Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time: if corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people's. In the same way, when children learn to do all the other things they learn to do without being taught to walk, run, climb, whistle, ride a bicycle--compare those performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his own mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what answer is to that problem, whether this is a good way of saying or doing this or not.

　　If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can't find the way to get the right answer. Let's end this nonsense of grades, exams,marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.

　　Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one's life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, "But suppose they fail to learn something essential, something they will need to get in the world?" 　　　　Don't worry! If it is essential, they will go out into the world and learn it.

　　56. What does the author think is the best way for children to learn things?

　　A. By imitating what other people do.

　　B. By making mistakes and having them corrected.

　　C. By listening to explanations from skilled people.

　　D. By asking a great many questions.

　　57. The passage suggests that learning to speak and leaming to fide a bicycle are __________.

　　A. not really important skills

　　B. more important than other skills

　　C. basically different from learning adult skills

　　D. basically the same as learning other skills

　　58. According to the passage, the author thinks teachers in school should__________.

　　A. allow children to learn by himself or herself

　　B. point out children's mistakes whenever they're found

　　C. correct children's mistakes as soon as possible

　　D. give children more book knowledge

　　59. The author believes the teacher's role in children's learning should be__________.

　　A. the identifier and corrector of their errors

　　B. their helper and guide

　　C. the person to grade their performance and give feedbacks

　　D. the person to pass on something essential to them

　　60. The title of this passage could probably be__________.

　　A. Let Teachers Stop Work

　　B. Let Us Make Children Learn

　　C. Let Children Correct Their Own Papers

　　D. Let Children Learn by Themselves

　　Passage Two

　　Questions 61 to 65 are based on the following passage.

　　Researchers in the field of psychology have found that one of the best ways to make an important decision, such as choosing a university to attend or a business to invest in, involves the utilization of a decision worksheet.

　　Psychologists who study optimization ( 最優(yōu)化 ) compare the actual decisions made by people to theoretical ideal decisions to see how similar they are. Proponents (支持者) of the worksheet procedure believe that it will yield optimal, that is, the best decisions. Although there are several variations on the exact format that worksheets can take,they are all similar in their essential aspects. Worksheets require defining the problem in a clear and concise way and then listing all possible solutions to the problem. Next, the pertinent (相關(guān)的) considerations that will be affected by each decision are listed, and the relative importance of each consideration or consequence is determined. Each consideration is assigned a numerical value to reflect its relative importance. A decision is mathematically calculated by adding these values together. The alternative with the highest number of points emerges as the best decision.

　　Since most important problems are multifaceted (多層面的), there are several alternatives to choose from,each with unique advantages and disadvantages. One of the benefits of a pencil and paper decision-making procedure is that it permits people to deal with more variables than their minds can generally comprehend and remember. On the average, people can keep about seven ideas in their minds at once. A worksheet can be especially useful when the decision involves a large number of variables with complex relationships. A realistic example for my college students is the question "What will I do after graduation?" A graduate might seek a position that offers specialized training, pursue an advanced degree, or travel abroad for a year.

　　A decision-making worksheet begins with succinct ( 簡(jiǎn)潔的) statement of the problem that will also help to narrow it. It is important to be clear about the distinction between long-range and immediate goals because long-range goals often involve a different decision than short-range ones. Focusing on long-range goals, a graduating student might revise the question above to "What will I do after graduation that will lead to a successful career?"

　　61. Of the following stepsis the one that occurs before the others in making a decision worksheet.

　　A. listing the consequences of each solution

　　B. calculating a numerical summary of each solution

　　C. writing down all possible solutions

　　D. deciding which consequences are most important

　　62. According to decision-worksheet theory, an optimal decision is defined as one that__________.

　　A. has the fewest variables to consider

　　B. uses the most decision worksheets

　　C. has the most points assigned to it

　　D. is agreed to by the greatest number of people

　　63. The author develops the discussion in paragraph 1 by means of__________.

　　A. describing a process

　　B. classifying different types

　　C. providing historical background

　　D. explaining a theory

　　64. The author's attitude towards a pencil and paper decision-making procedure is __________.

　　A. neural

　　B. approving

　　C. ambiguous

　　D. biased

　　65. The passage mainly discusses __________.

　　A. a tool to assist in making complex decisions

　　B. a comparison of actual decisions and ideal decisions

　　C. research on how people make decisions

　　D. differences between making long-range and short-range decisions

　　【答案解析】

　　56.A

　　定位：根據(jù)題干信息thebestwayforchildrentolearnthings可將答案定位到第一段前半部分。

　　解析：第一段首句提出了文章的論點(diǎn)：“Let childrenlearntojudgetheirownwork.(讓孩子學(xué)著評(píng)價(jià)自己的工作。)”接著舉例說(shuō)：“一個(gè)學(xué)說(shuō)話(huà)的孩子一天到晚都在注意自己講的話(huà)跟周?chē)酥v的有什么不同。

　　這樣慢慢地，他就自然而然地作出改變，說(shuō)話(huà)跟其他人一樣了。同樣，孩子學(xué)別的東西時(shí)……他們會(huì)觀察那些技術(shù)更熟練的人們是怎樣做的，對(duì)比之后就會(huì)作出必要的改變。”可見(jiàn)作者認(rèn)為，小孩最好的學(xué)習(xí)方法就是模仿別人怎么做。故選A。

　　57.D

　　定位：根據(jù)題干信息learningto speak andlearningto ride abicycle可將答案定位到第一段中間部分。

　　解析：learningto speak和learningto ride abicycle出現(xiàn)在第一段。作者在說(shuō)明自己觀點(diǎn)的時(shí)候，將學(xué)說(shuō)話(huà)與學(xué)習(xí)其他技能(比如走、跑、爬、吹口哨、騎車(chē)等)進(jìn)行了對(duì)比，并且認(rèn)為孩子學(xué)習(xí)說(shuō)話(huà)和學(xué)習(xí)其他技能的基本方式是一樣的，都是通過(guò)模仿然后進(jìn)行自我調(diào)整。故選D。

　　58.A

　　定位：根據(jù)題干信息teachers in school should可將答案定位到第一段后半部分。

　　解析：第一段后半部分作者建議說(shuō)：“我們總是表現(xiàn)得好像我們覺(jué)得他們永遠(yuǎn)不會(huì)自己發(fā)現(xiàn)錯(cuò)誤，非得我們指出來(lái)讓他們改正不可。很快孩子就變得依賴(lài)?yán)蠋熈恕７攀肿屗孔约喊伞Ｗ屗约航鉀Q問(wèn)題吧，如果他想的話(huà)，可以請(qǐng)其他孩子幫忙……”作者直言不諱，認(rèn)為應(yīng)該讓孩子們自己發(fā)現(xiàn)自己的錯(cuò)誤，如果需要的話(huà)，也可以請(qǐng)其他孩子來(lái)幫助。指出學(xué)生的問(wèn)題和錯(cuò)誤，不可以也不需要老師包辦。故選A。

　　59.B

　　定位：根據(jù)題干信息the teacher’s role in children’s learning可將答案定位到第二段第四句。

　　解析：該句提到：“我們的工作應(yīng)當(dāng)是在孩子找不到問(wèn)題的正確答案時(shí)給予幫助。”第三段第一句也提到：“讓他們用最適合自己的方式獨(dú)立學(xué)習(xí)，如果他們需要，可以尋求老師的幫助。”可見(jiàn)，老師的作用主要是在學(xué)生的學(xué)習(xí)過(guò)程中對(duì)他們進(jìn)行幫助和指導(dǎo)。

　　60.D

　　定位：根據(jù)題干信息titleofthispassage可知解答本題需通觀全文。

　　解析：文章第一句即提到：“讓孩子學(xué)著評(píng)價(jià)自己的工作。”接著，全篇文章都圍繞“讓孩子自己學(xué)習(xí)”這個(gè)主題展開(kāi)，提到老師們總是等不及孩子們自己發(fā)現(xiàn)問(wèn)題，就指出他們的錯(cuò)誤并幫助他們改正，其實(shí)孩子會(huì)觀察他人如何做，進(jìn)行模仿，然后作出改變來(lái)使自己的行為、認(rèn)知與他人更接近。故選D。

　　【答案解析】

　　61.C

　　定位：根據(jù)題干信息occursbeforetheothers,makingadecisionworksheet可將答案定位到第一段中間部分。

　　解析：作者在介紹制作決策工作表單的步驟時(shí)第一句就提到：“工作表單需要人們將問(wèn)題以清晰簡(jiǎn)潔的方式表現(xiàn)出來(lái)，然后列出所有可能解決問(wèn)題的方案。”接下來(lái)，每種方案才被逐一分析。可見(jiàn)在四個(gè)選項(xiàng)中，C項(xiàng)在其他步驟之前。故選c。

　　62.C

　　定位：根據(jù)題干信息anoptimaldecision可將答案定位到第一段最后兩句。

　　解析：文中提到，這種工作表單可以產(chǎn)生“最優(yōu)化”效果，“通過(guò)將各種數(shù)值加在一起，運(yùn)用數(shù)學(xué)計(jì)算的方法就可以作出一個(gè)決定。其中，綜合分?jǐn)?shù)最高的解決方案即為最佳選擇。”可見(jiàn)，最好的決定必然是得分最高的選項(xiàng)。故選C。

　　63.A

　　定位：根據(jù)題干信息paragraph 1可將答案定位到第一段。

　　解析：本題考查第一段的寫(xiě)作邏輯。作者在第一段首先提出論點(diǎn)，即使用決策工作表單來(lái)作決定是最佳方法之一，接著展開(kāi)論述，在論述的時(shí)候，對(duì)這種工作表單的具體使用方法和操作步驟進(jìn)行了介紹，重點(diǎn)在于描述過(guò)程。故選A。

　　64.B

　　定位：根據(jù)題干信息a pencil and paper decision—making procedure可將答案定位到第二段第二句。

　　解析：該句提到：“用紙筆作決定的好處就是，相比一般情況下大腦可以理解和記憶的信息，紙筆記錄可以使人能處理更多的變量。”后文也提到，這種借助紙和筆的工作表單在處理很多變量及其復(fù)雜關(guān)系時(shí)有很大幫助。可見(jiàn)，作者對(duì)于這種決策方法持支持的態(tài)度，故選B。

　　65.A

　　定位：根據(jù)題干信息the passage mainly discusses可知解答本題需通觀全文。

　　解析：文章首句提到：“作出重要決定的一個(gè)最佳方法就是使用決策工作表單”。接著，作者介紹了利用這種工作表單得出最優(yōu)決定的方法。第二段提到借助紙筆完成的工作表單比單純用頭腦記憶更有效，能幫助分析和處理更加復(fù)雜的問(wèn)題。第三段提到這種工作表單要求對(duì)問(wèn)題的描述比較簡(jiǎn)潔，而且要分清短期目標(biāo)和長(zhǎng)期目標(biāo)。可見(jiàn)，文章通篇都是在介紹這種能幫助人們分析復(fù)雜問(wèn)題的決策工作表單。故選A。