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However, none were believable enough to explain the general picture. As one scientist points out, "There
are slight genetic(遗传的) differences between the sexes at birth which may affect the subjects boys and
girls choose. But the difficulty is that by the time children reach school age, there are so many other effects that it is almost impossible to tell whether girls are worse at science and maths, or whether they've been brought up to think of these subjects as boys'' territory".
Statistics(统计数据) show that in mathematics, at least, girls are equal to boys. A recent report
suggests that girls only stop studying mathematics because of social attitudes. One of the reports' authors
says, "While it is socially unacceptable for people not to be able to read and write, it is still acceptable for women to say that they are 'hope-less' at maths. Our research shows that, although girls get marks which
are as good as the boys', they have not been encouraged to do so."
The explanation for the difference, which is very clear during the teenage years, goes as far back as
early childhood experiences. From their first days in nursery school, girls are not encouraged to work on
their own or to complete tasks, although boys are. For example, boys but not girls, are often asked to
'help' with repair work. This encouragement leads to a way of learning how to solve problems later on in
life. Evidence shows that exceptional mathematicians and scientists did not have teachers who supplied
answers; they had to find out for themselves.
A further report on maths teaching shows that teachers seem to give more attention to boys than to girls.
Most teachers who took part in the study admitted
that they expect their male students to do better at mathematics and science subjects than their female students. All of this tends to encourage boys to work
harder in these subjects, gives them confidence and makes them believe that they can succeed.
Interestingly, both boys and girls tend to regard such 'male' subjects like mathematics and science as
difficult. Yet it has been suggested that girls avoid mathematics courses, not because they are difficult, but
for social reasons.
Mathematics and science are mainly male subjects, and therefore, as girls become teenagers, they are
less likely to take them up. Girls do not seem to want to be in open competition with boys. Neither do
they want to do better than boys because they are afraid to appear less female and so, less attractive.
1. The underlined word "territory" in the second paragraph most probably means " ".
A. interest
B. area of land
C. special field
D. district
2. According to scientific studies, .
A. maths is not fit for girls to learn
B. boys have a special sense of maths
C. girls are poorer at maths because they are the weaker sex
D. girls can learn maths as well as boys if given enough encouragement
3. Those who made extraordinary contribution in mathematics and science .
A.usually had good teachers to help them
B. had the abilities to solve problems by themselves
C. usually worked harder than others
D. were encouraged to repair things when young
4. Which of the following is not true according to the text?
A. It seems socially acceptable for a girl not to be able to read and write.
B. It is a social problem rather than a problem of brains that girls are poor at maths
C. Mathematics and science are no easy subjects to either girls or boys.
D. There is no connection between a girl's ability in maths and her appearance.
5. What would be the best title for the text?
A. Who's Afraind of Maths Anyway?
B. Are Boys Cleverer than Girls?
C. Boys Are Better at Maths than Girls by Birth
D. Maths-A Difficult Subject
girls' poor performance in science and mathematics?
It seems to be that their treatment at school is a direct cause. Mathematics and science are seen
as subjects mainly for boys, and therefore, as girls become teenagers, they are less likely to take them.
Interestingly, both boys and girls often regard the subjects for boys as more difficult. Yet it has been
suggested that girls do not take mathematics courses, not because they are difficult, but for social
reasons. Girls do not want to be in open competition with boys because they are afraid to appear less
feminine (女性的) and attractive. However, if we examine the performance of boys and girls who have
taken mathematics courses, there are still more high-achieving boys than there are girls. This difference
appears to be world-wide. Biological explanations have been offered for this, but there are other
explanations too. Perhaps the difference which comes out during the teenage years has its roots in much
earlier experiences. From their first days in kindergarten, boys are enoouraged to work on their own and
to complete tasks. Facts show that outstanding (杰出的) mathematicians and scientists have not had
teachers who supplied answers.
Besides, there can be little doubt that teachers of mathematics and science expect their boy students
to do better at these subjects than their girl students. They even appear to encourage the difference
between boys and girls. They spend more time with the boy students, giving them more time to answer
questions and working harder to get correct answers from them. They are more likely to call on boys
for answers and to allow them to take the lead in classroom discussion. They also praise boys more
frequently. All of this seems to encourage boys to work harder in science and mathematics and to give
them confidence (信心) that they are able to succeed.
Such a way of teaching is not likely to encourage girls to take many mathematics and science courses,
nor is it likely to support girls who do. When it comes to these subjects it seems certain that school widens
the difference between boys and girls.
B. science courses make them more popular
C. science courses make them successful
D. science courses are difficult for them
achievements.
B. historical
C. social
D. personal
B. To play the leading role in class.
C. To work with girl students in class.
D. To learn to take care of others .
B. They started learning mathematics at an earlier age.
C. They showed mathematical abilities in their teenage years.
D. Their success resulted from their strong interest in mathematics.
B. boys and girls are equal in general intelligence
C. girls are more confident in themselves than before
D. girls should take fewer science courses than boys
阅读理解
If there is no difference in general intelligence (智力) between boys and girls, what can explain girls poor performance in science and mathematics?
It seems to be that their treatment at school is a direct muse. Mathematics and science are seen as subjects mainly for boys, and therefore, as girls become teenagers, they are less likely to take them. Interestingly, both boys and girls often regard the subjects for boys as more difficult. Yet it has been suggested that girls do not take mathematics courses, not because they are difficult, but for social reasons. Girls do not want to be in open competition with boys because they are afraid to appear less feminine (女性的) and attractive.
However, if we examine the performance of boys and girls who have taken mathematics courses, there are still more high-achieving boys than there are girls. This difference appears to be world-wide. Biological explanations have been offered for this, but there are other explanations too.
Perhaps the difference which comes out during the teenage years has its roots in much earlier experiences. From their first days in kindergarten, boys are encouraged to work on their own and to complete tasks. Facts show that outstanding mathematicians and scientists have not had teachers who supplied answers.
Besides, there can be little doubt that teachers of mathematics and science expect their boy students to do better at these subjects than their gift students. They even appear to encourage the difference between boys and girls. They spend more time with the boy students, giving them more time to answer questions and working harder to get correct answers from them. They are more likely to call on boys for answers and to allow them to take the lead in classroom discussion. They also praise boys more frequently. All of this seems to encourage boys to work harder in science and mathematics and to give them confidence that they are able to succeed.
Such a way of teaching is not likely to encourage girls to take many mathematics and science courses, nor is it likely to support girls who do. When it comes to these subjects, it seems certain that school widens difference between boys and girls.
(1)Girls are likely to think that ________.
[ ]
A. science courses are for both boys and girls
B. science courses make them more popular
C. science courses make them successful
D. science courses are difficult for them
(2)The text mainly discusses ________ reasons for the difference between boys and girls in scientific achieve-merits.
[ ]
A. biological
B. historical
C. social
D. personal
(3)What are boys usually encouraged to do at school?
[ ]
A. To get help with their homework.
B. To play the leading role in Class.
C. To work with girl students in class
D. To learn to take care of others.
(4)What does the passage say about great mathematicians?
[ ]
A. Their teachers did not supply answers to them.
B. They started learning mathematics at an earlier age.
C. They showed mathematical abilities in their teenage years.
D. Their success resulted from their strong interest in mathematics.
(5)The author would probably agree that ________.
[ ]
A. boys and girls learn in the same way
B. boys and girls are equal in general intelligence
C. girls are more confident in themselves than before
D. girls should take fewer science courses than boys
查看习题详情和答案>>阅读理解
If there is no difference in general intelligence (智力) between boys and girls, what can explain girls' poor performance in science and mathematics?
It seems to be that their treatment at school is a direct cause. Mathematics and science ace seen as subjects mainly for boys, and therefore, as girls become teenagers they are less likely to take them. Interestingly, both boys and girls often regard the subjects for boys as more difficult. Yet it has been suggested that girls don't take mathematics courses, not because they are difficult, but for social reasons. Girls do not want to be in open competition with boys because they are afraid to appear less feminine(女性的) and attractive.
However, if we examine the performance of boys and girls who have taken mathematics courses, there are still more high-achieving boys than there are girls. This difference appears to be world wide. Biological explanations have been offered for this, but there are other explanations too.
Perhaps the difference which comes out during the teenage years has its roots in much earlier experiences. From their first days in kindergarten, boys are encouraged to work on their own and to complete tasks. Facts show that outstanding(杰出的) mathematicians and scientists have not had teachers who supplied answers.
Besides, there can be little doubt that teachers of mathematics and science expect their boy students to do better at these subjects than their girl students. They even appear to encourage the difference between boys and girls. They spend more time with the boy students, giving them more time to answer questions and working harder to get correct answers from them. They are more likely to call on boys for answers and to allow them to take the lead in classroom discussion. They also praise boys more frequently. All of this seems to encourage boys to work harder in science and mathematics and to give them confidence(信心) that they are able to succeed.
Such a way of teaching is not likely to encourage girls to take many mathematics and science courses, nor is it likely to support girls who do. When it comes to these subjects it seems certain that school widens the difference between boys and girls.
1．Girls are likely to think that ________.
[ ]
A．science courses are for both boys and girls
B．science courses make them more popular
C．science courses make them successful
D．science courses are difficult for them
2．The text mainly discusses ________ reasons for the difference between boys and girls in scientific achievements.
[ ]
A．biological
B．historical
C．social
D．personal
3．What are boys usually encouraged to do at school?
[ ]
A．To get help with their homework.
B．To play the leading role in class.
C．To work with girl students in class.
D．To learn to take care of others.
4．What does the passage say about great mathematicians?
[ ]
A．Their teachers did not supply answers to them.
B．They started learning mathematics at an early age.
C．They showed mathematical abilities in their teenage years.
D．Their success resulted from their strong interest in mathematics.
查看习题详情和答案>>阅读理解
If there is no difference in general intelligence (智力) between boys and girls, what can explain girls poor performance in science and mathematics?
It seems to be that their treatment at school is a direct muse. Mathematics and science are seen as subjects mainly for boys, and therefore, as girls become teenagers, they are less likely to take them. Interestingly, both boys and girls often regard the subjects for boys as more difficult. Yet it has been suggested that girls do not take mathematics courses, not because they are difficult, but for social reasons. Girls do not want to be in open competition with boys because they are afraid to appear less feminine (女性的) and attractive.
However, if we examine the performance of boys and girls who have taken mathematics courses, there are still more high-achieving boys than there are girls. This difference appears to be world-wide. Biological explanations have been offered for this, but there are other explanations too.
Perhaps the difference which comes out during the teenage years has its roots in much earlier experiences. From their first days in kindergarten, boys are encouraged to work on their own and to complete tasks. Facts show that outstanding mathematicians and scientists have not had teachers who supplied answers.
Besides, there can be little doubt that teachers of mathematics and science expect their boy students to do better at these subjects than their gift students. They even appear to encourage the difference between boys and girls. They spend more time with the boy students, giving them more time to answer questions and working harder to get correct answers from them. They are more likely to call on boys for answers and to allow them to take the lead in classroom discussion. They also praise boys more frequently. All of this seems to encourage boys to work harder in science and mathematics and to give them confidence that they are able to succeed.
Such a way of teaching is not likely to encourage girls to take many mathematics and science courses, nor is it likely to support girls who do. When it comes to these subjects, it seems certain that school widens difference between boys and girls.
(1)Girls are likely to think that ________.
[ ]
A. science courses are for both boys and girls
B. science courses make them more popular
C. science courses make them successful
D. science courses are difficult for them
(2)The text mainly discusses ________ reasons for the difference between boys and girls in scientific achieve-merits.
[ ]
A. biological
B. historical
C. social
D. personal
(3)What are boys usually encouraged to do at school?
[ ]
A. To get help with their homework.
B. To play the leading role in Class.
C. To work with girl students in class
D. To learn to take care of others.
(4)What does the passage say about great mathematicians?
[ ]
A. Their teachers did not supply answers to them.
B. They started learning mathematics at an earlier age.
C. They showed mathematical abilities in their teenage years.
D. Their success resulted from their strong interest in mathematics.
(5)The author would probably agree that ________.
[ ]
A. boys and girls learn in the same way
B. boys and girls are equal in general intelligence
C. girls are more confident in themselves than before
D. girls should take fewer science courses than boys
查看习题详情和答案>>