The question of what children learn, and how they should learn, is continually being debated and redebated. Nobody dares any longer to defend the old system, the learning of lessons parrot-fashion, the    grammar-with-a-whip system, which was good enough for our grandparents. The theories of modem psychology have stepped in to argue that we must understand the need of children. Children are not just small adults; they are children who must be respected as much.

　　Well, you may say, this is as it should be, a good idea. But think further. What happens? "Education" becomes the responsibility not of teachers, but of psychologists (心里學(xué)家). What happens then?Teachersworry too much about the psychological implications (暗示) of their lessons,and forget about the subjects themselves.If a child dislikes a lesson, the teacher feels that it is his fault, not the child's. So teachers worry whether history is "relevant" to modern young children.And do they dare to recount stories about violence? Or will this make the children themselves violent? Can they tell their classes about children of different races,or will this encourage racial hatred? Why teach children to write grammatical sentences? Verbal expression is better. Sums? Arithmetic? No: Real-life mathematical situations are more understandable.

　　You see, you can go too far. Influenced by educational theorists, who have nothing better to do   than to write books about their ideas, teachers leave their teacher-training colleges filled with grand, psychological ideas about children and their needs. They make elaborate, sophisticated (精致的，復(fù)雜的) preparations and try out their "modem methods"on the long-suffering children. Since one "modem method " rapidly replaces another the poor kids will have had a good bellyful by the time they leave school. Frequently the modem methods are so sophisticated that they fail to be understood by the teachers, let alone the children; even more often, the relaxed discipline so essential for the " informal" feelings the class must have, prevents all but a handful of children from learning anything.

　　36. People do not dare defend the old system mainly because under the old system________.
　　A. too much grammar was taught to children
　　B. children were spoiled (寵壞)
　　C. children were treated as grown-ups
　　D. children were made to learn passively(被動(dòng)的)

　　37. What view do the modem psychologists hold?
　　A. Children must be understood and respected.
　　B. Children are small adults and know what they need.
　　C. Children are better off without learning lessons.
　　D. Education of children is the responsibility of psychologists.

　　38. What happens when teachers pay too much attention to the psychology of their lessons?
　　A. They find that the children dislike the lessons.
　　B. They tend to blame students for their failure.
　　C. They do not pay enough attention to the actual lessons.
　　D. They no longer want to teach children history.

　　39. Grammatical sentences are regarded as unimportant because ________.
　　A. it is better to use verbs only
　　B. words are said out of natural feelings only
　　C. talking freely and naturally without sentences is a better form of expression
　　D. it is felt that formal grammar rules might cause unnatural expressions

　　40. According to the passage, the modern methods are understood by ________.
　　A. neither teachers nor pupils
　　B. only a handful of teachers and pupils
　　C. the more sophisticated teachers
　　D. everyone who enjoys the relaxed discipline of the informal classes


　　答案與詳解：

　　36. D 推斷題。由第一段第二句“鸚鵡學(xué)舌般地課文學(xué)習(xí)、附帶鞭子的語法教學(xué)”可知，這種學(xué)習(xí)孩子非常被動(dòng)。

　　37. A 細(xì)節(jié)題。由第一段最后一句可知：我們必須懂得孩子們的需要，還要尊重孩子們。

　　38. C 細(xì)節(jié)題。由第二段中“教師過多擔(dān)心功課的心理暗示，忽略了功課本身”可知。

　　39. B 推斷題。由第二段中Why teach children to write grammatical sentences? Verbal expression is better可推斷出。

　　40. A 細(xì)節(jié)題。由最后一段中Frequently the modem methods…fail to be understood by the teachers，let alone the children可知。