考研英語(yǔ)教育類閱讀理解及答案
英語(yǔ)閱讀理解，在考研之中，你有復(fù)習(xí)過(guò)教育類型的嗎?下面是小編給大家整理的考研英語(yǔ)教育類閱讀理解及答案，供大家參閱!
考研英語(yǔ)教育類閱讀理解及答案：Pass the chalk
Not helpful
BACK in 1922, Thomas Edison predicted that "the motion picture is destined to revolutionize our educational system and...in a few years it will supplant largely, if not entirely, the use of textbooks." Well, we all make mistakes. But at least Edison did not squander vast quantities of public money on installing cinema screens in schools around the country.
With computers, the story has been different. Many governments have packed them into schools, convinced that their presence would improve the pace and efficiency of learning. Large numbers of studies, some more academically respectable than others, have purported to show that computers help children to learn. Now, however, a study that compares classes with computers against similar classes without them casts doubt on that view.
In the current Economic Journal, Joshua Angrist of the Massachusetts Institute of Technology and Victor Lavy of the Hebrew University of Jerusalem look at a scheme which put computers into many of Israel's primary and middle schools in the mid-1990s. Dr Angrist and Dr Lavy compare the test scores for maths and Hebrew achieved by children in the fourth and eighth grades (ie, aged about nine and 13) in schools with and without computers. They also asked the classes' teachers how they used various teaching materials, such as Xeroxed worksheets and, of course, computer programs. The researchers found that the Israeli scheme had much less effect on teaching methods in middle schools than in elementary schools. It also found no evidence that the use of computers improved children's test scores. In fact, it found the reverse. In the case of the maths scores of fourth-graders, there was a consistently negative relationship between computer use and test scores.
The authors offer three possible explanations of why this might be. First, the introduction of computers into classrooms might have gobbled up cash that would otherwise have paid for other aspects of education. But that is unlikely in this case since the money for the programme came from the national lottery, and the study found no significant change in teaching resources, methods or training in schools that acquired computers through the scheme.
A second possibility is that the transition to using computers in instruction takes time to have an effect. Maybe, say the authors, but the schools surveyed had been using the scheme's computers for a full school year. That was enough for the new computers to have had a large (and apparently malign) influence on fourth-grade maths scores. The third explanation is the simplest: that the use of computers in teaching is no better (and perhaps worse) than other teaching methods.
The bottom line, says Dr Angrist, is that "the costs are clear-cut and the benefits are murky." The burden of proof now lies with the promoters of classroom computers. And the only reliable way to make their case is, surely, to conduct a proper study, with children randomly allocated to teachers who use computers and teachers who use other methods, including the cheapest of all: chalk and talk.
Economist; 10/26/2002, Vol. 365 Issue 8296, p74, 2p, 1c
注(1)：本文選自Economist;10/26/2002, p74;
注(2)：本文習(xí)題命題模仿對(duì)象是1999年真題text4(1, 2, 3, 4)和text1第4題(第5題);
1.We can learn from the first paragraph that __________________.
[A] motion picture has revolutionized education system
[B] Edison’s prediction has been proved wrong
[C] Edison encouraged schools to install cinema screens
[D] schools are cautious about Edison’s idea
2.Dr. Angrist and Dr. Lavy have done the following except _______________.
[A] comparing the test scores of students in different age groups
[B] interviewing teachers about their teaching methods
[C] launching the computer program in many Israeli schools
[D] explaining students’ school performance
3.According to Dr. Angrist and Dr. Lavy, in the Israeli scheme, students didn’t make
improvement in their test scores because______________.
[A] other aspects of education were affected due to cash shortage
[B] it was not long enough for the program to take effect
[C] there was a negative relationship between computer use and test scores
[D] the use of computer was no better than other teaching methods
4.It can be inferred from the last paragraph that ________________.
[A] there hasn’t been a proper study on this issue yet
[B] school authorities should provide proof to support the computer program
[C] installing computers in schools costs too much, but has little or no effect
[D] chalk and talk work better than computer in teaching
5.The author’s attitude towards governments’ packing computers in schools seems to be
___________________.
[A] biased
[B] indifferent
[C] disapproving
[D] puzzling
答案：BCDAC
篇章剖析：
本文為說(shuō)明文，采用新聞報(bào)道體，在第一段以愛(ài)迪生所作的錯(cuò)誤預(yù)測(cè)開(kāi)始，將其與第二段中學(xué)校期望通過(guò)將電腦引入課堂來(lái)改進(jìn)教學(xué)的想法進(jìn)行對(duì)照，引入話題，指出學(xué)校的上述想法未必正確。第三段敘述了兩位研究人員對(duì)以色列在1990年代中期將電腦引入中小學(xué)課堂所帶來(lái)的教學(xué)效果的研究，以此說(shuō)明電腦未必如人們所期望的那樣促進(jìn)課堂學(xué)習(xí)。第四段，第五段，第六段分別引述了研究人員的解釋，并逐一進(jìn)行分析，最后得出結(jié)論：要證明電腦有助于教學(xué)，必須進(jìn)行正確的研究。
詞匯注釋：
supplant[sE5plB:nt] v. 取代，代替(另一個(gè))
squander[5skwRndE(r)] v. 揮霍或浪費(fèi);放蕩地花掉
purport[pE5pC:t] v. 聲稱
Hebrew [5hi:bru:]n. 以色列語(yǔ);希伯來(lái)人
Xerox v. 復(fù)印
reverse [rI5v:s]n. 相反，顛倒：相反的事物或相反的方面
gobble [5^Rb(E)l]v. 吞并;貪婪地攫取
transition [trAn5sIF(E)n, trB:-]n. 轉(zhuǎn)變, 轉(zhuǎn)換
malign [mE5laIn] adj. 有害的：具不良影響的;有害的
the bottom line 要點(diǎn)或關(guān)鍵之處;結(jié)果，結(jié)局：最后結(jié)果或聲明
randomly adv. 任意地, 隨便地,
allocate [5AlEkeIt]v. 分派, 分配
難句突破
1.First, the introduction of computers into classrooms might have gobbled up cash that would otherwise have paid for other aspects of education.
主體句式：the introduction might have gobbled up cash
結(jié)構(gòu)分析：本句是一個(gè)主從復(fù)合句，主句中的might have gobbled up表示對(duì)過(guò)去事實(shí)的猜測(cè)，that引導(dǎo)一個(gè)定語(yǔ)從句，限定修飾cash，其中從句中的otherwise常常用來(lái)引出虛擬語(yǔ)氣，表示“要不然;在另一種情況下”。例如：Otherwise I might have helped you. 要不然我就幫你了。
句子譯文：第一，將電腦引入課堂可能會(huì)占用本應(yīng)用于其它教育方面的資金。
2.And the only reliable way to make their case is, surely, to conduct a proper study, with children randomly allocated to teachers who use computers and teachers who use other methods, including the cheapest of all: chalk and talk.
主體句式：the way is to conduct a study
結(jié)構(gòu)分析：本句是一個(gè)復(fù)雜長(zhǎng)句，不但涉及主從句，還涉及不定式，分詞和介詞短語(yǔ)。第一個(gè)不定式to make their case作定語(yǔ)修飾way，第二個(gè)不定式作表語(yǔ);with引導(dǎo)的介詞短語(yǔ)往往可以是“介詞+復(fù)合賓語(yǔ)”的形式，其中復(fù)合賓語(yǔ)可以由現(xiàn)在分詞或者過(guò)去分詞來(lái)充當(dāng)，由它和介詞賓語(yǔ)之間的邏輯關(guān)系決定，例如：with her hair flying in the wind;with the paper tucked under his arm等;who引導(dǎo)的定語(yǔ)從句修飾教師，分詞including 引導(dǎo)的短語(yǔ)限定修飾methods。
句子譯文：而他們所能采用的唯一可靠方法當(dāng)然就是進(jìn)行適當(dāng)?shù)难芯�，學(xué)生應(yīng)該是隨機(jī)分配給使用電腦教學(xué)的教師和使用其他方法教學(xué)的教師，包括最廉價(jià)的方法：粉筆和談話。
題目分析：
1.答案是B，屬事實(shí)細(xì)節(jié)題。文中第一段提到“we all make mistakes”，說(shuō)明愛(ài)迪生的預(yù)言
是錯(cuò)誤的。
2.答案是C，屬事實(shí)細(xì)節(jié)題。文中第三段和第四段分別提到兩位研究人員compare test
scores;ask the classes’ teachers和offer explanations，但launch the computer program則是由以色列政府所為。
3.答案是D，屬事實(shí)細(xì)節(jié)題。從文中第四段，第五段里兩位研究人員所給出的解釋以及
相應(yīng)的分析可以看出，學(xué)生成績(jī)沒(méi)有提高主要是因?yàn)樵诮虒W(xué)中使用電腦并不比采用其他方法教學(xué)更好。
4.答案是A，屬推理判斷題。作者在本文第二段中指出，許多學(xué)術(shù)文章都宣稱使用電腦
有助于課堂教學(xué)，但新的研究對(duì)這一說(shuō)法提出了懷疑。在最后一段中，作者說(shuō)要證明使用電腦有助于教學(xué)，就必須進(jìn)行正確的研究。可見(jiàn)，作者對(duì)以前的研究方法提出了質(zhì)疑。
5.答案是C，屬推理判斷題。對(duì)政府在學(xué)校安裝電腦一事，作者雖然沒(méi)有明確提出反對(duì)，
但字里行間都透出不贊成的態(tài)度。在第一段，作者以愛(ài)迪生的預(yù)言為例，說(shuō)愛(ài)迪生至少?zèng)]有浪費(fèi)公共資金，言下之意就是當(dāng)前發(fā)生的情況算得上是浪費(fèi)公共資金的舉動(dòng)。在最后一段，作者引用研究人員的觀點(diǎn)說(shuō)明在學(xué)校安裝電腦是成本清楚但收效模糊的事。并提出讓支持使用電腦的人采用正確的方法對(duì)學(xué)校應(yīng)不應(yīng)該在教室安裝電腦進(jìn)行論證�？梢�(jiàn)作者對(duì)這一類問(wèn)題持否定的態(tài)度。
參考譯文：
1922年的時(shí)候，托馬斯·愛(ài)迪生曾經(jīng)預(yù)測(cè)說(shuō)“電影必將革新我們的教育制度，…要不了幾年，它就能取代大部分(即便不是全部的)教科書。”當(dāng)然，人都會(huì)有出錯(cuò)的時(shí)候。不過(guò)至少在給全國(guó)各地的學(xué)校安裝電影屏幕這件事上，愛(ài)迪生并沒(méi)有浪費(fèi)大筆公共資金。
有了電腦，情況又不一樣了。許多政府已經(jīng)把電腦裝進(jìn)了學(xué)校，并深信電腦會(huì)提高學(xué)習(xí)的速度和效率。大量的研究，其中還包括一些學(xué)術(shù)性更強(qiáng)的研究，都試圖說(shuō)明電腦有助于兒童的學(xué)習(xí)。不過(guò)，現(xiàn)在有一項(xiàng)對(duì)用電腦教學(xué)和不用電腦教學(xué)的課堂的比較研究對(duì)這一觀點(diǎn)提出了懷疑。
在本期經(jīng)濟(jì)�？�，來(lái)自麻省理工學(xué)院的喬舒亞·安格里斯特和耶路撒冷希伯萊大學(xué)的維克多·拉維對(duì)九十年代中期開(kāi)始在許多以色列中小學(xué)安裝電腦的計(jì)劃進(jìn)行了研究。安格里斯特博士和拉維博士比較了有電腦和沒(méi)有電腦的四年級(jí)和八年級(jí)(也就是年齡在9到13歲之間)的兒童在數(shù)學(xué)和希伯萊語(yǔ)兩個(gè)科目的考試成績(jī)。他們還訪問(wèn)了課堂教師，詢問(wèn)他們是如何使用各種教學(xué)材料，例如復(fù)印紙，電腦設(shè)備等。兩位研究者發(fā)現(xiàn)，這個(gè)以色列計(jì)劃在改進(jìn)中學(xué)教學(xué)方法方面的效果比小學(xué)的效果遜色得多。研究還發(fā)現(xiàn)，沒(méi)有證據(jù)證明使用電腦能夠提高兒童的考試成績(jī)。實(shí)際上，情況正好相反。從四年級(jí)學(xué)生的數(shù)學(xué)成績(jī)來(lái)看，使用電腦和考試成績(jī)的關(guān)系一直成反比。
兩位作者對(duì)這種情況提出了三種可能的解釋。第一，將電腦引入課堂可能會(huì)占用本應(yīng)用于其它教育方面的資金。但在這個(gè)例子當(dāng)中，這種情況不太可能發(fā)生，因?yàn)樵撚?jì)劃的資金來(lái)自國(guó)家彩票。研究發(fā)現(xiàn)，在按照該計(jì)劃添置電腦的學(xué)校中，教學(xué)資源，教學(xué)方法或者培訓(xùn)并沒(méi)有顯著變化。
第二種可能性就是用電腦授課的這種變化要一段時(shí)間才能見(jiàn)效。兩位作者說(shuō)的只是一種可能性，但被調(diào)查的學(xué)校使用計(jì)劃中的電腦已經(jīng)有整整一學(xué)年了。新電腦在這段時(shí)間里足以對(duì)四年級(jí)的數(shù)學(xué)成績(jī)產(chǎn)生較大的(但顯然是不利的)影響。第三種解釋也最簡(jiǎn)單：在教學(xué)中使用電腦并不比其他教學(xué)方法更好(也許還更糟)。
最后，安格里斯特博士說(shuō)：“成本很清楚，但收效卻很模糊�！鼻笞C效果的擔(dān)子現(xiàn)在就落在那些提倡在課堂使用電腦的人身上了。而他們所能采用的唯一可靠方法當(dāng)然就是進(jìn)行適當(dāng)?shù)难芯�，學(xué)生應(yīng)該是隨機(jī)分配給使用電腦教學(xué)的教師和使用其他方法教學(xué)的教師，包括最廉價(jià)的方法：粉筆和談話。
考研英語(yǔ)教育類閱讀理解及答案：Saturday Smartoons
A superhero blood cell stars in a clever TV hit
Sal Monella is a poisonous gangster hell bent on infection, and a pimple is a power-mad oil gland. That's life--and a quirky twist on salmonella and acne-
-in the animated world of Ozzy & Drix, part of the WB network's Saturday-morning lineup. This was the first season for what might be called a "smartoon." It was in the top programs among kids ages 2 to 11. And it's coming back this fall.
Instead of battling mystical monsters, Ozzy & Drix cleverly personifies body parts--a muscle cell is a police chief--to teach kids about their bodies. Rather than lecture kids about smoking, Ozzy & Drix turns nicotine into Nick O'Teen, a smarmy villain with long claws that hook into brains and cause addictions. Bad guys like Nick are taken down by the title stars: Osmosis "Ozzy" Jones, a street-smart white blood cell, and Drix, an uptight but intelligent cold pill with a chest full of medicine. White blood cells help fight infection, and Drix is a medicine chest. Get it?
Ozzy & Drix makes a point of tackling "issues that are very real to the day-to-day lives of kids," says David Foster, a Harvard University internist who helps develop story lines for the show. "We hope they take an interest in what is going on inside them." That's why all the action occurs within 13-year-old Hector, who contracts diseases, encounters peer pressure, and even drinks spoiled milk. "This poor kid has been through a lot," says Producer Alan Burnett.
Pun fun. The slap-your-knee, ba-dum-dum humor takes many forms. Ozzy and Drix set up a detective firm behind Hector's cornea--they're "private eyes"--to ensure him a safe adolescence. Blood cells race like cars through Hector's arteries and past a "roadside" billboard reading "Peace for the Middle Ear." There's a rock concert at the Diaphragm Club featuring the band Metabolica. Ozzy and Drix drive a Cel Camino.
"This is a very interesting direction for broadcasters to take," says Sandra Calvert, a psychologist and director of the Children's Digital Media Center at Georgetown University. "We rarely see someone go after the health area." Kids go for the slapstick and drama while adults are drawn to the puns and parodies, and the dual enjoyment sparks questions and conversation, she says.
Consider an upcoming episode in which Hector eats bad sausage containing parasitic worms. A spoof of jaws begins as his stomach becomes a sea of acid dotted with boats. On one, Ozzy teams up with grizzled Captain Quinine--recalling movie shark hunter Quint and the fact that quinine was once used to treat parasites. Ozzy and the Cap'n blow up the monsters with bicarbonate of soda. A soothing end, not for the worms, but for Hector's upset stomach.
~~~~~~~~
By Samantha Levine U.S. News & World Report; 7/28/2003-8/4/2003, Vol. 135 Issue 3, p40, 2p, 1c
注(1)：本文選自U.S. News & World Report;7/28/2003-8/4/2003, p40, 2p, 1c;
注(2)：本文習(xí)題命題模仿對(duì)象2002年真題text4和text2第5題;
1.From the first three paragraphs, we learn that ___________.
[A] Ozzy & Drix is a cartoon about good-guy fighting bad guy.
[B] the target audience of Ozzy & Drix are children.
[C] smartoon is a new type of cartoon
[D] the purpose of Ozzy & Drix is to help children fight against diseases
2.Which of the following statements is true according to the text?
[A] Ozzy in the cartoon lacks experiences.
[B] Hector’s friends show sympathy to him when he contracts disease.
[C] A new season of Ozzy & Drix will be on show this fall.
[D] Ozzy & Drix mainly deals with battling frightening creatures。
3.According to Sandra Calvert, broadcasters may learn from Ozzy & Drix_________.
[A] how to create humorous effect
[B] that health area is worth exploring
[C] that dual enjoyment of both kids and adults is the key to Ozzy & Drix’s success
[D] that kids and adults alike take great fun in Ozzy & Drix
4.Which of the following best defines the word “slapstick”?
[A] humorous acting
[B] serious theme
[C] interesting plot
[D] instructive stories
5.The author uses the episode in which Hector eats bad sausage containing parasitic worms to show _____________.
[A] how the cartoon is plotted
[B] how children feel when they fall ill
[C] the pun and humor in the cartoon
[D] the way children can be educated
答案：B C B A C
篇章剖析：
本篇為說(shuō)明文，通過(guò)點(diǎn)面結(jié)合來(lái)說(shuō)明一檔流行的電視節(jié)目《奧茲和德里克斯》的內(nèi)容，特點(diǎn)，引人之處等。第一段是對(duì)熱門電視系列劇《奧茲和德里克斯》的簡(jiǎn)要介紹，突出了其“出奇”和“熱門”兩大特色，第二段，第三段說(shuō)明了這個(gè)電視劇的主要內(nèi)容，即以賦予身體各部分人性化的特點(diǎn)幫助孩子們了解自己的身體以及發(fā)生在日常生活中的問(wèn)題;第四段，第五段介紹了該劇輕松幽默，老少咸宜的特點(diǎn);第六段以一段劇情結(jié)束全文，讓人更加深刻的體會(huì)這部劇作。
詞匯注釋：
salmonella [sAlmE5nelE]n. 沙門氏菌
pimple [5pImp(E)l]n. 丘疹, 面泡, 疙瘩
gland [^lAnd]n. 腺
quirky [ `kw:kI ] adj. 詭詐的, 離奇的
acne [5AknI]n. 痤瘡, 粉刺
lineup [`laInQp] n. 系列節(jié)目
personify [p:5sRnIfaI]vt. 賦與...以人性, 使人格化
nicotine [5nIkEti:n]n. 煙堿，尼古丁
smarmy [5smB:mI]adj. 令人厭煩的, 愛(ài)說(shuō)奉承話的, 虛情假意的
osmosis [Cz`mEJsIs, Cs-]n. 滲透(作用), 滲透性
street-smart: adj. 經(jīng)驗(yàn)老到的
uptight [5QptaIt, Qp5taIt]adj. 過(guò)分拘謹(jǐn)?shù)?(行為，觀點(diǎn)和品味)極端保守的
internist [5Int:nIst]n. <美>內(nèi)科醫(yī)師
contract [kEn5trAkt]v. 感染
cornea [5kC:nIE]n. [醫(yī)]角膜
artery [5B:terI]n. 動(dòng)脈
slapstick [5slApstIk] n. 鬧劇;滑稽劇
parody: [5pArEdi] n. 模仿滑稽作品
spoof [spu:f] n. 胡說(shuō);戲弄;哄騙
grizzled [5^rizld] adj. 灰色的, 頭發(fā)斑白的
難句突破
Rather than lecture kids about smoking, Ozzy & Drix turns nicotine into Nick O'Teen, a smarmy villain with long claws that hook into brains and cause addictions.
主體句式：Ozzy & Drix turns nicotine into Nick O'Teen
結(jié)構(gòu)分析：這是一個(gè)復(fù)雜句，主句為Ozzy & Drix turns nicotine into Nick O'Teen，Nick O’Teen后面有個(gè)較長(zhǎng)的同位語(yǔ)，其中還含有定語(yǔ)從句。Rather than作為連接詞引導(dǎo)從句，通常表示否定意義，意為：“而不是”，用于和另外一種可以肯定的情況作比較。比如，Rather than sit in a cozy room, he works out in the cold air. 他沒(méi)有在舒適的房間里安坐，而是冒著嚴(yán)寒在室外工作。
句子譯文：對(duì)于吸煙，《奧茲和德里克斯》也沒(méi)有采用對(duì)孩子們說(shuō)教的方式，而是把尼古丁變成了一個(gè)名叫尼克·丁的口蜜腹劍的惡棍，它長(zhǎng)著長(zhǎng)長(zhǎng)的爪子，并用它來(lái)鉤住人的大腦，使人上癮。
題目分析：
1. 答案為B，屬事實(shí)細(xì)節(jié)題。文中第一段最后說(shuō)這部卡通片“深受2-11歲孩子的歡迎�！钡诙握f(shuō)要通過(guò)卡通片教孩子們認(rèn)識(shí)自己的身體，第三段都講卡通片涉及的是孩子們?nèi)粘Ｉ钪忻媾R的真實(shí)問(wèn)題。由此可見(jiàn)，答案為B：卡通片的目標(biāo)人群為兒童。C項(xiàng)中的smartoon只是用來(lái)說(shuō)明該卡通構(gòu)思巧妙，并不是新型卡通。
2. 答案為C，屬事實(shí)細(xì)節(jié)題。從文章第一段末it’s coming back this fall可知新一季的Ozzy& Drix即將在秋季上映。文中第二段提到Ozzy是street-smart，這個(gè)詞的意思是“閱歷豐富的，經(jīng)驗(yàn)老到的”。文中第三段提到Hector患病后遭遇了peer pressure，即同伴的壓力，可見(jiàn)同伴們都不喜歡患病的他。第二段特意提到了instead of battling mystical monsters，也就是說(shuō)這部卡通一改和怪物斗爭(zhēng)的模式，所以只有答案C是正確的。
3. 答案為B，屬推理判斷題。文章第五段一開(kāi)頭就引用Sandra Calvert的話說(shuō)，這是廣播公司可以發(fā)展的一個(gè)非常有趣的方向，接著又說(shuō)，以前很少見(jiàn)到涉足保健領(lǐng)域的話題�？梢�(jiàn)，她的意思是廣播公司在保健領(lǐng)域大有可為。
4. 答案為A，屬猜詞題。文章第四段開(kāi)頭說(shuō)“The slap-your-knee, ba-dum-dum humor takes many forms.”接下來(lái)舉例說(shuō)明，并在第五段說(shuō)孩子們喜歡這種slapstick，根據(jù)上下文判斷，“幽默的表演”應(yīng)該是最佳選項(xiàng)。
5. 答案為C，屬推理判斷題。從第三段可知雙關(guān)和幽默是該劇最大的特點(diǎn)，在最后一段的劇情里，作者說(shuō)奎寧船長(zhǎng)的名字讓人想起獵鯊專家奎恩特以及奎寧曾用于治療寄生蟲病的事情，可見(jiàn)作者是以此舉例說(shuō)明這部卡通劇作的雙關(guān)和幽默。
參考譯文
沙門氏是一伙惡毒的，會(huì)傳染疾病的壞蛋，而一個(gè)粉刺則是一個(gè)迷戀權(quán)利的油脂腺。這就是在《奧茲和德里克斯》這檔華納電視網(wǎng)周六早晨節(jié)目中展現(xiàn)的生活---而且是對(duì)于沙門氏菌和粉刺最離奇的一次改編。而這僅是這部堪稱 “聰明卡通”的系列片的第一季。在2至11歲的孩子中，它是最受歡迎的一檔節(jié)目。今年秋季，它又將上演。
《奧茲和德里克斯》中并沒(méi)有和神秘怪獸作斗爭(zhēng)的內(nèi)容，而是將人體的某些部位賦予了人性化的特征——一個(gè)肌肉細(xì)胞擔(dān)任了警察局長(zhǎng)——目的是教孩子們了解自己的身體。對(duì)于吸煙，《奧茲和德里克斯》也沒(méi)有采用對(duì)孩子們說(shuō)教的方式，而是把尼古丁變成了一個(gè)名叫尼克·丁的口蜜腹劍的惡棍，它長(zhǎng)著長(zhǎng)長(zhǎng)的爪子，并用它來(lái)鉤住人的大腦，使人上癮。像尼克這樣的壞蛋都被卡通片名里的明星們治服了：善于滲透的“奧茲”瓊斯是一個(gè)經(jīng)驗(yàn)老到的白血球;拘謹(jǐn)聰明的德里克斯則是一粒肚子里裝滿藥的感冒藥丸。白血球們幫助抗擊感染，而德里克斯則是個(gè)藥箱子。這下明白了吧?
《奧茲和德里克斯》涉及的都是“孩子們?nèi)粘Ｉ钪忻鎸?duì)的真實(shí)問(wèn)題”，參與該電視劇劇情編寫的哈佛大學(xué)內(nèi)科醫(yī)生大衛(wèi)·福斯特說(shuō)道�！拔覀兿Ｍ⒆觽儗�(duì)發(fā)生在自己體內(nèi)的事情感興趣。”所以所有的故事都發(fā)生在13歲的赫克托爾體內(nèi)。這個(gè)孩子染病在身，感受到了來(lái)自同伴的壓力，甚至還喝下了變質(zhì)的牛奶。“這個(gè)可憐的小家伙受了不少罪，”制片人艾倫·伯內(nèi)特說(shuō)道。
片中的雙關(guān)語(yǔ)非常有趣。拍膝蓋，打拍子這一類的幽默都通過(guò)很多形式表現(xiàn)出來(lái)。奧茲和德里克斯在赫克托爾的角膜后面成立了一家偵探事務(wù)所---他們是“私人的眼睛”---為的是確保他安全度過(guò)青春期。血細(xì)胞經(jīng)過(guò)赫克托爾的動(dòng)脈時(shí)好像汽車一樣飛馳而過(guò)，經(jīng)過(guò)一個(gè)“路邊”廣告牌，上面寫著“中耳需要安寧�！薄皺M隔膜俱樂(lè)部”正在舉辦一場(chǎng)“新陳代謝樂(lè)隊(duì)”的專場(chǎng)搖滾音樂(lè)會(huì)。奧茲和德里克斯開(kāi)的是一輛卡米諾牌細(xì)胞汽車。
“對(duì)于廣播公司來(lái)說(shuō)，這是一種非常有趣的發(fā)展方向，”喬治敦大學(xué)兒童數(shù)字媒體中心主任，心理學(xué)家桑德拉·卡爾弗特說(shuō)道�！拔覀兒苌僖�(jiàn)到有人在健康領(lǐng)域做文章�！焙⒆觽兿矚g有趣刺激的情節(jié)，而大人們也被片中的雙關(guān)語(yǔ)和滑稽的模仿所吸引，這種老少皆宜的片子能引發(fā)思考和討論。
以接下來(lái)的一幕中赫克托爾吃了含有寄生蟲的`變質(zhì)香腸為例。危險(xiǎn)的情況被以一種輕松搞笑的方式演繹了出來(lái)。他的胃變成一片酸性物質(zhì)的海洋，上面漂著幾頁(yè)扁舟。其中一艘小船上坐著奧茲和頭發(fā)花白的奎寧船長(zhǎng)，他們同舟共濟(jì)---這讓人想起了電影中的獵鯊專家奎恩特，以及奎寧曾被用來(lái)對(duì)付寄生蟲的事。奧茲和船長(zhǎng)用碳酸水中的重碳酸鹽把那些怪物統(tǒng)統(tǒng)炸死了。對(duì)蟲子們來(lái)說(shuō)，這是滅頂之災(zāi)，但對(duì)赫克托爾翻江倒海的胃來(lái)說(shuō)，結(jié)局令人寬慰。
考研英語(yǔ)教育類閱讀理解及答案：SLOWING DOWN A QUICK FIX
Ending "social promotion" sounds great. But L.A. discovers it could mean flunking half its students
In the past few years, reformers have embraced a disarmingly simple idea f
or fixing schools: Why not actually flunk those students who don't earn passing grades? Both Democrats and Republicans have begun attacking the practice of "social promotion"--shuttling bad students to the next grade, advancing them with peers even if they are failing. Make F truly mean failure, the movement says.
Last week in Los Angeles, the reformers learned just how ornery the current system can be. According to a plan released Tuesday by the L.A. school district, ending social promotion there will take at least four years, could cost hundreds of millions of dollars--and probably would require flunking about half the district's students. That's a pessimistic assessment, but it's not just bureaucrats' caterwauling. Rather, L.A. school superintendent Ruben Zacarias was an eager convert to the crusade against social promotion. In February he unveiled an ambitious plan to end unwarranted promotions in five grades during the 1999-2000 school year--a full year ahead of the timetable set by a state law.
At the time, Zacarias acknowledged that his goal would be hard to meet. He estimated that as many as 6 of every 10 students would flunk if they had to advance on merit. Zacarias wanted to spend $140 million in the first year alone to help these kids. Why so much? Because a mountain of research shows that ending social promotion doesn't work if it just means more Fs. Kids who are simply forced to repeat grades over and over usually don't improve academically and often drop out. Zacarias wanted more tutoring, summer school and intensive-learning classes. Unqualified students wouldn't rise to the next grade; nor would they be doomed to redo work they already failed. It was a forward-looking plan that Zacarias, 70, didn't have the clout to enact. He wasn't popular enough--the school board recently bought out his contract after a bitter power struggle--but even fellow reformers think his plan was too much, too soon. Says board member David Tokofsky: "You've got the unions who want their say. And, of course, there's the facilities issue: Where do you send all these eighth-graders if you can't send them to high school?" The district now says it will stop advancing low-achieving students only in two grades (second and eighth), and it will begin next year.
Los Angeles isn't the only place that has run into roadblocks while trying to end social promotion. In New York City, some advocates have said in lawsuits that parents weren't notified early enough that their kids were flunking. And in Chicago, which led the nation on the issue, a parents' group has filed civil rights complaints alleging that the promotion crackdown holds back a disproportionate number of black and Latino kids.
Still, the war on social promotion could have one salutary consequence: if every school district takes L.A.'s approach, struggling students will get a lot more teaching help, not just a kick in the rear as they finish another unproductive school year.
By John Cloud Time; 12/13/99, Vol. 154 Issue 24, p73, 2/3p, 1c
注(1)：本文選自Time;12/13/99, p73, 2/3p, 1c
注(2)：本文習(xí)題命題模仿對(duì)象2001年真題text 2和text 4第4題(本習(xí)題第5題)
1.“Social promotion” is ___________.
[A] a simple idea for fixing school
[B] flunking students who don’t earn passing grades
[C] making F more or less meaningless
[D] a political movement
2.Education officials give the reform prospect a pessimistic assessment because_______.
[A] it takes too long time, costs too much and may produce undesirable result
[B] there is no feasible plan yet
[C] it involves too many students
[D] it is not approved by state legislature
3.The writer mentioned the case of Zacarias to show that ______________.
[A] ending social promotion doesn’t work
[B] schools do not have the ability to enact his plan
[C] plans like his are too ambitious
[D] it’s hard to reach agreement on the issue of ending social promotion
4.It seems that the effort at ending social promotion _____________.
[A] is confronting a lot of resistance
[B] has proved fruitless
[C] has little hope of success
[D] does more harm than good
5.Toward the proposal of ending social promotion, the author’s attitude seems to be ________.
[A] pessimistic
[B] optimistic
[C] objective
[D] biased
答案：C A D A B
篇章剖析：
本篇文章圍繞教育改革派主張?jiān)诿绹?guó)中小學(xué)取消“自動(dòng)升級(jí)”的問(wèn)題展開(kāi)了討論，第一段介紹了改革派的主張：取消“自動(dòng)升級(jí)”。第二、三段以洛杉磯教育區(qū)為例，說(shuō)明取消“自動(dòng)升級(jí)”在實(shí)施過(guò)程中所面臨的巨大困難。第四段介紹了這種實(shí)踐引起的社會(huì)反響。最后一段介紹了它可能帶來(lái)的有益后果。
詞匯注釋：
disarmingly: [dis5B:miNli] adv. 使人消除警惕性[疑心]地, 使人不緊張的地
flunk: [flQNk] v. 使不及格
social promotion: 自動(dòng)升級(jí)
shuttle: [5FQtl] v. 穿梭運(yùn)送
peer: [piE] n. 同等的人;同輩
ornery: [5C:nEri] adj. 脾氣壞的; 愛(ài)爭(zhēng)吵的
assessment: [E5sesmEnt] n. 評(píng)估，評(píng)價(jià)
bureaucrat: [5bjuErEukrAt] n. 官僚;官吏
caterwauling: [`kAtE9WR:lIV] n. 哀訴聲,抱怨聲
superintendent: [7sju:pErin5tendEnt] n. 主管, 負(fù)責(zé)人, 指揮者, 管理者
convert: [kEn5vE:t] n. (常與to連用)改變信仰或意見(jiàn)的人
crusade: [kru:5seid] n. 討伐;改革運(yùn)動(dòng);熱心于社會(huì)除惡的運(yùn)動(dòng)
unwarranted: [5Qn5wCrEntid] adj. 無(wú)根據(jù)的, 未獲保證的, 無(wú)保證的, 未獲承認(rèn)的
clout: [klaut] n. 影響力
enact: [i5nAkt] v. 制定，制訂成法律
roadblock: [`rEJdblCk] n. 障礙, 障礙物
advocate: [5AdvEkit] n. (常與of連用)擁護(hù)者;提倡者
notify: [5nEutifai] v. 正式通知(某人)
allege: [E5ledV] v. 〈法〉指控
crackdown: [5krAkdaun] n. 鎮(zhèn)壓, 打擊
disproportionate: [7disprE5pC:FEnit] adj. 不相稱的;不成比例的;不勻稱的
Latino: [lA5ti:nEu] n. 拉丁美洲人
salutary: [5sAljutEri] adj. 有益的
難句突破
And in Chicago, which led the nation on the issue, a parents' group has filed civil rights complaints alleging that the promotion crackdown holds back a disproportionate number of black and Latino kids.
主體句式：a parents’ group has filed complaints
結(jié)構(gòu)分析：本句是一個(gè)復(fù)雜句，在介詞in引導(dǎo)的狀語(yǔ)中包含了一個(gè)which引導(dǎo)的非限定性定語(yǔ)從句，修飾Chicago，在主句中包含一個(gè)分詞alleging引導(dǎo)的狀語(yǔ)，這個(gè)狀語(yǔ)自己還包含了一個(gè)that引導(dǎo)的賓語(yǔ)從句。
句子譯文：在芝加哥，一個(gè)家長(zhǎng)團(tuán)體提出了民權(quán)控訴，宣稱取消自動(dòng)升級(jí)使相當(dāng)比例的黑人和拉丁美洲裔的孩子升不了級(jí)。
題目分析：
1. 答案為C, 屬事實(shí)細(xì)節(jié)題。從文章第一段破折號(hào)后對(duì)social promotion的解釋來(lái)看，它的意思是：就算差生考試不及格，他們照樣可以和其他同學(xué)一起進(jìn)入下一年級(jí)。在從改革派反對(duì)“social promotion”，主張使F真正意味著“不及格”來(lái)看，social promotion 顯然使F失去了意義。
2. 答案為A，屬事實(shí)細(xì)節(jié)題。本文答案可以在that’s a pessimistic assessment前面的部分讀到。
3. 答案為D，屬推理判斷題。文章第三段先介紹了Zacarias的計(jì)劃，然后說(shuō)明他的計(jì)劃為什么難以實(shí)施：他在校董事會(huì)的權(quán)力之爭(zhēng)中落敗，以及其他改革派對(duì)他的計(jì)劃所持的不同意見(jiàn)。以這樣一個(gè)例子旨在說(shuō)明在取消“自動(dòng)升級(jí)”問(wèn)題上難以達(dá)成一致意見(jiàn)。
4. 答案為A，屬事實(shí)細(xì)節(jié)題。根據(jù)文章第四段所舉的例子可知，這一改革方案遭到了較多的抵制。
5. 答案為B，屬推理判斷題。雖然文章用了較大篇幅介紹取消“自動(dòng)升級(jí)”所面臨的困難和計(jì)劃實(shí)施中存在的問(wèn)題，但作者的態(tài)度仍然是積極樂(lè)觀的。這一點(diǎn)可以從作者評(píng)論Zacarias的計(jì)劃時(shí)所用的措辭“forward-looking”以及最后一段作者評(píng)論其有益后果看出。
參考譯文：
過(guò)去幾年，改革派一直堅(jiān)持用一種令人毫無(wú)懷疑的簡(jiǎn)單想法解決學(xué)校的問(wèn)題：對(duì)于那些成績(jī)不達(dá)標(biāo)的學(xué)生，為什么不讓他們留級(jí)?民主黨和共和黨已經(jīng)開(kāi)始抨擊“自動(dòng)升級(jí)”的做法---按照這種做法，就算差生考試不及格，他們照樣可以和其他同學(xué)一起進(jìn)入下一年級(jí)。這場(chǎng)運(yùn)動(dòng)主張要讓“F”這個(gè)成績(jī)真的意味著“不及格”。
上周在洛杉磯，改革派領(lǐng)教了當(dāng)前體制令人不快的一面。根據(jù)洛杉磯教育區(qū)周二發(fā)布的一項(xiàng)計(jì)劃，取消“自動(dòng)升級(jí)”將需要至少花費(fèi)四年的時(shí)間，耗資成百上千萬(wàn)美元---也許還會(huì)使地區(qū)一半左右的學(xué)生留級(jí)。這是悲觀的估計(jì)，但官員們并非危言聳聽(tīng)。洛杉磯的學(xué)校督導(dǎo)員魯本·扎卡雷斯以前曾積極參與反對(duì)“自動(dòng)升級(jí)”的活動(dòng)。二月份他提出了一項(xiàng)很有挑戰(zhàn)性的計(jì)劃，以期在1999-2000學(xué)年在五個(gè)年級(jí)取消無(wú)根據(jù)的升級(jí)---這比該州法律設(shè)定的時(shí)間表提前了整整一年。
扎卡雷斯承認(rèn)他的目標(biāo)在當(dāng)時(shí)很難實(shí)現(xiàn)。他估計(jì)如果按照成績(jī)升級(jí)的話，十個(gè)學(xué)生有六個(gè)過(guò)不了關(guān)。僅第一年扎卡雷斯就打算花費(fèi)1.4億美元來(lái)幫助這些孩子。為什么要花這么多錢呢?因?yàn)楸姸嘌芯勘砻魅绻∠白詣?dòng)升級(jí)”僅僅意味著有更多學(xué)生無(wú)法升級(jí)的話，那么它就失去了意義。那些被迫一遍又一遍地復(fù)讀的孩子成績(jī)并沒(méi)有提高，甚至還經(jīng)常會(huì)退學(xué)。扎卡雷斯希望學(xué)生們能得到更多的指導(dǎo)，開(kāi)設(shè)更多的夏季班和強(qiáng)化學(xué)習(xí)班。不合格的學(xué)生不會(huì)進(jìn)入下一年級(jí)，但也不必把功課重學(xué)一遍。他提出的這一計(jì)劃很有遠(yuǎn)見(jiàn)，但70高齡的扎卡雷斯本人并沒(méi)有足夠的影響力將其付諸實(shí)施---他還不夠受歡迎---在一場(chǎng)激烈的權(quán)力斗爭(zhēng)之后，該校董事會(huì)最近買斷了他的合同---但就連其他改革派也認(rèn)為他的計(jì)劃太宏大，太迫切。另一位董事會(huì)成員大衛(wèi)·托科夫斯基說(shuō)：“工會(huì)想要有發(fā)言權(quán)。當(dāng)然，還有設(shè)施的問(wèn)題：如果不能把八年級(jí)學(xué)生送入中學(xué)，那該把他們送往哪里呢?”現(xiàn)在，該教育區(qū)宣布它將只在兩個(gè)年級(jí)(二年級(jí)和八年級(jí))對(duì)成績(jī)較差的學(xué)生取消升級(jí)，并將從明年起實(shí)施。
洛杉磯并不是唯一一個(gè)在取消“自動(dòng)升級(jí)”工作中遇到困難的地方。在紐約市，一些辯護(hù)律師在訴訟中稱家長(zhǎng)沒(méi)有及時(shí)被告知他們的孩子會(huì)留級(jí)。在芝加哥，一個(gè)家長(zhǎng)團(tuán)體提出了民權(quán)控訴，宣稱取消自動(dòng)升級(jí)使相當(dāng)比例的黑人和拉丁美洲裔的孩子升不了級(jí)。
然而，這場(chǎng)關(guān)于“自動(dòng)升級(jí)”的戰(zhàn)爭(zhēng)還是會(huì)帶來(lái)一個(gè)有益的結(jié)果：如果每個(gè)教育區(qū)采用洛杉磯的做法，那些學(xué)習(xí)吃力的學(xué)生就會(huì)得到學(xué)習(xí)幫助，而不僅僅是在學(xué)完一年毫無(wú)收獲之外再被踢上一腳。
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