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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 on 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 thinking, 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.
The crisis of comprehension is most probably resulted from
选项 A、students’ insufficient phonic and grammar skills.
B、teaching that takes up much of students’ free time.
C、teaching that emphasizes details rather than the whole.
D、students’ incompetence in thinking about what they read.
答案D
解析 最后一段第3句和末句反复强调了学生没有时间think，因此D为本题答案。本题最具干扰性的是C，最后一段最后三句也提到了学生不能懂得所读资料的大意，但末句提到这是因为学生过于关注分数而没有时间关注大意，并非因为老师教导他们无须关注大意，因此C不正确。A中的phonic and grammarskills在最后一段首句提及，但insufficient这一信息没有原文依据；该段末句提到no time时，指出的是学生没有时间思考，B断章取义，不正确。
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