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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  53
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.
Parents resisted the absence of grades, because______.
选项 A、they were eager to protect their children against misjudgement
B、they wanted to protect their children from the harsh grading system
C、they were concerned about the cultivation of children’s confidence
D、they wanted to evaluate children’s progress through grades
答案D
解析 推理判断题。本题考查父母反对摒弃分数评估制度的原因。根据该段第二句可知，他们担心这会对孩子过度保护，并且难以判断其进步与否，说明他们反对的原因之一是希望用分数来衡量孩子的进步，故答案为D)。A)“他们急切于保护孩子免受误判”是对该段第二句前半部分的曲解，故排除；B)“他们希望保护孩子免受严苛的评分制度的伤害”与该段第一句相反，故排除；C)“他们关注孩子自信心的培养”原文并未提及，故排除。
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