文教：學(xué)校教育387詞
　　建議作題時間：8.5分鐘
　　Cheating is nothing new. But today, educators and administrators are finding that instances of academic dishonesty on the part of students have become more frequent and are less likely to be punished than in the past. Cheating appears to have gained acceptance among good and poor students alike.
　　Why is student cheating on the rise? No one really knows. Some blame the trend on a general loosening to the fact that today’s youth are far more pragmatic than their more idealistic predecessors. Whereas in the late sixties and early seventies, students were filled with visions about changing the world, today’s students feel great pressure to conform and succeed. In interviews with students feel great pressure to conform and succeed. In interviews with students at high schools and colleges around the country, both young men and women said that cheating had become easy. Some suggested they did it out of spite for teachers they did not respect. Others looked at it as a game. Only if they were caught, some said, would they feel guilty. “People are competitive,” said a second-year college student named Anna, from Chicago. There’s an underlying fear. If you don’t do well, your life is going to be ruined. The pressure is not only from parents and friends but from yourself. To achieve. To succeed. It’s almost as though we have to outdo other people to achieve our own goals.
　　Edward Wynne, editor of a magazine blames the rise in academic dishonesty on the schools. He claims that administrators and teachers have been too hesitant to take action. Dwight Huber, chairman of the English department at Amarillo sees the matter differently, blaming the rise in cheating on the way students are evaluated. “I would cheat if I felt I was being cheated,” Mr. huber said. He feels that as long as teachers give short-answer tests rather than essay questions and rate students by the number of facts they can memorize rather than by how well they can synthesize information, students will try to beat the system. “The concept of cheating is based on the false assumption that the system is legitimate and there is something wrong with the individual who’s doing it,” he said, “That’s too easy an answer. We’ve got to start looking at the system.”
　　1. Educators are finding that students who cheat ______________.
　　A. are more likely to be punished than before.
　　B. have poor academic records
　　C. can be academically weak or strong
　　D. use the information in later years.
　　2. Today’s youth are described as more pragmatic than their predecessors because _________.
　　A. they think more of themselves.
　　B. they don’t have a global vision.
　　C. the era of ideal has passed.
　　D. they cheat more than their predecessors.
　　3. According to the passage, youth cheat because of ___________.
　　A. the eagerness to succeed
　　B. the easiness to cheat
　　C. their fear of competition
　　D. no possibility to be punished
　　4. What does “the system” (para 3) refer to?
　　A. The education system.
　　B. The school system.
　　C. The system by which schools punish cheating.
　　D. The system by which students are evaluated.
　　5. Which of the following would Dwight Huber probably agree with?
　　A. The educational system is sound, and students must follow every rule.
　　B. Parents alone must take responsibility for the rise in student cheating.
　　C. There should be some change in the examination and rating system.
　　D. Students who cheat should be expelled from school.

　　◆◆難句突破◆◆
　　請翻譯下面兩句!
　　But today, educators and administrators are finding that instances of academic dishonesty on the part of students have become more frequent and are less likely to be punished than in the past.
　　He feels that as long as teachers give short-answer tests rather than essay questions and rate students by the number of facts they can memorize rather than by how well they can synthesize information, students will try to beat the system.
　　◆◆答案◆◆
　　CAADC
　　◆◆解題思路◆◆
　　1. 文章第一段最后一句提到,學(xué)生不論成績優(yōu)劣,似乎都認(rèn)可作弊行為,因此選C, “成績優(yōu)或劣的學(xué)生”符合原文意思.
　　2. 第二段第四句是題干的出處.第5句話是對前面一句的說明,早先的學(xué)生立志于為世界服務(wù)，而現(xiàn)如今的學(xué)生希望的是自己獲得成功.所以答案是A。B是對原文的誤解。CD都是結(jié)果不是原因。
　　3 文中提到了多種學(xué)生方面的作弊原因。只有A的表達(dá)與原文相符，可以回答題干的問題。B是文中提到的內(nèi)容，但不是原因。學(xué)生們恐懼的是失敗，不是競爭，不選C。作弊受懲罰可能性小了不是沒有，所以不選D。
　　4 語義理解題。原文說HUBER將作弊現(xiàn)象增多的原因歸咎于評估學(xué)生的方式，后面引用他的話來說明他的觀點，學(xué)生們?nèi)绻�覺得考題和評分標(biāo)準(zhǔn)不合理，他們就會設(shè)法擊敗該制度�？碱}和評分標(biāo)準(zhǔn)正是學(xué)生評估體系的內(nèi)容。
　　5 第三段中將作弊現(xiàn)象增加的原因歸咎于評估學(xué)生的方式，最后說應(yīng)該對這個體系加以審視�？梢酝茰yC正確。根據(jù)原文考試和評分體系正是評估體系的組成部分。
　　◆◆翻譯題答案與分析◆◆
　　1.但如今，教育者和管理者們發(fā)現(xiàn)與過去相比，學(xué)生身上發(fā)生的學(xué)業(yè)作弊時間更加頻繁了，而其受到懲罰的可能性去變小了。
　　分析：復(fù)合句。主句的賓語是that引導(dǎo)的從句。從句中有兩個并列的謂語動詞。
　　2. 他認(rèn)為在考試中只要老師出的是簡答題而非問答題，是根據(jù)學(xué)生記住事實的數(shù)量給分而不是考察他們綜合信息的能力，學(xué)生們就會設(shè)法擊敗該制度。
　　分析：多重復(fù)合句。句子主干是he feels…,that引導(dǎo)后面的賓語從句。從句中，as long as引導(dǎo)一個條件狀語從句，這個條件狀語從句有兩個并列謂語。每一個謂語成分中都有一個rather than的比較結(jié)構(gòu)。第2個謂語成分中還含有一個定語從句和賓語從句。
　　◆◆全文翻譯◆◆
　　作弊現(xiàn)象不算是新話題。但如今，教育者和管理者們發(fā)現(xiàn)與過去相比，學(xué)生身上發(fā)生的學(xué)業(yè)作弊時間更加頻繁了，而其受到懲罰的可能性去變小了。似乎不論成績優(yōu)劣，學(xué)生們都認(rèn)可了作弊的行為。
　　為什么學(xué)生作弊現(xiàn)象會增多呢?沒有人知道確切原因。有些人將之歸咎于現(xiàn)代青年人道德價值觀普遍松弛。另一些人則將之歸咎于這樣一個事實：現(xiàn)在的學(xué)生比過去的學(xué)生更為實際。在60年代末70年代初，學(xué)生們立志于改變世界，現(xiàn)如今的學(xué)生則承受著融入社會并獲得成功的巨大壓力。在對國內(nèi)高中生以及大學(xué)生進(jìn)行的采訪中，我們發(fā)現(xiàn)，不論是男生還是女生都認(rèn)為作弊變得越來越容易了。有些學(xué)生說他們作弊是出于對自己不喜歡的老師的敵意。而有些學(xué)生則認(rèn)為作弊很好玩。有些人認(rèn)為只有被逮到的時候才會感到羞愧。來自芝加哥的大2學(xué)生安娜表示，人與人之間的競爭太強烈了。學(xué)生們有一種潛在的恐懼感。如果你考試中無法取得好成績，你的前途就毀了。壓力不僅來自父母和朋友，同時也來自于自己。我們渴望實現(xiàn)目標(biāo)，獲得成功。似乎我們必須超過其他人才能實現(xiàn)我們自己的目標(biāo)。
　　某雜志編輯把學(xué)生欺騙行為的增加歸咎于學(xué)校。他認(rèn)為學(xué)校管理人員以及老師們總是猶豫不決，沒有采取任何措施。AMARILLO學(xué)校英語主任DWIGHT HUBER卻不這么認(rèn)為，他把這種上升趨勢歸咎于校方評估學(xué)生的方式。HUBER說，如果我感到自己被欺騙了，我也會選擇欺騙。他認(rèn)為在考試中只要老師出的是簡答題而非問答題，是根據(jù)學(xué)生記住事實的數(shù)量給分而不是考察他們綜合信息的能力，學(xué)生們就會設(shè)法擊敗該制度。作弊這個概念基與一個錯誤的假設(shè)：評估體系是合理的，要是有人舞弊，一定是他自己出了問題。他說，這個答案太簡單了。我們應(yīng)該審視一下我們的評估體系。