大學英語綜合訓練閱讀第三單元

Passage2MostAmericanswilltellyouthatcharactereducationinschoolsisagoodidea.Accordingtopollsters,90%ofuswantschoolstoteachcoremoralvalues.Butwhatshould“charactereducation”looklike?Andmoreimportant,doesitwork?,90%的美國希望學校教核心道德價值觀。但是應該“品格教育”看起來像什么?更重要的是,它是否工作看看Traut核心知識學校位于柯林斯堡的科羅拉多州。Traut核心是一個公共學校500名學生的等待名單。強烈關注12核心價值觀在整TakealookatTrautCoreKnowledgeSchoolinFortCollins,Colo.TrautCoreisapublicschoolwithawaitinglistof500students.Astrongfocuson12corevaluesthroughouttheschoolculturehascontributedtohighacademicachievementaTrautCore.Theschoolnowranksfirstinreadingandinthetopfiveinmathoutofthe26schoolsinthedistrict.看看Traut核心知識學校位于柯林斯堡的科羅拉多州。Traut核心是一個公共學校500名學生的等待名單。強烈關注12核心價值觀在整個學校文化已經(jīng)導致了高學術成就一個Traut個學校文化已經(jīng)導致了高學術成就一個Traut26所學校在區(qū)。Privateschoolsarealsoonthelist.TheMontroseSchoolinNatick,Mass.Hasdailyhomeroomsthatfocusoncharacterdiscussionsandleadership,andtheschoolprovidesmanyopportunitiesforservicetoothers.AtMontrose,moraldevelopmentisinseparablefromacademicachievement.私立學校也在名單之列。在納蒂克的蒙特羅斯學校,質量。有日常指導教室,專注于角色的討論和領導,學校提供了許多機會,為他人服務。在蒙特羅斯、道德發(fā)展密不可分的學術成就。WakeCounty Public Schools in North Carolina is a case study in how to getcomprehensivecharactereducationprogramsgoingineveryschool.Beginningin1992,thedistrictappointedataskforcewithbroadrepresentationfromthecommunity.Publicmeetingswereheld,surveyssentout,andothereffortsmadetoensurethatcharactereducationintheschoolswouldbebuiltonthesharedmoralvaluesofthecitizensinthislargeanddiversedistrict. Wake郡公立學校在北卡羅萊納是一個案例研究如何得到綜合素質教育項目會在每一個學校。開始in1992、地區(qū)指定一個專責小組和來自社區(qū)的廣泛代表性。公眾集會,調查發(fā)出,和其他努力確保品格教育的學校將是建立在共享的道德價值觀的公民在這個龐大而多樣化的地區(qū)Today,charactereducationispartofthemissionofeveryWakeCountyschool.Thedistrictprovidesin-servicetrainingandresourcesforteachers,encouragesparentalinvolvementandevaluatestheresults.今天,品格教育的任務之一是每WakeHigheracademicachievement,lowerdrop-out（輟學）rates,fewerdisciplineproblems,amorepositiveandcaringschoolenvironment—whodoesn’twantschoolslikethese?Andwhowouldn’tliketoseestudentswhoaremorecaring,respectful,honestandresponsible?較高的學術成就,降低退學(輟學)利率,更少的紀律問題,一個更積極的和有愛心的學校環(huán)境誰不希望學校像這些嗎?和誰不喜歡看到學生更多的關懷、尊重、誠實和負責任的Judgingfromthefirstparagraph,what’sthewriter’sattitudeto“charactereducation”?A.Positive B.Ironical（諷刺的） C.Suggestive D.Opposite.Thephrase“awaitinglistof500students”inLine2,para.2probablymeansthatthereare500students .A.studyingthere B.enrollingthere C.graduatingthere D.waitingforadmissionAmongtheprivateschoolswillingtoteachmoralvalues .TrautCorehasdailyhomeroomsthatfocusoncharacterdiscussionsandleadershiptheMontroseSchoolfocuson12corevaluesTrautCoreprovidesmanyopportunitiesforservicetootherstheMontroseSchoolmakesprogressbothacademicallyandmorallyCharactereducation,accordingtothelastparagraph,willresultinallofthefollowingexcept .lowerdrop-outrateshigheracademicachievementalesspositiveandcaringenvironmentfewerdisciplineproblemsWhichisnottrueaccordingtothepassage?Academicachievementiscloselyassociatedwithmoraldevelopment.Higheracademicachievementisinseparablefrommoraldevelopment.Moraldevelopmentexertsinfluenceonacademicachievement.Moraldevelopmenthasnothingtodowithacademicachievement.Passage3AstudyissuedbytheUniversityofWashingtonshowsthatalackofacademicachievementiscloselylinkedtosubstanceabuse,violenceandillegalbehaviorinthestudents’socialenvironment.Accordingtothestudy,groupsofmiddleandhighschoolstudentswithevenmoderateinvolvementwithsubstanceabuse,violenceand illegalbehaviorhavedramaticallyloweracademicachievementthangroupsofstudentswithlittleornoinvolvementinthesebehaviors.Factorssuchaspoverty,communityrisk,absenceofsocialskills,andalackofcommitmenttoschoolalsocontributetoloweracademicperformanceamonggroupsofstudents. 組初中和高中學生甚至適度參與物質濫用、暴力和非法行為有顯著降低學術成就比組學生很少或根本沒有參與這些行為。因素如貧困、社會風險,缺乏社會技能,以及缺乏承諾學校也有助于降低學生的學業(yè)成績組間Theresearchersaid,“Ifweexpectmoststudentstoachieveourstate’slearninggoals,weneedpreventionprogramsthattargetthesocialenvironmentandthatareextensiveenoughtoreachallstudentsinallschools.Oureffortsshouldengageschools,parentsandthecommunityandfocusonfactorsoutsidetheclassroom.”Dr.SheriL.Hill,assistantdirectoroftheUW’sWashingtonKidsCourtproject,alsosaid,“Interventionneedstostartwhenstudentsbegintheirfirstdayofschoolandcontinuethroughhighschool.”的努力應該參與學校、家長和社區(qū)和教室外因素的關注?！笆┤稹·希爾博士,華盛頓大學的助理主任華盛頓法院項目,還說孩子,”干預需要開始當學生開始他們的第一天上學和持續(xù)到高中。The2000WashingtonStateSurveyofAdolescentHealthyBehaviorsfoundthat20to40percentofmiddleandhighschoolstudentsareinvolvedwithsubstanceabuse,violenceandillegalbehavior.Thismeansasignificantproportionofchildrenatage10andolderareexposedtoriskyattitudesandbehaviorsintheireverydaysocialenvironments. 200010“Wehavetoapproachstudentlearningfromtheperspectiveofthewholechild,”saidTerryBergeson,statesuperintendentofpublicinstruction.“We’veknownabouttheindividualeffectspoverty,substanceabuseandviolencecanhaveonyoungpeople.Today’sstudytakesthatknowledgeonestepfurthe