2005年01月英语四级A卷试题（阅读2）
第1页：2005年01月英语四级A卷试题（听力） 第2页：2005年01月英语四级A卷试题（阅读1） 第3页：2005年01月英语四级A卷试题（阅读2） 第4页：2005年01月英语四级A卷试题（阅读3） 第5页：2005年01月英语四级A卷试题（阅读4） 第6页：2005年01月英语四级A卷试题（词汇） 第7页：2005年01月英语四级A卷试题（完型） 第8页：2005年01月英语四级A卷试题（写作）
Passage Two Questions 16 to 20 are based on the following passage.
In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible
answers. However, the answers provided by Japanese preschools are not the ones Americans ex-
pected to find. In'most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者)listed "to give children a good start'academically" as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for success ful careers in first grade and beyond, Japanese schools do not teach reading, writing, and math ematics, but rather skills such as persistence,
concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japa-
nese respondents chose providing children with a group of their top three rea-
sons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group of their top three choices. An emphasis on
the importance of the group seen in Japanese early childhood education continues into elementary
school education.
Like in America, there is diversity in Japanese early childhood education. Some Japanese
kindergartens have specific aims, such as early musical training or potential development. In large
cities, some kindergartens are attached to universities that have elementary and secondary schools.
Some Japanese parents believe that if their young children attend a university-based program, it
will increase the children's chances of eventually being admitted to top-rated schools and universi-
ties. Several more progressive programs have introduced free play as a way out for the heavy
intellectualizing in some Japanese kindergartens.
16. We learn from the first paragraph that many Americans believe
A) Japanese parents are more involved in preschool education than American parents
B) Japan's economic success is a result of its scientific achievements
C) Japanese preschool education emphasizes academic instruction
D)Japan's higher education is superior to theirs
17. Most Americans surveyed believe that preschools should also attach importance to
A) problem solving
B) group experience
believe that preschools should also attach importance to
C) parental guidance
D) individually-oriented development
18. In Japan's preschool education, the focus is on
A) preparing children academically
B) developing children's artistic interests
C) tapping children's potential
D) shaping children's character
19. Free play has been introduced in some Japanese kindergartens in order to
A) broaden children's horizon
B) cultivate children's creativity
C) lighten children's study load
D) enrich children's knowledge
20. Why do some Japanese parents send their children to university:based kindergartens?
A) They can do better in their future studies.
B) They can accumulate more group experience there.
C) They can be individually oriented when they grow up.
D) They can have better chances of getting a first-rate education.
