At the close of each business day, most trained teachers, administrators, politicians, and statesmen make objective analyses of all that has transpired. They then carefully evaluate performance in the achievement of certain specified objectives. You, as a student, would be wise to adopt the same practice and reflect upon your performance in relating to the achievement of certain personal and educational objectives.
First, what was your purpose, your motivational force in seeking an education? Did you seek an education in active performance, or did you seek to be educated in passive reception and automatic acquisition of information that was fed to you? Was the profit motive your primary motivation for obtaining an education? Do you want a better education for the sole purpose of getting a better job? What does the educational process really mean to you?
We are part of a world in which men thrill to the touch of gold and hearts respond to the word money instead of being thrilled by the thought of good. We five in a world in which we are taught that the pursuit of happiness is an equation for the most rapid acquisition of money, by whatever means.
If profit and money are your first priorities, and compassion and commitment to people your least concern, you have done little other than accumulate some facts and compile some information for future reference. If making money is your daydream and losing money your nightmare, if poverty is your worst fear and making money your most fervent prayer, you have missed the opportunity for education. You have failed yourself and have only received Nome instruction.
1. This passage suggests that students should______.
A. assess their aims for learning B. learn more to earn more
C. evaluate their politicians and statesmen D. keep knowledge to themselves
2.The educational procedure should be one in which the student______.
A. does what he is told
B. gets a better education to get a better job
C. makes principles of education for self-betterment of their aims
D. approaches the benefits of being well-off
3. The author seems to feel that______.
A. people s welfare should be the chief concern in learning
B. profit has nothing to do with people
C. poverty is good for the soul
D. knowledge is not the main objective for learning
4.A good title for the selection might be______.
A. The Benefit of Education
B. Education MotivationProgress or Profit
C. Self-Education
D. Profit and Money
5. The word nightmare in the last paragraph is nearest in meaning to_______.
A. a very bad dream B. unhappiness
C. sleeplessness D. a hazard to your health
参考答案:
1. A 2. C 3. A 4. B 5. A
2016届高考英语二轮专题检测精品练习:阅读理解(34)
2016届高考英语二轮专题检测精品练习:阅读理解(16)
2016届高考英语二轮专题检测精品练习:阅读理解(13)
2016届高考英语二轮专题检测精品练习:阅读理解(9)
(安徽专用)2016届高考英语二轮复习专题训练:专题十五 推理判断(含解析)
(安徽专用)2016届高考英语二轮复习专题训练:专题九 并列句和复合句(含解析)
(广东专用)2016届高考英语二轮复习精炼:第1天
2016届高考英语二轮专题检测精品练习:阅读理解(11)
2016届高考英语二轮专题检测精品练习:阅读理解(25)
(安徽专用)2016届高考英语二轮复习专题训练:专题二 代词和数词(含解析)
(安徽专用)2016届高考英语二轮复习专题训练:专题二十一 信息归纳(含解析)
2016届高考英语二轮专题检测精品练习:阅读理解(27)
2016届高考英语二轮专题检测精品练习:阅读理解(35)
(安徽专用)2016届高考英语二轮复习专题训练:专题十三 说明文(含解析)
2016届高考英语二轮专题检测精品练习:阅读理解(28)
(安徽专用)2016届高考英语二轮复习专题训练:专题十 特殊句式和交际用语(含解析)
2016届高考英语二轮专题检测精品练习:阅读理解(15)
(安徽专用)2016届高考英语二轮复习专题训练:专题六 动词的时态和语态(含解析)
(安徽专用)2016届高考英语二轮复习专题训练:专题八 非谓语动词(含解析)
(安徽专用)2016届高考英语二轮复习专题训练:专题四 介词和介词短语(含解析)
(安徽专用)2016届高考英语二轮复习专题训练:专题三 形容词和副词(含解析)
2016届高考英语二轮专题检测精品练习:阅读理解(21)
2016届高考英语二轮专题检测精品练习:阅读理解(17)
(广东专用)2016届高考英语二轮复习精炼:第2天
(安徽专用)2016届高考英语二轮复习专题训练:专题十二 议论文(含解析)
(安徽专用)2016届高考英语二轮复习专题训练:专题十一 记叙文(含解析)
(安徽专用)2016届高考英语二轮复习专题训练:专题二十 词形变化(含解析)
2016届高考英语二轮专题检测精品练习:阅读理解(31)
2016届高考英语二轮专题检测精品练习:阅读理解(32)
(安徽专用)2016届高考英语二轮复习专题训练:专题五 动词和动词短语(含解析)
| 不限 |
| 英语教案 |
| 英语课件 |
| 英语试题 |
| 不限 |
| 不限 |
| 上册 |
| 下册 |
| 不限 |