2010年高考阅读理解专题精练精析（三）.docVIP

2010年高考阅读理解专题精练精析（三） 第三组 A Pushy parents and teachers who “hothouse” the under-5s risk causing damage to the children’s long term development, a leading education expert said. Lilian Katz, Professor of Education at the University of Illinois, said that four-year-olds engaged in reading and writing went on to perform worse academiclly than those engaged in imaginative learning. They scored higher in tests at the age of 5, but children whose first year at school was stimulating outstripped them four years later. ?? The findings suggest that the governments structured approach to early years learning could be storing up problems for children. They also raise serious questions about the plan for all children to be able to read by the age of 6. ?? In many countries formal teaching does not start until children are 6 or 7 and have improved their social and manual skills. Children start learning to read and write at 6 in the United States. France and Germany , and at 7 in Finland and Sweden. ?? Professor Katz said that in many schools the courses were boring children to tears. Much academic teaching required children to learn by memorizing pieces of information out of context, she said. Teaching in reception class should instead allow children to develop their intellect by exploring their environments and asking questions. ?? Research suggests the benefits of formal academic insturction for four- and five-year-olds seem to be promising when they are tested early, but considerably less so in the long term. When these children are followed over a period of three or more years, those who had early experience in more intellectually engaging curricula were more likely to do well in school than their peers, who had received early academic instruction. She avocates teaching children through first-hand experience and play, in mixed-aged classes. This can include puppet shows, drawing or running a pretend shop in the classroom. 1．According to the passage, those who “hothouse” the