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  3. Testing has replaced teaching in most public schools. My own children’s school week is framed by pretests, drills, tests, and re

Testing has replaced teaching in most public schools. My own children’s school week is framed by pretests, drills, tests, and re

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问题     Testing has replaced teaching in most public schools. My own children’s school week is framed by pretests, drills, tests, and retests. They know that the best way to read a textbook is to look at the questions at the end of the chapter and then skim the text for the answers. I believe that my daughter Erica, who gets excellent marks, has never read a chapter of any of her school textbooks all the way through. And teachers are often heard to state proudly and openly that they teach to the mandated state test.
    Teaching to the test is a curious phenomenon. Instead of deciding what skills students ought to learn, helping students learn them, and then using some sensible methods of assessment to discover whether students have mastered the skills, teachers are encouraged to reverse the process. First one looks at a commercially available test. Then one distills the skills needed not to master reading, say, or math, but to do well on the test. Finally, the test skills are taught.
    The ability to read or write or calculate might imply the ability to do reasonably well on standardized tests. However, neither reading nor writing develops simply through being taught to take tests. We must be careful to avoid mistaking preparation for a test of a skill with the acquisition of that skill. Too many discussions of basic of skills make this fundamental confusion because people are test-obsessed rather than concerned with the nature and quality of what is taught.
    Recently, many schools have faced what could be called the crisis of comprehension or, in simple terms, the phenomenon of students with phonic and grammar skills still being unable to understand what they read. These students are competent at test taking and filling in workbooks and ditto masters. However, they have little or no experience reading or flunking, and talking about what they read. They know the details but can’t see or understand the whole. They are taught to be so concerned with grade that they have no time or ease of mind to think about meaning, and reread things if necessary.
What can be inferred about Erica at school?
选项 A、She learns the best way of reading a textbook.
B、She learns to find answers more than anything else.
C、She has not learned anything substantial.
D、She likes testing more than learning.
答案B
解析 首段第3句中的answers和questions等词表明学生在学校里主要学习如何就问题找答案，第4句提到作者的女儿Erica是为了举例说明该段前几句观点，由此可见，Erica在学校学的也是如何寻找答案，因此本题答案应为B。
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