题目内容
（请给出正确答案）
Why was formal education in schools no! necessary for a long time？
A．Teachers came to children's homes.
B．Children acquired the information they needed by direct experience.
C．Children were taught in small groups.
D．Parents instructed their children at home.
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更多“Why was formal education in sc…”相关的问题
Why some self taught geniuses often make new discoveries in unexpected ways？
A．Because their ideas are quite strange.
B．Because they do not usually operate in isolation.
C．Because they lack formal training.
D．Because they often analyze the work of other great minds.
听力原文：M: Which dress do you plan to wear？
W: I like the black one, and it fits me better, but it's probably too dressy. I suppose I'll wear the red one.
Why didn't the woman wear the black dress？
A．Because she dose not like it.
B．Because it does not fit her very well.
C．Because it is too formal for the occasion.
Pedagogy is to reveal the general law () education through the study of various educational phenomena and problems.
A.to
B.in
C.of
D.for
According to the passage, which of the following statement is true？
A．A change in the educational system will eliminate the need to cheat.
B．The problem of student cheating has its roots in deeper problems.
C．Students do not cheat on essay tests.
D．Punishment is an effective method of stopping cheating.
B. A college education was rather uncommon in his time
C. He didn’t like the young Virginian gentlemen
D. The author doesn’t give any reason
Washington felt uncomfortable in Congress debates because he__________.A.lacked practice in public speaking
B.felt his education was not good enough
C.didn’t like arguing and debating with people
D.felt that debating was like intellectual training
The reason why Washington didn’t visit France was probably that he__________.A.didn’t really care about going
B.didn’t know French leaders
C.couldn’t communicate directly with the French leaders
D.was too busy to travel
According to the author, __________.A.Washington’s lack of formal education placed him at a disadvantage in later life
B.Washington should have gone to France even though he could not speak French
C.Washington was not as good a president as Adams, Jefferson or Madison
D.Washington was a model for all Virginian gentlemen
The main idea of the passage is that Washington’s education __________.A.was of great variety, covering many subjects
B.was probably equal to those of most young gentlemen of his time
C.may seem poor by modern standards, but was good enough for his time
D.was rather limited for a president
请帮忙给出每个问题的正确答案和分析，谢谢！
Not only did the Indians appear to lack a formal system of authority, but they also deeply hated any efforts to control their actions. All members of the tribes knew what was required of them by lifelong familiarity with the tasks of the area. These tasks tended to be simple, since the Indian's rate of social change was slow. Thus, although subgroups such as soldiers had recognized leaders, no real authority was required. Rather than giving direct orders (which were considered rough), members of the tribes would arouse others to action by examples.
It would be difficult, if not impossible, to carry out such a system in our own society. Most of us have grown up under one authority or another for as long as we can remember. Our parents, our teachers, our bosses, our government all have the recognized right under certain conditions to tell us what to do. The authority is so much a part of our culture that it is hard for us to imagine a workable society without it. We have been used to relying on authority to get things done and would probably be uncomfortable with the Indian methods of examples on a large scale.
Of course, the major reason why the Indian system would not be suitable for us is that our society is too large. The number of tasks that various members of our society have to perform. often under tight time and resource limitations could not be treated by the Indian system. In modern societies, the formal authority system is necessary to achieve any social objectives.
Which of the following statements is correct according to the passage？
A．From 1710 to 1780, European soldiers came across some Indian groups in the western Great Lakes.
B．European soldiers were quite friendly to the Indian groups.
C．The Indian groups had no leaders.
D．The Indian groups were friendly to each other without a formal leadership system.
We can infer from the passage that______.
A．college education is not important
B．adult education is very popular
C．other kinds of learning are more important than school learning
D．continuing education classes teach the same courses that are taught in colleges
In this passage the author argues that ______.
A．more and more evidence shows college education may not be the best thing for high school graduates
B．college education is not enough if one wants to be successful
C．college education benefits only the intelligent ambitious, and quick-learning people
D．intelligent people may learn more quickly if they don't go to college
请阅读Passage 2。完成第小题。
The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both area is undoubtedly necessary for the social， political and intellectual development of these and all other societies; however， the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it， because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and， as a result， radically higher standards of living.
Ironically， the first evidence for this idea appeared in the United States. Not long ago， with the country entering a recessing and Japan at its pre-bubble peak， the U.S. workforce was derided as poorly educated and one primary cause of the poor U.S. economic performance. Japan was， and remains， the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda， Nissan， and Toyota achieved about 95 percent of the productivity of their Japanese counterparts——a result of the training that U.S. workers received on the job.
What is the real relationship between education and economic development？ We have to suspect that continuing economic growth promotes the development of education even when governments don"t force it. After all， that"s how education got started. When our ancestors were hunters and gatherers 10，000 years ago， they didn"t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved， humanity"s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential， they could in turn afford more education. This increasingly high level of education is probably a necessary， but not a sufficient， condition for the complex political systems required by advanced economic performance.
Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education， however， doesn"t constrain the ability of the developing world"s workforce to substantially improve productivity for the foreseeable future. On the contrary， constraints on improving productivity explain why education isn"t developing more quickly there than it is.
The author holds in Paragraph I that the importance of education in poor countries_________. 查看材料
A. is subject to groundless doubts
B. has fallen victim to bias
C. is conventionally downgraded
D. has been overestimated
根据下列文章，回答31～35题。
The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards of living.
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its prebubble peak, the U.S. workforce was derided as poorly educated and one of the primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotiveassembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.
More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.
What is the real relationship between education and economic development？ We have begun to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity’s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.
第 31 题 The author holds in paragraph 1 that the importance of education in poor countries
A．is subject to groundless doubts.
B．has fallen victim of bias.
C．is conventionally downgraded.
D．has been overestimated.
