點(diǎn)擊查看：2018年6月大學(xué)英語六級(jí)閱讀100篇
While the mission of public schools has expanded beyond education to include social support and extra-curricular activities. the academic schedule has changed little in more than a century.
Reclaiming the school day for academic instruction and escaping the timebound traditions of education are vital steps in the school-reform process, says a report released today by the National Education Commission on Time and Leaming.
The commission's report, titled "Prisoners of Time," calls the fixed clock and calendar in American education a “fundamental design flaw" in desperate need of change. "Time should serve children instead of children serving time." the report says.
The two-year commission found that holding American students to "worldclass standards." will require more time for classroom instruction. "We have been asking the impossible of our students-that they leam as muchas their foreign peers while spending half as much as in core academic subjects." it states.
The Commission compared the relationships between time and leaming in Japan. Germany, and the United States and found that American students receive less than half the basic academic instruction that Japanese andGerman students are provided. On average. American students can earn a high school diploma if they spend only 41 percent of their school time on academics, says the report.
American students spend an average of three hours a day on "core" academics such as English math, science,and history. the commission found. Their report recommends offering a minimum of 5.5 hours of academics every school day.
The nine-member commission also recommends lengthening the school day beyond the traditional six hours.
"If schools want to continue offering important activities outside the academic core, as well as serving as a hub for family and community services, they should keep school doors open longer each day and each year." says John Hodge Jones, superintendent of schools in Murfreesboro, Tenn., and chairman of the commission.
The typical school year in American public schools is 180 days. Eleven states allow school years of 175 days or less, and only one state requires more than 180 day.
"For over a decade. education reform advocates have been working Feverishly to improve our schools,” says Milton Goldberg. executive director of the commission. "But... if reform is to truly take hold, the six-hour, 180-day school year should be relegated (歸屬于) to museums-an exhibit from our education past."
1. Compared with the academic courses more than a hundred years ago, the academic courses now___________.
A) include some extra-curricular activities
B) focus more on education of social support
C) demand students' more contribution of time
D) remain more or less what they used to be
2. The researches by the commission mentioned in the passage are most concerned about
A) the time attributed to academic leaming
B) the components of school education
C) the changes in education in the recent century
D) the fashion of education management
3. As it is mentioned in che passage. schools in the United States do the following except________.
A) provide important outside-academic activities
B) serve social units such as family and community
C) arrange six-hour teaching and leaming every day
D) have competition with schools of other countries
4. American students differ from those in Japan. Germany in that_____________.
A)they stay at school for a shorter time every day
B) they do not leam as much as their counterparts abroad
C) they devote less time to academic learning
D) they earn a high school diploma more easily
5. Executive director of the commission Milton Goldberg would most probably agree that_______.
A) what the education reform advocates have done is not good enough
B) they time of school day and school year should be extended
C) visiting museums can improve students' academic learning ability
D) social support and extra-curricular activities should be cancelled
答案：
1.相較干100多年前的學(xué)科課程�，F(xiàn)在的學(xué)科課程_______________。
A) 包括了一些課外活動(dòng)
B) 更加關(guān)注于社會(huì)支持教育
C) 要求學(xué)生花更多的時(shí)間
D)跟以往沒有什么差別
[D]首段主句中changed little與選項(xiàng)D為近義替換，因此選項(xiàng)D為本題答案。進(jìn)項(xiàng)A中的extra-curricular activities和選項(xiàng)B中的social support都在第1段提到過,但是它們和該段提到的academic schedule是并列于整個(gè)教育系統(tǒng)之下的三個(gè)平行的成分，答案與A、B無關(guān)。選項(xiàng)C“要求學(xué)生花更多時(shí)間”不是academic courses對(duì)學(xué)生的要求，而是文中調(diào)查組的看法。
2.文章中提到的委員會(huì)所作的研究最關(guān)注_______________。
A) 學(xué)科學(xué)習(xí)上所花的時(shí)間
B) 學(xué)校教育的組成部分
C) 本世紀(jì)里教育所發(fā)生的變化
D)教育管理的方式
[A]從第2段到最后一段，都是討論調(diào)查組的研究結(jié)果。而且通篇都在對(duì)時(shí)間進(jìn)行討論，故選A。本文首段只是引出話題，而文章的主體——調(diào)查組的研究——從第2段才開始闡述，選項(xiàng)B“學(xué)校教育的組成部分”和選項(xiàng)C“最近這個(gè)世紀(jì)教育的變化”與文章首段有關(guān)，因此都不是正確答案。進(jìn)項(xiàng)D在文中沒有提及。
3.文章中提到，美國的學(xué)校做很多事情，除了以下哪一項(xiàng)?
A) 提供重要的課外活動(dòng)。
B) 像家庭和社區(qū)一樣是社會(huì)單元。
C) 每天都組織6個(gè)小時(shí)的教學(xué)活動(dòng)。
D)與其他國家的學(xué)校進(jìn)行競爭。
[D]由第8段可知，學(xué)校教育包括了學(xué)術(shù)教育、課外話動(dòng)和社區(qū)服務(wù)，只有選項(xiàng)D沒有被包括在內(nèi)。文中并沒有提到美國在教育上主張和別國競爭。
4.美國學(xué)生與日本、德國學(xué)生不一樣，______________。
A) 他們每天在校時(shí)間更短
B)他們沒有國外的同齡入學(xué)得那么多
C) 他們花在學(xué)科學(xué)習(xí)上的時(shí)間更少
D)他們更容易獲得高中文憑
[C]第5段第1句提到了美日德學(xué)生在時(shí)間安排與學(xué)習(xí)關(guān)系上的對(duì)比。選項(xiàng)D最具干擾性，第5段末句提到美國學(xué)生只要把在校時(shí)間的41%用于學(xué)術(shù)科目就可以得到中學(xué)畢業(yè)證了。但是，時(shí)間用得少并不意味著畢業(yè)容易，而且此細(xì)節(jié)與美日德學(xué)生之間的比較無關(guān)，因此，選項(xiàng)D犯了過度概括的錯(cuò)誤。選項(xiàng)A不正確是因?yàn)槲闹胁]有提到美日德學(xué)生在這一方面的比較。選項(xiàng)B與第4段末句提到的事實(shí)相反。
5.委員會(huì)的執(zhí)行總裁Milton Goldberg最可能同意以下哪種說法?
A) 教育改革倡導(dǎo)者所作的事情還不夠好。
B) 學(xué)校每天上課時(shí)間和學(xué)年時(shí)間都應(yīng)該延長。
C) 參觀博物館可以提高學(xué)生的學(xué)科學(xué)習(xí)能力。
D) 社會(huì)支持和課外活動(dòng)應(yīng)該取消。
[B]文章末段表明Milton Goldberg認(rèn)為將來教育時(shí)間應(yīng)比現(xiàn)在更長，因此選項(xiàng)B為本題答案。選項(xiàng)A與末段首句提到的事實(shí)不符：選頂C中提到的museums雖在該段末句也有提到，但整個(gè)選項(xiàng)的陳述只是出題人抓住museums一詞的發(fā)揮，因此當(dāng)然也不對(duì)了;選項(xiàng)D與Milton Goldberg無關(guān)。
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