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20£®For years we have been told that encouraging a child's self-respect is important to his or her success in life£®But child experts are now learning that too much praise can lead to the opposite effect£® Praise-aholic kids who expect it at every turn may become teens who seek the same kind of approval from their friends when asked if they want to go in the backseat of the car£®The implication£¨º¬Ò壩 of saying"You are the prettiest girl in class£¬"or talking about the goals she scored but not her overall effort£¬is that you love her only when she looks the best£¬scores the highest£¬achieves the most£®And this carries over to the classroom£®
Social psychologist Carol Dweck£¬PHD£¬tested the effects of over-praise on 400fifth graders while she was at Columbia University£®She found that kids praised for"trying hard"did better on tests and were more likely to take on difficult assignments than those praised for being"smart"£®
"Praising attributes£¨Æ·ÖÊ£© or abilities makes a false promise that success will come to you because you have that quality£¬and it devalues effort£¬so children are afraid to take on challenges£¬"says Dweck£¬now at Stanford University£¬"They figure they'd better quit while they're ahead£®"
48£®The underlined words"Praise-aholic kids"refer to kids who areD£®
A£®tired of being praised B£®worthy of being praised
C£®very proud of being praised D£®extremely fond of being praised
49£®The author quoted Dr£®Dweck's words in the last paragraph in order to make the articleC£®
A£®better-known B£®better-organized
C£®more persuasive D£®more interesting
50£®We can infer from the passage thatA£®
A£®praise for efforts should be more encouraged
B£®praise for results works better than praise for efforts
C£®praising a child's achievements benefits his or her success in life
D£®praising a child's abilities encourages him or her to take on challenges£®
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½â´ð 48£®D£®´ÊÒåÍƶÏÌ⣮¸ù¾ÝÇ°Ò»¾äBut child experts are now learning that too much praise can lead to the opposite effect£®¿ÉÖª±¾¾äµÄPraise-aholic kids¾ÍÊÇÖ¸ÄÇЩ±»¹ý¶ÈµÄ±íÑҲÌرðϲ»¶±»±íÑïµÄѧÉú£»¹ÊÑ¡D£®
49£®C£®Ï¸½ÚÀí½âÌ⣮¸ù¾ÝÎÄÕÂ×îºóÒ»¶ÎPraising attributes£¨Æ·ÖÊ£© or abilities makes a false promise that success will come to you because you have that quality£¬and it devalues effort£¬so children are afraid to take on challenges£¬"says Dweck£¬now at Stanford University£¬"They figure they'd better quit while they're ahead£®"ÒýÓÃÁË˹̹¸£´óѧµÄDweck½ÌÊڵĻ°ÕýÊÇΪÁËÖ¤Ã÷ÕâÏîÑо¿³É¹ûµÄ׼ȷÐÔ£®Ôöǿ˵·þÁ¦£»¹ÊÑ¡C£®
50£®A£®ÍÆÀíÅжÏÌ⣮¸ù¾ÝÎÄÕµ¹ÊýµÚ¶þ¶Î×îºó3ÐУ®She found that kids praised for"trying hard"did better on tests and were more likely to take on difficult assignments than those praised for being"smart"£®¿ÉÖª×÷ÕßÈÏΪ¹ÄÀøº¢×Ó¸ü¼ÓŬÁ¦Òª±È¹ÄÀøËû´ÏÃ÷¸üÓÐ˵·þÁ¦£»¹ÊÑ¡A£®
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A£® | stubborn | B£® | grateful | C£® | fancy | D£® | confident |
The mother rushed to her son£¬then she turned to me to£¨21£©D£®
I smiled and told her£¬"It's okay£®"Then I £¨22£©Athe boy£¬"Hi£¬I'm Darryl Kramer£®How are you£¿"
He studied me £¨23£©D£¬and asked£¬"Are you a little mommy£¿"
"Yes£¬I have a son£¬"I answered£®
"£¨24£©Bare you so little£¿"he asked in curiosity£®
"It's £¨25£©B I was born£¬"I said£®"Some people are little£®Some are tall£®I'm just not going to grow any £¨26£©A£®"After I answered his other questions£¬I shook the boy's hand and left£®
My life as a little person is £¨27£©Cwith stories like that£®I enjoy talking to children and explaining why I look £¨28£©Afrom their parents£®
It takes only one glance to see my £¨29£©D£®I stand three feet nine inches tall£®I was a born dwarf £¨ÙªÈ壩£®£¨30£©D this£¬I did all the things other kids did when I was growing up£®
I didn't realize how short I was £¨31£©BI started school£®£¨32£©B kids picked on me£¬calling me names £¨³°Ð¦ÎÒ£©£®Then I knew£¬I began to £¨33£©Cthe first day of school each year£®New students would always stare at me as I struggled to£¨34£©Athe school bus stairs£®
But I learned to smile and accept the £¨35£©Dthat I was going to be noticed my whole life£®I decided to make my uniqueness and advantage rather than a disadvantage£®What I lacked in height£¬I make up for in £¨36£©D£®
It's the children's questions that make my life £¨37£©B£®I enjoy answering their questions£®My hope is that I will £¨38£©C them to accept their peers £¨Í¬ÁäÈË£© whatever £¨39£©Aand shape they come in£¬and treat them £¨40£©C£®
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23£®A£®from time to time | B£®from beginning to end | C£®from head to toe | D£®from right to left |
24£®A£®When | B£®Why | C£®How | D£®Whether |
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26£®A£®bigger | B£®smaller | C£®stronger | D£®weaker |
27£®A£®satisfied | B£®disappointed | C£®filled | D£®applied |
28£®A£®different | B£®similar | C£®familiar | D£®short |
29£®A£®shortage | B£®kindness | C£®patience | D£®uniqueness |
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31£®A£®after | B£®until | C£®when | D£®unless |
32£®A£®Every | B£®Some | C£®No | D£®Both |
33£®A£®enjoy | B£®expect | C£®hate | D£®avoid |
34£®A£®climb | B£®step | C£®get | D£®jump |
35£®A£®matter | B£®mistake | C£®situation | D£®fact |
36£®A£®strength | B£®power | C£®sympathy | D£®personality |
37£®A£®strange | B£®special | C£®common | D£®convenient |
38£®A£®advocate | B£®advance | C£®encourage | D£®educate |
39£®A£®size | B£®weight | C£®width | D£®length |
40£®A£®gladly | B£®differently | C£®equally | D£®peacefully£® |