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  3. As school pupils enjoy the end of their summer holiday, few will expect a return to their harsh grading system in French. Termly

As school pupils enjoy the end of their summer holiday, few will expect a return to their harsh grading system in French. Termly

admin2016-03-08  91
问题     As school pupils enjoy the end of their summer holiday, few will expect a return to their harsh grading system in French. Termly reports in secondary schools record pupils’ marks to the nearest two decimal(小数的)points. Every child knows how they compare with the average. At school-leaving baccalaureate exam(中学毕业考试), a result of 16 out of 20 is considered outstanding. For younger children, a dictation to test spelling is marked by progressively deducting points for every error, which can crush the grade down to zero, or even into negative territory.
    Benot Hamon, the education minister, thinks the system, at least for younger people, is too harsh. He argues that " in France we are defined by failure", and this begins with poor grades. He wants schools to "stimulate instead of discourage" and to give pupils more positive feedback. Mr. Hamon has launched a review of the national grading system. It is due to report early next year.
    Mr. Hamon’s concern seems to be over the stress and anxiety that harsh grading imposes on French schoolchildren, and the lack of confidence that this generates in a country that is already excessively pessimistic. Fully 75% of the children say they worry about getting poor marks in maths, for example, according to a study by Paris-based OECD(经济合作与发展组织)think-tank—only just less than the figure of 78% in South Korea, and far above the 46% in Sweden.
    Last year the education ministry reported on an experiment in middle schools, in which marks out of 20 were abandoned in favour of comments, or vague letter grades. Boys, the report noted, disliked a less competitive environment more than girls: stronger pupils disliked it more than weaker ones. But by creating less stress over failure, the report found, pupils were encouraged to take risks and participate in class, and often became more confident.
    Curiously, it was parents rather than pupils who most resisted the absence of grades. They worried about over-protected children, and the difficulty of judging their progress. If Mr. Hamon is to get anywhere, he may find that his biggest obstacle is pushy parents.
What does Benot Hamon think about the grading system?
选项 A、It fails to record schoolchildren’s poor grades.
B、It stimulates schoolchildren’s interest of learning.
C、It has given schoolchildren positive feedback.
D、It imposes too much stress and anxiety on schoolchildren.
答案D
解析 事实细节题。本题考查博努瓦·哈蒙先生对于评分制度的看法。第三段第一句指出，哈蒙先生似乎是想结束苛刻的评分制度对法国中小学生造成的紧张与焦虑，选项D)与原文相符，故为答案。A)“它没能记录学生的低分”，原文并未提及，故排除；B)“它激发学生的学习兴趣”和C)“它给学生积极的反馈”，都是哈蒙先生期望通过改革达成的效果，不是现行评分制度做到的，故均排除。
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