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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  44
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 do we know about the report released by the educational ministry?
选项 A、Children’s performance in learning was not commented any more.
B、Boys favored a less harsh grading system than girls.
C、Excellent students preferred a more competitive environment than weaker ones.
D、With more stress over failure, pupils were encouraged to study.
答案C
解析 事实细节题。本题考查教育部发布的实验报告的内容。根据第四段第二句可知，和女生相比，男生不喜欢这种竞争压力小的环境；与成绩相对差一些的学生相比，成绩优异的学生也不喜欢这样缓和的竞争氛围，故C)“优秀的学生比成绩稍差的学生喜欢更有竞争力的环境”正确。A)“孩子们的学习成绩不再被评估”是对该段第一句的曲解，虽然用分数评估的方式被取消了，但取而代之的是评论意见或者是模糊的字母等级，故排除；B)“相较于女生，男生喜欢不太严苛的评分制度”与原文表述相反，故排除；D)“对不及格有更多压力使得学生们学习受到了鼓舞”与该段最后一句中by creating lessstress over failure…pupils were encouraged to…表述相反，故排除。
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