(CET（6)真题试卷(B卷)）大学英语六级(CET6)考试卷_0.docVIP

试卷第 PAGE 1 页共 NUMPAGES 1 页 (CET（6)真题试卷(B卷)）大学英语六级(CET6)考试卷 姓名:_____________ 年级:____________ 学号:______________ 题型 选择题 填空题 解答题 判断题 计算题 附加题 总分 得分 评卷人 得分 Directions: There are 4 passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on the Answer Sheet with a single line through the centre. Passage One Questions 21 to 25 are based on the following passage. Throughout the nation’s more than 15,000 school districts, widely differing approaches to teaching science and math have emerged. Though there can be strength in diversity, a new international analysis suggests that this variability has instead contributed to lackluster (平淡的) achievement scores by U.S. children relative to their peers in other developed countries. Indeed, concludes William H. Schmidt of Michigan State University, who led the new analysis, “no single intellectually coherent vision dominates U.S. educational practice in math or science.” The reason, he said, “is because the system is deeply and fundamentally flawed.” The new analysis, released this week by the National Science Foundation in Arlington, Va., is based on data collected from about 50 nations as part of the Third International Mathematics and Science Study. Not only do approaches to teaching science and math vary among individual U.S. communities, the report finds, but there appears to be little strategic focus within a school district’s curricula, its textbooks, or its teachers’ activities. This contrasts sharply with the coordinated national programs of most other countries. On average, U.S. students study more topics within science and math than their international counterparts do. This creates an educational environment that “is a mile wide and an inch deep,” Schmidt notes. For instance, eighth graders in the United