A star athlete at the college where I work recently stopped by my office. After committing a few unforced errors during a weekend match, she was riven by self-criticism. “I’m at peak fitness, and I practice hard. How is this happening?” She asked.
This student believes she should be able to control the outcomes of her life by virtue of her hard work. She has a sense that hours on the field should get her exactly where she needs to go. Many students have similar mentality. When they win, they feel powerful and smart. When they fail, they are crushed by self-blame. If my achievements are mine to control, they reason, my failures must be entirely my fault, too.
We talk often about young adults struggling with failure because their parents have protected them from discomfort. But there is something else at play: a false promise that they can achieve anything if they are willing to work for it.
Psychologists have sourced this phenomenon to a misapplication of “mindset” research, which has found that praising children for effort will increase academic performance. A 2018 analysis found that while praising effort over ability may benefit economically disadvantaged students, it does not necessarily help everyone.
One possible explanation comes from Suniya Luthar, who argued in a research paper that for teens in wealthy, pressure-cooker communities, “it is not a lack of motivation and perseverance (毅力) that is the big problem. Instead, it is unhealthy perfectionism, and difficulty with backing off when they should, when the desire for achievements is over the top.” They push themselves onward in face of impossible goals. A 2007 study found that teens who refused to give up impossible goals showed higher levels of C-reaction protein, a marker of systemic inflammation (全身炎症) linked to heart disease and other medical conditions. A 2014 study showed a connection between the perfectionist tendencies and depression.
The cruel reality is that you can do everything in your power and still fail. Instead of allowing our kids to beat themselves up when things don’t go their way, we adults should help students pursue success in healthier ways in part by redefining failure as a feature, not a bug, of learning. At Smith College where I teach, students are asked to explore how setbacks and missteps made them stronger or more effective. We would be wise to remind our kids that life has a way of sucker-punching (意外打击) us when we least expect it. It’s often the people who learn to say “stuff happens” who get up the fastest.
1.Why was star athlete trapped by self-blame?
A.She broke down during the match.
B.She didn’t try her best in the match.
C.She believed hard work should pay off.
D.She thought she should have practiced harder.
2.What can we learn from Paragraph 5?
A.Lack of motivation and perseverance leads to teens’ failure.
B.Praising children for effort increases academic performance.
C.Children struggle with failure due to parents’ over-protection.
D.Unhealthy perfectionism causes physical and emotional stress.
3.According to the author, adults should _________.
A.help students learn from failure
B.protect students from discomfort
C.reward students for their hard work
D.explore the cause of students’ failure
4.Which of the following does the author probably agree with?
A.Effort equals achievement.
B.Motivation is the key to success.
C.Success is not always under control.
D.Effort is more important than ability.
高三英语阅读理解中等难度题
A star athlete at the college where I work recently stopped by my office. After committing a few unforced errors during a weekend match, she was riven by self-criticism. “I’m at peak fitness, and I practice hard. How is this happening?” She asked.
This student believes she should be able to control the outcomes of her life by virtue of her hard work. She has a sense that hours on the field should get her exactly where she needs to go. Many students have similar mentality. When they win, they feel powerful and smart. When they fail, they are crushed by self-blame. If my achievements are mine to control, they reason, my failures must be entirely my fault, too.
We talk often about young adults struggling with failure because their parents have protected them from discomfort. But there is something else at play: a false promise that they can achieve anything if they are willing to work for it.
Psychologists have sourced this phenomenon to a misapplication of “mindset” research, which has found that praising children for effort will increase academic performance. A 2018 analysis found that while praising effort over ability may benefit economically disadvantaged students, it does not necessarily help everyone.
One possible explanation comes from Suniya Luthar, who argued in a research paper that for teens in wealthy, pressure-cooker communities, “it is not a lack of motivation and perseverance (毅力) that is the big problem. Instead, it is unhealthy perfectionism, and difficulty with backing off when they should, when the desire for achievements is over the top.” They push themselves onward in face of impossible goals. A 2007 study found that teens who refused to give up impossible goals showed higher levels of C-reaction protein, a marker of systemic inflammation (全身炎症) linked to heart disease and other medical conditions. A 2014 study showed a connection between the perfectionist tendencies and depression.
The cruel reality is that you can do everything in your power and still fail. Instead of allowing our kids to beat themselves up when things don’t go their way, we adults should help students pursue success in healthier ways in part by redefining failure as a feature, not a bug, of learning. At Smith College where I teach, students are asked to explore how setbacks and missteps made them stronger or more effective. We would be wise to remind our kids that life has a way of sucker-punching (意外打击) us when we least expect it. It’s often the people who learn to say “stuff happens” who get up the fastest.
1.Why was star athlete trapped by self-blame?
A.She broke down during the match.
B.She didn’t try her best in the match.
C.She believed hard work should pay off.
D.She thought she should have practiced harder.
2.What can we learn from Paragraph 5?
A.Lack of motivation and perseverance leads to teens’ failure.
B.Praising children for effort increases academic performance.
C.Children struggle with failure due to parents’ over-protection.
D.Unhealthy perfectionism causes physical and emotional stress.
3.According to the author, adults should _________.
A.help students learn from failure
B.protect students from discomfort
C.reward students for their hard work
D.explore the cause of students’ failure
4.Which of the following does the author probably agree with?
A.Effort equals achievement.
B.Motivation is the key to success.
C.Success is not always under control.
D.Effort is more important than ability.
高三英语阅读理解中等难度题查看答案及解析
A star athlete at the college where I work recently stopped by my office. After committing a few unforced errors during a weekend match, she suffered severely by self-criticism.
This student, like many I teach, strongly believes she should be able to control the outcomes of her life by virtue of her hard work. In her mind, “Nothing can stop me but myself”. So when these students fall short of what they imagine they should accomplish, they are filled with self-blame, reasoning, “If my accomplishments are mine to control, my failures must be entirely my faults, too”, which makes it extremely difficult for them to move on.
We often owe young adults struggling with failure to their parents’ overprotection of them from discomfort. But there is another factor at play: a message transmitted by indulging (纵容的) parents who have falsely promised them that they can achieve anything if they are willing to work for it. However, the cruel reality of life is that you can do everything in your power — and still fail. Then what should be done to help?
Psychologists Luthar and Kumar urge parents and teachers to spend time helping students find purpose, or goals they genuinely love to pursue and that make an impact on the world, which may help them gain greater life satisfaction and become more psychologically mature. Besides, instead of allowing our kids to beat themselves up when things don’t go their way, we might all question a culture where one is considered lazy without full devotion. The point is to remind them that life has a way of sucker-punching (出其不意) us when we least expect it. It’s often the people who learn to say “stuff happens” who get up the fastest.
1.What does the underlined phrase “by virtue of” in paragraph 2 mean?
A.in addition to B.in spite of C.by means of D.for fear of
2.The author believes that young adults find it hard to struggle with failure because __________.
A.they are not taught how to deal with difficulties
B.they are short of the ability to handle failure
C.they are under the protection of their parents
D.they are misled by their parents’ false message
3.What did psychologists Luthar and Kumar urge parents and teachers to do?
A.To teach students how to avoid faults.
B.To lead students to set their truly loved goals.
C.To help students to discover a path to success.
D.To allow kids to blame themselves.
4.What can be inferred from the passage?
A.Students don’t care about failure at all.
B.Students are sure to succeed if they try their best.
C.Students should bear all the failures on their own.
D.Students with positive attitudes can move on more easily.
高三英语阅读理解中等难度题查看答案及解析
A star athlete stopped by my office and she was eaten up by self-criticism after committing a few errors during a weekend match. “I’m at peak _________ and I practise hard. How is this happening?” This student, like many I teach, believes she should be able to _________ the outcomes of her life by virtue of her hard work.
I study and write about resilience (复原力), and I’m noticing a(n)_________ increase in students like this athlete. When they win, they feel powerful and smart. When they fall short of what they imagine they should _________, however, they are crushed by self-blame.
We talk often about young adults struggling with failure because their parents have protected them from _________. But there is something else at play among the most advantaged in particular: a _________ promise that they can achieve anything if they are willing to work for it.
Psychologists have sourced this phenomenon to a misapplication of “mind-set” research, which has found that praising children for _________ will increase academic performance. Developed by Stanford psychologist Carol Dweck, mind-set education has spread across classrooms worldwide. But a 2018 analysis found that while praising hard work over ability may benefit economically disadvantaged students, it does not _________ help everyone.
One possible explanation comes from Nina Kumar, who argued in a research paper last year that for teens in wealthy, pressure-cooker communities, “It is not a _________ of motivation and perseverance that is the big problem. __________, it is unhealthy perfectionism and difficulty with backing off when they should, when the fierce drive for achievements is over the top.” This can __________ physical and emotional stress. In a 2007 study, psychologists Gregory Miller determined that adolescent girls who refused to give up the __________ goals showed elevated levels of CRP, a protein that serves as a marker of systemic inflammation (炎症) linked to diabetes, heart disease and other medical conditions.
The cruel reality is that you can do everything in your power and still fail. This knowledge comes early to underrepresented minorities whose experience of discrimination (歧视) and inequality teaches them to __________ what is, for now, largely beyond their control to change. Yet for others, the belief that success is always within their grasp is a setup. Instead of allowing our kids to beat themselves up when things don’t go their way,we should all question a culture that has taught them that how they perform for others is more important than what __________ inspires them and that where they go to college matters more than the kind of person they are. We should be wise to remind our kids that life has a way of disappointing us when we least __________ it. It’s often the people who learn to say “stuff happens” who get up the fastest.
1.A.coolness B.fitness C.goodness D.readiness
2.A.control B.change C.adjust D.celebrate
3.A.amusing B.inspiring C.troubling D.touching
4.A.apply B.approve C.appreciate D.accomplish
5.A.disbelief B.disagreement C.discovery D.discomfort
6.A.bright B.false C.general D.flexible
7.A.virtue B.ability C.effort D.status
8.A.originally B.obviously C.necessarily D.regularly
9.A.choice B.command C.display D.lack
10.A.Instead B.Otherwise C.Therefore D.However
11.A.result from B.apply for C.associate with D.lead to
12.A.Immoral B.impersonal C.impossible D.impolite
13.A.challenge B.accept C.assess D.inquire
14.A.plainly B.probably C.immediately D.actually
15.A.exhibit B.expect C.establish D.recognize
高三英语完形填空困难题查看答案及解析
Recently, employees at the Shanghai Metro’s Railway Station Stop have been busy learning dialects from other parts of the country, ___________ aims to provide better service to travelers from outside the city.
A.where | B.that | C.which | D.it |
高三英语单项填空中等难度题查看答案及解析
听下面一段较长对话,回答以下小题。
1.Where is Mr Green staying?
A.At the next door B.At the Star Hotel C.At a restaurant
2.What kind of food does Mr Green like?
A.Chinese food B.Fast food C.European food
3.When did the conversation take place?
A.In the morning B.At night C.In the afternoon
高三英语长对话中等难度题查看答案及解析
Where are the speakers going to meet?
A. At the woman’ s home B. At a library. C. At a bus stop
高三英语短对话困难题查看答案及解析
Where did the man meet Shelley?
A.At summer camp. B.In a writing class. C.In a college.
高三英语短对话中等难度题查看答案及解析
Where will the woman stop on her way?
A.At a cigarette store B.At a bus station C.At a gas station
高三英语短对话中等难度题查看答案及解析
At the present time, more singing stars_______ to be difficult to work with.
A. say B. have said C. are said D. were said
高三英语单项填空中等难度题查看答案及解析
Where are the two speakers?
A. In a car. B. At a bus stop. C. In a house.
高三英语短对话简单题查看答案及解析