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  3. Schools of education have long been objects of criticism. From James Koerner’s 1963 book, The Miseducation of America’s Teachers

Schools of education have long been objects of criticism. From James Koerner’s 1963 book, The Miseducation of America’s Teachers

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问题     Schools of education have long been objects of criticism. From James Koerner’s 1963 book, The Miseducation of America’s Teachers, up through two recent reports by national commissions, critics have complained about the intellectual emptiness of the curriculum at ed schools and the lack of connection between what is taught and the realities teachers face in the classroom. A recent survey of teachers about their graduate-school training drew comments like " the shabbiest psychobabble imaginable" and "a waste of time. "
    With an estimated 2 million new teachers needed over the next decade, the shortcomings in education schools are a practical concern. In what is a generally bleak landscape, a small number of schools stand out as innovators. Two key qualities distinguish these exemplars. First, they require that students master the subjects they will be teaching and structure their curricula accordingly. Second, these programs put a premium on hands-on experience. While traditional ed-school curricula are filled with courses on theory, the new approach places much greater emphasis on learning by doing.
    At Ohio State University in Columbus, students in the one-year master’s program spend half their time teaching in one of 55 Franklin County public schools, where they are paired with experienced teachers.
    "You are immersed from Day 1, " says OSU graduate student Kelley Crockett, a 37-year-old former businesswoman who does practical training at Gables Elementary School. " And that forces you to be intimately involved. "
    In New York City, the Bank Street College of Education—a two-year program—runs its own junior high. "That keeps us honest, " says the school’s president, Augusta Kappner. "We are encouraging students to see how they function in school settings so they can constantly improve. "
    Comparable programs exist at some other institutions, including the University of Virginia and Trinity University in San Antonio. But Linda Darling-Hamond, a professor at Columbia University’s Teachers College who is an expert on teacher training, estimates that only 40 percent of the 1, 200 teacher-education programs in the country have met national accreditation standards.
    Most education schools, she says, "have operated bureaucratically, assuming that teachers didn’t need to know many things, ’ Just give them a textbook and send them on. ’ "
By saying "intellectual emptiness of the curriculum" (Lines 3—4, Paragraph 1)the critics mean to argue that
选项 A、there were not sufficient items in the curriculum.
B、the curriculum was poorly designed academically.
C、the training based on the curriculum was hardly imaginable.
D、the curriculum did not sufficiently address learners’ needs.
答案B
解析 句意：批评者所说的“intellectual emptiness of the curriculum”(第一段第3-4行)是为了说明什么?“intellectual emptiness”意为知识欠缺。故选B。
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