Question

As a Fulbright（富布莱特法案基金）scholar at Yale, I wanted very much to get some individual help from some famous professors, but their office-hours were only once a week and there were always students waiting outside. At first, I was too polite to get their help. Then I realized that Chinese politeness does not work in this society. I needed to be aggressive to get what I wanted. I also noticed that Chinese students or Asian students were very polite in class while American students often interrupted the professor, asking questions and dominating the discussion. The Chinese students were not as aggressive as American students.

I was impressed by the role of the professor in the class. The professor didn’t act as an authority, giving final conclusions, but as a researcher looking for answers to questions together with the students. One linguistic feature of his interacting with his students was that he used many modal verbs-far more than I did in Beiwai. When answering questions, he usually said: “this is my personal opinion and it could be wrong. It would be a good idea if you could read the book I mentioned the other day.” Or,“ You may find the book I recommended helpful.” Or,“You could be right, but you might find this point of view also interesting.” When making comments on students’ performances, the professor usually said:” It might have been much clearer if you had taken in some of the ideas we discussed earlier this semester.”

In China, authorities are always supposed to give wise decisions and correct directions. Therefore students always expect the professor to give an answer to the question. I still remember how annoyed they were when foreign teachers did not provide such an answer. Their expectations from authorities are much higher than those of American students. Once the Chinese students got the answer, they were sure about it. That is why they make far more certain statement than American students. That is why Chinese students find it difficult to use modal verbs because the function of modal verbs is to provide room for negotiation and different ideas.

1.The American professors use many modal verbs because they want to______.

A. argue with their students

B. be more sure about their answers

C. express their ideas more clearly

D. develop their students’ own way of thinking

2.Which of the following statements best expresses the author’s idea?

A. Chinese professors can always give correct answer to the question.

B. American professors are not responsible since they don’t give students answers.

C. American education produces aggressive students.

D. Education in China is not helpful in developing students’ creativity.

3.Which of the following methods did the author mainly employ in developing the article?

A. Comparison and contrast.    B. Cause and effect.

C. Giving examples.    D. Description.

4.What is the author’s attitude towards education in U.S.?

A. Positive    B. Negative

C. Neutral    D. Unsure

Answer

1.D

2.D

3.A

4.C

【解析】文章描述中西方不同的文化背景下，学生的学习方式和表达方式的不同。

1.推理判断题。根据第二段的内容The professor didn’t act as an authority, giving final conclusions, but as a researcher looking for answers to questions together with the students.教授并不作为权威，给出最后答案，而是作为研究者，和学生一起寻找问题的答案。下句说到他们和学生交流的语言特征是使用很多的情态动词，并举了很多例句，因此可推断美国教授这样做是为了发展学生自己的思维方式。故选D。

2.推理判断题。根据最后一段中作者的描述，中国学生总是期待教授给出问题的答案，他们对权威的期待比美国学生高的多，一旦中国学生得到答案，他们就很确定。可推断中国教育对发展学生的创造力是没有帮助的。故选D。

3.细节理解题。通读全文可知，文章通过比较和对比来说明中西方学生的学习方式和教育方式的不同。故选A。

4.细节理解题。作者只是通过比较和对比来描述中西方学生的学习方式和教育方式的不同，并没有对美国教育加以评论，故作者对美国教育的态度是中立的。故选C。