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
Convinced of the importance of education, modern states “invest” in institutions of learning to get back “interest” in the form of a large group of _____ Young men who are potential leaders.
A
enlightened
B
cultivated
C
qualified
D
nourished
参考答案
参考解析
解析：
句意：许多现代化国家确信教育的重要性，向高等院校“投资”，并以得到大批有望成为未来领导者的青年的形式来获取“利息”。enlightened启蒙的，开明的，有知识，符合题意。cultivated有教养的，文雅的。qualified有资格的，合格的指具备了职务、职位或任务所需的适当的资格。nourished有营养的，健壮的通常不作形容词来修饰名词。
句意：许多现代化国家确信教育的重要性，向高等院校“投资”，并以得到大批有望成为未来领导者的青年的形式来获取“利息”。enlightened启蒙的，开明的，有知识，符合题意。cultivated有教养的，文雅的。qualified有资格的，合格的指具备了职务、职位或任务所需的适当的资格。nourished有营养的，健壮的通常不作形容词来修饰名词。
更多 “单选题Convinced of the importance of education, modern states “invest” in institutions of learning to get back “interest” in the form of a large group of _____ Young men who are potential leaders.A enlightenedB cultivatedC qualifiedD nourished” 相关考题
考题
Using visual aids during management/customer presentations will:A hold the interest of the audienceB strengthen the learning process by adding a visual dimension to the auditory dimensionC stay in view longer, thus bringing back listeners who may have strayedD All of the above.E A and B only
考题
29 Using visual aids during management/customer presentations will:A. hold the interest of the audienceB. strengthen the learning process by adding a visual dimension to the auditory dimensionC. stay in view longer, thus bringing back listeners who may have strayedD. All of the above.E. A and B only
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.
This passage mainly deals with__________.
查看材料
A．the differences of children in their learning capabilities
B．the definition of exceptional children in modern society
C．the special educational programs for exceptional children
D．the necessity of adapting education to exceptional children
考题
Text 3 England's problematic vocational education system has been subjected to wave after wave of reform.Yet improving the quality of technical education has eluded governments of all colours.University technical colleges（UTCs）are only the latest example of a shiny innovation that ran on to the rocks.Seven UTCs have now announced they are closing their doors.UTCs were intendecl to provide quality vocational education,combining technical and academic learning,for young people from the age of 14.Despite the millions the government has invested in them,ihey have on the whole been plagued by poor GCSE results and an inability to attract sufficient numbers of young people.Several attempts to establish quality vocational eclucation from 14 have failed.The issues affecting UTCs provide an opportunity to revisit whether this merits continuing support.We should take it.Barely a year passes without a lament about the low status of vocational qualifications.These often fail to recognise the chicken and egg that holds vocational learning back.Its status will only improve when ii is not seen as the preserve of those who have been failed by the school system.But while its status is low,these are the only young people likely to try something unproven and untested.This dynamic means new institutions often replicate the problems of the old seconclary moderns.Young people who attend UTCs are more likely to be from poor backgrounds,have made poor progress in primary school,and have attended secondary schools rated poorly by Ofsted.They are children who have been failed by the school system.In this day and age,there is no such thing as a career that does not require functional literacy and numeracy.Yet drawing low-achieving children out of mixed-ability schooling at age 14 makes them less likely to get the decent GCSEs in maths and English that are so critical in the eyes of employers.Setting up alternative vocational institutions for 14-year-olds thus risks closing down future vocational options,rather than expanding them.Vocational education is often posited as an alternative for those who are not"academically minded",orten a code for those who have disengaged from school.Yet this is far more likely to be a symptom of poor teaching ancl a lack of adequate support rather than a young person's inability to engage with a broad pre-16 curriculum that includes both academic and applied learning.Selection by academic ability at age 11 is wrong.But so i.s backdoor selection by academic ability at 14.The rlght to experience an engaging curriculum and finish school with adequate levels of literacy and numeracy is best achieved by options at 16 not 14.This wili not solve everything;but it is a better basis for ensuring 16-year-olds have the skills they need to flourish in any job.
One problem with UTCs is their_____A.inadequate financial support
B.insufficient student enrollment
C.overemphasis on vocational learning
D.inability to academic teaching
考题
Text 3 England's problematic vocational education system has been subjected to wave after wave of reform.Yet improving the quality of technical education has eluded governments of all colours.University technical colleges（UTCs）are only the latest example of a shiny innovation that ran on to the rocks.Seven UTCs have now announced they are closing their doors.UTCs were intendecl to provide quality vocational education,combining technical and academic learning,for young people from the age of 14.Despite the millions the government has invested in them,ihey have on the whole been plagued by poor GCSE results and an inability to attract sufficient numbers of young people.Several attempts to establish quality vocational eclucation from 14 have failed.The issues affecting UTCs provide an opportunity to revisit whether this merits continuing support.We should take it.Barely a year passes without a lament about the low status of vocational qualifications.These often fail to recognise the chicken and egg that holds vocational learning back.Its status will only improve when ii is not seen as the preserve of those who have been failed by the school system.But while its status is low,these are the only young people likely to try something unproven and untested.This dynamic means new institutions often replicate the problems of the old seconclary moderns.Young people who attend UTCs are more likely to be from poor backgrounds,have made poor progress in primary school,and have attended secondary schools rated poorly by Ofsted.They are children who have been failed by the school system.In this day and age,there is no such thing as a career that does not require functional literacy and numeracy.Yet drawing low-achieving children out of mixed-ability schooling at age 14 makes them less likely to get the decent GCSEs in maths and English that are so critical in the eyes of employers.Setting up alternative vocational institutions for 14-year-olds thus risks closing down future vocational options,rather than expanding them.Vocational education is often posited as an alternative for those who are not"academically minded",orten a code for those who have disengaged from school.Yet this is far more likely to be a symptom of poor teaching ancl a lack of adequate support rather than a young person's inability to engage with a broad pre-16 curriculum that includes both academic and applied learning.Selection by academic ability at age 11 is wrong.But so i.s backdoor selection by academic ability at 14.The rlght to experience an engaging curriculum and finish school with adequate levels of literacy and numeracy is best achieved by options at 16 not 14.This wili not solve everything;but it is a better basis for ensuring 16-year-olds have the skills they need to flourish in any job.
In the author's view,establishing alternative vocational institutions for 14-year-olds would_____A.equip them with more vocational skills
B.encourage their engagement in school
C.restrict their future vocational choices
D.discourage their academic learning
考题
Text 3 England's problematic vocational education system has been subjected to wave after wave of reform.Yet improving the quality of technical education has eluded governments of all colours.University technical colleges（UTCs）are only the latest example of a shiny innovation that ran on to the rocks.Seven UTCs have now announced they are closing their doors.UTCs were intendecl to provide quality vocational education,combining technical and academic learning,for young people from the age of 14.Despite the millions the government has invested in them,ihey have on the whole been plagued by poor GCSE results and an inability to attract sufficient numbers of young people.Several attempts to establish quality vocational eclucation from 14 have failed.The issues affecting UTCs provide an opportunity to revisit whether this merits continuing support.We should take it.Barely a year passes without a lament about the low status of vocational qualifications.These often fail to recognise the chicken and egg that holds vocational learning back.Its status will only improve when ii is not seen as the preserve of those who have been failed by the school system.But while its status is low,these are the only young people likely to try something unproven and untested.This dynamic means new institutions often replicate the problems of the old seconclary moderns.Young people who attend UTCs are more likely to be from poor backgrounds,have made poor progress in primary school,and have attended secondary schools rated poorly by Ofsted.They are children who have been failed by the school system.In this day and age,there is no such thing as a career that does not require functional literacy and numeracy.Yet drawing low-achieving children out of mixed-ability schooling at age 14 makes them less likely to get the decent GCSEs in maths and English that are so critical in the eyes of employers.Setting up alternative vocational institutions for 14-year-olds thus risks closing down future vocational options,rather than expanding them.Vocational education is often posited as an alternative for those who are not"academically minded",orten a code for those who have disengaged from school.Yet this is far more likely to be a symptom of poor teaching ancl a lack of adequate support rather than a young person's inability to engage with a broad pre-16 curriculum that includes both academic and applied learning.Selection by academic ability at age 11 is wrong.But so i.s backdoor selection by academic ability at 14.The rlght to experience an engaging curriculum and finish school with adequate levels of literacy and numeracy is best achieved by options at 16 not 14.This wili not solve everything;but it is a better basis for ensuring 16-year-olds have the skills they need to flourish in any job.
We can learn that those who are not"academically minded"____A.indicate poor teaching in the school system
B.lack the ability to engage with academic learning
C.blame inadequate support for their failure
D.fail to meet national educational standards
考题
Text 3 England's problematic vocational education system has been subjected to wave after wave of reform.Yet improving the quality of technical education has eluded governments of all colours.University technical colleges（UTCs）are only the latest example of a shiny innovation that ran on to the rocks.Seven UTCs have now announced they are closing their doors.UTCs were intendecl to provide quality vocational education,combining technical and academic learning,for young people from the age of 14.Despite the millions the government has invested in them,ihey have on the whole been plagued by poor GCSE results and an inability to attract sufficient numbers of young people.Several attempts to establish quality vocational eclucation from 14 have failed.The issues affecting UTCs provide an opportunity to revisit whether this merits continuing support.We should take it.Barely a year passes without a lament about the low status of vocational qualifications.These often fail to recognise the chicken and egg that holds vocational learning back.Its status will only improve when ii is not seen as the preserve of those who have been failed by the school system.But while its status is low,these are the only young people likely to try something unproven and untested.This dynamic means new institutions often replicate the problems of the old seconclary moderns.Young people who attend UTCs are more likely to be from poor backgrounds,have made poor progress in primary school,and have attended secondary schools rated poorly by Ofsted.They are children who have been failed by the school system.In this day and age,there is no such thing as a career that does not require functional literacy and numeracy.Yet drawing low-achieving children out of mixed-ability schooling at age 14 makes them less likely to get the decent GCSEs in maths and English that are so critical in the eyes of employers.Setting up alternative vocational institutions for 14-year-olds thus risks closing down future vocational options,rather than expanding them.Vocational education is often posited as an alternative for those who are not"academically minded",orten a code for those who have disengaged from school.Yet this is far more likely to be a symptom of poor teaching ancl a lack of adequate support rather than a young person's inability to engage with a broad pre-16 curriculum that includes both academic and applied learning.Selection by academic ability at age 11 is wrong.But so i.s backdoor selection by academic ability at 14.The rlght to experience an engaging curriculum and finish school with adequate levels of literacy and numeracy is best achieved by options at 16 not 14.This wili not solve everything;but it is a better basis for ensuring 16-year-olds have the skills they need to flourish in any job.
Students who attend UTCs are often those who_____A.want to experience quality vocational education
B.get the decent GCSEs in maths and English
C.have poor academic performance in primary school
D.are disappointed with tlie current education system
考题
Text 3 England's problematic vocational education system has been subjected to wave after wave of reform.Yet improving the quality of technical education has eluded governments of all colours.University technical colleges（UTCs）are only the latest example of a shiny innovation that ran on to the rocks.Seven UTCs have now announced they are closing their doors.UTCs were intendecl to provide quality vocational education,combining technical and academic learning,for young people from the age of 14.Despite the millions the government has invested in them,ihey have on the whole been plagued by poor GCSE results and an inability to attract sufficient numbers of young people.Several attempts to establish quality vocational eclucation from 14 have failed.The issues affecting UTCs provide an opportunity to revisit whether this merits continuing support.We should take it.Barely a year passes without a lament about the low status of vocational qualifications.These often fail to recognise the chicken and egg that holds vocational learning back.Its status will only improve when ii is not seen as the preserve of those who have been failed by the school system.But while its status is low,these are the only young people likely to try something unproven and untested.This dynamic means new institutions often replicate the problems of the old seconclary moderns.Young people who attend UTCs are more likely to be from poor backgrounds,have made poor progress in primary school,and have attended secondary schools rated poorly by Ofsted.They are children who have been failed by the school system.In this day and age,there is no such thing as a career that does not require functional literacy and numeracy.Yet drawing low-achieving children out of mixed-ability schooling at age 14 makes them less likely to get the decent GCSEs in maths and English that are so critical in the eyes of employers.Setting up alternative vocational institutions for 14-year-olds thus risks closing down future vocational options,rather than expanding them.Vocational education is often posited as an alternative for those who are not"academically minded",orten a code for those who have disengaged from school.Yet this is far more likely to be a symptom of poor teaching ancl a lack of adequate support rather than a young person's inability to engage with a broad pre-16 curriculum that includes both academic and applied learning.Selection by academic ability at age 11 is wrong.But so i.s backdoor selection by academic ability at 14.The rlght to experience an engaging curriculum and finish school with adequate levels of literacy and numeracy is best achieved by options at 16 not 14.This wili not solve everything;but it is a better basis for ensuring 16-year-olds have the skills they need to flourish in any job.
A suitable title for this text could be_____A.The Pros and Cons of UTCs
B.Tough Challenges Faced by Education
C.A Promising Reform of Technical Education
D.A Faulty Approach to Vocational Education
考题
共用题干
Adult Education1 Voluntary learning in organized courses by mature men and women is called adult education.Such education is offered to make people able to enlarge and interpret their experience as adults.Adults may want to study something which they missed in earlier schooling,get new skills or job training,find out new tech- nological developments,seek better self-understanding,or develop new talents and skills.2 This kind of education may be in the form of self-study with proper guidance through the use of li- braries,correspondence courses,or broadcasting.It may also be acquired collectively in schools and colle- ges,study groups,workshops,clubs,and professional associations.3 Modern adult education for large numbers of people started in the 18th and 19th centuries with the rise of the Industrial Revolution.Great economic and social changes were taking place:people were moving from rural areas to cities;new types of work were being created in an expanding factory system.These and other factors produced a need for further education and reeducation of adults.4 The earliest programs of organized adult education arose in Great Britain in the 1790s,with the founding of an adult school in Nottingham and a mechanics institute in Glasgow.The earliest adult education institution in the United States was founded by Benjamin Franklin and some friends in Philadelphia in 1727.5 People recognize that continued learning is necessary for most forms of employment today.For example,parts of the adult population in many countries find it necessary to take part in retraining programs at work or even to learn completely new jobs.Adult education programs are springing up constantly to meet these and other needs.Paragraph 2_________ A:Necessity for Developing Adult EducationB:Early Days of Adult EducationC:Ways of Receiving Adult EducationD:Growth of Adult EducationE:Institutions of Adult EducationF: Definition of Adult Education
考题
共用题干
Adult Education1 Voluntary learning in organized courses by mature men and women is called adult education.Such education is offered to make people able to enlarge and interpret their experience as adults.Adults may want to study something which they missed in earlier schooling,get new skills or job training,find out new tech- nological developments,seek better self-understanding,or develop new talents and skills.2 This kind of education may be in the form of self-study with proper guidance through the use of li- braries,correspondence courses,or broadcasting.It may also be acquired collectively in schools and colle- ges,study groups,workshops,clubs,and professional associations.3 Modern adult education for large numbers of people started in the 18th and 19th centuries with the rise of the Industrial Revolution.Great economic and social changes were taking place:people were moving from rural areas to cities;new types of work were being created in an expanding factory system.These and other factors produced a need for further education and reeducation of adults.4 The earliest programs of organized adult education arose in Great Britain in the 1790s,with the founding of an adult school in Nottingham and a mechanics institute in Glasgow.The earliest adult education institution in the United States was founded by Benjamin Franklin and some friends in Philadelphia in 1727.5 People recognize that continued learning is necessary for most forms of employment today.For example,parts of the adult population in many countries find it necessary to take part in retraining programs at work or even to learn completely new jobs.Adult education programs are springing up constantly to meet these and other needs.Adult education has been made necessary_________.A:by social and economic changesB:guided self-study and correspondence coursesC:by studying together with childrenD:what they did not manage to learn earlierE:dates back to the eighteenth century F: mass production
考题
共用题干
Adult Education1 Voluntary learning in organized courses by mature men and women is called adult education.Such education is offered to make people able to enlarge and interpret their experience as adults.Adults may want to study something which they missed in earlier schooling,get new skills or job training,find out new tech- nological developments,seek better self-understanding,or develop new talents and skills.2 This kind of education may be in the form of self-study with proper guidance through the use of li- braries,correspondence courses,or broadcasting.It may also be acquired collectively in schools and colle- ges,study groups,workshops,clubs,and professional associations.3 Modern adult education for large numbers of people started in the 18th and 19th centuries with the rise of the Industrial Revolution.Great economic and social changes were taking place:people were moving from rural areas to cities;new types of work were being created in an expanding factory system.These and other factors produced a need for further education and reeducation of adults.4 The earliest programs of organized adult education arose in Great Britain in the 1790s,with the founding of an adult school in Nottingham and a mechanics institute in Glasgow.The earliest adult education institution in the United States was founded by Benjamin Franklin and some friends in Philadelphia in 1727.5 People recognize that continued learning is necessary for most forms of employment today.For example,parts of the adult population in many countries find it necessary to take part in retraining programs at work or even to learn completely new jobs.Adult education programs are springing up constantly to meet these and other needs.Some adults want to learn__________.A:by social and economic changesB:guided self-study and correspondence coursesC:by studying together with childrenD:what they did not manage to learn earlierE:dates back to the eighteenth century F: mass production
考题
共用题干
Adult Education1 Voluntary learning in organized courses by mature men and women is called adult education.Such education is offered to make people able to enlarge and interpret their experience as adults.Adults may want to study something which they missed in earlier schooling,get new skills or job training,find out new technological developments,seek better self-understanding,or develop new talents and skills.2 This kind of education may be in the form of self-study with proper guidance through the use of libraries,correspondence courses,or broadcasting.It may also be acquired collectively in schools and colleges,study groups,workshops,clubs,and professional associations.3 Modern adult education for large numbers of people started in the 18th and 19th centuries with the rise of the Industrial Revolution.Great economic and social changes were taking place:people were moving from rural areas to cities;new types of work were being created in an expanding factory system.These and other factors produced a need for further education and reeducation of adults.4 The earliest programs of organized adult education arose in Great Britain in the 179Os,with the founding of an adult school in Nottingham and a mechanics institute in Glasgow.The earliest adult education institution in the United States was founded by Benjamin Franklin and some friends in Philadelphia in 1727.5 People recognize that continued learning is necessary for most forms of employment today.For example,parts of the adult population in many countries find it necessary to take part in retraining programs at work or even to learn completely new jobs.Adult education programs are springing up constantly to meet these and other needs.Paragraph 4______A:Necessity for Developing Adult EducationB:Early Days of Adult EducationC:Ways of Receiving Adult EducationD:Growth of Adult EducationE:Institutions of Adult Education F:Definition of Adult Education
考题
共用题干
Adult Education1 Voluntary learning in organized courses by mature men and women is called adult education.Such education is offered to make people able to enlarge and interpret their experience as adults.Adults may want to study something which they missed in earlier schooling,get new skills or job training,find out new technological developments,seek better self-understanding,or develop new talents and skills.2 This kind of education may be in the form of self-study with proper guidance through the use of libraries,correspondence courses,or broadcasting.It may also be acquired collectively in schools and colleges,study groups,workshops,clubs,and professional associations.3 Modern adult education for large numbers of people started in the 18th and 19th centuries with the rise of the Industrial Revolution.Great economic and social changes were taking place:people were moving from rural areas to cities;new types of work were being created in an expanding factory system.These and other factors produced a need for further education and reeducation of adults.4 The earliest programs of organized adult education arose in Great Britain in the 179Os,with the founding of an adult school in Nottingham and a mechanics institute in Glasgow.The earliest adult education institution in the United States was founded by Benjamin Franklin and some friends in Philadelphia in 1727.5 People recognize that continued learning is necessary for most forms of employment today.For example,parts of the adult population in many countries find it necessary to take part in retraining programs at work or even to learn completely new jobs.Adult education programs are springing up constantly to meet these and other needs.Adult education has been made necessary______.A:by social and economic changesB:guided self-study and correspondence coursesC:by studying together with childrenD:what they did not manage to learn earlierE:dates back to the eighteenth centuryF:mass production
考题
共用题干
Adult Education1.Voluntary learning in organized courses by mature men and women is called adult education. Such education is offered to make people able to enlarge and interpret their experience as adults. Adults may want to study something which they missed in earlier schooling,get new skills or job training,find out about new technological developments,seek better self-understanding,or develop new talents and skills.2.This kind of education may be in the form of self-study with proper guidance through the use of libraries,correspondence courses,or broadcasting. It may also be acquired collectively in schools and colleges,study groups,workshops,clubs and professional associations.3.Modern adult education for large numbers of people started in the 18th and 19th centuries with the rise of the Industrial Revolution.Great economic and social changes were taking place: people were moving from rural areas to cities;new types of work were being created in an expanding factory system.These and other factors produced a need for further education and re-education of adults.4.The earliest programs of organized adult education arose in Great Britain in the 1790s,with the founding of an adult school in Nottingham and a mechanics' institution in Glasgow. Benjamin Franklin and some friends found the earliest adult education institution in the U.S.in Philadelphia in 1727.5.People recognize that continued learning is necessary for most forms of employment today. For example,parts of the adult population in many countries find it necessary to take part in retraining programs at work or even to learn completely new jobs.Adult education programs are springing up constantly to meet these and other needs.Adult education has been made necessary________.A:by social and economic changesB:guided self-study and correspondence courses C:by studying together with childrenD:what they did not manage to learn earlierE:dates back to the eighteenth century F: mass production
考题
共用题干
Adult Education1.Voluntary learning in organized courses by mature men and women is called adult education. Such education is offered to make people able to enlarge and interpret their experience as adults. Adults may want to study something which they missed in earlier schooling,get new skills or job training,find out about new technological developments,seek better self-understanding,or develop new talents and skills.2.This kind of education may be in the form of self-study with proper guidance through the use of libraries,correspondence courses,or broadcasting. It may also be acquired collectively in schools and colleges,study groups,workshops,clubs and professional associations.3.Modern adult education for large numbers of people started in the 18th and 19th centuries with the rise of the Industrial Revolution.Great economic and social changes were taking place: people were moving from rural areas to cities;new types of work were being created in an expanding factory system.These and other factors produced a need for further education and re-education of adults.4.The earliest programs of organized adult education arose in Great Britain in the 1790s,with the founding of an adult school in Nottingham and a mechanics' institution in Glasgow. Benjamin Franklin and some friends found the earliest adult education institution in the U.S.in Philadelphia in 1727.5.People recognize that continued learning is necessary for most forms of employment today. For example,parts of the adult population in many countries find it necessary to take part in retraining programs at work or even to learn completely new jobs.Adult education programs are springing up constantly to meet these and other needs.Paragraph 2________A:Necessity for developing adult educationB:Early days of adult educationC:Ways of receiving adult educationD:Growth of adult educationE:Institutions of adult educationF: Definition of adult education
考题
共用题干
Adult Education1.Voluntary learning in organized courses by mature men and women is called adult education. Such education is offered to make people able to enlarge and interpret their experience as adults. Adults may want to study something which they missed in earlier schooling,get new skills or job training,find out about new technological developments,seek better self-understanding,or develop new talents and skills.2.This kind of education may be in the form of self-study with proper guidance through the use of libraries,correspondence courses,or broadcasting. It may also be acquired collectively in schools and colleges,study groups,workshops,clubs and professional associations.3.Modern adult education for large numbers of people started in the 18th and 19th centuries with the rise of the Industrial Revolution.Great economic and social changes were taking place: people were moving from rural areas to cities;new types of work were being created in an expanding factory system.These and other factors produced a need for further education and re-education of adults.4.The earliest programs of organized adult education arose in Great Britain in the 1790s,with the founding of an adult school in Nottingham and a mechanics' institution in Glasgow. Benjamin Franklin and some friends found the earliest adult education institution in the U.S.in Philadelphia in 1727.5.People recognize that continued learning is necessary for most forms of employment today. For example,parts of the adult population in many countries find it necessary to take part in retraining programs at work or even to learn completely new jobs.Adult education programs are springing up constantly to meet these and other needs.There are various forms of adult education,including________.A:by social and economic changesB:guided self-study and correspondence courses C:by studying together with childrenD:what they did not manage to learn earlierE:dates back to the eighteenth century F: mass production
考题
共用题干
Adult Education1.Voluntary learning in organized courses by mature men and women is called adult education. Such education is offered to make people able to enlarge and interpret their experience as adults. Adults may want to study something which they missed in earlier schooling,get new skills or job training,find out about new technological developments,seek better self-understanding,or develop new talents and skills.2.This kind of education may be in the form of self-study with proper guidance through the use of libraries,correspondence courses,or broadcasting. It may also be acquired collectively in schools and colleges,study groups,workshops,clubs and professional associations.3.Modern adult education for large numbers of people started in the 18th and 19th centuries with the rise of the Industrial Revolution.Great economic and social changes were taking place: people were moving from rural areas to cities;new types of work were being created in an expanding factory system.These and other factors produced a need for further education and re-education of adults.4.The earliest programs of organized adult education arose in Great Britain in the 1790s,with the founding of an adult school in Nottingham and a mechanics' institution in Glasgow. Benjamin Franklin and some friends found the earliest adult education institution in the U.S.in Philadelphia in 1727.5.People recognize that continued learning is necessary for most forms of employment today. For example,parts of the adult population in many countries find it necessary to take part in retraining programs at work or even to learn completely new jobs.Adult education programs are springing up constantly to meet these and other needs.Some adults want to learn________.A:by social and economic changesB:guided self-study and correspondence courses C:by studying together with childrenD:what they did not manage to learn earlierE:dates back to the eighteenth century F: mass production
考题
Higher education in the United States consists of（）types of institutions.AfourBfiveCsixDseven
考题
Higher education in the United States consists of（）types of institutions.A、fourB、fiveC、sixD、seven
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
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.
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Higher education in the United States consists of（）types of institutions.A
fourB
fiveC
sixD
seven
考题
单选题Convinced of the importance of education, modern states “invest” in institutions of learning to get back “interest” in the form of a large group of _____ Young men who are potential leaders.A
enlightenedB
cultivatedC
qualifiedD
nourished
考题
单选题The _____ of the modern chemists were the men who tried to change base metals into gold.A
forerunnersB
forefathersC
foremenD
formers
热门标签
最新试卷
