Given the lack of between gifted students and their schools, it is not surprising that such students often have little good to say about their school experience. In one study of 400 adults who had achieved distinction in all areas of life, researchers found that three-fifths of these individuals either did badly in school or were unhappy in school. Few, MacArthur Prize fellows, winners of the MacArhur Award for creative accomplishment, had good things to say about their pre-collegiate schooling if they had not been placed in advanced programs. Anecdotal reports support this. Pablo Picasso, Charles Darwin, Mark Twain, Oliver Goldsmith, and William Butler Yeats all disliked school. So did Winston Churchill, who almost failed out of Harrow, an elite British school. About Oliver Goldsmith, one of his teachers remarked, “Never was so dull a boy.” Often these children realize that they know more than their teachers, and their teachers often feel that these children are arrogant, inattentive, or unmotivated.
Some of these gifted people may have done poorly in school because their gifts were not scholastic. Maybe we can account for Picasso in this way. But most fared poorly in school not because they lacked ability but because they found school unchallenging and consequently lost interest. Yeats described the lack of fit between his mind and school: “Because I had found it difficult to attend to anything less interesting than my own thoughts, I was difficult to teach.” As noted earlier, gifted children of all kinds tend to be strong willed nonconformists. Nonconformity and stubbornness (and Yeats’s level of arrogance and self-absorption) are likely to lead to conflicts with teachers.
When highly gifted students in any domain talk about what was important to the development of their abilities, they are far more likely to mention their families than their schools or teachers. A writing prodigy studied by David Feldman and Lynn Goldsmith was taught far more about writing by his journalist father than his English teacher. High-IQ children, in Australia studied by Miraca Gross had much more positive feelings about their families than their schools. About half of the mathematicians studied by Benjamin Bloom had little good to say about school. They all did well in school and took honors classes when available, and some skipped grades.
1. The main point the author is making about schools is that ______.
2. The author quotes the remarks of one of Oliver Goldsmith’s teachers ______.
3. Pablo Picasso is listed among the many gifted children who ______.
4. Many gifted people attributed their success ______.
5. The root cause of many gifted students having bad memories of their school years is that ______.
问题1选项
A.they should satisfy the needs of students from different family backgrounds
B.they are often incapable of catering to the needs of talented students
C.they should organize their classes according to the students’ ability
D.they should enroll as many gifted students as possible
问题2选项
A.to provide support for his argument
B.to illustrate the strong will of some gifted children
C.to explain how dull students can also be successful
D.to show how poor Oliver’s performance was at school
问题3选项
A.paid no attention to their teachers in class
B.contradicted their teachers much too often
C.could not cope with their studies at school successfully
D.behaved arrogantly and stubbornly in the presence of their teachers
问题4选项
A.mainly to parental help and their education at home
B.both to school instruction and to their parents’ coaching
C.more to their parents’ encouragement than to school training
D.less to their systematic education than to their talent
问题5选项
A.their nonconformity brought them a lot of trouble
B.they were seldom praised by their teachers
C.school courses failed to inspire or motivate them
D.teachers were usually far stricter than their parents
第1题:B
第2题:A
第3题:C
第4题:A
第5题:C
第1题:
【选项释义】
The main point the author is making about schools is that ________. 作者关于学校的主要观点是________。
A. they should satisfy the needs of students from different family backgrounds A. 他们应该满足来自不同家庭背景的学生的需求
B. they are often incapable of catering to the needs of talented students B. 他们往往不能满足有才能的学生的需要
C. they should organize their classes according to the students’ ability C. 他们应该根据学生的能力组织班级
D. they should enroll as many gifted students as possible D. 他们应该招收尽可能多的天才学生
【答案】B
【考查点】推理判断题。
【解题思路】根据第二段第一句“有些有天赋的人可能在学校表现不佳,因为他们的天赋不是学术方面的”,和第三句“但大多数人在学校表现不佳,不是因为他们缺乏能力,而是因为他们发现学校没有挑战性,因此失去了兴趣”理解可知,有天赋的学生在学校表现不佳是因为学校不能满足他们的需求,故B项“他们往往不能满足有才能的学生的需要”符合题意。
【干扰项排除】
A项“他们应该满足来自不同家庭背景的学生的需求”,不是满足不同家庭背景,而是满足不同才能的学生的需求,该项属于曲解原文;
C项“他们应该根据学生的能力组织班级”和D项“他们应该招收尽可能多的天才学生”文章没有体现,这两项属于无中生有。
第2题:
【选项释义】
The author quotes the remarks of one of Oliver Goldsmith’s teachers ________. 作者引用了奥利弗•戈德史密斯的一位老师的评论________。
A. to provide support for his argument A. 为他的论点提供支持
B. to illustrate the strong will of some gifted children B. 为了说明一些天才儿童的坚强意志
C. to explain how dull students can also be successful C. 解释为什么迟钝的学生也能成功
D. to show how poor Oliver’s performance was at school D. 来表明奥利弗在学校的表现有多差
【答案】A
【考查点】推理判断题。
【解题思路】首先根据题干定位至第一段倒数第二句“关于奥利弗•戈德史密斯,他的一位老师这样评价他:从来没有一个孩子像他这样迟钝”,作者引用奥利弗•戈德史密斯的例子,在这里是为了说明天才学生对学校的评价都不好,接着最后一句指出“这些孩子经常意识到他们知道的比他们的老师多,而他们的老师经常觉得这些孩子傲慢、漫不经心或缺乏动力”更是证实了学校不能满足学生的需求,所以作者引用奥利弗的例子是为了支持他的论点,该题选择A项“为他的论点提供支持”符合题意。
【干扰项排除】
B项“为了说明一些天才儿童的坚强意志”不是引用奥利弗的例子的原因,该项属于出处错位;
C项“解释为什么迟钝的学生也能成功”没有提到,该项属于无中生有;
D项“来表明奥利弗在学校的表现有多差”并不是作者想要表达的动机,该项属于曲解原文。
第3题:
【选项释义】
Pablo Picasso is listed among the many gifted children who ________. 巴勃罗•毕加索被列为________的众多天才儿童之一。
A. paid no attention to their teachers in class A. 上课时不注意听老师讲课
B. contradicted their teachers much too often B. 太经常反驳他们的老师
C. could not cope with their studies at school successfully C. 不能顺利完成学业
D. behaved arrogantly and stubbornly in the presence of their teachers D. 在老师面前表现得傲慢而固执
【答案】C
【考查点】推理判断题。
【解题思路】根据第二段前两句“有些有天赋的人可能在学校表现不佳,因为他们的天赋不是学术方面的。也许我们可以用这种方式来解释毕加索。”可知,毕加索也是在学校表现不佳的天才之一,也就是说学业成绩并不好,故C项“不能顺利完成学业”符合题意。
【干扰项排除】
A项“上课时不注意听老师讲课”只是学校表现不佳的一方面,该项属于以偏概全;
B项“太经常反驳他们的老师”没有提到,该项属于无中生有;
D项“在老师面前表现得傲慢而固执”,根据第一段最后一句“这些孩子经常意识到他们知道的比他们的老师多,而他们的老师经常觉得这些孩子傲慢、漫不经心或缺乏动力”可知,不是天才儿童在老师面前表现得傲慢而固执,而是他们的老师是这样认为这些天才的,该项属于曲解原文。
第4题:
【选项释义】
Many gifted people attributed their success ________. 许多有天赋的人将他们的成功归功于________。
A. mainly to parental help and their education at home A. 主要是家长的帮助和他们在家里的教育
B. both to school instruction and to their parents’ coaching B. 学校和父母的指导
C. more to their parents’ encouragement than to school training C. 更多的是父母的鼓励,而不是学校的培训
D. less to their systematic education than to their talent D. 他们的天赋,而不是他们的系统教育
【答案】A
【考查点】细节事实题。
【解题思路】根据第三段第一句“当任何领域的高天赋学生谈到什么对他们能力的发展是重要的时候,他们更有可能提到他们的家庭,而不是他们的学校或老师”可知,许多有天赋的人将他们的成功归功于家庭教育,A项“主要是家长的帮助和他们在家里的教育”符合题意。
【干扰项排除】
B项“学校和父母的指导”,有天赋的人并没有把他们的成功归功于学校,该项属于反向干扰;
C项“更多的是父母的鼓励,而不是学校的培训”,父母的鼓励只是其中一小部分,该项概括不全面,属于以偏概全;
D项“他们的天赋,而不是他们的系统教育”在原文没有依据,该项属于无中生有。
第5题:
【选项释义】
The root cause of many gifted students having bad memories of their school years is that ________. 许多天才学生对学校有不好的记忆的根本原因是________。
A. their nonconformity brought them a lot of trouble A. 他们的不服从给他们带来了许多麻烦
B. they were seldom praised by their teachers B. 他们很少受到老师的表扬
C. school courses failed to inspire or motivate them C. 学校的课程未能激发或激励他们
D. teachers were usually far stricter than their parents D. 老师通常比他们的父母严格得多
【答案】C
【考查点】推理判断题。
【解题思路】根据第二段第三句“但大多数人在学校表现不佳,不是因为他们缺乏能力,而是因为他们发现学校没有挑战性,因此失去了兴趣”可知,因为学校不能提供天才学生所需要的挑战性,所以他们失去兴趣从而在学校表现不好,这也给他们带来了不好的回忆,故推断其根本原因就是学校的课程没有办法激发他们的兴趣,该题选择C项“学校的课程未能激发或激励他们”符合题意。
【干扰项排除】
A项“他们的不服从给他们带来了许多麻烦”和D项“老师通常比他们的父母严格得多”没有提到,这两项属于无中生有;
B项“他们很少受到老师的表扬”与他们在学校的表现有关,和题干无关,该项属于出处错位。
【文章来源】2004年英语六级真题
【参考译文】
考虑到资优学生与学校之间缺乏契合度,这些学生往往对他们的学校经历没有什么好的评价,这并不令人惊讶。在一项针对400名在生活各个领域都取得卓越成就的成年人的研究中,研究人员发现,其中五分之三的人要么在学校表现很差,要么在学校不开心。麦克阿瑟奖的获得者,即以创造性成就获得麦克阿瑟奖的人,如果没有被安排进高级课程,很少有人会对他们在大学前接受的教育有好的评价。名人轶事报告支持这一观点。巴勃罗•毕加索、查尔斯•达尔文、马克•吐温、奥利弗•哥德史密斯和威廉•巴特勒•叶芝都不喜欢上学。温斯顿•丘吉尔也是如此,他差点从英国精英学校哈罗公学退学。关于奥利弗•戈德史密斯,他的一位老师评价他说:“从来没有像他这样沉闷的孩子。”通常这些孩子意识到他们比老师知道的更多,而他们的老师经常觉得这些孩子傲慢、不专心或缺乏动力。
这些天才中的一些人可能在学校表现不佳,因为他们的天赋不是学术方面的。也许我们可以用这种方式来解释毕加索。但大多数人在学校的表现很差,不是因为他们缺乏能力,而是因为他们发现学校没有挑战性,因此失去了兴趣。叶芝这样描述他的思想和学校之间的不协调:“因为我发现很难去关注任何比我自己的思想更不有趣的事情,所以我很难教。”正如前面提到的,各种各样的天才儿童往往都是意志坚强的不随大流者。不从众和固执(以及叶芝那种傲慢和自我专注的程度)很可能导致与老师的冲突。
当任何领域的天才学生谈论什么对他们的能力发展很重要时,他们更可能提到他们的家庭,而不是他们的学校或老师。大卫•费尔德曼和林恩•戈德史密斯研究的一位写作神童,他的记者父亲教给他的写作知识远远超过他的英语老师。米拉加•格罗斯研究的澳大利亚高智商儿童对家庭的感情比对学校的感情要积极得多。本杰明•布鲁姆研究过的数学家中,约有一半对学校没什么好感。他们在学校的表现都很好,一有机会就去上荣誉课程,有些人还跳级。