Question

As the semester(學(xué)期) ended, students had a chance to turn the tables on their teachers.
They got to grade me anonymously(匿名地), assessing the ability of my thinking, my organizational skills and the depth of my knowledge. Such evaluations keep me alert to what works and what doesn’t. Students reflect my performance back to me, and I’m glad to learn what they think of my teaching so that I might try to improve.
This system reflects many aspects of my work. There is, of course, nothing wrong with it. But this system assumes that what students need is the same as what they want. Reading my evaluations every semester has taught me otherwise. Actually many students’ expectations for their courses have already changed, reflecting, in part, the business model many universities are following: classes are considered services, and parents are eager to get their money’s worth from their children’s education. Students feel pressure from their parents to get practical use from their courses.
This could make sense for an engineering course, but in my field, creative writing, which rarely trains up excellent 21-year-old writers, it is more difficult to provide the results that the career-minded students desire. Then I tried some teaching techniques to change the criticism of those unhappy students to the opposite and improve my student evaluations. My record would accurately reflect a smart, attentive, encouraging teacher. However, I would admit that they loved me simply because I agreed writing should be easy.
I know other teachers have done the same thing: teach your heart out to the teachable but be sure to please the unteachable; keep your ratings high, like a politician trying to improve his poll(民意調(diào)查) results. I believe in the struggle. But I still can’t help wincing(退縮) when I read, “The instructor is mean.” “Marcus is not committed to my work.” “This class sucks.” The business model has taught me that customers are always right. And maybe a few more dissatisfied customers would mean a better learning experience.
【小題1】What can we know from the underlined phrase “turn the tables on their teachers”？

A．Students get a chance to have dinner with their teachers.

B．Students begin to criticize and punish their teachers.

C．Students judge and grade their teachers.

D．Students take action to praise their teachers.

【小題2】Why have the students’ expectations for their courses changed?

A．Because students want to improve other abilities.

B．Because students feel great pressure from universities.

C．Because the business model has changed.

D．Because students have to satisfy their parents.

【小題3】What can we infer from the passage?

A．Parents don’t care about their money spent on their children’s education.

B．The writer adopted some teaching methods so that he improved his student evaluations.

C．Similar to other teachers, the writer struggled to work as politicians.

D．The students intended to punish their teachers by giving comments.

【小題4】What is the author’s attitude towards being graded by his students?

A．Satisfied.

B．Negative.

C．Positive.

D．Scared.

Answer 1

【小題1】C
【小題2】D
【小題3】B
【小題4】C

解析試題分析：本文介紹在學(xué)期末讓學(xué)生對(duì)老師的教學(xué)進(jìn)行評(píng)價(jià)的新體系，然后老師采取了新的教方法，說明作者對(duì)于這種被學(xué)生評(píng)價(jià)的體系是認(rèn)同的。
【小題1】猜測(cè)詞義題。根據(jù)第2行assessing the ability of my thinking, my organizational skills and the depth of my knowledge.可知是評(píng)價(jià)老師。選C。
【小題2】推理題。根據(jù)第二段第5,6行classes are considered services, and parents are eager to get their money’s worth from their children’s education.可知父母付錢供孩子上學(xué)，希望從中得到回報(bào)，孩子也想讓父母滿意。選D。
【小題3】推斷題。根據(jù)文章第三段第3,4行Then I tried some teaching techniques to change the criticism of those unhappy students to the opposite and improve my student evaluations.可知我采取了新的教方法。選B。
【小題4】態(tài)度意圖題。根據(jù)文章第二段和最后一段。說明作者對(duì)于這種被學(xué)生評(píng)價(jià)的體系是認(rèn)同的。選C。
考點(diǎn)：考查教育類短文
點(diǎn)評(píng)：本文介紹在學(xué)期末讓學(xué)生對(duì)老師的教學(xué)進(jìn)行評(píng)價(jià)的新體系，然后老師采取了新的教方法，說明作者對(duì)于這種被學(xué)生評(píng)價(jià)的體系是認(rèn)同的。細(xì)節(jié)題可以在文章中直接找到與答案有關(guān)的信息?或是其變體。搜查信息在閱讀中非常重要它包括理解作者在敘述某事時(shí)使用的具體事實(shí)、數(shù)據(jù)、圖表等細(xì)節(jié)信息。在一篇短文里大部分篇幅都屬于這類圍繞主體展開的細(xì)節(jié)。做這類題一般采用尋讀法?即先讀題，然后帶著問題快速閱讀短文，找出與問題有關(guān)的詞語或句子，再對(duì)相關(guān)部分進(jìn)行分析對(duì)比，找出答案。