later dropped out of a different school. The youngest， Jonathan， 15， is now in a juvenile boot camp after running into trouble with the law. “The boys get sidetracked more，” says the kids' mother， Suyapa Landaverde. “The girls are more confident.”

This is no aberration. Immigrant girls consistently outperform boys， according to the preliminary findings of a just-completed， five-year study of immigrant children——the largest of its kind， including Latino， Chinese and Haitian kids——by Marcelo and Carola Suarez-Orozco of the Harvard Graduate School of Education. Though that trend holds for U.S.-born kids as well， the reasons for the discrepancy among immigrants are different. The study found that immigrant girls are more adept at straddling cultures than boys. “The girls are able to retain some of the protective features of [their native] culture” because they're kept closer to the hearth， says Marcelo Suarez-Orozco， “while they maximize their acquisition of skills in the new culture” by helping their parents navigate it.

Consider the kids' experiences in school. The study found that boys face more peer pressure to adopt American youth culture——the dress， the slang， the disdain for education. They're disciplined more often and， as a result， develop more adversarial relationships with teachers——and the wider society. They may also face more debilitating prejudices. One teacher interviewed for the study said that the “cultural awareness training” she received as part of her continuing education included depictions of Latino boys as “aggressive” and “really macho” and of the girls as “pure sweetness.”

Gender shapes immigrant kids' experiences outside school as well. Often hailing from traditional cultures， the girls face greater domestic obligations. They also frequently act as “cultural ambassadors，” translating for parents and mediating between them and the outside world， says Carola Suarez-Orozco. An unintended consequence： “The girls get foisted into a responsible role more than the boys do.” Take Christina Im， 18， a junior at Fairfax who arrived from South Korea four years ago. She ranks ninth in a class of 400 students and still finds time to fix dinner for the family and work on Saturdays at her mother's clothing shop. Her brother? “He plays computer games，” says Im.

The Harvard study bears a cautionary note： If large numbers of immigrant boys continue to be alienated academically——and to be clear， plenty perform phenomenally——they risk sinking irretrievably into an economic underclass. Oscar Herrera， Martha's dropout brother， may be realizing that. “I'm thinking of returning to school，” he recently told his mother. He ought to look to his sisters for guidance.

1. In the opening paragraph， the author introduces his topic by

[A]posing a contrast

[B]justifying an assumption

[C]making a comparison

[D]explaining a phenomenon

2. The statement “they also frequently act as ‘cultural ambassadors’”(Line two， Paragraph 4) implies that

[A]they work as a translator for their parents

[B]they help their parents have a better understanding of the foreign culture

[C]they encourage their parents to go into the outside world

[D]their parents help them realize their dream of becoming an ambassador.

3. Immigrant boys do not fare well in the outside world because of the following reasons， except that

[A]American youth culture has a bad influence on the boys

[B]people have prejudice against them

[C]their sense of responsibility is not as strong as that of the girls

[D]they do not get well along with the teachers and the outside world

4. Marcelo and Carola Suarez-Orozco have eventually found in their study that

[A]the immigrant boys should not be allowed to go into the outside world

[B]the immigrant boys have no judgment about the youth culture

[C]the immigrant girls do a better job than the immigrant boys

[D]the immigrant boys should be severely disciplined

5. What can we infer from the last paragraph?

[A]All the dropouts should receive good education.

[B]Many immigrant boys are likely to fall into trouble in the future.

[C]Schooling education has been neglected.

[D]More attention should be paid to the immigrant children.

詞彙註釋

sidetracked 使受牽制的，誤入歧途的

aberration 失常;偏差

outperform 勝過

preliminary 預備的，初步的

discrepancy 相差，差異，矛盾

adept at 熟練於…;擅長於…

straddle 跨坐

navigate 航行於，駕駛，操縱

adversarial 敵手的，對手的

debilitate 使衰弱，使虛弱

macho 男子的，男子氣的

hailing from 來自，在某地生長

mediate 仲裁，調停

foist 偷偷插入，使混入

phenomenally 現象上的，明白地;驚人地

irretrievably 不能挽回地，不能補救地

look to sb. for sth.以來或指望某人提供或作某事物

fare 進展;成功

難句講解

1. Last week， four years after she arrived from Honduras， Martha， 20， graduated from Fairfax High School in Los Angeles. She managed decent grades while working 36 hours a week at a Kentucky Fried Chicken.

[簡析] 本句話是一個並列句，其主幹“Martha graduated from Fairfax High School in Los Angeles. She managed decent grades…”。four years after she arrived from Honduras和20是插入語;while引導的斷語作狀語，表示讓步。

2. “The girls are able to retain some of the protective features of [their native] culture” because they're kept closer to the hearth， says Marcelo Suarez-Orozco， “while they maximize their acquisition of skills in the new culture” by helping their parents navigate it.

[簡析]本句話的主幹是“The girls are able to retain some of the protective features…”。Because引導的是原因莊宇從句;says Marcelo Suarez-Orozco是插入語;while 引導的是時間狀語從句，其中的by引導的短語作狀語，其中的it指的是new culture.

3. One teacher interviewed for the study said that the “cultural awareness training” she received as part of her continuing education included depictions of Latino boys as “aggressive” and “really macho” and of the girls as “pure sweetness.”

[簡析]本句話的主幹是“One teacher said that…”。interviewed for the study作定語修飾teacher;that 引導的是賓語從句，其中的she received as part of her continuing education是一個省略了引導詞的定語從句，修飾cultural awareness training.

4. The Harvard study bears a cautionary note： If large numbers of immigrant boys continue to be alienated academically——and to be clear， plenty perform phenomenally——they risk sinking irretrievably into an economic underclass.

[簡析]本句話的主幹是“The Harvard study bears a cautionary note…”。冒號後面的句子是在解釋前面的句子;if 引導的是條件狀語從句;破折號裏面的內容是在進一步説明if 引導的從句。

答案與解析

1. C 結構題。本題的問題是“在開始段落，作者通過 介紹他的主題”。文章第一段提到，談到學校教育，哈瑞羅家的男孩無法與女孩相提並論;隨後，作者分別介紹了女孩和男孩的表現;該段最後引用孩子們的母親的話指出，男孩子大都誤入歧途，而女孩子卻更自信。這説明，作者是通過相互比較引出其主題的。[C]“做比較”是對該段的恰當概括，為正確答案。[A]“形成對照”不準確，因為contrast主要指的是對立，與文意不符;第一段中沒有提到某種假設，所以[B]“證明一種假設正確”不對;第一段中只是提出了女孩在學校教育方面比男孩表現好，並沒有解釋原因，所以[D]“解釋一種現象”不對。

2. B 推論題。本題的問題是“‘她們也常常擔任文化大使’(第四段)這句話暗示 ”。文章第二段提到，移民女孩比男孩更擅長於適應不同的文化，並且她們可以幫助其父母適應新文化;而第四段前面部分提到，女孩面臨更多家庭義務，她們也常常擔任“文化大使”。為她們的父母擔任翻譯，並且在父母與外部世界之間進行協調。由此可知，該句話表明，女孩可以幫助父母理解外國文化。[B]“她們幫助父母更好地瞭解外國文化”是對文中相關信息的改寫，為正確答案。[A]“她們充當她們父母的翻譯”是該句話的字面意思，不能表達深層含意，所以不對;[C]“她們鼓勵父母進入外面的世界”是誤解了該句話的意思;[D]“她們的父母幫助她們實現成為大使的夢想”明顯與文意不符。

3. A 細節題。本題的問題是“由於下面的原因，移民男孩不會在外面獲得成功，除了”。文章第三段介紹了男孩受到的影響，指出，他們受懲戒的次數更多，因此，他們會跟老師以及更廣大的社會發展更敵對的關係，他們也可能面對更多令人沮喪的偏見：這説明，[B]“人們對他們有偏見”和[D]“他們沒有處理好與老師和外面社會的關係”是移民男孩不會獲得成功的原因;第四段提到，由於女孩通常是在傳統文化中成長起來的，所以她們面臨更多家庭義務，女孩不得不承擔的責任比男孩多;這説明，[C]“他們的責任感不像女孩那麼強烈”是移民男孩不會獲得成功的原因。[A]“美國的青少年文化對男孩有不利的影響”是針對第三段第二句設置的干擾項，文中説的是“研究發現，男孩要想接受美國的青少年文化，他們會面臨更多同齡人的'壓力”，説明[A]與文意不符。

4. C 細節題。本題的問題是“馬賽羅和卡羅拉。蘇瑞茲。歐羅絲科在研究中最後發現”。文章第二段提到，根據馬賽羅和卡羅拉。蘇瑞茲。歐羅絲科剛剛完成的一項研究初步結果可知，移民女孩一向優於男孩;隨後的段落解釋了造成這種狀況的原因，指出，哈佛大學的研究顯示，大量移民男孩在學業上荒廢，許多人的學業成績差得令人難以置信。這説明，他們的研究發現，移民男孩的表現比女孩差。[C]“移民女孩比移民男孩的表現好”是對文中相關信息的概括，為正確答案。[A]“移民男孩不應該被容許進入外面的世界”屬於無中生有;[B]“移民男孩對青少年文化沒有判斷力”是針對文中“boys face more peer pressure to adopt Anierican youth culture”這句話設置的干擾項，與文意不符;文章第三段提到，正因為移民男孩受到更多的懲戒，所以他們會跟老師和社會發展更敵對的關係，説明懲戒太多會產生不好的影響，所以[D]“移民男孩應該受到嚴厲懲戒”與研究的發現相反。

5. B 推論題。本題的問題是“根據最後一段，我們可以推知什麼?”最後一段提到，哈佛大學的研究表明，如果大量移民男孩繼續在學業上荒廢，那麼他們將不可避免地面臨在經濟上陷入社會底層的風險。[B]“許多移民男孩將來可能陷入困境”是對該句話的mt.-~，為正確答案。[A]“所有輟學者都應該接受良好的教育”和[D]“應該更關注移~——T-A-”屬於無中生有;[C]“學校教育被人們忽視了”是對文中“imlnigrant boys continue to be alienated academically”設置的干擾項，是誤解了be alienated academically的意思。

《考試對教育產生有害的影響》英語閲讀理解題及答案 篇4

Say you‘re a developer who’s in the market for a job. You come across a job listing， perhaps something like the one I recently posted. It‘s a job you’re interested in and you send in your resume. Here‘s what to do.A cover letter is not just a standard part of your resume. A cover letter is designed to highlight the parts of your experience that are specific to the job to which you are applying. It’s supposed to be the thing I see first andshould draw me in， making me want to get the details from your resume. Don‘t stick your cover letter in anattachment and your resume in another attachment or your cover letter might not get seen. It’s certainly not doing its job hidden in an attachment like that. If you are sending a resume by email， your cover letter belongs in the body of your email.

You need to proofread your cover letter carefully. This is my first introduction to you. This is your chance to impress me. If you have sloppy spelling， capitalization， and spelling in your cover letter I‘ll expect that your code as the same sort of problems. I’m not looking for Pulitzer-prize-winning stuff here， but most kids learn in first grade to capitalize proper nouns and the beginnings of sentences.

Your resume should tell me what languages you know， what technologies you have experience with， and how you‘ve applied that experience. Unless you’re applying for a job as a secretary， you don‘t need to tell me you’re proficient at MS Word — if you‘re a software developer， I assume you’re familiar enough the basic workings of a word processor to use it to open a document and read a spec. Do tell me what sort of systems you‘ve built and what challenges you overcame while building them. Do tell me how you applied your knowledge of efficient database operation to decrease server load by 30%.

When I look at your resume I should get a sense of what size projects you‘ve worked on. If you’ve worked with an internationally-known company， then I immediately understand you‘ve had exposure to larger projects. If all of your experience was at no-name companies in North Dakota， then you need to tell me that the project youworked on had 15 developers and an annual budget of 3 million dollars. Otherwise I’m likely to think your prior experience was building simple ASP front ends to little Access databases.

And finally， follow the directions for applying for the job. If I went to the trouble of describing how you should apply， there‘s probably a good reason for it. If I ask for a plain-text resume， don’t send a Word document or a link to your resume on your Web site. If I ask for a code sample， include it. If you can‘t follow those simple directions， how can I expect that you’ll be able to follow a spec?

I don‘t even look at those emails I get with Word attachments， no code samples， no information about availability or your location. I simply file them away in case I ever have a need to hire a developer that doesn’t know how to follow directions.

Reading Comprehension

1. Why did the author suggest that don‘t put your cover letter in another attachment of your resume?

[A] It‘s a waste of time.

[B] It is absurd.

[C] It will make your cover letter not do its job.

[D] There is no need to do so.

2. Why did the author emphasize the importance of proofread?

[A] Because it is a quality that a pupil should have.

[B] Proofreading can decrease errors from your cover letter.

[C] It will make you avoid some simple errors and will give your reader a good impression.

[D] It can make you win Pulitzer-prize.

3. Why did the author say that you should let the reader know what size project you‘ve worked on?

[A] Because this will highlight your resume.

[B] Because you are required to do so.

[C] Because this will let your reader know you better.

[D]Because it can make your reader know your ability for larger projects.

4. What‘s the meaning of “went to the trouble” that mentioned in paragraph 6?

[A] To face puzzledom.

[B] An amount of effort and time that is needed to do something.

[C] Have some difficulties.

[D] Some problems can‘t be solve.

5. What‘s the meaning of the word “spec” which mentioned in paragraph 6?

[A] Rule.

[B] Law.

[C] A detailed instruction about how a piece of equipment should be made.

[D] An direction.

答案與題解

1. [C] 細節題。準確定位到原文是解題的關鍵。本題出現在原文的第二段。題目問道作者為什麼建議不要把求職信放在簡歷的另一個附件裏，該題正確的理解應為如果把求職信放在另一個附件中則求職信將發揮不出它

的作用。

2. [C] 細節題。本題的干擾項在B項。校對的確可以減少錯誤，但這並不是篇章強調的重點。本文認為避免一些低級錯誤是給審查簡歷的人留下好印象的機會。

3. [D] 細節題。請看文中的第五段，“then I immediately understand you‘ve had exposure to larger projects.”這樣我便知道你有做大型項目的能力，也就是選項中需要我們選出的答案：這樣可以使你簡歷的讀者知道你具備做

大型項目的能力。

4. [B] 邏輯判斷題。本題先要解決對原句的理解問題，詞組“went to the trouble”指的是不厭其煩。然後再定位到原文，根據上下文邏輯，可以推知，作者是在講他之所以不厭其煩的解釋怎樣申請工作的原因，所以B為正確選項。

5. [C]推斷題。從原文句式上看，這裏是一個遞進的關係，是邏輯上的順延，所以一定是與“direction”同意的一個詞。再加上邏輯上的遞進關係，所以正確的解釋應該是“製造某項設備的詳細指令。”

《考試對教育產生有害的影響》英語閲讀理解題及答案 篇5

One of the most important social developments that helped to make possible a shift in thinking about the role of public education was the effect of the baby boom of the 1950s and 1960s on the schools. In the 1920s， but especially in the Depression conditions of the 1930s， the United States experienced a declining birth rate—every thousand women aged fifteen to forty-four gave birth to about 118 live children in 1920， 89.2 in 1930， 75.8 in 1936， and 80 in 1940. With the growing prosperity brought on by the Second World War and the economic boom that followed it， young people married and established households earlier and began to raise larger families than had their predecessors during the Depression. Birth rates rose to 102 per thousand in 1946， 106.2 in 1950， and 118 in 1955. Although economics was probably the most important determinant， it is not the only explanation for the baby boom. The increased value placed on the idea of the family also helps to explain this rise in birth baby boomers began streaming into the first grade by the mid-1940s and became a flood by 1950. The public school system suddenly found itself overtaxed. While the number of schoolchildren rose because of wartime and postwar conditions， these same conditions made the schools even less prepared to cope with the flood. The wartime economy meant that few new schools were built between 1940 and 1945. Moreover， during the war and in the boom times that followed， large numbers of teachers left their profession for better-paying jobs elsewhere in the economy.

Therefore， in the 1950s and 1960s， the baby boom hit an antiquated and inadequate school system. Consequently， the “custodial rhetoric” of the 1930s and early 1940s no longer made sense; that is， keeping youths aged sixteen and older out of the labor market by keeping them in school could no longer be a high priority for an institution unable to find space and staff to teach younger children aged five to sixteen. With the baby boom， the focus of educators and of laymen interested in education inevitably turned toward the lower grades and back to basic academic skills and discipline. The system no longer had much interest in offering nontraditional， new， and extra services to older youths.

1. What does the passage mainly discuss?

[A] The teaching profession during the baby boom.

[B] Birth rates in the United States in the 1930s and 1940s.

[C] The impact of the baby boom on public education.

[D] The role of the family in the 1950s and 1960s.

2. The public schools of the 1950s and 1960s faced all of the following problems EXCEPT____.

[A] a declining number of students

[B] old-fashioned facilities

[C] a shortage of teachers

[D] an inadequate number of school buildings

3. According to the passage，why did teachers leave the teaching profession after the outbreak of the war?

[A]They needed to be retrained.

[B]They were dissatisfied with the curriculum.

[C]Other jobs provided higher salaries.

[D]Teaching positions were scarce.

4. The“custodial rhetoric”mentioned in the last paragraph refers to____.

[A] raising a family

[B] keeping older individuals in school

[C] running an orderly household

[D] maintaining discipline in the classroom

5. Where in the passage does the author refer to the attitude of Americans toward raising a family in the 1950s and 1960s?

[A]Lines 1～3

[B]Lines 9～10

[C]Lines 20～21

[D]Lines 24～26

核心詞彙

prosperityn.繁榮 cope vi.應付，處理 consequently adv.從而，因此

priority n.優先權 staffn.全體職員laymann.外行 discipline n.學科，紀律

Profession n.職業 institution n.公共機構 academic n.學院的，理論的

促使人們在對公共教育之作用的思考上發生轉變的最重要的社會狀況之一就是，20世紀50年代和60年代生育高峯對學校的影響。在20世紀20年代，尤其是在30年代經濟大蕭條的情況下，美國經歷了一次出生率的降低——在1920年，每1，000名15～44歲的婦女生育了大約118個嬰兒，1930年為89.2個，1936年為75.8個，到了1940年為80個。隨着第二次世界大戰以及其後的經濟復甦所引發的日益發展和繁榮的景象，年輕人提前結婚成家，開始比他們處於大蕭條時代的前輩們供養更大的家庭。出生率在1946年增長到102%，1950年為106.2%，1955年為118%儘管經濟因素很可能是最重要的決定因素，但它並非是對生育高峯的惟一解釋。人們家庭觀念的增強也有助於解釋這種出生率的升高。

在生育高峯中出生的一代到20世紀40年代中期開始湧入學校一年級，到1950年呈氾濫之勢。公共學校體系突然發現自己負荷過重。戰時和戰後狀況一方面使得入學兒童數量增多，但同樣的狀況卻使學校在應對如洪水般的入學兒童方面缺乏準備。戰時的經濟狀況意味着在1940年和1945年間新建學校的數量微乎其微。此外，在戰時以及在隨後的經濟繁榮時期。，大量教師離開了教職，到經濟體系中的其他領域尋求報酬更優厚的工作。因此，在20世紀50年代和60年代，生育高峯衝擊了一個陳舊且不完整的學校體系。其結果是，20世紀30年代和40年代早期的“監護之説”開始失去意義;也就是説，因為教育機構無法為年齡在5～16歲的兒童提供學習所需的空間和教員，因此，讓那些年齡在16歲及其以上的孩子待在學校以使他們處於勞動力市場之外，不再是一個優先的選擇。

在生育高峯的衝擊下，教育者和對教育感興趣的外行所關注的焦點不可避免地轉向了低年級，轉回到了基本的學術技能和學科上。這一體系對於向年齡較大的年輕人提供非傳統的、新式的和額外的服務不再抱有太多的興趣。

參考答案：

1.A 細節題。由題幹關鍵詞babyboom定位文章第一段倒數第二句，該句提到…economics was probably the most impoItant deterrninant.一可知，經濟的繁榮導致了baby boom，故選A。

2.C 細節題。由題幹關鍵詞hing profession定位第二段最後一句…teac】3ers leR their professionforbettei‘-payingjobs…(很多老師為了高薪離開了教師崗位)，由此可推斷出答案應為C。

3.B 語義題。由題幹關鍵詞custodial rJaetoric定位文章第三段，第二句説到，三四十年代custodial rhetoric不再合理，該句中that is後就是custodial dletorjc的內容，即keeping youths aged sixteen antl older out oftlle lal)or mar-ket by keeping t】aem in scla00l，選項B正是該句的同義轉述，故為答案。

4.B 推斷題。作者在第三段首句提到生育高峯衝擊了學校體系，可排除A;最後一段提到教育者的焦點也轉向了低年級，轉回到了基本的學術技能和學科上，而對向年齡較大的年輕人提供非傳統的、新式的和額外的服務不再抱有太多的興趣，言外之意，在生育高峯之前教育者的焦點不在基本的學術技能和學科上，故排除c，D與文意正好相反，只有B符合文意。

5.C 主旨題。本題針對文章的大意。文章開篇作者就點明瞭主題“促使人們在對公共教育的作用的思考上發生轉變的最重要的社會狀況之一，就是20世紀50年代和60年代生育高峯對學校的影響”。由此可見，本文的主旨應為C。