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  3. When we talk about intelligence, we do not mean the ability to get a good sc

When we talk about intelligence, we do not mean the ability to get a good sc

游客2024-04-04  18
问题     When we talk about intelligence, we do not mean the ability to get a good score on a certain kind of test, or even the ability to do well in school. These are at best only indications of something larger, deeper, and far more important. By intelligence we mean a style of life, a way of behaving in various situations. The true test of intelligence is not how much we know how to do, but how we behave when we don’ t know what to do.
    The intelligent person, young or old, meeting a new situation or problem, opens himself up to it. He tries to take in with mind and senses everything he can about it. He thinks about it, instead of about himself or what it might cause to happen to him. He grapples(搏斗)with it boldly, imaginatively, resourcefully(机智地), and if not confidently, at least hopefully: if he fails to master it, he looks without fear or shame at his mistakes and learns what he can from them. This is intelligence. Clearly its roots lie in a certain feeling about life, and one’ s self with respect to life. Just as clearly, unintelligence is not what most psychologists seem to suppose, the same thing as intelligence only less of it. It is an entirely different style of behavior, arising out of an entirely different set of attitudes.
    Years of watching and comparing bright children with the not-bright, or less bright, have shown that they are very different kinds of people. The bright child is curious about life and reality, eager to get in touch with it, embrace it, unite himself with it. There is no wall, no barrier, between himself and life. On the other hand, the dull child is far less curious, far less interested in what goes on and what is real, more inclined to live in a world of fantasy. The bright child likes to experiment, to try things out. He lives by the maxim(格言)that there is more than one way to skin a cat. If he can’ t do something one way, he’ 11 try another. The dull child is usually afraid to try at all. It takes a great deal of urging to get him to try even once: if that try fails, he is through.
    Nobody starts off stupid. Hardly an adult in a thousand, or ten thousand, could in any three years of his life learn as much, grow as much in his understanding of the world around him, as every infant learns and grows in his first three years. But what happens, as we grow older, to this extraordinary capacity for learning and intellectual growth? What happens is that it is destroyed, and more than by any other one thing, by the process that we misname(误称)education—a process that goes on in most homes and schools. [br] What’ s the author’ s opinion about education?
选项 A、It hinders the development of intelligence instead of promoting it.
B、It stimulates the process of the development of intelligence.
C、It makes us smarter in understanding things.
D、It offers more opportunities for intellectual growth.
答案 A
解析 根据题干中的关键词opinion，education，将本题定位于最后一段。最后一段作者指出了教育对智力的影响，他认为智力遭到了家庭和学校教育的破坏。故答案为A(它阻碍了智力发展，而非促进了智力发展)。B、C、D三个选项都是对教育的积极看法，这与作者在本文中的观点相反，故排除。
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