科目: 來源:安徽省同步題 題型:閱讀理解
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科目: 來源:安徽省同步題 題型:閱讀理解
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科目: 來源:同步題 題型:閱讀理解
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科目: 來源:同步題 題型:閱讀理解
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科目: 來源:同步題 題型:閱讀理解
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科目: 來源:同步題 題型:閱讀理解
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科目: 來源:同步題 題型:閱讀理解
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We have known for some time that college students coming from Japan and Taiwan to study in the
United States do better than their American peers(同齡人)in maths and science. These general
impressions of Asian superiority(優(yōu)勢(shì))in mathematics and science were proved by studies were made
in the late 1960s and early 1970s.
In these studies, the average score of American kindergarteners was below those from Japan. In first
grade the difference increased, and by fifth grade it was very large.Moreover, 60 fifth grade classes in
Japan, Taiwan, and the United States were compared in mathematics. The average score of the highest
scoring American classroom was below that of all the Japanese classrooms and all but one of the Chinese classrooms.
Why is this so? Are the Asian students born smarter? A series of studies in 1986 and 1987 raised
these questions, and their findings seem to point the American and Asian school systems have certain
features in common. But the differences are striking. Test scores on nationwide examinations determine
entry into high school and college in both Japan and Taiwan, but not in the United States. Career paths
too are more closely linked to educational achievements in Japan and Taiwan. As a result, far more
pressure is given to even very young children to study hard and succeed in school in both Japan and
Taiwan than those in the United States.
These are also striking differences in classroom instruction. By fifth grade,for example,t he U. S.
children were observed to spend an average of only 19.6 hours per week in academic activities in
comparison with the Taiwanese and Japanese children of 40.4 and 32.6 hours per week, respectively.
What is more,the U. S.children spent less of their academic time on mathematics. By fifth grade ,the
U. S.classrooms averaged 3.4 hours per week on maths compared to 11.4 hours in Taiwan and 7.6
hours in Japan.
1. The primary purpose of this passage is to ________.
A. show Asian superiority in maths and science to the American students
B. compare the American educational practices with those of Asians
C. warn the American government of the educational problems
D. criticize the American educational system
2. Asian students in the U. S.do better in maths and science than their American peers because________.
A. Americans are less interested in maths and science than Asians
B. Asian students are cleverer than the American children
C. Asian students spend more time in academic activities
D. All of the above
3. Which of the following is NOT one of the differences between the American and the Asian school
systems? ________
A. Entrance into high school does not depend on test scores on national exams in the U. S..
B. Academic achievements are more closely related to jobhunting in Asian countries.
C. Children start kindergarten earlier in Asian countries than in the United States.
D. Asian students pay more attention to classroom activities than Americans.
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科目: 來源:安徽省月考題 題型:閱讀理解
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At the beginning of the twentieth century, many people thought that the American family was falling apart. A century later, we know that this was not the case. However, although the family is still alive in the United States, its size and shape were very different 100 years ago. In the late 1800s and early 1900s, there were mainly two types of families in the United States: the extended and the nuclear. The extended family usually includes grandparents, parents, and children living under the same roof. The nuclear family consists of only parents and children. Today there are many different kinds of families. Some people live in "traditional" families, that is, a stay-home mother, a working father, and their own biological children. Others live in two-paycheck families, single-parent families, adoptive or foster, families, blended families (where men and women who were married before marry again and combine the children from previous marriages into the new families),child less families, and so on. What caused the structure of the family to change? In the early 1900s the birthrate began to fall and the divorce rate began to rise. Women were suddenly choosing to go to college and take jobs outside the home. In the 1930s and 1940s, many families faced serious financial, or money problems during the Great Depression, when many people lost their jobs. During World War II(1939-1945),5 million women were left alone to take care of their homes and their children. Because many men were at war, thousands of these "war widows" had to go to work outside their home. During the next ten years, the situation changed. There were fewer divorces, and people married at a younger age and had more children than the previous generation. It was unusual for a mother to work outside the home during the years when her children were growing up. Families began leaving cities and moving into single-family homes in the suburbs. The traditional family seemed to be returning. In the years between 1960s and 1990s, there were many important changes in the structure of the family. From the 1960s to the early 1970s, the divorce rate doubled and the birthrate fell by half. The number of single-parent families tripled, and the number of couples living together without being married doubled again. In fact, the single-parent household, once unusual, has replaced the "traditional" family as the typical family in the States. If we can judge from history, however, this will probably change again in the twenty-first century. The Changes of the American Family
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