Well-to-do parents are increasingly opting to send their children to single-

游客2024-04-28 18

问题 Well-to-do parents are increasingly opting to send their children to single-sex prep schools, reversing the trend of recent years. Last week, Michael Gove told us that we needed to promote a Dangerous Book for Boys culture so that boys could be boys again. At the beginning of this month, it(re-)emerged that there were far fewer male teachers in primary schools to act as role models.
Underlying this is anxiety about achievement; recent Department for Education figures show that nearly double the number of boys failed to reach expected standards at seven. The gender gap is more than 10 points in English at 11. Behaviour is a worry too. Boys are three and a half times more likely to be excluded, and the figure is worse still if you are a working-class or black boy.
Today’s answer to the problem seems to be single-sex schools. Yet debates about their value are both age-old and decidedly unresolved. Proponents(倡导者)argue that keeping boys together allows them to expel their "boyish" energy more freely — ensuring they are in line and on task. Girls are said to benefit too, with more support to build self-confidence.
But there is also evidence in the other direction. A report commissioned by the Headmasters and Headmistresses conference, which represents top private schools, shows that single-sex schools make little difference to outcomes. What’s more, arguing that Eton is a good school because it only admits boys is like saying Wayne Rooney is a good footballer because he wears a nice kit — one does not necessarily lead to the other.
In practice, the single-sex question is a distraction from what really matters. It sounds obvious, but boys(and girls)will do better if they are taught better by teachers who understand their individual needs. That means skilled practitioners(从业者)using the curriculum creatively to engage and excite every single child in front of them — regardless of their gender. And, incidentally, male and female teachers have equal capacity to get this right.
Of course this is hard, and I can say I fell short many times. But just by introducing a gender control on the group isn’t going to make it any easier. What about the girl who likes active learning or the boy who is shy? I am not sure they would get a fair deal if our teaching is framed by gender behaviours. In any case, we want kids to be able to excel in response to all learning environments — not just the ones they are comfortable in. So let girls be boisterous(活跃的), and boys self-reflect. And let them learn together, taught by the best teachers we can find. [br] What does the author suggest parents do to girls who like active learning?

选项 A、Send them to a class with stern teachers.
B、Separate them from active boys in school.
C、Try to teach them how to behave themselves.
D、Find them teachers that can meet their needs.

答案 D

解析根据题干中的girls和active learning将本题出处定位于末段。该段第3句提出问题：那些喜欢在活跃气氛中学习的女孩子或者害羞的男孩子怎么办?最后两句提出解决办法：还是让女孩们活跃，让男孩们自我思考吧。让他们共同学习，让我们能找到的最好的老师来教他们。由此可知，作者认为应该找到best teachers来教这些女孩，结合上题的分析可知，此处的best teachers指的是能针对女孩喜欢在活跃气氛中学习这一特点进行教学的老师，即能满足她们喜欢在活跃气氛中学习这一需求进行教学的老师，故答案为D)。由So let girls be boisterous可知，教她们的老师不应该是stem(严厉的)，故排除A)。B)与文中提到的let them learn together矛盾。C)在文中未提及。

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