【正文】 emic excellence? Some teachers use rewards in recognition of students39。 effort or achievement, giving them prizes, medals, certificates, or money. Psychologists take opposite views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can improve performance at work and school. Cognitive researchers, who study various aspects of mental life, believe that rewards often destroy creativity by encouraging dependence on approval and gifts from others. The latter view has gained many supporters, especially among educators. But the careful use of small monetary(金錢的) rewards sparks creativity in primary school children, suggesting that properly given stimuli(刺激) indeed encourage creativity, according to a study in the June Journal of Personality and Social Psychology. If kids know they39。re working for a reward and can focus on a relatively challenging task, they show the most creativity, says Robert Eisenberger of the University of Delaware in Newark. But it39。s easy to kill creativity by giving rewards for poor performance or creating too much desire for rewards. A teacher who continually draws attention to rewards or who hands out high grades for ordinary achievement ends up with students lacking in creativity and motivation, Eisenberger says. As an example of the latter point, he particularly mentions growing efforts to tighten grading standards and adopt failing grades at major universities. In earlier grades, the use of rewarding system, in which students handle challenging problems and receive performancebased points toward valued rewards, shows promise in raising effort and creativity, Eisenberger claims.（1）Psychologists are divided in their attitudes toward _____. choice between spiritual encouragement and monetary rewards amount of monetary rewards for students39。 creativity relationship between actions and their consequences effects of external rewards on students39。 performance（2）Which of the following does NOT belong to examples of “external rewards”? received a certificate for winning a speech petition. was praised by the teacher for making progress in English. made great efforts to enter a major university. was offered a free summer camp due to his hard work.（3）Which of the following can best raise students39。 creativity according to Robert Eisenberger? them tasks they have not dealt with before. them tasks which require creativity. them rewards they really deserve. them rewards they hope for.（4）It can be inferred from the passage that major universities are trying to tighten their grading standards because they think _____. poor performance may kill the creativity of students students is more effective than rewarding them unmotivated students helps improve their academic standards students39。 expectation of easy rewards is important【答案】 （1）D（2）C（3）C（4）A 【解析】【分析】本文是一篇議論文，說明了心理學(xué)家對外部獎勵(lì)對學(xué)生成績的影響的態(tài)度有分歧。而教育工作者則認(rèn)為適當(dāng)?shù)耐獠开剟?lì)刺激確實(shí)能激發(fā)創(chuàng)造力，但是如果給予表現(xiàn)不好的學(xué)生獎勵(lì)則可能會扼殺創(chuàng)造力。 （1）考查細(xì)節(jié)理解。根據(jù)第二段中的“Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. ”心理學(xué)家對外部獎勵(lì)(從溫暖的表揚(yáng)到冷冰冰的現(xiàn)金)如何影響動機(jī)和創(chuàng)造力持相反的觀點(diǎn)，可知，心理學(xué)家對外部獎勵(lì)對學(xué)生成績的影響的態(tài)度有分歧。故選D。 （2）考查推理判斷。根據(jù)第二段中的“Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. ”心理學(xué)家對外部獎勵(lì)(從溫暖的表揚(yáng)到冷冰冰的現(xiàn)金)如何影響動機(jī)和創(chuàng)造力持相反的觀點(diǎn)，可知，外部獎勵(lì)包括表揚(yáng)到現(xiàn)金。分析選項(xiàng)可知C選項(xiàng)“杰克努力進(jìn)入一所重點(diǎn)大學(xué)?！辈⒉粚儆凇巴獠开剟?lì)”的例子。故選C。 （3）考查推理判斷。根據(jù)第四段中的If kids know they39。re working for a reward and can focus on a relatively challenging task, they show the most creativity, says Robert Eisenberger of the University of Delaware in Newark. But it39。s easy to kill creativity by giving rewards for poor performance or creating too much desire for rewards.位于紐瓦克的特拉華大學(xué)的Robert Eisenberger說:“如果孩子們知道他們是為了獎勵(lì)而工作，并且能夠?qū)Ｗ⒂谝粋€(gè)相對有挑戰(zhàn)性的任務(wù)，他們就會表現(xiàn)出最大的創(chuàng)造力?！薄暗绻麑Ρ憩F(xiàn)不佳的學(xué)生給予獎勵(lì)，或者對獎勵(lì)的渴望太強(qiáng)烈，就很容易扼殺創(chuàng)造力。”提到孩子們是為了獲得獎賞而從事一項(xiàng)具有挑戰(zhàn)性的工作時(shí)創(chuàng)造力最強(qiáng)，而如果對那些表現(xiàn)不好的學(xué)生也給予獎賞則會扼殺創(chuàng)造力，可見Robert Eisenberger觀點(diǎn)是給他們應(yīng)得的獎勵(lì)。故選C。 （4）考查推理判斷。根據(jù)倒數(shù)第三段中的“But it39。s easy to kill creativity by giving rewards for poor performance or creating too much desire for rewards.但如果對表現(xiàn)不佳的學(xué)生給予獎勵(lì)，或者對獎勵(lì)的渴望太強(qiáng)烈，就很容易扼殺創(chuàng)造力?？芍?，如果一個(gè)老師對表現(xiàn)不好的學(xué)生也給予獎賞就會導(dǎo)致學(xué)生缺乏創(chuàng)造力，故從文章中可以推斷，各大大學(xué)正試圖提高他們的評分標(biāo)準(zhǔn)，是因?yàn)樗麄冋J(rèn)為獎勵(lì)不好的表現(xiàn)可能會扼殺學(xué)生的創(chuàng)造力。故選A。 【點(diǎn)評】本題考點(diǎn)涉及細(xì)節(jié)理解和推理判斷兩個(gè)題型的考查，是一篇教育類閱讀，考生需要準(zhǔn)確捕捉細(xì)節(jié)信息，并根據(jù)上下文進(jìn)行邏輯推理，從而選出正確答案。9．閱讀理解 Time talks. It speaks more plainly than words. Time municates in many ways. Consider the different parts of the day, for example. The time of the day when something is done can give a special meaning to the event. It is not customary to telephone someone every early in the morning. If you telephone him early in the day, the time of the call shows that the matter is very important and requires immediate attention. If someone receives a call during sleeping hours, he assumes it is a matter of life or death. The time chosen for the call municates its importance. In social life, time plays a very important part. In the United States, guests tend to feel they are not highly regarded if the invitation to a dinner party is extended only three or four days before the party date. But this is not true in all countries. In other areas of the world, it may be considered foolish to make an appointment too far in advance because plans which are made for a date more than a week away tend to be forgotten. The meaning of time differs in different parts of the world. Thus, misunderstandings often arise between people from cultures that treat time differently. Promptness(準(zhǔn)時(shí)) is valued highly in American life, for example. If people are not prompt, they may be regarded as impolite or not fully responsible. In the ., no one would think of keeping a business partner waiting for an hour。 it would be too impolite. A person who is five minutes late is expected to make a short apology. This way of treating time is quite different from that of several other cultures. This helps to explain the unfortunate experience of a certain agriculturist from the United