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  3. When we talk about intelligence, we do not mean the ability to get a good score on a certain test, or even the ability to do gen

When we talk about intelligence, we do not mean the ability to get a good score on a certain test, or even the ability to do gen

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问题     When we talk about intelligence, we do not mean the ability to get a good score on a certain test, or even the ability to do generally well at school. By intelligence we mean a style of life, a way of behaving in various situations. The true test of intelligence is not how much we know how to do, but how we behave when we don’t know what to do.
    The intelligent person, young or old, meeting a new situation or problem, opens himself up to it. He tries to take it with mind and senses everything he can about it. He thinks about it, instead of about himself or what it might cause to happen to him. If he fails to master it, he looks without fear or shame at his mistakes and learns what he can from them. This is intelligence. Clearly its roots lie in a certain feeling about life. Just as clearly, unintelligence is not what most psychologists seem to suppose, the same thing as intelligence, only less of it. It is an entirely different style of behavior, out of entirely different set of attitudes.
    Years of watching and comparing bright children with the not-bright or less bright have shown that they are very different kinds of people. The bright child is curious about life and reality, eager to get in touch with it, and unite himself with it. There is no wall between himself and life. On the other hand, the dull child is far less curious, far less interested in what goes on and what is real. The bright child likes to experiment, to try things out. He lives by the maxim (格言) tliat there is more than one way to skin a cat. If he can’t do something one way, he’ll try another. The dull child is usually afraid to try at all. It takes a great deal of urging to get him to try even once; if that try fails, he is through.
    Nobody starts off stupid. Hardly an adult in a thousand or ten thousand could in any three years of his life learn as much, grow as much in his understanding of the world around him, as every child learns and grows in his first three years. But what happens, as we grow older, to this extraordinary capacity for learning and intellectual growth? What happens is that it is destroyed, and more than by anything else, it is destroyed by the process that we misname education — a process that goes on in most homes and schools.
The writer says that education is misnamed because it______.
选项 A、discourages intellectual growth
B、takes place more at home than at school
C、fails to help dull children with their problems
D、only helps bright children understand the world around them
答案A
解析 本题为推理题，要求说明“education is misnamed”的原因。解题的关键在于文章的最后一段。最后一段强调“Nobody starts off stupid．”是因为在最初三年的幼儿时期每个孩子都是一样的，但其后期发展就与教育相关， “…it is destroyed by the process that we misname education”与选项A．discourages，intellectual growth最为接近。所以A项是正确答案。选项B．takes place more at home than at school表明教育主要是在家庭而非在学校中进行，与文意不符；选项C．fails to help dull children with their problems和选项D．only helps bright children understand the world around them在文章中都没有具体叙述．因此不能得出指这样的结论。
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