网友您好， 请在下方输入框内输入要搜索的题目：
题目内容
（请给出正确答案）
单选题
Young children are completely _____ the mother for their physical needs and for their early education and training.
A
relied on
B
independent of
C
depending on
D
dependent on
参考答案
参考解析
解析：
句意：小孩子们的生理需要和他们的早期教育和训练都完全依赖于他们的妈妈。rely on,，depend on和be dependent on都可以表示依赖的意思。但此处A项为被动，C项为现在进行时，均不对。B项语义错误。故答案为D项，
句意：小孩子们的生理需要和他们的早期教育和训练都完全依赖于他们的妈妈。rely on,，depend on和be dependent on都可以表示依赖的意思。但此处A项为被动，C项为现在进行时，均不对。B项语义错误。故答案为D项，
更多 “单选题Young children are completely _____ the mother for their physical needs and for their early education and training.A relied on B independent of C depending on D dependent on” 相关考题
考题
Which one is NOT the cause of the generation gap?A. Young people like to choose their own lifestyles.B. American society is changing very fast.C. Parents place high hopes on their children.D. Modem education makes them think differently.
考题
in britain，children from the age of 5 to 16_______________.A. can not receive free education at all.B. can legally receive partly free education.C. can not receive free education if their parents are rich.D. can legally receive completely free education.
考题
In Britain, children from the age of 5 to 16 can _____ by law.
A. receive completely free educationB. receive parly free educationC. receive no free education if their families are richD. receive no free education at all
考题
We can infer from the passage that in England （ ）A． many plays are not for young peopleB． many young people don’t like theatreC． people know little about the planD． children used to receive good arts education
考题
Passage 2
Teacher education provided by U．S． colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly． These programs, likenon-university programs, are uneven in quality and can be improved． What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching．
This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S．
Department of Education all providing sponsorship and substantial funding．
The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs． The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training．
Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies． The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academy
provision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities．
Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversities that continue to educate most U．S． teachers, enrollments in college and universityteacher education programs have declined in many parts of the country． Independent teachereducation programs are being viewed by some as an important part of the solution in staffing thenation′s classrooms and addressing our serious and enduring problems in education inequities．
Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are workingaggressively to expand these independent alternative routes into teaching．
Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solution toteacher shortages and education inequities, policy makers should very carefully examine theevidence that exists about the nature and impact of these relatively new programs that are rapidlyexpanding while university teacher education enrollments decline．
What can be inferred from Paragraph 3
A.The university system of the United States will completely collapse．
B.The university system of the United States will be totally restructured．
C.The new teacher education programs may not grant students academic degrees in the future．
D.The new teacher education programs will follow the usual practice of other professionalpreparation．
考题
请阅读Passage 2，完成第小题。
Passage 2
Exceptional children are different in some significant ways from others of the same age, for the same age, for these children to develop to their full adult potential, their education must be adapted to those differences.
Although we focus on the needs of exceptional children, we find ourselves describing their environment as well. While the leading actor on the stage captures our attention, we are aware of the importance of the supporting players and the scenery of the play itself. Both the family and the society in which exceptional children live are often the key to their growth and development. And it is in the public schools that we find the full expression of society's understanding the knowledge,hopes, and fears that are passed on to the next generation.
Education in any society is a mirror of that society. In that mirror we can see the strengths, the weaknesses, the hopes, the prejudices, and the central values of the culture itself. The great interest in exceptional children shown in public education over the past three decades indicates the strong feeling in our society that all citizens, whatever their special conditions, deserve the opportunity to fully develop their capabilities.
"All men are created equal." We've heard it many times, but it still has important meaning for education in a democratic society. Although the phrase was used by this country's founders to denote equality before the law, it has also been interpreted to mean equality of opportunity. That concept implies educational opportunity for all children--the right of each child to receive help in learning to the limits of his or her capacity, whether that capacity be small or great. Recent court decisions have confirmed the right of all children--disabled or not--to an appropriate education,and have ordered that public schools take the necessary steps to provide that education. In response,schoolsaremodifying theirprograms,adaptinginstructiontochildrenwhoare exceptional, to those who cannot profit substantially from regular programs.
Which of the following is TRUE according to the passage?
查看材料
A．Exceptional children refer to those with mental or physical problems.
B．The author use"All men are created equal" to counter the school program for the
exceptional children.
C．Recent court decisions confirm the rights of the exceptional children to enjoy the equal rights to learn with the normal ones.
D．Regular school programs fail to meet the requirements to develop the potential of exceptional children.
考题
Passage 2
Teacher education provided by U．S． colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly． These programs, likenon-university programs, are uneven in quality and can be improved． What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching．
This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S．
Department of Education all providing sponsorship and substantial funding．
The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs． The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training．
Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies． The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academy
provision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities．
Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversities that continue to educate most U．S． teachers, enrollments in college and universityteacher education programs have declined in many parts of the country． Independent teachereducation programs are being viewed by some as an important part of the solution in staffing thenation′s classrooms and addressing our serious and enduring problems in education inequities．
Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are workingaggressively to expand these independent alternative routes into teaching．
Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solution toteacher shortages and education inequities, policy makers should very carefully examine theevidence that exists about the nature and impact of these relatively new programs that are rapidlyexpanding while university teacher education enrollments decline．
Which of the following is true of the independent teacher education programs
A.They are initiated to deal with teacher shortages and education inequities．
B.They aimed to raise the standards of teacher education programs．
C.They compete with the university teacher education programs．
D.They can replace the university teacher education programs．
考题
请阅读Passage 2，完成第小题。
Passage 2
Exceptional children are different in some significant ways from others of the same age, for the same age, for these children to develop to their full adult potential, their education must be adapted to those differences.
Although we focus on the needs of exceptional children, we find ourselves describing their environment as well. While the leading actor on the stage captures our attention, we are aware of the importance of the supporting players and the scenery of the play itself. Both the family and the society in which exceptional children live are often the key to their growth and development. And it is in the public schools that we find the full expression of society's understanding the knowledge,hopes, and fears that are passed on to the next generation.
Education in any society is a mirror of that society. In that mirror we can see the strengths, the weaknesses, the hopes, the prejudices, and the central values of the culture itself. The great interest in exceptional children shown in public education over the past three decades indicates the strong feeling in our society that all citizens, whatever their special conditions, deserve the opportunity to fully develop their capabilities.
"All men are created equal." We've heard it many times, but it still has important meaning for education in a democratic society. Although the phrase was used by this country's founders to denote equality before the law, it has also been interpreted to mean equality of opportunity. That concept implies educational opportunity for all children--the right of each child to receive help in learning to the limits of his or her capacity, whether that capacity be small or great. Recent court decisions have confirmed the right of all children--disabled or not--to an appropriate education,and have ordered that public schools take the necessary steps to provide that education. In response,schoolsaremodifying theirprograms,adaptinginstructiontochildrenwhoare exceptional, to those who cannot profit substantially from regular programs.
In Paragraph 2, the author cites the example of the leading actor on the stage to show that__________.
查看材料
A．the growth of exceptional children has much to do with their family and the society
B．exceptional children are more influenced by their families than normal children are
C．exceptional children are the key interest of the family and society
D．the needs of the society weigh much heavier than the needs of the exceptional children
考题
共用题干
American Families1 Despite social and economic differences among Americans,many American families have certain characteristics in common.Both the husband and wife were born in the United States,and their forefathers came from Europe.They have completed high school,and they belong to the middle class.They have a car, a television set,a washing machine,a refrigerator,a telephone,etc.They own their own home and spend about 55%of their income for housing and food.Clothing accounts for almost 10%of their income,medical care 6%,transportation 8%and taxes 15%.The rest of their income is used for such items as insurance, savings,gifts,and recreation.2 Most families consist of a mother,a father,and,at most,two children living at home.There may be relatives-grandparents,aunts,uncles,cousins living in the same community,but American families usually maintain separate households.This family structure is known as the"nuclear family".It is unusual. for members of the family other than the husband,wife,and children to live together.3 Marriage in the United States is considered a matte,r of individual responsibility and decision.Young people frequently fall in love and many even if their parents disagree.American marriages are usually based on romantic love,rather than on social class,education,or religion.4 After their marriage the young couple is free to decide where to live and when to start a family.Most young couples set up their own household immediately.In the early 1970s only 15%of all married couples were not living on their own-independently and by themselves.Most married people practise some kind of birth control.They plan the number of children they are going to have and when their children will be born. The practice of limiting the size of families has general approval.The birth rate has been declining steadily in recent years.Paragraph 2______A:Post-marriage LifeB:The Birih Rate in the Early 1970sC:Usual Family Structure of American FamiliesD:Features in Common in Many American FamiliesE:Marriage Concept in the USAF:In Marriages Usually Romantic Love Is as Important as Social Class,Education,or Religion
考题
共用题干
According to the most recent research on parenting,caretakers tend to use three strategies for disciplining children.Power includes the use of physical punishment such as spanking or the threat of physical punishment,but parents can also demonstrate power by taking away a privilege such as using the car,attending a sporting event,or in the case of a very young child,playing with a favorite toy.In spite of the fact that power strategies,especially severe physical punishment,can cause children to fear or even hate parents,it's surprising that power remains the strategy used most often in discipli-ning children.It's also worth noting that children who are harshly disciplined in this way tend to be hostile,defiant,and aggressive socially.Second in popularity after power is the withholding of affection.This can take the form of re-fusal to communicate with a child,threatening to abandon or reject the child,or otherwise treating children as though they were unworthy of love .Interesting enough,children disciplined in this way appear on the surface to be very self-disciplined,even model children who are seldom in trouble, but underneath,these same children are generally very nervous,insecure and dependent others to approve of and guide their evaluation of behavior.Finally,management techniques are employed for discipline .These begin with a set of rules that are clearly expressed at an age-appropriate level.To enforce the rules,parents use a combina- tion of praise and approval with explanation and reasoning,always referring back to the rules.But regardless of the strategy,the behavior that has precipitated punishment should be clearly understood,and the consequences should be consistent. Key to any kind of discipline is a pattern of consistency so that children understand the relationship between the rules,their behavior,and the consequences. According to the passage,parents generally use the following strategies to discipline their children except______.A: power strategiesB: withholding of affectionC: praiseD: management techniques
考题
共用题干
第三篇According to the most recent research on parenting,caretakers tend to use three strategies for disciplining children.Power includes the use of physical punishment such as spanking or the threat of physical punishment,but parents can also demonstrate power by taking away a privilege such as using the car, attending a sporting event,or in the case of a very young child,playing with a favorite toy.In spite of the fact that power strategies,especially severe physical punishment,can cause children to fear or even hate parents,it's surprising that power remains the strategy used most often in disciplining children. It's also worth noting that children who are harshly disciplined in this way tend to be hostile, defiant,and aggressive socially.Second in popularity after power is the withholding of affection.This can take the form of refusal to communicate with a child,threatening to abandon or reject the child,or otherwise treating children as though they were unworthy of love.Interesting enough,children disciplined in this way appear on the surface to be very self-disciplined,even model children who are seldom in trouble,but underneath,these same children are generally very nervous,insecure and dependent others to approve of and guide their evaluation of behavior.Finally,management techniques are employed for discipline.These begin with a set of rules that are clearly expressed at an age-appropriate level. To enforce the rules,parents use a combination of praise and approval with explanation and reasoning,always referring back to the rules.But regardless of the strategy,the behavior that has precipitated punishment should be clearly understood,and the consequences should be consistent. Key to any kind of discipline is a pattern of consistency so that children understand the relationship between the rules,their behavior,and the consequences.Which is the best title for the passage?A:Parent-Child Relationship.B:Strategies to Discipline Children.C:Children's Psychology.D:How to be a Good Parent.
考题
共用题干
Self-relianceThe most important thing to understand about Americans is probably their_______(51)to "individualism".They have been trained_______(52)very early in their lives to consider them-selves as_______(53)individuals who are responsible for their own situation in life and their own destiny.They have not been trained to treat themselves as members of a tightly_______(54)family,religious groups or nation or other_______(55).You can see it in the way American treat their children.Even young children are given _______(56)to make their own decision and express their own opinions.A parent will ask a one-year-old child which candy bar he would_______(57),or_______(58)he wants to sits next to mommy or daddy.The child's_______(59)will normally be recognized._______(60)this practice,Americans come to consider themselves as separate human beingswho have their own opinions._______(61),many American books on how to_______(62)kids state that the parents'objective is to_______(63)their kid a responsible,independent individual who,by the age of 18,is ready to_______(64)the parents' house and make their own_______(65),and this advice is taken so seriously by Americans that every person beyond the age of 20 is supposed to lead an independent life._________(54)A:interdependent B:unreliableC:independent D:dependent
考题
When the children are doing body exercises，the parents should NOT( ) A.explain the importance of physical activity in keeping people shaped and slim
B.also take part in the activities by themselves
C.try to find out activities that are suitable for the children
D.encourage the children to participate in physical activities
考题
Questions 16 to 20 are based on the following passage.
In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.
Most Americans surveyed believe that preschools should also attach importance to （）A、problem solvingB、group experienceC、parental guidanceD、individually-oriented development
考题
Questions 16 to 20 are based on the following passage.
In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.
Why do some Japanese parents send their children to university-based kindergartens?（）A、They can do better in their future studies.B、They can accumulate more group experience there.C、They can be individually oriented when they grow up.D、They can have better chances of getting a first-rate education
考题
Questions 16 to 20 are based on the following passage.
In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.
We learn from the first paragraph that many Americans believe （）A、Japanese parents are more involved in preschool education than American parentsB、Japan’s economic success is a result of its scientific achievementsC、Japanese preschool education emphasizes academic instructionD、Japan’s higher education is superior to theirs
考题
Questions 16 to 20 are based on the following passage.
In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.
Free play has been introduced in some Japanese kindergartens in order to （）A、broaden children’s horizonB、cultivate children’s creativityC、lighten children’s study loadD、enrich children’s knowledge
考题
Questions 16 to 20 are based on the following passage.
In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.
In Japan’s preschool education, the focus is on （）A、preparing children academicallyB、developing children’s artistic interestsC、tapping children’s potentialD、shaping children’s character
考题
单选题Questions 16 to 20 are based on the following passage.
In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.
In Japan’s preschool education, the focus is on （）A
preparing children academicallyB
developing children’s artistic interestsC
tapping children’s potentialD
shaping children’s character
考题
单选题Questions 16 to 20 are based on the following passage.
In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.
We learn from the first paragraph that many Americans believe （）A
Japanese parents are more involved in preschool education than American parentsB
Japan’s economic success is a result of its scientific achievementsC
Japanese preschool education emphasizes academic instructionD
Japan’s higher education is superior to theirs
考题
单选题Questions 16 to 20 are based on the following passage.
In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.
Free play has been introduced in some Japanese kindergartens in order to （）A
broaden children’s horizonB
cultivate children’s creativityC
lighten children’s study loadD
enrich children’s knowledge
考题
单选题Questions 16 to 20 are based on the following passage.
In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.
Most Americans surveyed believe that preschools should also attach importance to （）A
problem solvingB
group experienceC
parental guidanceD
individually-oriented development
考题
单选题Questions 16 to 20 are based on the following passage.
In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.
Why do some Japanese parents send their children to university-based kindergartens?（）A
They can do better in their future studies.B
They can accumulate more group experience there.C
They can be individually oriented when they grow up.D
They can have better chances of getting a first-rate education
考题
单选题Which is not a reason for children to show love for parents?A
Parents love and take care of children.B
Parents pass away before children grow up.C
Parents give education to children.
考题
单选题In the future, more（）should be placed on the education of the young.A
crisisB
implicationsC
impressionsD
emphasis
考题
问答题The physical fitness instructor’s course is offered as a 21 . Sportsadministrators’ course is designed for those who are in employment. This employment must be 22 to sports administration. For the 23 we offer a one-year diploma course. Physical Education Teacher course needs 24 as it is entered directly by school leavers. A six-month certificate is offered for the 25 . A Physical Fitness Instructor works in health and fitness centers 26 for ordinary members of the public. The duties for Sports Administrators include booking 27 . Sports Psychologists spend time with professional athletes helping them approach competition with a 28 PE Teachers instruct young students in how to 29 and do other recreational activities correctly and safely. The aim for the recreation officers is to raise people’s awareness of healthy lifestyles and 30 .
考题
单选题What do Americans think the relationship between their children and the future of the America is?A
Their future rests on how their children become.B
Their children can’t shape their future because they can’t affect their children’s development through education.C
If the children turn out to be useless, they won’t have any better future than the Soviet Union.D
The changes in education aim to make the American children better prepared for the new world order.
热门标签
最新试卷
