However important we may regard school life to be, there is no denying the fact that children spend more time at home than in the classroom. Therefore, the great influence of parents cannot be ignored or discounted by the teacher. They can become strong allies of the school personnel or they can consciously or unconsciously hinder and obstruct curricular objectives.

　　Administrators have been aware of the need to keep parents informed of the newer method used in schools. Many principals have conducted workshops explaining such matters as the reading readiness program, manuscript writing, and developmental mathematics.

　　Moreover, the classroom teacher, with the permission of the supervisors, can also play an important role in enlightening parents. The many interviews carried on during the year as well as new ways of reporting pupils' progress, can significantly aid in achieving a harmonious interplay between school and home.

　　To illustrate, suppose that a father has been drilling Junior in arithmetic processes night after night. In a friendly interview, the teacher can help the parent convert his natural paternal interest into productive channels. He might be persuaded to let Junior participate in discussing the family budget, buying the food, using a yardstick or measuring cup at home, setting the clock, calculating mileage on a trip, and engaging in scores of other activities that have a mathematical basis.

　　If the father follows the advice, it is reasonable to assume that he will soon realize his son is making satisfactory progress in mathematics and, at the same time, enjoying the work.

　　Too often, however, teachers' conferences with parents are devoted to petty accounts of children' s offences, complaints about laziness and poor work habits, and suggestions for penalties and rewards at home

　　What is needed is a more creative approach in which the teacher, as a professional adviser,plants ideas in parents' minds for the best utilization of the many hours that the child spends out of the classroom.

　　In this way, the school and the home join forces in stimulating the fullest development of youngsters' capacities.

　　36. A method of parent-teacher communication NOT mentioned or referred to by the author is .

　　A. home training

　　B. demonstration lesson

　　C. parent-teacher interviews

　　D. new progress report forms

　　37. It can be reasonably inferred that the author .

　　A. thinks that teachers of this generation are inferior to those of the last generation

　　B. is satisfied with present relationships between home and school

　　C. feels that the traditional program in mathematics is slightly superior to the development program

　　D. feels that parent-teacher interviews can be made much more constructive than they are at present

　　38. The author' s primary purpose in writing this passage is to .

　　A. improve the teaching of mathematics

　　B. tell parents to pay more attention to the guidance of teachers in the matter

　　C. help ensure that every child' s capacities are fully developed when leaving school

　　D. urge the use of a much underused resource-the parent

　　39. The phrase "an important role in enlightening parents" in the third paragraph most probably means an,important role in .

　　A. causing parents to understand

　　B. persuading parents

　　C. understanding parents

　　D. discussing with parents

　　40. The attitude of the author towards the role of parents is .

　　A. positive

　　B. negative

　　C. doubtful

　　D. unclear

　　閱讀賞析

　　本文講述了家長對孩子教育的重要性。家長的影響是不容忽視的，所以學(xué)校的校長和指導(dǎo)老師們需要將學(xué)校內(nèi)采用的新方法對家長們進行講解，以求得配合;老師們應(yīng)更好地利用和家長的會面，多匯報學(xué)生的進步。家長在家里采用激勵的辦法，引導(dǎo)學(xué)生熱愛學(xué)習。總之，學(xué)校和家長攜起手來才能限度地激發(fā)孩子們的潛力。

　　答案及解析

　　36.B

　　【命題目的】此題考查對文章信息的捕捉。

　　【解題要點】A項意為“家教”，在第四段中提到“父親可以在家里幫 助訓(xùn)練孩子的計算能力”，這是“家教”的一種方式;C項意為“老師 家長見面會”，在第四段第二句中提到過;D項意為“學(xué)生進步報告”，文章第三段第二句提到“以新的方式報告學(xué)生進步”。8項意為“示范課(公共課)”，全文中未提到過。

　　37.D

　　【命題目的】此題考查推理能力。

　　【解題要點】A項“這一代老師不如上一代老師”，作者沒有這方面的表述，此項是無關(guān)項。作者在文章中主要講述的就是如何在未來通過增進學(xué)校和家庭的互動來促進學(xué)生的學(xué)習和發(fā)展，顯然是對現(xiàn)狀不滿，所以B項是不正確的。C項文中未提及。D項“作者認為家長老師會面還可以做得更好”，在倒數(shù)第二段提到“老師應(yīng)用一種更有創(chuàng)造性的方式與家長溝通，使得他們知道如何有效利用課堂外的時間”，第四段中也提到“在友好的會面中提醒家長利用一種有效的方式幫助孩子學(xué)數(shù)學(xué)”。

　　38.D

　　【命題目的】此題考查考生歸納中心思想的能力。

　　【解題要點】A項“改進數(shù)學(xué)教育”顯然與中心無關(guān)，在第四段中提到“在家里培養(yǎng)孩子學(xué)習數(shù)學(xué)能力”只是舉的一個例子，為了說明如何以一種更好的方式在家庭中教育孩子，所以不選A項。8、C兩項都很牽強附會，沒涉及文章中心。段和第四段都強調(diào)家長的重大影響，“他們是教育孩子的同盟軍”，作者目的正是“呼吁學(xué)校充分開發(fā)潛在的人力資源——家長”。

　　39.A

　　【命題目的】此題考查根據(jù)上下文猜測短語含義的能力。

　　【解題要點】在解題過程中，有可能遇到的問題是enlighten這個生詞。即使不知道這個詞的含義，也可通過上下文，推測出來其含義。在本句后面接著就具體講了通過“和家長會面以及匯報學(xué)生進步的新方法來促進學(xué)校和家庭的和諧互動”，這是進一步闡釋老師在推動 家長方面可以發(fā)揮的作用，因為是“互動”，就不可能是單方面的“說服”，故排除8項。而C項“理解家長”和D項“和家長討論”，用在此處無法表示老師的積極作用，從而推斷此處意為“在啟發(fā)家長方面有重要作用”。

　　40.A

　　【命題目的】此題考查考生推斷作者觀點態(tài)度的能力。

　　【解題要點】通觀全文，都貫徹著一種對更多發(fā)揮家長的作用的希望，所以推斷作者對家長的作用持肯定的態(tài)度。

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