I was impressed by the role of the professor in the seminar(討論會). The professor didn’t act as an authority, giving final conclusions, but as a reseac her looking for answers to questions together with the students. One lingui stic(語言的) feature of his interacting with his students was that he used many modal(情態(tài)的) verbs—far more than I did in Beiwai. When answering questions, he usually said, “This is my personal opinion and it could be wrong.” or “You could be right, but you might find this point of view also interesting.”
In China, authorities are always supposed to give wise decisions and correct di rections. Therefore, students always expect the professor to give an answer to th e question. I still remember how frustrated they were when foreign teachers did not provide such an answer. Their expectations from authorities are much higher than that of American students. Once the Chinese students got the answer, they w ere sure about it.
Education in China is valued for united thinking. I remember American teachers who taught in our university complaining about the fact that Chinese students u niformly expressed the same idea in their English composition. The examinations in America usually do not test a student’s ability to memorize the material but his ability to analyze and solve problems. Education in America is valued not on ly as a means to obtain employment but as a process of enhancing critical thinking.
31.In the USA, when the students are in class, ____.
A.a Chinese student tends to be very active
B.an American student likes to make trouble
C.a Chinese student likes to puzzle the teacher
D.an American student tends to be vigorous
32.A teacher in the USA prefers to ____ when he answers questions.
A.be very sincere B.be very direct
C.be very self confident D.be very indifferent
33.What is the opinion of the author concerning the difference of teachin g methods between China and the USA?
A.He thinks that Chinese teaching metods can make students learn more.
B.He holds that the major purpose of Chinese teaching methods is to impro ve students’ remembrance.
C.He thinks that American teaching is ability oriented.
D.He holds that American teachers hate to give a test.
34.The author thinks that the relationship between the student and the te acher is ____.
A.more intimate in China B.closer in China C.looser in USA D.more harmonious in USA
35.The education in USA may produce some ____ graduates.
A.talkative B.conventional C.creative D.imaginative
參考答案：
31.答案D。在文章中找到有關(guān)的細節(jié)為解此題的關(guān)鍵。從文章第一段的最后兩句可得知“中國留學(xué)生在課堂上表現(xiàn)很有禮貌和節(jié)制，而美國學(xué)生則非常主動和活躍。”據(jù)此看D項“美國學(xué)生經(jīng) 常表現(xiàn)得非?；钴S”，正是我們與作者得出的結(jié)論，所以是選項無疑。解答此題也給了我們一個啟示：某些干擾項迷惑性很大，不能一眼識別，所以在選擇時可能需要進行反復(fù)比較思考 ，方能斷定其正確與否。
32.答案A。文章第二段是解答問題的關(guān)鍵。此段主要談?wù)?“美國教授在上課時扮演的是與學(xué)生平等的角色”，并介紹了“這種情況的種種表現(xiàn)”?，F(xiàn)在，我們來看選項。A項“ 非常誠懇”，符合事實，先標出，看有沒有更合適的。B項“非常直接”，顯然不對，即使 美國老師語氣委婉，也只是“不直接”。C項意為“非常自信”，文章沒有提到這一點，也不能選。再看D項“非常冷淡”，更是荒謬。這樣也就只能選A。
33.答案C。解答此類題目，首先也必須象解答“有關(guān)文章主要內(nèi)容題目”一樣，首先應(yīng)掌握全文的主旨和大意，據(jù)此才能在理解作者觀點時，不致管中窺豹，以致偏頗。迅速通讀全文，可知作者意在抨擊中國教育方式的弊端。這樣，作者的觀點也就昭然若揭了。現(xiàn)在看選項。C項“美國教育重在培養(yǎng)學(xué)生能力”。 作者在對中國教育抨擊的同時，也對美國教育的某些做法表示贊成，而這一點正是作者對美國教育考查后得出的結(jié)論之一，所以正確。
34.答案D。推理(斷)題屬于要求較高的題型。它要求學(xué)生不僅能正確理解文章(或某些細節(jié))，也要能據(jù)此進一步推測其中暗含的意思。D項說“美國師生之間關(guān)系和諧”，正合作者的看法，所以只能選D。
35.答案C。此題的問題太寬泛，只能根據(jù)選項，結(jié)合文章，進行取舍。C項是“具有創(chuàng)造力的”，美國平 等式的、自由、寬松的教育方式，鼓勵學(xué)生培養(yǎng)獨立分析、解決問題的能力，這樣培養(yǎng)出來的學(xué)生勢必多具有“創(chuàng)造力”，符合事實。所以選項為C。
