高级英语阅读期末试题

2011—2012 学年第二学期2009 级

英语教育专业高级英语阅读课程期末考试试题

试卷类型：A 考试形式：闭卷

本试题共 4 大题，7 页，满分100 分，考试时间为120 分钟，答案请写在答卷上，否则无效PART Ⅰ: Write a summary of the following text. This summary should include

the main points in your own words with NO MORE THAN 200 words. (40%)

Children Must be T aught to T ell Right from Wrong

William Kilpatrick

Many of today’s young people have a difficult time seeing any moral dimension to their actions. There are a number of reasons why that’s true, but none more prominent than a failed system of education that eschews (回避) teaching children the traditional moral values that bind Americans together as a society and a culture. That failed approach, called “decision-making,” was introduced in schools 25 years ago. It tells children to decide for themselves what is right and what is wrong. It replaced “character education. (品格教育)” Character education didn’t ask children to reinvent the moral wheel (浪费时间重新发明早已存在的道德标准); instead, it encouraged them to practice habits of courage, justice and self-control.

In the 1940s, when a character education approach prevailed, teachers worried about students chewing gum; today they worry about robbery and rape.

Decision-making curriculums pose thorny (棘手的) ethical dilemmas to students, leaving them with the impression that all morality is problematic and that all questions of right and wrong are in dispute. Y oungsters are forced to question values and virtues they’ve never acquired in the first place or upon which they have only a tenuous (薄弱的) hold. The assumption behind this method is that students will arrive at good moral conclusions if only they are given the chance. But the actual result is moral confusion.

For example, a recent national study of 1,700 sixth- to ninth-graders revealed that a majority of boys considered rape to be acceptable under certain conditions. Astoundingly, many of the girls agreed.

This kind of moral illiteracy is further encouraged by values-education (价值观教育)

programs that are little more than courses in self-esteem (自尊). These programs are based on the questionable assumption that a child who feels good about himself or herself won’t want to do anything wrong. But it is just as reasonable to make an opposite assumption: namely, that a child who has uncritical self-regard wi ll conclude that he or she can’t do anything bad.

Such naive self-acceptance results in large part from the non-directive (无指导性的),

non-judgmental (无是非观的), as-long-as-you-feel-comfortable-with-your-choices mentality (思想) that has pervaded (渗透) public education for the last two and one-half decades. Many of today’s drug education, sex education and values-education courses are based on the same 1960s philosophy that helped fuel the explosion in teen drug use and sexual activity in the first place.

Meanwhile, while educators are still fiddling with (胡乱摆弄) outdated “feel-good” approaches, New Y ork, Washington, and Los Angeles are burning. Y oungsters are leaving school