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  3. Given the lack of fit between gifted students and their schools, it is not surprising that such students often have little good

Given the lack of fit between gifted students and their schools, it is not surprising that such students often have little good

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问题      Given the lack of fit between gifted students and their schools, it is not surprising that such students often have little good to say about their school experience. In one study of 400 adults who had achieved distinction in all areas of life, researchers found that three-fifths of these individuals either did badly in school or were un- happy in school. Few MacArthur Prize fellows, winners of the Macarthur Award for creative accomplishment, had good things to say about their precollegiate schooling if they had not been placed in advanced programs.
     Anecdotal reports support this. Pablo Picasso, Charles Darwin, Mark Twain, Oliver Goldsmith, and William Butler Yeats all disliked school. So did Winston Churchill, who almost failed out of Harrow, an elite British school. About Oliver Goldsmith, one of his teachers remarked, "Never was so dull a boy." Often these children realize that they know more than their teachers, and their teachers often feel that these children are arrogant, inattentive, or unmotivated.
     Some of these gifted people may have done poorly in school because their gifts were not scholastic. Maybe we can account for Picaaso in this way. But most fared poorly in school not because they lacked ability but be- cause they found sehool unchallenging and consequently lost interest. Yeats described the lack of fit between his mind and schoo1, "Because I had found it difficult to attend to anything less interesting than my own thoughts, I was difficult to teach."
     As noted earlier, gifted children of all kinds tend to be strong-wiled nonconformists. Nonconformity and
stubbornness (and Yeats level of arrogance and serf-absorption) are likely to lead to conflicts with teachers.
     When highly gifted students in any domain talk about what was important to the development of their abill ties, they are far more likely to mention their families than their schools or teachers. A writing prodigy studied by David Feldman and Lynn Goldsmith was taught far more about wring by his journalist father than his English teacher. High IQ children, in Australia studied by Miraca Gross had much more positive feelings about their families than their schools. About half of the mathematicians studied by Ber0amin Bloom had little good to say about school. They all did well in school and took honors classes when available, and some skipped grades.  
The main point the author is talking about schools is that ______.
选项 A、they should satisfy the needs of students from different family backgrounds
B、they are often incapable of catering to the needs of talented students
C、they should organize their classes according to the students ability
D、they should enroll as many gifted students as possible
答案B
解析 主旨题。全文通过举例和原因分析旨在说明有才华的学生对学校教育不满的原因。参看原文第三段 But most fared poorly in school not because they lacked ability but because they found school un- challenging and consequently lost interest. ,答案为B。 fare vi.过活；遭遇；进展; consequently adv.
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