Question

Passage Fifteen (Contribution of Coeducation)
Imagining being asked to spend twelve or so years of your life in a society which consisted only of members of own sex. How would you react? Unless there was something definitely wrong with you, you wouldn’t be too happy about it, to say the least. It is all the more surprising therefore that so many parents in the world choose to impose such abnormal conditions on their children – conditions which they themselves wouldn’t put up with for one minute!
Any discussion of this topic is bound to question the aims of education. Stuffing children’s heads full of knowledge is far from being foremost among them. One of the chief aims of educations is to equip future citizens with all they require to take their place in adult society. Now adult society is made up of men and women, so how can a segregated school possibly offer the right sort of preparation for it? Anyone entering adult society after years of segregation can only be in for a shock.
A co-educational school offers children nothing less than a true version of society in miniature. Boys and girls are given the opportunity to get to know each other, to learn to live together from their earliest years. They are put in a position where they can compare themselves with each other in terms of academic ability, athletic achievement and many of the extra-curricular activities which are part of school life. What a practical advantage it is ( to give just a small example ) to be able to put on a school play in which the male parts will be taken by boys and the female parts by girls! What nonsense co-education makes of the argument that boys are cleverer than girl or vice-versa. When segregated, boys and girls are made to feel that they are a race apart. Rivalry between the sexes is fostered. In a coeducational school, everything falls into its proper place.
But perhaps the greatest contribution of co-education is the healthy attitude to life it encourages. Boys don’t grow up believing that women are mysterious creatures – airy goddesses, more like book-illustrations to a fairy-tale, than human beings. Girls don’t grow up imagining that men are romantic heroes. Years of living together at school dispel illusions of this kind. There are no goddesses with freckles, pigtails, piercing voices and inky fingers. There are no romantic heroes with knobbly knees, dirty fingernails and unkempt hair. The awkward stage of adolescence brings into sharp focus some of the physical and emotional problems involved in growing up. These can better be overcome in a co-educational environment. Segregated schools sometimes provide the right conditions for sexual deviation. This is hardly possible under a co-educational system. When the time comes for the pupils to leave school, they are fully prepared to enter society as well-adjusted adults. They have already had years of experience in coping with many of the problems that face men and women.
1.What is the best title for this passage?
A.only co-education can be in harmony with society.
B.people are in great need of co-education.
C.any form of education other than co-education is simply unthinkable.
D.co-education has many features.
2.what does co-education offer to children?
A.A society.
B.A true small model of society.
C.A real life.
D.True version of social condition.
3.According to the passage, what is one of the chief aims of education?
A.It is for students to acquire knowledge.
B.It is to equip future citizens with scientific technology.
C.It is to equip future citizens with what is required in getting a position in society.
D.It is for students to get academic achievements.
4.Why do boys and girls in co-education have no illusion about each other?
A.They live together and know each other too well.
B.Years of living together at school dismiss such illusion.
C.co-education encourage them to have an healthy attitude toward life.
D.They are familiar with each other’s problems.

Answer 1

1---4      CBCB

解析這是一篇論及“博士生輟學(xué)”的文章。采用對(duì)比和因果手法。文章一開(kāi)始就提出教育工作者嚴(yán)重關(guān)注博士生輟學(xué)達(dá)50％的問(wèn)題。而調(diào)查報(bào)告證明，只有31％。輟學(xué)造成不良后果，有人建議中途退學(xué)者回爐再念博士學(xué)位學(xué)業(yè)。研究表明不行。列出理由并加以分析。
文章論及“男女合校制的優(yōu)越性和男女分校制的缺陷。”采用因果、對(duì)比寫(xiě)法。首先假設(shè)單一性別社會(huì)，人所不能容忍，那單一性別的學(xué)校培養(yǎng)的人又怎能適應(yīng)社會(huì)。因?yàn)樯鐣?huì)是男女組成的。然后分別對(duì)比合校和分校的優(yōu)缺點(diǎn)。比較合校的優(yōu)點(diǎn)，分校的缺點(diǎn)，最后得出結(jié)論：之后合校的學(xué)生，在離校進(jìn)入社會(huì)，已做好一切準(zhǔn)備，而不會(huì)感到震驚，因?yàn)樗麄円延泻脦啄甑慕?jīng)驗(yàn)，會(huì)處理面臨男女的許多問(wèn)題。
1.C 除了男女合校，其他形式的教育簡(jiǎn)直難以想象。答案見(jiàn)第一段“設(shè)想請(qǐng)你在一個(gè)只有你一樣性別的人存在的社會(huì)生活12年光景，你會(huì)如何反應(yīng)呢？除非你本人確實(shí)有毛病，否則，你至少不會(huì)太高興。因此，世界上有那么多的父母愿意把這種不正常的環(huán)境（他們自己一分鐘都受不了的環(huán)境）強(qiáng)加給他們的孩子們，這太令人驚訝！”第二段講“教育的目的之一就是為未來(lái)的公民在成人社會(huì)中找一席之地，準(zhǔn)備好需要的一切。而社會(huì)由男女組成，那分校又怎能準(zhǔn)備？”后兩段講合校之優(yōu)點(diǎn)，分校之缺點(diǎn)，具體對(duì)比突出主題。這都說(shuō)明C 最合適。
A. 只有合校才能和社會(huì)相協(xié)調(diào)。D. 合校有許多特點(diǎn)。這兩項(xiàng)文章內(nèi)容涉及到，但作為最佳標(biāo)題則不確切。B. 人們非常需要合校。文內(nèi)沒(méi)有直接談到。
2.B 一個(gè)真實(shí)社會(huì)的縮影。這在第三段第一句“男女合校確實(shí)能給孩子們提供一個(gè)社會(huì)真實(shí)的縮影�！毕旅娴膬�(nèi)容都是圍繞這個(gè)主題而寫(xiě)的具體情況。如：生活在一起，彼此了解，對(duì)比等。
A. 社會(huì)。C. 一種真實(shí)的生活。D. 真實(shí)的社會(huì)情況。都沒(méi)有B項(xiàng)那樣確切。
3.C 為未來(lái)公民在社會(huì)上擁有一席之地，準(zhǔn)備好所需要的一切。這在第二段“這個(gè)話(huà)題的討論必然會(huì)引出教育目的的問(wèn)題。把各種知識(shí)塞進(jìn)孩子頭腦遠(yuǎn)不是教育主要的目的，教育的主要目的之一是為未來(lái)公民在成人社會(huì)求得一席之地，準(zhǔn)備好所需一切�！�
A. 學(xué)生學(xué)到只是。B. 以科技武裝未來(lái)公民。C.為學(xué)生缺德學(xué)術(shù)成就。都只是知識(shí)學(xué)習(xí)的一個(gè)部分。
4.B 幾年學(xué)校共同生活打消了幻想。答案在第四段中,“在學(xué)校中，幾年生活在一起消除這一類(lèi)的幻想。沒(méi)有什么臉上有雀斑，梳著鞭子，涂著指甲，尖的噪音的女神，也沒(méi)有膝部有疙瘩，指甲臟兮兮，頭發(fā)亂蓬蓬的浪漫英雄。棘手的青春期明顯呈現(xiàn)出來(lái)的成長(zhǎng)過(guò)程中身體上和感情上的問(wèn)題，在男女合校環(huán)境中得到很好的解決。”
A. 他們生活在一起，彼此太了解。此答案太過(guò)，不是太了解而不產(chǎn)生幻想，而是了解情況；真人就在眼前，人就實(shí)際了，消除了幻想。C. 合校鼓勵(lì)他們對(duì)生活有一種健康積極的態(tài)度。這是合校的大方向，不是消除幻想的根本原因。D. 他們熟悉彼此的問(wèn)題。不全是消除幻想之因，而是處理問(wèn)題的前奏。這在最后一段最后兩句話(huà)有說(shuō)明“當(dāng)學(xué)生離校的時(shí)刻來(lái)到時(shí)，他們已是很有適應(yīng)性的成人，為進(jìn)入社會(huì)做好了充分準(zhǔn)備。他們已有幾年處理面臨男女的許多問(wèn)題的經(jīng)驗(yàn)�！�