Question

7．Reward methods are an everyday occurrence in our classrooms．More than ever，a great number of incentive（激励） programs have been created to help teachers manage behavior，and motivate learners．However，there is evidence that in the long run，reward systems don't work．
Many people believe that rewards can help students develop a reason to do better．However，this approach fails to address why children are unable to be successful in the first place．When a student who dislikes math frequently behaves badly in class，a simple and easy way to deal with the behavior might be to offer him a reward for not misbehaving．Yet this would do nothing to solve his real problem-which is his attitude towards math．
On the other hand，rewards can't last forever．So what happens when they stop？Many experiments suggest once the rewards stop，people go back to behaving as they did before．
Some people might counter that．It may be true that students won't spontaneously（自发地） work once we stop rewarding them，but at least they will have worked more than they otherwise would have!Unfortunately，there is another more surprising consequence of rewards that we need to consider：Rather than create motivation，they can actually decrease motivation．
In a classic study，some kinder garteners who enjoyed drawing with markers were observed in a classroom with different activities available．They were broken into two groups．Everyone in the first group was told that he or she could win an attractive certificate by drawing a picture with markers．Each was eager to get the certificate and drew a picture．Children in the second group were also encouraged to draw but didn't get a certificate．After a delay of about two weeks，when the markers again appeared in the classroom but no certificate was promised，the children in the first group used the markers about half as much as children in the second group．Apparently，rewards actually made them enjoy drawing less．
What we really want is for students to take responsibility for their own learning．When much of the focus is on performance outcome，it can stop the development of self-motivation．The‘self-determination theory'claims all human beings will succeed when our basic，inborn，and emotional needs are met．By providing appropriate support and opportunities，we can help to meet the needs of all students and therefore increase their motivation．

63．The author mainly argues thatD．
   A．students should be responsible for their learning
B．incentive programs help to solve real problems
C．motivation plays an important role in learning
D．reward methods for students are ineffective
64．The underlined word"counter"in Paragraph 4 probably meansB．
A．suspect B．oppose C．detail D．confirm
65．In Paragraph 5，the author uses the example to show thatD．
A．rewards keep interest
B．children enjoy awards
C．children are changeable
D．rewards reduce motivation
66．The author persuades readers to accept his argument mainly byC．
A．questioning the results of classic studies
B．comparing strengths with weaknesses
C．pointing out the problems with reward systems
D．giving examples of badly-behaved students．

Answer 1

分析 短文主要指出现实生活中经常使用的奖励机制对于孩子的行为在长久看来是没有作用的，通过实验表明了奖励机制存在的问题．

解答 63．D，推理判断题，根据句子However，this approach fails to address why children are unable to be successful in the first place可知，作者认为奖励机制不能说明为什么孩子不能成功，可见作者认为奖励机制对于学生来说是没有作用的，故答案为D．
64．B，词义猜测题，根据后一句It may be true that students won't spontaneously（自发地） work once we stop rewarding them，but at least they will have worked more than they otherwise would have!，虽然停止奖励后学生不会自发地做出正确的事，但至少比起他们没有奖励的时候要好得多，因此可以推测该词表示反对上文作者提出的观点，故答案为B．
65．D，段落大意题，这一段的实验主要是为了验证上文的总结Rather than create motivation，they can actually decrease motivation，奖励会降低学生的动力，故答案为D．
66．C，主旨大意题，作者在这篇短文主要指出现实生活中经常使用的奖励机制对于孩子的行为在长久看来是没有作用的，通过实验表明了奖励机制存在的问题等，故答案为C．

点评 解答任务型阅读理解题，首先对原文材料迅速浏览，掌握全文的主旨大意．因为阅读理解题一般没有标题，所以，速读全文，抓住中心主旨很有必要，在速读的过程中，应尽可能多地捕获信息材料．其次，细读题材，各个击破．掌握全文的大意之后，细细阅读每篇材料后的问题，弄清每题要求后，带着问题，再回到原文中去寻找、捕获有关信息．最后，要善于抓住每段的主题句，阅读时，要有较强的针对性．对于捕获到的信息，要做认真分析，仔细推敲，理解透彻，只有这样，针对题目要求，才能做到稳、准．