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文教：学校教育
Now let us look at how we read. When we read a printed text, our eyes move across a page in short, jerky movement. We recognize words usually when our eyes are still when they fixate. Each time they fixate, we see a group of words. This is known as the recognition span or the visual span. The length of time ofr which the eyes stop ---the duration of the fixation ----varies considerably from person to person. It also vaies within any one person according to his purpose in reading and his familiarity with the text. Furthermore, it can be affected by such factors as lighting and tiredness.
Unfortunately, in the past, many reading improvement courses have concentrated too much on how our eyes move across the printed page. As a result of this misleading emphasis on the purely visual aspects of reading, numerous exercises have been devised to train the eyes to see more words at one fixation. For instance, in some exercises, words are flashed on to a screen for, say, a tenth or a twentieth of a second. One of the exercises has required students to fix their eyes on some central point, taking in the words on either side. Such word patterns are often constructed in the shape of rather steep pyramids so the reader takes in more and more words at each successive fixation. All these exercises are very clever, but it’s one thing to improve a person’s ability to see words and quite another thing to improve his ability to read a text efficiently. Reading requires the ability to understand the relationship between words. Consequently, for these reasons, many experts have now begun to question the usefulness of eye training, especially since any approach which trains a person to read isolated words and phrases would seem unlikely to help him in reading a continuous text.
Q:
1. The time of the recognition span can be affected by the following facts except ________ .
A. one’s familiarity with the text
B. one’s purpose in reading
C. the length of a group of words
D. lighting and tiredness
2. The author may believe that reading ______.
A. requires a reader to take in more words at each fixation
B. requires a reader to see words more quickly
C. demands an deeply-participating mind
D. demands more mind than eyes
3 What does the author mean by saying “but it’s one thing to improve a person’s ability to see words and quite another thing to improve his ability to read a text efficiently.” in the second parapraph?
A. The ability to see words is not needed when an efficient reading is conducted.
B. The reading exercises mentioned can’t help to improve both the ability to see and to comprehend words.
C. The reading exercises mentioned can’t help to improve an efficient reading.
D. The reading exercises mentioned has done a great job to improve one’s ability to see words.
4. Which of the following is NOT true?
A. The visual span is a word or a group of words we see each time.
B. Many experts began to question the efficiency of eye training.
C. The emphasis on the purely visual aspects is misleading.
D.The eye training will help readers in reading a continuous text.
5. The tune of the author in writing this article is ________
A critical
B neutral
C prssimistic
D optimistic
解题思路
1 C。事实细节题。第一段提到了影响视幅的因素：不同的人，不同的阅读目的，对材料的熟悉程度，光线，疲劳。C“一组词的长度”不是能影响视幅的因素，是本题的答案。
2 C。观点态度题。作者在第二段第二句提到，眼睛训练课程只注重了阅读的视觉因素。倒数第二句书哦，阅读要求具备理解单词间关系的能力。因此选项C“阅读需要大脑的深度参与”正确。作者没有否定阅读的视觉因素的必要性，但是也没有说读者应该练习拓宽视幅，加快阅读速度。所以AB两项都不正确。作者没有对大脑和眼睛在阅读过程中的重要性进行对比，所以不选D
3 C。 作者在这句话中先是肯定了那些阅读练习提高看单词的能力，然后提出了有效阅读概念。后面句中还指出，有效阅读需要的是理解单词间的联系的能力。所以作者的意思应该是那些(训练眼睛的)阅读练习对与有效的阅读无益。B与文章相反。D句是蕴涵其中一个意思，却不是作者想表达的方向。
4 D。 第二段最后一句说，眼睛训练对于帮助读者阅读连贯文章无益，所以D是错的，是本题答案。
5 A。 参考前面的结构剖析，作者写本文的主要目的是对那些只关注阅读的视觉因素的阅读能力课程进行批判，所以答案应该是A。
The standardized educational or psychological tests, which are widely used to aid in selecting, assigning or promoting students, employees and military personnel, have been the target of recent attacks in books, magazines, the daily press, and even in Congress. The target is wrong, for, in attacking the tests, critics divert attention from the fault that lies with ill-informed or incompetent users. The tests themselves are merely tools. Whether the results will be valuable, meaningless, or even misleading depends partly upon the tool itself but largely upon the user.
All informed predictions of future performance are based upon some knowledge of relevant past performance. How well the predictions will be validated by later performance depends upon the amount, reliability and appropriateness of the information used and on the skill and wisdom with which it is interpreted. Anyone who keeps careful score knows that the information available is always incomplete and that the predictions are always subject to error.
Standardized tests should be considered in this context: they provide a quick, objective method of getting some kind of information about what a person has learned, the skills he has developed, or the kind of person he is. The information so obtained has, qualitatively, the same advantages and shortcomings as other kinds of information. Whether to use tests, other kinds of information, or both in a particular situation depends, therefore, upon the empirical evidence concerning comparative validity and upon such factors as cost and availability.
In general, the tests work most effectively when the traits or qualities to be measured can be most precisely defined ( for example, ability to do well in a particular course of training program ) and least effectively when what is to be measured or predicted cannot be well defined, for example, personality or creativity. Properly used, they provide a rapid means of getting comparable information about many people. Sometimes they identify students whose high potential has not been previously recognized.
#P#
1. In this passage, the author is primarily concerned with _________.
A. the necessity of standardized tests
B. the validity of standardized tests
C. the method used in interpreting the results of standardized tests.
D. the theoretical grounds of standardized tests.
2. We can infer from the passage that _______.
A. standardized tests should no longer be used.
B. results of standardized tests accurately reflect the abilities of the testees
C. the value of standardized tests lies in their proper interpretation
D. special methods must be applied to the result of standardized tests.
3. The word “empirical” (Line 6, Para.3) most probably means “ ___________”
A. theoretical
B. critical
C. indisputable
D. experiential
4. According to the passage, standardized tests work work most effectively when ____________.
A. the user knows how to interpret the results in advance.
B. the objectives are most clearly defined.
C. the persons who take the test are intelligent or skillful.
D. they measure the traits or qualities of the tests
5. The author’s attitude toward standardized tests could be described as _______.
A. positive
B. critical
C. prejudiced
D. indifferent.
答案：DDDBA
解题思路
1 选D。主旨大意题。第一段是给出话题，作为主题内容的第二、三段都是对标准花测试的理论基础的介绍。
2 选D。推理判断题。第二段提到，要进行准确预测必须有两个条件，一个是获得的信息本身，另一个是对所获得的信息进行分析。所以对于标准化测试所获得的信息，也必须使用特殊的方法进行分析。因此D正确。原文中，作者是反对抨击标准化考试的。因此A“标准化考试不应再使用”可排除。测试结果是否有效，取决与很多因素，B过于绝对。标准化测试的价值在于它的快速和客观性，所以C错误。
3 选D。语意理解题。前句提到通过标准化测试所获得的信息与其他信息一样有缺点，也有优点。那么到底采用哪种信息，就应该根据以往实际应用效果为依据的意见。 D正是。ABC分别是：理论上的，紧要的，无可争辩的。
4 选B。事实细节题。文章最后一段提到，当所要测定的特性能被很准确地界定时，测试最为有效。
5 选A。 观点态度题。文章第一段中作者就提出不应该抨击标准化考试;弊病不在测试本身，而在使用者。最后提出如果使用得当，标准化考试能为人民提供游泳的比较信息。综上所述，可知作为对标准化测试是持肯定态度的。ABCD分别为：肯定的，批评的，有偏见的，不关心的。
全文翻译
标准化的教育或心理测试，目前广泛应用与对学生、员工和军事人员的筛选、分配或晋升工作。不过它近来成了各种图书、杂志、日报甚至议会的抨击对象。他们的抨击目标选错了，因为在抨击这类测试时，批评者没有注意到，测试的弊病来自人们对测试不太了解或使用不当。测试本身只是一个工具。其结果是否有价值，是否无意义或者是否产生误导，除了取决于测试本身，主要取决于使用测试的人。
所有对未来表现的准确推测都基于对过去恩德相关表现的了解。这些测试在多大程度上会被后来的表现所证实，取决于预测所采用信息的量、可靠性和相关性，以及对这些信息进行分析所需要的技能和才智。一个谨慎的人都会知道，可用的信息总是不够全面的，而那些推测也总会有出错的地方。
要对标准化测试进行评价，首先就应该知道，这种测试提供的是一种迅速而客观地获取一个人的学识，技能或个人品质的相关信息的方法。所获得的信息，从质量上来讲，与其他信息一样，既有缺点也有优点。因此在某一特定情况下，究竟是采用测试还是其他种类的信息，或是两者兼用，须凭关于相对效度的经验依据而定，还取决于诸如费用和实用性等因素。
一般而言，当所要测定的特性能被准确的界定时(比如出色完成某个特殊训练项目的能力)，测试效果会非常好，而当所要测定或预测的东西不能被准确地界定时(比如个性或创造力)，测试效果会非常差。只要使用得当，这种测试是获得很多人的可比较信息的快捷方法，有时候还能够发现一些之前没有发现的潜力很大的大学生。 |
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发表于 2016-7-11 18:38:42