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    Àý1 £ºÇë´ó¼Ò²Î¿¼ÎÒ¶Ô2005Äê1 ÔÂÁù¼¶ÔĶÁµÚÈýƪµÄ½âÎö£º
    Passage Three
    £¨31£© Throughout the nation's more than 15 £¬000 school districts£¬
widely differing approaches to teaching science and math have emerged.
Though there can be strength in diversity £¬ a new international analysis
suggests that this variability has instead contributed to lackluster
£¨Æ½µ­µÄ£© achievement scores by U.S. children relative to their peers
in other developed countries. £¨×¢Òâ±¾¶ÎµÄdiffering / diversity / variability
¼¸¸öͬÒåÌæ»»£¬±íÃ÷±¾¶ÎÇ¿µ÷ÁËÃÀ¹ú¸÷¸öµØÇøµÄ¿ÆѧºÍÊýѧ½ÌÓý²îÒìºÜ´ó¡´¶àÑù
ÐÔ£¬¶àÔª»¯¡µµÄÊÂʵ¡£ÎÄÕµڶþ¾ä£¬×÷Õß»°·æһת£¬¾¡¹Ü¶àÔª»¯Óкô¦£¬µ«ÓзÖ
Îö±íÃ÷Õâµ¼ÖÂÁËÃÀ¹úµÄº¢×ÓÓëÆäËü·¢´ï¹ú¼ÒµÄͬÁäÈËÏà±È£¬Ñ§Ï°³É¼¨±È½Ïƽµ­¡£
    ÕâÒ»¾äÌá³öÁËÃÀ¹ú½ÌÓý´æÔÚµÄÎÊÌ⣬Ԥ²âºóÎÄ¿ÉÄÜ»á×÷Ïêϸ²ûÊö»òÌá³ö½â¾ö
ÎÊÌâµÄ°ì·¨£¬×¢ÒâÕⶼÊÇ¿ÉÄܵĿ¼µã¡£Æ½Ê±¸´Ï°Ê±Ò»¶¨ÒªÅàÑø×Ô¼º¹éÄÉ¡¢Ô¤²âÔ­
ÎĵÄÄÜÁ¦£¡£©
    31. According to the passage£¬ the teaching of science and math in
America is _______.
    [ ¶¨Î»ÓëÌæ»»] ±¾ÌâÎÊÃÀ¹úµÄ¿ÆѧºÍÊýѧ½ÌѧµÄ×´¿ö¡£¸ù¾Ý¹Ø¼ü´Êteaching
of science and math ¶¨Î»µ½Ô­ÎĵÚÒ»¶Î¡£Ñ¡B £© characterized by its diversity
ÒÔ¶àÑùÐÔΪÌصã¡£½âÌâµÄÖصãÔÚ׼ȷÅжϵÚÒ»¶ÎËùÇ¿µ÷µÄÄÚÈÝ¡£
    [ ¸ÉÈÅÏî·ÖÎö] A £© focused on tapping students' potential ¼¯Öпª·¢
ѧÉúµÄDZÁ¦£¬ÎÄÖÐÎÞÐÅÏ¢Ö§³Ö£»C £© losing its vitality graduallyÖð²½Ê§È¥
»îÁ¦£¬D £© going downhill in recent years ×î½ü¼¸Äê×ßÏÂÆ·£¬ÎÄÕÂËäÖ¸³ö
ÁËÃÀ¹úµÄ½ÌÓýÌåϵÓÐȱÏÝ£¬µ«²¢Î´ËµÆäʧȥ»îÁ¦»ò×ßÏÂÆ·£¬¹Ê²»Ó¦Ñ¡C ¡¢D.
    Indeed£¬ concludes William H. Schmidt of Michigan State University£¬
who led the new analysis£¬ "no single intellectually coherent vision dominates
U.S. educational practice in math or science.'' The reason£¬ he said£¬
"is because the system is deeply and fundamentally flawed." £¨Indeed£¬
ÔÚÕâÀïÊǼÓÇ¿ÓïÆø£¬¡°È·Êµ¡±µÄÒâ˼£¬¾­³£ÔÚÎÄÕÂÖÐÒý³ö×÷Õß»òÕßר¼ÒµÄÖØÒª¹Û
µã¡£×¨¼ÒSchmidt µÄ½áÂÛ£ºÃÀ¹úÊýѧºÍ¿ÆѧµÄ½ÌÓýʵ¼ùȱ·¦Á¬¹áÒ»ÖµÄ֪ʶ¹ÛÄ
Ô­ÒòÊÇÕâ¸öÌåϵÓÐÉî¿ÌºÍ¸ù±¾µÄȱÏÝ¡£µ½µ×ÊÇʲôȱÏÝÄØ£¿ÕâÀïר¼ÒÖ»ÊÇ×÷Á˳é
ÏóµÄ¸ÅÀ¨£¬ÏÂÎÄÖпÉÄÜ»áÏêϸ²ûÊö¡£×¢ÒâcoherentºÍµÚÒ»¶Îdiversity ÊÇ·´Òå´Ê¡££©
    The new analysis£¬ released this week by the National Science Foundation
in Arlington£¬ Va.£¬ is based on data collected from about 50 nations
as part of the Third International Mathematics and Science Study. £¨±¾
¶Î²»ÊǺÜÖØÒª£¬Ö÷Òª½²Õâ¸ö·ÖÎöÊÇ»ùÓÚ50¸ö¹ú¼ÒµÄÊý¾Ý¡££©
    Not only do approaches to teaching science and math vary among individual
U.S. communities£¬ the report finds £¨= the new analysis£©£¬ but there
appears to be little strategic focus within a school district ¡®s curricula£¬
its textbooks £¬ or its teachers' activities. £¨Not only¡­£¬ but¡­µ¹×°
Ç¿µ÷¾ä£¬ÓïÒâÖØÐÄÔÚbut ºóÃæµÄÄÚÈÝ£ºÃÀ¹úµÄ¸÷¸öѧÇøÔڿγ̵ȷ½Ãæȱ·¦Õ½ÂÔÖØ
µã¡£the report findsÊDzåÈëÓ£¨32£© This contrasts sharply with the coordinated
national programs of most other countries.£¨ÕâÓë´ó²¿·ÖÆäËü¹ú¼ÒµÄЭµ÷µÄ
¹ú¼Ò¼Æ»®ÐγÉÏÊÃ÷¶Ô±È£¬ÊÇ×÷ÕߵĽáÂ۾䡣ThisÖ¸´úÉÏÃæÒ»¾äµÄÒâ˼£¬Ò²¼´ÃÀ¹ú
È˵Ä×ö·¨¡£ÕâÀïÒ²ÊÇÒ»¸öÖØÒªµÄ¶Ô±È¿¼µã¡££©
    32. The fundamental flaw of American school education is that ________.
    [ ¶¨Î»ÓëÌæ»»] ±¾ÌâÊÇÎÊÃÀ¹úѧУ½ÌÓýµÄ¸ù±¾È±ÏÝÊÇʲô¡£¸ù¾Ý¹Ø¼ü´Êfundamental
flaw¿É¶¨Î»µ½Ô­Îĵڶþ¶Î£¬µ«´ð°¸²¢²»ÔÚÆäÖУ¨¶øÊÇÔÚµÚËĶΣ©¡£¸ù¾Ý¶ÔÎÄÕµÄ
·ÖÎö£¬Ó¦¸ÃÑ¡A £© it lacks a coordinated national programÃÀ¹úѧУ½ÌÓýȱ
·¦Ò»¸öЭµ÷Ò»ÖµÄÈ«¹úÐԼƻ®¡£´ð°¸ÊÇ´ÓµÚËĶÎThis contrasts sharply with
the coordinated national programs of most other countries.ÍƵõÄ¡£±¾Ìâ
½âÌâµÄ¹Ø¼üÊÇ¿ç¶ÎÕûºÏÄÚÈÝ¡£
    [ ¸ÉÈÅÏî·ÖÎö] B £© it sets a very low academic standard for students
Ëü¶ÔѧÉúÉ趨Á˷dz£µÍµÄѧÊõ±ê×¼£¬ÎÄÖÐÎÞÄÚÈÝÖ§³Ö£¨Ö»ÊÇ˵ÃÀ¹úѧÉúѧµÄ¶à¶ø
²»¾«£©£»C £© it relies heavily on the initiative of individual teachers
Ëü·Ç³£ÒÀÀµ¸÷¸ö½ÌʦµÄÖ÷¶¯ÐÔ£¬ÎÄÖÐÎÞÐÅÏ¢Ö§³Ö£»D £© it attaches too much
importance to intensive study of school subjectsËüÌ«ÖØÊÓѧУ¿Î³ÌµÄÉîÈë
ѧϰ£¬ÓëÎÄÕÂÄÚÈÝÏà·´£¬Èç¹ûÑ¡ÏîÊÇattach too much importance to extensive
£¬but not intensive£¬ study of school subjects ²Å·ûºÏÔ­ÎÄ¡£
    £¨33£© On average £¬ U.S. students study more topics within science
and math than their international counterparts do. This creates an educational
environment that "is a mile wide and an inch deep £¬" Schmidt notes.
£¨³öÏֱȽϼ¶Ê±Ó¦¸ß¶È¹Ø×¢¡£µÚ¶þ¾äThisÖ¸´úµÚÒ»¾ä³ÂÊöµÄÊÂʵ£ºÆ½¾ù˵À´£¬Óë
¹ú¼ÊͬÁäÈËÏà±È£¬ÃÀ¹úѧÉúÔÚ¿ÆѧÓëÊýѧ·½ÃæҪѧϰ¸ü¶àµÄ¿ÆÄ¿¡£A mile wide
and an inch deepÊôÓÚÐÎÏóÓ÷¨¡¢±ÈÓ÷¿¼µã¡££©
    For instance£¬ eighth graders in the United States cover about 33
topics in math versus just 19 in Japan. Among science courses £¬ the international
gap is even wider.£¨×÷Õß½ÓמÙÀý˵Ã÷ÃÀ¹úµÄ½ÌÓý»·¾³ÊÇa mile wide and an
inch deep.£©U.S. curricula for this age level resemble those of a small
group of countries including Australia£¬ Thailand £¬ Iceland£¬ and Bulgaria.
Schmidt asks whether the United States wants to be classed with these
nations £¬ whose educational systems "share our pattern of splintered
£¨Ö§ÀëÆÆËéµÄ£© visions" but which are not economic leaders.
    33. By saying that the U.S. educational environment is "a mile wide
and an inch deep" £¨Line 2£¬ Para. 5£©£¬ the author means U.S. educational
practice ________.
    [ ¶¨Î»ÓëÌæ»»] ±¾ÌâÎÊ×÷Õ߶ÔÃÀ¹ú½ÌÓýʵ¼ùµÄ¿´·¨¡£¸ù¾ÝÉÏÃæÁ½¶ÎThisÖ¸´ú
µÄÊÂʵÒÔ¼°For instanceºó¶Ôa mile wide and an inch deepµÄ½øÒ»²½½âÊÍ¿ÉÒÔ
¿´³ö£¬ÃÀ¹ú½ÌÓý×¢ÖØËù¿ª¿ÆÄ¿µÄ¹ã¶È¶ø²»ÖØÊÓÉî¶È£¬ËùÒÔÑ¡D £© scratches the
surface of a wide range of topics Ö»´¥¼°ÁËÐí¶à¿ÆÄ¿µÄ±íÃæ¡£ÁíÍ⣬education
environment = educational practice. ½âÌâµÄ¹Ø¼üÊÇÒª¿ç¶ÎÕûºÏÄÚÈÝ£¬²¢×¼È·
µØʶ±ðÖ¸´úºÍÀýÖ¤µÄº¬Òå¡£
    [ ¸ÉÈÅÏî·ÖÎö] A £© lays stress on quality at the expense of quantity
ÎþÉüÊýÁ¿À´Ç¿µ÷ÖÊÁ¿£¬ºÍÎÄÖÐÄÚÈÝÏà·´£»B £© offers an environment for comprehensive
education ΪȫÃæ×ۺϽÌÓýÌṩÁË»·¾³£¬ÎÄÖÐÖ»Ìáµ½¿ÆѧºÍÊýѧ½ÌÓý£¬²¢Î´³öÏÖ
È«Ãæ×ۺϽÌÓýµÄ¸ÅÄC £© encourages learning both in depth and in scope
¹ÄÀø¼ÈÉîÈëÓֹ㷺µØѧϰ£¬ÕâÖ»ÊÇÃÀ¹ú½ÌÓý¸Ä¸ïµÄ·½Ïò£¬ÓëÔ­ÎÄÄÚÈݲ»Ò»Ö¡£
    The new report "couldn't come at a better time£¬" says Gerald Wheeler£¬
executive director of the National Science Teachers Association in Arlington.
£¨±¾¾äÊÇij¸öר¼Ò¶Ôthe new reportËù×÷µÄÆÀ¼Û¡£ÎÄÕÂÖгöÏÖ¸ÅÀ¨ÐÔÆÀ¼ÛÖ®ºóÒ»
°ã¶¼»á×÷½øÒ»²½µÄ½âÊÍ˵Ã÷¡¢Ô­Òò·ÖÎöµÈ£¬ÕâÊÇÃüÌâÕß½Ïϲ»¶µÄ¿¼µã¡££©£¨34£©
    "The new National Science Education Standards provide that focused
vision£¬" including the call "to do less£¬ but in greater depth." £¨The
new National Education StandardsºÍThe new reportÊôÓÚͬÒå¸ÅÄî¡££©
    34. The new National Science Education Standards are good news in
that they will ________.
    [ ¶¨Î»ÓëÌæ»»] ±¾ÌâÎÊеÄÈ«¹ú¿Æѧ½ÌÓý±ê×¼ÊǸöºÃÏûÏ¢µÄÔ­Òò¡£¸ù¾Ý¹Ø¼ü
´ÊThe new National Education StandardsºÍgood news £¬¶¨Î»µ½µÚÆ߶Σ¬±¾Ìâ
ËùÎʵÄÔ­ÒòÔÚµÚ¶þ¾ä£¬×¢Òâbut ÒýÆðµÄÇ¿µ÷£¬¹ÊÑ¡A £© provide depth to school
science education ʹѧУµÄ¿Æѧ½ÌÓý¾ßÓÐÉî¶È¡£½âÌâµÄ¹Ø¼üÔÚÓÚʶ±ð¾ä×ÓÖ®¼ä
µÄ¹Øϵ¡£
    [ ¸ÉÈÅÏî·ÖÎö] B £© solve most of the problems in school teaching½â
¾öѧУ½ÌѧµÄ´ó²¿·ÖÎÊÌ⣬ÍáÇú²¢¿äÕÅÁËÎÄÕÂÔ­Ò⣻C £© be able to meet the
demands of the communityÄܹ»Âú×ãÉçÇøÐèÇó£¬ÎÄÖÐδÌá¼°£¬ÒòΪеÄÈ«¹ú¿Æѧ
±ê×¼ÊÇΪÁËÃÖ²¹½ÌÓýÌåÖƵÄȱÏݶøÖƶ¨µÄ£»D £© quickly dominate U.S. educational
practiceѸËÙÔÚÃÀ¹úµÄ½ÌÓýʵ¼ùÖд¦ÓÚÖ§ÅäµØ룬ÎÄÖÐҲδÌá¼°£¬¶øÊÇÖ¸³öÁËʵ
ÏÖÕâ¸öбê×¼½«ÃæÁÙÌôÕ½¡£
    £¨35£© Implementing the new science standards and their math counterparts
will be the challenge £¬ he and Schmidt agree £¬ because the decentralized
responsibility for education in the United States requires that any reforms
be tailored and instituted one community at a time. £¨¡­ÒòΪÃÀ¹úµÄ½ÌÓý
ÔðÈÎÊÇ·ÖÉ¢µÄ£¬ËüÒªÇóÈκÎÒ»Ïî¸Ä¸ïÖ»ÄÜÒ»´ÎÒ»¸öÉçÇøµØÁ¿Éí¶¨ÖÆ¡£he and Schmidt
agree ÊDzåÈëÓ¶øÇÒÊÇר¼Ò¹Ûµã±êÖ¾´Ê£¬½ô½Ó×ŲûÊöÁËImplementing the new
standards ¡­ will be the challengeµÄÔ­Òò£¬¿¼µãÉèÖúÍ34ÌâÈç³öÒ»ÕÞ£¬µ«Ïà
¶Ô¼òµ¥£¬ÒòΪbecause ÊÇÃ÷ÏÔµÄÒò¹û¹Øϵ¿¼µã±êÖ¾´Ê¡££©
    In fact £¬ Schmidt argues £¬ reforms such as these proposed national
standards "face an almost impossible task £¬ because even though they
are intellectually coherent £¬ each becomes only one more voice in the
babble£¨àÐÔÓÉù£©¡£"
    35. Putting the new science and math standards into practice will
prove difficult because ________.
    [ ¶¨Î»ÓëÌæ»»] ±¾ÌâÎÊʵʩеĿÆѧºÍÊýѧ±ê×¼½«»áÓöµ½À§ÄѵÄÔ­Òò¡£put
sth. into practice = implement£¬ will prove difficult = will be the challenge£¬
ËùÒÔ±¾Ìâ¿É׼ȷ¶¨Î»µ½µ¹ÊýµÚ¶þ¶Î£¬×îºóÑ¡C £© school districts are responsible
for making their own decisionsѧÇø¶Ô×Ô¼ºµÄ¾ö¶¨¸ºÔ𡣸ÃÑ¡Ïî±í´ïÁËÎÄÖÐ
¡°ÔðÈηÖÉ¢¡±µÄÒâ˼¡£
    [ ¸ÉÈÅÏî·ÖÎö] A £© there is always controversy in educational circles
ÔÚ½ÌÓý½çÒ»Ö±´æÔÚÕùÂÛ£¬B £© not enough educators have realized the necessity
for doing soûÓÐ×ã¹»µÄ½ÌÓýÕßÒâʶµ½ÕâÑù×öµÄÖØÒªÐÔ£¬D £© many schoolteachers
challenge the acceptability of these standardsÐí¶àѧУÀÏʦÖÊÒÉÕâЩ±ê×¼
µÄ¿É½ÓÊÜÐÔ£¬ÕâÈý¸öÑ¡ÏîÎÄÖоùÎÞÐÅÏ¢Ö§³Ö¡£
    Àý2 ¡¢2000Äê1 ÔÂËļ¶ÔĶÁµÚ¶þƪ
    Some studies suggest that straight£¬ horizontal bars painted across
roads can initially cut the average speed of drivers in half. However £¬
traffic often returns to full speed within months as drivers become used
to seeing the painted bars.
    30. What does the author say about straight £¬ horizontal bars painted
across roads£¿
    A £© They cannot be applied successfully to traffic circles.
    B £© They tend to be ignored by drivers in a short period of time.
    C £© They are falling out of use in the United States.
    D £© They are applicable only on broad roads
    ÇëÓÃÐÄÌå»áinitially Õâ¸ö´ÊµÄÄÚº­£¬Æäʵ£¬ÄãÒ»¿´µ½Õâ¸ö´Ê£¬¾ÍÓ¦¸Ã׼ȷ
predict ºóÃæ¿ÉÄÜ»áÓп¼µã£¬¶øÇҿ϶¨»á³öÏÖbut £¬ however£¬ ultimately Ò»
ÀàµÄתÕÛ¡¢¶Ô±È´Ê¡£´ð°¸B £©¡£