題目列表(包括答案和解析)
The strong fear of high school math is lost here among the blue light of computer screens and the sounds of typing keyboard．
A fanfare （喇叭聲） plays from a speaker as a student passes a chapter test．Nearby another student is watching a video lecture．Another works out a math problem in her notebook 
before clicking on a multiple-choice answer on her screen．
Their teacher at Agoura High School, US, Russell Stephans, sits at the back of the room, watching as scores pop up in real time on his computer grade sheet．One student has passed a level, the data shows; another is retaking a quiz．
"Whoever thought this up makes life so much easier," Stephans says．
This textbook-free classroom is by no means the norm（常態）, but it may be someday．Slowly, but in increasing numbers, schools across the US are replacing the heavy and expensive textbook with its lighter and cheaper cousin: the digital textbook．
A digital textbook can be downloaded, projected and printed, and can range from simple text to a course filled with multimedia and links to Internet content．Some versions （版本） must be purchased; others are "open source" —free and available online to anyone．
Some praise the technology as a way to save schools' money, replace outdated books and better engage students．Others say most schools don't have the resources to join in, or they question the quality of open-source content．
Paper books still hold the highest percentage of the US textbook market, with digital textbooks making up less than 5 percent, according to analyst Kathy Mickey of Simba Information, a market research group．
But that is changing, as grade schools follow the lead of US universities and schools in other countries, including South Korea and Turkey．
California made the largest embrace （擁抱） of digital textbooks this summer when it approved 10 free high school math and science titles developed by college professors．The state left the choice to use them up to individual schools．
"The textbooks are outdated, as far as I'm concerned, and there's no reason why our schools should have our students pull around these old-fashioned and heavy and expensive books," Governor Arnold Schwarzenegger said this summer．
But some disagree with the idea that digital textbooks will improve education quality．
"Keep in mind that with open-source materials, you have to ask: 'Where are they coming from?'" said Jay Diskey, executive director of the Association of American Publishers' school division．"Is it a trusted source? Is it based on real research?"
Diskey said traditional textbooks offer a comprehensive course, while some open-source texts provide only bits and pieces．"There can be quite a difference of content and accuracy," he said．"In many cases, you get what you pay for．"
【小題1】The writer's purpose in writing the passage is to ____ .
| A．explain how to use digital textbooks |
| B．predict the future of paper textbooks |
| C．describe the current use of digital textbooks and present arguments about it |
| D．explain the difference between paper textbooks and digital ones |
| A．He is against getting rid of them． |
| B．He wants to have them replaced with digital ones． |
| C．Soon they will no longer be used． |
| D．He believes that they are to blame for the poor quality of education in California |
| A．the government shouldn't strengthen the use of open-source digital texts |
| B．digital textbooks make up for the shortcomings of traditional textbooks． |
| C．paper textbooks and digital ones both have advantages |
| D．traditional textbooks have more reliable content |
| A．Math is easier with the use of computers． |
| B．It is believed that digital books will replace traditional ones． |
| C．Textbook-free classes are the main form of teaching in the US schools． |
| D．Not all people are in favor of replacing paper textbooks with digital ones． |
The strong fear of high school math is lost here among the blue light of computer screens and the sounds of typing keyboard．
A fanfare （喇叭聲） plays from a speaker as a student passes a chapter test．Nearby another student is watching a video lecture．Another works out a math problem in her notebook before clicking on a multiple-choice answer on her screen．
Their teacher at Agoura High School, US, Russell Stephans, sits at the back of the room, watching as scores pop up in real time on his computer grade sheet．One student has passed a level, the data shows; another is retaking a quiz．
"Whoever thought this up makes life so much easier," Stephans says．
This textbook-free classroom is by no means the norm（常態）, but it may be someday．Slowly, but in increasing numbers, schools across the US are replacing the heavy and expensive textbook with its lighter and cheaper cousin: the digital textbook．
A digital textbook can be downloaded, projected and printed, and can range from simple text to a course filled with multimedia and links to Internet content．Some versions （版本） must be purchased; others are "open source" —free and available online to anyone．
Some praise the technology as a way to save schools' money, replace outdated books and better engage students．Others say most schools don't have the resources to join in, or they question the quality of open-source content．
Paper books still hold the highest percentage of the US textbook market, with digital textbooks making up less than 5 percent, according to analyst Kathy Mickey of Simba Information, a market research group．
But that is changing, as grade schools follow the lead of US universities and schools in other countries, including South Korea and Turkey．
California made the largest embrace （擁抱） of digital textbooks this summer when it approved 10 free high school math and science titles developed by college professors．The state left the choice to use them up to individual schools．
"The textbooks are outdated, as far as I'm concerned, and there's no reason why our schools should have our students pull around these old-fashioned and heavy and expensive books," Governor Arnold Schwarzenegger said this summer．
But some disagree with the idea that digital textbooks will improve education quality．
"Keep in mind that with open-source materials, you have to ask: 'Where are they coming from?'" said Jay Diskey, executive director of the Association of American Publishers' school division．"Is it a trusted source? Is it based on real research?"
Diskey said traditional textbooks offer a comprehensive course, while some open-source texts provide only bits and pieces．"There can be quite a difference of content and accuracy," he said．"In many cases, you get what you pay for．"
The writer's purpose in writing the passage is to ____ .
A．explain how to use digital textbooks
B．predict the future of paper textbooks
C．describe the current use of digital textbooks and present arguments about it
D．explain the difference between paper textbooks and digital ones
What is Schwarzenegger's opinion of traditional textbooks?
A．He is against getting rid of them．
B．He wants to have them replaced with digital ones．
C．Soon they will no longer be used．
D．He believes that they are to blame for the poor quality of education in California
Diskey holds the view that .
A．the government shouldn't strengthen the use of open-source digital texts
B．digital textbooks make up for the shortcomings of traditional textbooks．
C．paper textbooks and digital ones both have advantages
D．traditional textbooks have more reliable content
According to the text, which of the following is TRUE?
A．Math is easier with the use of computers．
B．It is believed that digital books will replace traditional ones．
C．Textbook-free classes are the main form of teaching in the US schools．
D．Not all people are in favor of replacing paper textbooks with digital ones．
Kuss Middle School serves students in Fall River, Mass. , a former mill town that has struggled economically for decades. Students at Kuss have struggled, too, usually falling short of making the academic progress required under the No Child Left Behind law.
Then, last year, the school experimented with extending the school day. Teachers got paid at a higher hourly rate.
Students weren't thrilled at first with leaving school at 4:15 p.m. instead of at 2:20 p.m. But the added hours gave them more time for physical education and let them select special interest classes. By the end of the year, student scores had risen by enough to enable Kuss to make the progress required under the federal No Child Left Behind law.
The only surprise is that more districts haven't lengthened school schedules set decades ago to accommodate (???) a farm economy rather the information economy of today.
|
School days The USA ranks 36th of 40 industrialized nations in average weekly instructional time. Selected countries: 1) Thailand--30.5 hours 2) Korea--30.3 hours 7) China--26.5 hours 14) France--24.6 hours 15 ) UK--24.6 hours 16) Mexico--24.2 hours 23 ) Japan--23.8 hours 26)Canada--23.6 hours 36)USA--22.2 hours 40)Brazil--19 hours |
New research suggests the time is ready for a change:
Matched against 39 other developed countries, the United States is near the bottom in the rankings of average weekly instructional time in school. Measured over 12 years, students in the top-scoring countries spend the equivalent of a full extra year in school.
US students perform poorly on math and science tests compared to their international peers, according to a US Education Department comparison released earlier this month. In math, American 15-year-old scored near the bottom among the study's 30 developed countries.
Most countries that boost the number of minutes spent on math instruction find pay offs in improved math scores, according to a study released this month by the Brookings Institution. Small increases in the school day are more effective than a longer school year, the report concluded.
The most encouraging news about the benefits of extending the school day comes from Massachusetts, where an experiment with 10 schools, including Kuss, appears to be working. Those 10 schools lengthened their instructional days by 25% and boosted their state scores in math, English and science at all grades.
Perhaps the concept won't work everywhere. Certainly, it won't instantly be popular. But it's obvious that a problem exists or that adding class time seems to help.
1.What is the main idea of the above passage?
A. Experiments with extended school hours produce academic gains.
B. Kuss Middle School sets a good example for US education.
C. Academic progress has achieved under the No Child Left Behind law.
D. Information age calls for more instructional lime at all schools.
2.A longer school day is suggested for the following reasons except that _________.
A. students from many developed countries spend more time at school
B. American students do a bad job at science subjects
C. teachers are paid at a higher rate with time added
D. a longer school day works better than a longer school year
3.Which statement is true of Kuss Middle School?
A. Kuss Middle School lies in where a farm economy is changing to an information one.
B. Kuss Middle school has joined the federal "No Child Left Behind" progrann
C. Neither teachers nor students are happy with the longer school day.
D. Adding class time functions at Kuss Middle School.
4.The writer has expressed ____________.
A. a positive attitude towards adding school time
B. a negative attitude towards adding school time
C. a changing attitude towards adding school time
D. a right attitude towards adding school time
Kuss Middle School serves students in Fall River, Mass. , a former mill town that has struggled economically for decades. Students at Kuss have struggled, too, usually falling short of making the academic progress required under the No Child Left Behind law.
Then, last year, the school experimented with extending the school day. Teachers got paid at a higher hourly rate.
Students weren't thrilled at first with leaving school at 4:15 p.m. instead of at 2:20 p.m. But the added hours gave them more time for physical education and let them select special interest classes. By the end of the year, student scores had risen by enough to enable Kuss to make the progress required under the federal No Child Left Behind law.
The only surprise is that more districts haven't lengthened school schedules set decades ago to accommodate (適應) a farm economy rather the information economy of today.
| School days The USA ranks 36th of 40 industrialized nations in average weekly instructional time. Selected countries: 1) Thailand--30.5 hours 2) Korea--30.3 hours 7) China--26.5 hours 14) France--24.6 hours 15 ) UK--24.6 hours 16) Mexico--24.2 hours 23 ) Japan--23.8 hours 26)Canada--23.6 hours 36)USA--22.2 hours 40)Brazil--19 hours |
| A．Experiments with extended school hours produce academic gains. |
| B．Kuss Middle School sets a good example for US education. |
| C．Academic progress has achieved under the No Child Left Behind law. |
| D．Information age calls for more instructional lime at all schools. |
| A．students from many developed countries spend more time at school |
| B．American students do a bad job at science subjects |
| C．teachers are paid at a higher rate with time added |
| D．a longer school day works better than a longer school year |
| A．Kuss Middle School lies in where a farm economy is changing to an information one. |
| B．Kuss Middle school has joined the federal "No Child Left Behind" progrann |
| C．Neither teachers nor students are happy with the longer school day. |
| D．Adding class time functions at Kuss Middle School. |
| A．a positive attitude towards adding school time |
| B．a negative attitude towards adding school time |
| C．a changing attitude towards adding school time |
| D．a right attitude towards adding school time |
Kuss Middle School serves students in Fall River, Mass. , a former mill town that has struggled economically for decades. Students at Kuss have struggled, too, usually falling short of making the academic progress required under the No Child Left Behind law.
Then, last year, the school experimented with extending the school day. Teachers got paid at a higher hourly rate.
Students weren't thrilled at first with leaving school at 4:15 p.m. instead of at 2:20 p.m. But the added hours gave them more time for physical education and let them select special interest classes. By the end of the year, student scores had risen by enough to enable Kuss to make the progress required under the federal No Child Left Behind law.
The only surprise is that more districts haven't lengthened school schedules set decades ago to accommodate (適應) a farm economy rather the information economy of today.
| School days The USA ranks 36th of 40 industrialized nations in average weekly instructional time. Selected countries: 1) Thailand--30.5 hours 2) Korea--30.3 hours 7) China--26.5 hours 14) France--24.6 hours 15 ) UK--24.6 hours 16) Mexico--24.2 hours 23 ) Japan--23.8 hours 26)Canada--23.6 hours 36)USA--22.2 hours 40)Brazil--19 hours |
| A．Experiments with extended school hours produce academic gains. |
| B．Kuss Middle School sets a good example for US education. |
| C．Academic progress has achieved under the No Child Left Behind law. |
| D．Information age calls for more instructional lime at all schools. |
| A．students from many developed countries spend more time at school |
| B．American students do a bad job at science subjects |
| C．teachers are paid at a higher rate with time added |
| D．a longer school day works better than a longer school year |
| A．Kuss Middle School lies in where a farm economy is changing to an information one. |
| B．Kuss Middle school has joined the federal "No Child Left Behind" progrann |
| C．Neither teachers nor students are happy with the longer school day. |
| D．Adding class time functions at Kuss Middle School. |
| A．a positive attitude towards adding school time |
| B．a negative attitude towards adding school time |
| C．a changing attitude towards adding school time |
| D．a right attitude towards adding school time |
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