问题 单项选择题 A1/A2型题

当血脑屏障破坏时,通透性()

A.大大增加

B.大大减小

C.先增加后减小

D.先减小后增加

E.以上都不对

答案

参考答案:A

单项选择题

Anyone who doubts that children are born with a healthy amount of ambition need spend only a few minutes with a baby eagerly learning to walk or a headp toddler starting to talk. No matter how many times the little ones stumble in their initial efforts, most keep on trying, determined to master their amazing new skill. It is only several years later, around the start of middle or junior high school, many psychologists and teachers agree, that a good number of kids seem to lose their natural drive to succeed and end up joining the ranks of underachievers. For the parents of such kids, whose own ambition is often inextricably tied to their children’s success, it can be a bewildering, painful experience. So it’s no wonder some parents find themselves hoping that, just maybe, ambition can be taught like any other subject at school.
It’s not quite that simple. "Kids can be given the opportunities to become passionate about a subject or activity, but they can’t be forced," says Jacquelynne Eccles, a psychology professor at the University of Michigan, who led a landmark, 25-year study examining what motivated first-and seventh-graders in three school districts. Even so, a growing number of educators and psychologists do believe it is possible to unearth ambition in students who don’t seem to have much. They say that by instilling confidence, encouraging some risk taking, being accepting of failure and expanding the areas in which children may be successful, both parents and teachers can reignite that innate desire to achieve.
Figuring out why the fire went out is the first step. Assuming that a kid doesn’t suffer from an emotional or learning disability, or isn’t involved in some family crisis at home, many educators attribute a sudden lack of motivation to a fear of failure or peer pressure that conveys the message that doing well academically somehow isn’t cool. "Kids get so caught up in the moment-to-moment issue of will they look smart or dumb, and it blocks them from thinking about the long term, says Carol Dweck, a psychology professor at Stanford. You have to teach them that they are in charge of their intellectual growth. " Over the past couple of years, Dweck has helped run an experimental workshop with New York City public school seventh-graders to do just that. Dubbed Brainology, the unorthodox approach uses basic neuroscience to teach kids how the brain works and how it can continue to develop throughout life. "The message is that everything is within the kids’ control, that their intelligence is malleable," says Lisa Blackwell, a research scientist at Columbia University who has worked with Dweck to develop and run the program, which has helped increase the students’ interest in school and turned around their declining math grades. More than any teacher or workshop, Blackwell says, "parents can play a critical role in conveying this message to their children by praising their effort, strategy and progress rather than emphasizing their ’smartness’ or praising high performance alone. Most of all, parents should let their kids know that mistakes are a part of learning. "
Some experts say our education system, with its p emphasis on testing and rigid separation of students into different levels of ability, also bears blame for the disappearance of drive in some kids. "These programs shut down the motivation of all kids who aren’t considered gifted and talented. They destroy their confidence," says Jeff Howard, a social psychologist and president of the Efficacy Institute, a Boston-area organization that works with teachers and parents in school districts around the country to help improve children’s academic performance. Howard and other educators say it’s important to expose kids to a world beyond homework and tests, through volunteer work, sports, hobbies and other extracurricular activities. "The crux of the issue is that many students experience education as irrelevant to their life goals and ambitions," says Michael Nakkual, a Harvard education professor who runs a Boston-area mentoring program called Project IF (Inventing the Future), which works to get low-income underachievers in touch with their aspirations. The key to getting kids to aim higher at school is to disabuse them of the notion that classwork is irrelevant, to show them how doing well at school can actually help them fulfill their dreams beyond it. Like any ambitious toddler, they need to understand that you have to learn to walk before you can run.

The expression "to disabuse them of the notion" (para. 4) can be paraphrased as ______.

A.to free them of the idea

B.to help them understand the idea

C.to imbue them with the notion

D.to inform them of the concept

单项选择题

(四)阅读文章,完成下 * * 题。

我是一只老狗,已到苟延残喘之年,即将离开这个世界。可是,在这个时刻,我想把我一生中悟出的道理讲出来,希望于狗和人的后代们有益。当然,这是狗的道理。

我从很小的时候——也就是还不懂事的时候起,就跟随着主人。我曾经以为,他是大狗的形态,而我是小狗的形态,我长大以后会变成他那个样子。等到长大了以后才明白,我与他不是同类,我是狗,而他是人,我生下来就是要听他的命令、为他服务的。

主人不仅对我很好,而且也很尊重我,从来不打我,甚至从未呵斥过我。主人给一点好处,我就兴高采烈,感激不尽,在主人面前摇头摆尾。②作为一只狗,理应感到满足了,因为有些狗的主人极其恶劣,会虐待他的狗。然而,无论主人多么好,这都不是狗本来的生活。③狗本来应该是风餐露宿,驰骋于山野之间;狗应该是爱情的战士,撕杀于爱情的角斗场,周旋于诸位漂亮的母狗之中;狗应该是权力的斗士,与其他公狗逐鹿中原。而我们狗,过的是一种什么样的生活啊!饱食终日,无所用心,除了用餐,就是睡觉,不睡觉的时候也是一副昏昏欲睡的样子,因为没有什么东西能够激发起我的精神,连个说话的狗也没有;我每天周旋于这几十米的领地上,对于这院子里的一草一木都已经熟悉得不能再熟悉了,生活在这样一个没有陌生感、没有挑战性的世界里有什么意思!这样一只狗活着究竟有什么意义呢

我终于明白,我们狗只不过是主人的一件附属品,正像他的一件衣服是附属品一样,当主人死了,我们狗也就被抛弃在一边;或者,当我死后,马上就会有另一只更年轻的狗来代替我。我开始重新审视我的主人。从前我曾经是如此喜欢、尊重的这个主人,现在我已经非常瞧不起他;④从前他在我心目中是那样威严不可侵犯,现在我却觉得他还不如一只狗! 他的秘密我是再清楚不过了。他陷害朋友,可是当着那个朋友的面却表现得如此忠诚!他在别的女人面前像一只发情的公狗,但回到家里却装成一头老老实实的骡子!

其实,人类中也有狗,我把他们称之为“人狗”。他们趋炎附势,欺上瞒下,专干恃强凌弱的勾当;在主人面前他们表现得如此忠顺——那一副奴才相让我们这些狗看了都感到脸红,可是他们在内心里却窥视着主人的位子,有多少人死在他们的奴才手里!人类把这样的人叫做“狗”,我看他们还不如狗,把他们叫做狗实在是抬举了他们,也是对我们狗的侮辱,因为我们狗对于主人从来都是忠诚的,他们这些人怎么能与我们狗类相提并论呢他们不配狗的名称,我们才是真正的狗,而他们不过是披着狗皮的人罢了。

人有人道,兽有兽道,兽道的不一定是人道的,但人道的也不一定是兽道的,所以人没有权利用人道来代替兽道。人有 * * ,狗有狗权, * * 不应该代替狗权。这些观点,如果非要用一个什么“主义”来称谓的话,那么,就仿照“人道主义”的说法,称之为“狗道主义”吧。

(摘自严春友《狗道主义》,原载《出版广角》2004年第12期)

文中标以序号的四个句子,对其复句关系分析正确的一项是()。

A.递进;因果;并列;转折

B.因果;转折;并列;递进

C.并列;因果;递进;转折

D.并列;因果;并列;递进