【正文】 . They are spending hours at desk at night, seldom going outside to play and getting to bed late.”可知，孩子們放學(xué)回家，書包里裝滿書和資料。晚上在書桌前學(xué)習(xí)幾個小時，很少出門玩耍并且上床睡覺很晚。這是由現(xiàn)象分析原因，看得出小學(xué)生和高中生的壓力很大的原因在于青少年的學(xué)習(xí)負(fù)擔(dān)過于繁重，因此文章的主要內(nèi)容是青少年的學(xué)習(xí)負(fù)擔(dān)過于繁重。故選C。 （2）考查細(xì)節(jié)理解。根據(jù)第四段中“They are spending hours at desk at night, seldom going outside to play and getting to bed late.”孩子們晚上在書桌前學(xué)習(xí)幾個小時，很少出門玩耍并且上床睡覺很晚，可知，孩子們必須熬夜做過多的家庭作業(yè)。故選B。 （3）考查細(xì)節(jié)理解。根據(jù)最后一段中的“Their eyes should go beyond their children39。s preparations for tests. Children need a break too. So let them be in control of parts of the day.”父母的眼睛不要總是關(guān)注孩子為考試做的準(zhǔn)備。孩子們也需要休息，因此要讓他們自由控制一天中的某些時間，可知，作者建議父母需要給孩子更多的空閑時間以使他們得到放松。故選D。 （4）考查推理判斷。根據(jù)第五段中的“How can this be a good thing?”這怎么可能是一件好事？和“too much of it may dampen （減 少）a student39。s enthusiasm for learning”太多作業(yè)可能會削弱學(xué)生的學(xué)習(xí)熱情，可知，作者對于給孩子太多家庭作業(yè)去做這件事持否定態(tài)度。故選A。 【點評】本題考點涉及細(xì)節(jié)理解，推理判斷和主旨大意三個題型的考查，是一篇教育類閱讀，要求考生在捕捉細(xì)節(jié)信息的基礎(chǔ)上，進(jìn)一步根據(jù)上下文的邏輯關(guān)系，進(jìn)行分析，推理，概括和歸納，從而選出正確答案。8．閱讀理解 What do people in the outside world do when they want to learn something? They go to somebody who knows about it, and ask him. They do not go to somebody who is supposed to know about everything —except, when they are very young, to their parents: and they speedily bee dissatisfied with that variety of knowledge. They go to somebody who might reasonably expected to know about the particular thing they are interested in. When a man buys a motorcar, he does not say to himself: Where can I find somebody who can teach me how to run a motor car? He does not look in the telephone directory under T. He just gets an experienced driver to teach him. He just pays attention and asks questions and tries to do the thing himself, until he learns. But this case, of course, assumes an interest of the pupil in the subject, a willingness and even a desire to learn about it, a feeling that the matter is of some importance to himself. And e to think of it, these motives are generally present in the learning that goes on in the outside world. It is only in school that the pupil is expected to be unwilling to learn. When you were a child, and passed the door of the village blacksmith(鐵匠) shop, and looked in, day after day, you admired his skill, and stood in awe of his strength。 and if he had offered to let you blow the bellows for him and shown you how to make a redhot penny, that would have been a proud moment. It would also have been an educational one. But suppose there had been a new shop set up in the town, and when you looked in at the open door you saw a man at work painting a picture。 and suppose a bell rang just then, and the man stopped painting right in the middle of a brushstroke, and started to read aloud “How They Brought the Good News from Ghent to Aix。 and suppose when he was halfway through, the bell rang again, and he said, We will go on with that tomorrow, and started to chisel the surface of a piece of marble。 and then, after a little, somewhat exhaustedly, started in to play The Rock of Ages on a flute, interrupting the tune to order you to stand up straight and not whisper to the little boy beside you. There39。s no doubt what you would think of him。 you would know perfectly well that he was crazy。 people don39。t do things in that way anywhere in the world, except in school. And even if he had assured you that what were taught were later in your life going to be matters of the deepest importance and interest, and that you should start in now with the determination of being proficient in them, it would not have helped much. Not very much. It39。s nonsense that children do not want to learn. Everybody wants to learn. And everybody wants to teach. And the process is going on all the time. All that is necessary is to put a person who knows something —really knows it—within the curiosityrange of someone who doesn39。t know it: the process begins at once. It is almost irresistible. If there were no teachers—no hastily and superficially trained Vestals who were supposed to know everything—but just ordinary human beings who knew passionately and thoroughly one thing and who had the patience to show little boys and girls how to do that thing—we might get along with our learning pretty well, Of course, we39。d have to pay them more, because they could get other jobs out in the larger world。 and besides, you couldn39。t expect to get somebody who knows how to do something, for the price you are accustomed to pay those who only know how to teach everything.（1）What does the author mainly want to say with this article? education without teachers is unimaginable, teacher who knows everything is more wele, teachers are far from satisfactory and necessary, have paid too much for teachers for school education.（2）What does the underlined somebody in the first paragraph refer to? teacher. parent. man in the outside world. man like the blacksmith,（3）What happened in the new shop mentioned in paragraph 3? subjects like painting and poetry, sculpture and music were taught. man at work became crazy with so many subjects to deal with. man teaching everything influenced the efficiency of learning. listened carefully and often discussed about what is taught with others.（4）According to the author, which of the following can we infer? are not as useful as parents in helping a child to learn, are the places killing students39。 interest and willingness to learn, life related skills like blacksmithing is more important than arts. are ordinary human beings who know thoroughly everything.（5）Which of the following figures of speech(修辭手法) are used in the article? a. exemplification(舉例)b. exaggeration(夸張)c. personification(擬人)d. irony(諷刺)e. analogy (類比)（6）In the last paragraph, the author mainly _______. a new idea a new question some new evidence his viewpoint【答案】 （1）C（2）A（3）C（4）B（5）B（6）D 【解析】【分析】本文是一篇議論文，學(xué)生的學(xué)習(xí)動機(jī)通常存在外部世界的學(xué)習(xí)中，在學(xué)校里，學(xué)生才會不愿意學(xué)習(xí)，固定模式的學(xué)校教育顯然不能滿足于孩子對知識的渴望。學(xué)校教師遠(yuǎn)非令人滿意和必要。 （1）考查主旨大意。根據(jù)最后一段中的“If there were no teachers—no hastily and superficially trained Vestals who were supposed to know everything—but just ordinary human beings who knew passionately and thoroughly one thing and who had the patience to show little boys and girls how to do that thing—we might