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英译中
Exceptional children are different in some significant way from others of the same age. For these children to develop to their full adult potential, their education must be adapted to those differences.
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英译中
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.
Which of the following has nothing to do with political correctness？
A．Police now seldom talk about "suspects" but only about "persons of interest".
B．Burger King rebrands "Whaler" sandwich as "Big Fish" with the campaign "Save the Whales".
C．Kentucky Fried Chicken calls itself KFC with the campaign against fat and fried foods
D．An exceptional child indicates a handicapped youth and Indians are known as Native Americans.
英译中
In a draft preface to the recommendations, discussed at the 17 May meeting, Shapiro suggested that the panel had found a broad consensus that it would be "morally unacceptable to attempt to create a human child by adult nuclear cloning".
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, schools are modifying their programs, adapting instruction to children who are exceptional, to those who cannot profit substantially from regular programs.
The author cites the example of the leading actor on the stage to show that______.
A．the needs of exceptional children are more important than their environment
B．the growth of exceptional children has much to do with their family and die society
C．the education of exceptional children mainly depends on the public schools
D．the society produces more influence on exceptional children than on normal children
【M1】
Although many persons assume that languages exist in dictionaries and grammars, in fact they only exist in people's heads. But this is equally true of cultural traits, which indicate clearly a they only exist in people's heads. But this is equally true of cultural traits, which indicate clearly a person's value system when crucial decisions need to be made before there is any time to think about alternatives, for example, diving into a flooding stream to rescue a drowning child.
Researchers have tried a different IQ test, one that requires no social interaction. As they report in the journal Psychological Science, autistic children's scores came out starkly different than on the oral, interactive IQ test—suggesting a burning intelligence inside these kids that educators are failing to uncover.
For the study, children took two IQ tests. In the more widely used Wechsler, they tried to arrange and complete pictures, do simple arithmetic, demonstrate vocabulary comprehension and answer questions—almost all in response to a stranger's questions. In the Raven's Progressive Matrices test, they got brief instructions, then went off on their own to analyze three-by-three arrays of geometric designs, with one missing, and choose the design that belonged in the empty place. The disparity in scores was striking. Overall, the autistics scored around the 30th percentile on the Wechsler, which corresponds to "low average" IQ. But they averaged in the 56th percentile on the Raven's. not a single autistic child scored in the "high intelligence" range on the Wechsler; on the Raven's, one third did. Healthy children showed no such disparity.
That presents a puzzle. If many autistics are more intelligent than an IQ test shows, why haven't their parents noticed？ Partly because many parents welcome a low score, which brings their child more special services from schools and public agencies. But another force is at work. "We often think of intelligence as what you can show, such as by speaking fluently", says a psychologist. "Parents as well as professionals might be biased to look at that" rather than dig for the hidden intellectual spark.
The challenge is to coax that spark into the kind of intelligence that manifests itself in practice. That is something autism researchers are far from doing. Many experts dismiss autistics' exceptional reading, artistic or other abilities as side effects of abnormal brain function. They advise parents to steer their child away from what he excels at and obsesses over, and toward what he struggles with. It makes you wonder how many other children, whose intellectual potential we're too blind to see, we've also given up on.
Autistic children always get lower scores in IQ tests than other children because ______
A．they are retarded due to lack of communication.
B．the test methods require too may interactions.
C．their intelligence level is lower than other children.
D．they cannot understand the instructions of strangers.
Super-kids and Super Problems
—By David Elkind
Not so long ago, most parents wanted their kids to be like everybody else. They were often as upset if a child were precocious (早熟的) as they were if the child were slow. Precocity was looked upon as being bad for the child's psychological health. The assumption was "early ripe, early rot."
Now that has changed. For many parents today there is no such thing as going too fast, and their major concern is that their child stay ahead of the pack (一群伙伴). Far from presuming that precocity has bad effects psycho logically, they believe that being above the norm brings many benefits. The assumption' is "early ripe, early rich!"
The major consequence of this new parenting psychology is that many contemporary parents are putting tremendous pressure on children to perform. at ever-earlier ages. A first-grade teacher told me that an angry mother screamed at her because she had given the woman's son a "Satisfactory." "How is he ever going to get into M. I.T. if you give him a 'Satisfactory？ '" the mother wailed.
Many parents now enroll their child in prestigious nursery schools as soon as the pregnancy is confirmed. And once the child is old enough, they coach the child for the screening interview. "When they count everything in sight," one nursery school director said, "you know they have been drilled before the interview." Parents believe that only if the child gets into this or that prestigious nursery school will he or she ever have a chance at getting into Harvard, Yale, or Stanford. For the same reason, our elementary schools are suddenly filled with youngsters in enriched and accelerated programs.
It is not just in academic study that children are being pushed harder at ever-earlier ages. Some parents start their preschool children in sports such as tennis and swimming in hopes that they will become Olympic athletes. A young man who attended one of my child development lectures stopped by afterward to ask me a question. He works as a tennis instructor at an exclusive resort hotel in Florida and wanted to know how to motivate his students. When I asked how old they were he told me that they ranged in age from three to five years!
The pressure to make ordinary children exceptional has become almost an epidemic in sports. I had high hopes for soccer, which can be played by all makes and models of children, big, small, and in between. But in most states soccer has become as competitive and selective as baseball, football, and hockey. The star mentality prevails, and the less talented youngster simply doesn't get to participate. Play is out and competition is in.
The pressure for exceptionality is equally powerful at the secondary level. High school students are pressured not only to get good grades but to get into as many advanced-placement classes as possible. Around the country private tutoring centers are sprouting up like dandelions (蒲公英) in the spring, offering lessons in everything from beginning reading to taking college entrance exams. Other parents urge their children to start dating at an early age so that they will have good interpersonal skills and a better chance to win the most eligible mates.
Clearly, there is nothing wrong with wanting children to do their best. It is not the normal, healthy desire of parents to have successful children that is the problem, but the excessive pressure some parents are putting on children.
Why this push for excellence？ Since parents today are having fewer children their chances of having "a child to be proud of" are lower than when families were larger. The cost of child rearing has also increase
A．Y
B．N
C．NG
Teachers who are familiar with the characteristics of gifted children and who have a chance to observe children in an informal and challenging environment can give evidence that is valuable in identifying the gifted. Teachers have daily opportunity to observe how skillfully children use language, how quickly they see relations, how sensitive they are to things in their environment, how readily they learn, how easily they remember. Moreover, gifted children usually show out- standing resourcefulness and imagination, sustained attention, and wide interests.
Classroom and playground also offer opportunities to identify children who get along exceptionally well with others and handle frustrating situations with exceptional maturity. It is most rewarding to study children's interaction in groups. However, teachers have been given little help in using these daily opportunities to identify and educate the socially gifted.
Like parental observation, teacher observation also has its pitfalls. Some teachers have a tendency to overrate the abilities of docile, obedient, conscientious children. Others fail to recognize potential giftedness that is suppressed by emotional conflicts or by boredom with dull, reutilized, teacher - dominated situations.
According to the author, parents ______.
A．are very important to experts in identifying gifted children
B．are not very reliable in identifying gifted children
C．are not very reliable in identifying gifted children
D．are more helpful than teachers in identifying gifted children
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