Anyone who cares about what schools and colleges teach and how their students learn will be interested in the memoir(回忆录)of Ralph W. Tyler, who is one of the most famous men in American education.
Born in Chicago in 1902, brought up and schooled in Nebraska, the 19-year-old college graduate Ralph Tyler became hooked on teaching while teaching as a science teacher in South Dakota and changed his major from medicine to education.
Graduate work at the University of Chicago found him connected with honorable educators Charles Judd and W. W. Charters, whose ideas of teaching and testing had an effect on his later work. In 1927, he became a teacher of Ohio State University where he further developed a new method of testing.
Tyler became well-known nationality in 1938, when he carried his work with the Eight-Year Study from Ohio State University to the University of Chicago at the invitation of Robert Hutchins.
Tyler was the first director of the Center for Advanced Study in the Behavioral Sciences at Stanford, a position he held for fourteen years. There, he firmly believed that researchers should be free to seek an independent(独立的)spirit in their work.
Although Tyler officially retired in 1967, he never actually retired. He served on a long list of educational organizations in the United States and abroad. Even in his 80s he traveled across the country to advise teachers and management people on how to set objectives(目标)that develop the best teaching and learning within their schools.
1.Who are most probably interested in Ralph W. Tyler’s memoir?
A. Top managers. B. Language learners.
C. Serious educators. D. Science organizations.
2.The words “hooked oh teaching” underlined in Paragraph 2 probably mean ________.
A. attracted to teaching B. tired of teaching
C. satisfied with teaching D. unhappy about teaching
3.Where did Tyler work as the leader of a research center for over 10 years?
A. The University of Chicago. B. Stanford University.
C. Ohio State University. D. Nebraska University.
4.Tyler is said to have never actually retired because ____________.
A. he developed a new method of testing B. he called for free spirit in research
C. he was still active in giving advice D. he still led the Eight-Year Study
高三英语阅读理解中等难度题
Anyone who cares about what schools and colleges teach and how their students learn will be interested in the memoir (回忆录) of Ralph W. Tyler, who is one of the most famous men in American education.
Born in Chicago in 1902, brought up and schooled in Nebraska, the 19-year-old college graduate Ralph Tyler became hooked on teaching while teaching as a science teacher in South Dakota and changed his major 1mm medicine to education.
Graduate work at the University of Chicago found him connected with honorable educators Charles Judd and W. W. Charters, whose ideas of teaching and testing had an effect on his later work. In 1927, he became a teacher of Ohio State University where he further developed a new method of testing.
Tyler became well-known nationally in 1938. when he carried his work with the Eight-Year Study from Ohio State University to the University of Chicago at the invitation of Robed Hutchins.
Tyler was the first director of the Center for Advanced Study in the Behavioral Sciences at Stanford, a position he held for fourteen years. There, he firmly believed that researchers should be free to seek an independent(独立的)spirit in their work.
Although Tyler officially retired in 1967, he never actually retired. He served on a long list of educational organizations in the United States and abroad. Even in his 80s he traveled across the country to advise teachers and management people on how to set objectives (目标) that develop the best teaching and learning within their schools.
1.Who are most probably interested in Ralph W. Tyler’s memoir?
A. Top managers. B. Language learners.
C. Serious educators. D. science organizations.
2.The words “hooked on teaching” underlined in Paragraph 2 probably mean ______
A. attracted to teaching B. tired of teaching
C. satisfied with teaching D. unhappy about teaching
3.Where did Tyler work as the leader of a research center for over 10 years?
A. The University of Chicago. B. Stanford University.
C. Ohio State University. D. Nebraska University.
4.Tyler is said to have never actually retired because _________
A. he developed a new method of testing B. he called for free spirit in research
C. he was still active in giving advice D. he still led the Eight-Year Study
高三英语阅读理解中等难度题查看答案及解析
Anyone who cares about what schools and colleges teach and how their students learn will be interested in the memoir(回忆录)of Ralph W. Tyler, who is one of the most famous men in American education.
Born in Chicago in 1902, brought up and schooled in Nebraska, the 19-year-old college graduate Ralph Tyler became hooked on teaching while teaching as a science teacher in South Dakota and changed his major from medicine to education.
Graduate work at the University of Chicago found him connected with honorable educators Charles Judd and W. W. Charters, whose ideas of teaching and testing had an effect on his later work. In 1927, he became a teacher of Ohio State University where he further developed a new method of testing.
Tyler became well-known nationality in 1938, when he carried his work with the Eight-Year Study from Ohio State University to the University of Chicago at the invitation of Robert Hutchins.
Tyler was the first director of the Center for Advanced Study in the Behavioral Sciences at Stanford, a position he held for fourteen years. There, he firmly believed that researchers should be free to seek an independent(独立的)spirit in their work.
Although Tyler officially retired in 1967, he never actually retired. He served on a long list of educational organizations in the United States and abroad. Even in his 80s he traveled across the country to advise teachers and management people on how to set objectives(目标)that develop the best teaching and learning within their schools.
1.Who are most probably interested in Ralph W. Tyler’s memoir?
A. Top managers. B. Language learners.
C. Serious educators. D. Science organizations.
2.The words “hooked oh teaching” underlined in Paragraph 2 probably mean ________.
A. attracted to teaching B. tired of teaching
C. satisfied with teaching D. unhappy about teaching
3.Where did Tyler work as the leader of a research center for over 10 years?
A. The University of Chicago. B. Stanford University.
C. Ohio State University. D. Nebraska University.
高三英语阅读理解中等难度题查看答案及解析
Anyone who cares about what schools and colleges teach and how their students learn will be interested in the memoir(回忆录)of Ralph W. Tyler, who is one of the most famous men in American education.
Born in Chicago in 1902, brought up and schooled in Nebraska, the 19-year-old college graduate Ralph Tyler became hooked on teaching while teaching as a science teacher in South Dakota and changed his major from medicine to education.
Graduate work at the University of Chicago found him connected with honorable educators Charles Judd and W. W. Charters, whose ideas of teaching and testing had an effect on his later work. In 1927, he became a teacher of Ohio State University where he further developed a new method of testing.
Tyler became well-known nationality in 1938, when he carried his work with the Eight-Year Study from Ohio State University to the University of Chicago at the invitation of Robert Hutchins.
Tyler was the first director of the Center for Advanced Study in the Behavioral Sciences at Stanford, a position he held for fourteen years. There, he firmly believed that researchers should be free to seek an independent(独立的)spirit in their work.
Although Tyler officially retired in 1967, he never actually retired. He served on a long list of educational organizations in the United States and abroad. Even in his 80s he traveled across the country to advise teachers and management people on how to set objectives(目标)that develop the best teaching and learning within their schools.
1.Who are most probably interested in Ralph W. Tyler’s memoir?
A. Top managers. B. Language learners.
C. Serious educators. D. Science organizations.
2.The words “hooked oh teaching” underlined in Paragraph 2 probably mean ________.
A. attracted to teaching B. tired of teaching
C. satisfied with teaching D. unhappy about teaching
3.Where did Tyler work as the leader of a research center for over 10 years?
A. The University of Chicago. B. Stanford University.
C. Ohio State University. D. Nebraska University.
4.Tyler is said to have never actually retired because ____________.
A. he developed a new method of testing B. he called for free spirit in research
C. he was still active in giving advice D. he still led the Eight-Year Study
高三英语阅读理解中等难度题查看答案及解析
Anyone who cares about what schools and colleges teach and how their students learn will be interested in the memoir(回忆录)of Ralph W. Tyler, who is one of the most famous men in American education.
Born in Chicago in 1902, brought up and schooled in Nebraska, the 19-year-old college graduate Ralph Tyler became hooked on teaching while teaching as a science teacher in South Dakota and changed his major from medicine to education.
Graduate work at the University of Chicago found him connected with honorable educators Charles Judd and W. W. Charters, whose ideas of teaching and testing had an effect on his later work. In 1927, he became a teacher of Ohio State University where he further developed a new method of testing.
Tyler became well-known nationality in 1938, when he carried his work with the Eight-Year Study from Ohio State University to the University of Chicago at the invitation of Robert Hutchins.
Tyler was the first director of the Center for Advanced Study in the Behavioral Sciences at Stanford, a position he held for fourteen years. There, he firmly believed that researchers should be free to seek an independent spirit in their work.
Although Tyler officially retired in 1967, he never actually retired. He served on a long list of educational organizations in the United States and abroad. Even in his 80s he traveled across the country to advise teachers and management people on how to set objectives(目标)that develop the best teaching and learning within their schools.
1.Who are most probably interested in Ralph W. Tyler’s memoir?
A. Top managers. B. Language learners.
C. Serious educators. D. Science organizations.
2.The words “hooked on teaching” underlined in Paragraph 2 probably mean ________.
A. attracted to teaching B. tired of teaching
C. satisfied with teaching D. unhappy about teaching
3.Where did Tyler work as the leader of a research center for over 10 years?
A. The University of Chicago. B. Stanford University.
C. Ohio State University. D. Nebraska University.
高三英语阅读理解中等难度题查看答案及解析
What do college teachers think of high school English teachers’English teaching? And how should we see it? Let’s read the following.
A teacher from a community college addressed a sympathetic audience. Heads nodded in agreement when he said, “High school English teachers are not doing their jobs.” He described how weak his students were—all high school graduates who can use language only at a Grade 9 level.
My topic is not standards nor its decline(降低). What the speaker was really saying is that he is no longer young; he has been teaching for sixteen years, and is able to think and speak like a mature adult.
My point is that the frequent complaint of one generation about the one immediately following is natural. It is also human nature to look for the reasons for our dissatisfaction. Before English became a school subject in the late nineteenth century, it was difficult to find the target of the blame for language deficiencies(缺陷). But since then, English teachers have been under constant attack.
The complainers think they have hit upon an original idea. As their own command of the language improves, they notice that young people do not have this same ability. Unaware that their own ability has developed through the years, they assume the new generation of young people must be hopeless in this respect. To the eyes and ears of sensitive adults, the language of the young always seems inadequate.
Since this concern about the decline and fall of the English language is not seen as a generational phenomenon but rather as something new and peculiar(特有的) to today’s young people, it naturally follows that today’s English teachers cannot be doing their jobs.
1.The speaker believed that ________.
A. he was an excellent language teacher because he had been teaching English for sixteen years
B. the younger generation was as likely as not worse at language than the older generation
C. high school English teachers should be responsible for their students’ poor command of English
D. The fact that the students didn’t work hard enough contributed to their poor command of English
2. In the author’s opinion, the speaker ________.
A. had exaggerated (夸大) the language problems of the students
B. was right in saying English teachers were not doing their jobs
C. gave a correct judgment of the English level of the students
D. thought and spoke in a wise and responsible way
3.What can we conclude from the passage?
A. Language learning and improving needs time and effort.
B. The author disagrees with the speaker over the standard of English at Grade 9 level.
C. It is reasonable to include English as one of the high school subjects.
D. The English language teaching is by no means an easy job for college teachers.
4.The author’s attitude towards the speaker’s remarks is ________.
A. neutral(中立的) B. critical
C. positive D. compromising(妥协的)
高三英语阅读理解中等难度题查看答案及解析
Through years of teaching, Wu Qing knows _________anyone else about how to _________college life.
A. more than;learn from B. well than;spend
C. better than;make full use of D. much more than;live a
高三英语单项填空中等难度题查看答案及解析
Anyone caring about their health will be able to speak out a few of the major vitamins, and possibly take an educated guess at what they do. Vitamin C, found in oranges and other fruit and vegetables, is important for wound repair. And the much-talked-about “sunshine” vitamin D, produced by the skin in response to UV light, is essential for strong bones.
But what about vitamin P? It might well have you scratching your head. And that's not surprising: the term was first coined in the 1930s to describe a small group of compounds that provide pigment (天然色素) to plants, and were believed to have health benefits. A century later, these compounds are now better known as flavonoids (类黄酮).
Today, scientists have identified between 4,000 and 6,000 different kinds and we now know they are responsible for many of the flavors and smells of fruit and vegetables and also that they protect them from invaders such as pests and bacteria.
They are equally important nutrients for the body, helping maintain bones and teeth, and for the production of the protein collagen (胶原), which provides structure to blood vessels, muscles and skin.
They are also said to help the body deal with some of the key drivers of illness, including oxidation (氧化), a natural process by which the body's cells age and can become damaged and defective. That means they could help to protect against chronic diseases including cancer and heart disease.
1.What do we know about vitamin P?
A.We would scratch our head if we took it.
B.It refers to the compounds also called flavonoids.
C.It was made into a coin in the 1930s.
D.People didn't think it beneficial in the past.
2.Which is NOT the function of vitamin P for humans according to the passage?
A.Helping maintain bones and teeth.
B.Assisting in producing protein collagen.
C.Accelerating the circulation of the blood.
D.Aiding the body to handle the main factors of illness.
3.Which of the following best explains “defective” underlined in the last paragraph?
A.Harmful. B.Discouraged.
C.Vague. D.Deficient.
4.How does vitamin P help slow the aging process?
A.By fighting against oxidation. B.By maintaining bones.
C.By strengthening muscles. D.By protecting against chronic diseases.
高三英语阅读理解中等难度题查看答案及解析
What I’ve said about him __________ anyone else who is never punctual for appointments. After all, nobody wants to be kept waiting.
A.makes for | B.goes for | C.stands for | D.heads for |
高三英语单项填空简单题查看答案及解析
I still remember that summer before college.There were plans and ideas about what my college experience was going to be like, but none of them worked out as planned.1..
●Use the mental health services available to you.
That first night at college was memorable. There was scare and homesickness. Missing things from home wasn't the only reason why I felt down. The academic pressure to succeed and the social pressure to fit in are too much for some people, which don't just happen in the freshman year.2.. Close friends always guided me, which was important because talking helps—even if it's just with a friend. Don't be afraid to take that extra help.
●3..
I had been ready to major in politics, philosophy and economics, in preparation for a law degree.Things changed.
You meet new people and discover new interests.4.. So, don't worry if you haven’t figured out exactly what you're going to major in. It will likely change anyway.
●You're there to get a degree, but a little fun won't hurt.
As time goes by, I'm not going to remember the grades I got on papers or the late nights spent studying. Instead, lifelong memories will include playing video games with my roommate at 3:00 am, or late-night runs with my friends after a night out. Apart from doing well inside the classroom, there are also internships(实习期) and other pressures. Employers might weigh internships more heavily than your GPA.5..
A. It's OK to change your mind about your major.
B. You don't want to get tired of your college life early.
C. Everyone says that college is the best four years of your life.
D. Here are the things I wish I had known before my freshman year.
E. It’s normal to be a little unsure of your plans once you start taking classes.
F. Getting internships and having fun with friends are also of great importance.
G. For me, there were upsets long after the days that required a map to go anywhere.
高三英语七选五中等难度题查看答案及解析
This is a time of year when high school students and their families are thinking hard about college. As seniors,juniors,and parents identify their top choices,discussions typically focus on the college itself. Is the institution small or large? How strong are the academics?What is the social life like? Do I like the campus? Such considerations are important, but they can cover the all-important question:Where will these college years lead?
Applicants should think seriously about which college on their list can best prepare them for the real world. They should look for campuses that offer well-structured programs to help them form a direction for their lives and develop the capacity to take steps along that path.
One of the most striking recent phenomena about college graduates in America has been the “boomerang” student: the young person who goes away to college, has a great experience, graduates, and then moves back home for a year or two to figure out what to do with his or her life. This pattern has left many graduates – and their families – wondering whether it makes sense to spend four or more years at college, often at great expense, and finish with no clear sense of who they are or what they want to do next.
The trend points to one of the great shortcomings of many of our nation’s leading colleges and universities. Structured opportunities to think about life after graduation are rare. The formal curriculum focuses almost universally on the academic disciplines of the arts and sciences. Advising on how various majors connect to pathways into the workplace is typically haphazard (没有条理的). Career planning offices are often shorthanded and marginal (不重要的) to college life.
It doesn’t need to be this way, and in recent years some of the country’s top colleges have enriched their academic offerings with opportunities for students to gain real-world experiences.
1.According to the author, what do typical discussions on college choices ignore?
A. The function of college education in employment.
B. The difficulty in finding jobs after graduation.
C. High school students’ interests.
D. The academics of college.
2.Which accounts for the “trend” mentioned in the text?
A. Students failing to behave themselves.
B. Parents overprotecting their children.
C. Students choosing majors blindly.
D. Schools lacking proper guidance.
3.What will be probably discussed in the following paragraph?
A. Recipes for academic achievements.
B. Good academic programs in college.
C. Academic tips for college students.
D. Disadvantages of present college course.
4.What is the best title for the text?
A. A good way to choose a college.
B. A new trend in top colleges.
C. Connect subjects with life beyond college.
D. Make college one of life’s richest experiences.
高三英语阅读理解中等难度题查看答案及解析