2024年4月19日发(作者:iphone 6s plus)
最权威的国际教育服务平台
托福阅读真题及答案
As the twentieth century began, the importance of formal education in the United
States increased. The frontier had mostly disappeared and by 1910 most Americans lived
in towns and cities. Industrialization and the bureaucratization of economic life combined
with a new emphasis upon credentials and expertise to make schooling increasingly
important for economic and social mobility. Increasingly, too, schools were viewed as the
most important means of integrating immigrants into American society.
The arrival of a great wave of southern and eastern European immigrants at the turn
of the century coincided with and contributed to an enormous expansion of formal
schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states,
and the school year was greatly lengthened. Kindergartens, vacation schools,
extracurricular activities, and vocational education and counseling extended the influence
of public schools over the lives of students, many of whom in the larger industrial cities
were the children of immigrants. Classes for adult immigrants were sponsored by public
schools, corporations, unions, churches, settlement houses, and other agencies.
Reformers early in the twentieth century suggested that education programs should
suit the needs of specific populations. Immigrant women were one such population.
Schools tried to educate young women so they could occupy productive places in the
urban industrial economy, and one place many educators considered appropriate for
women was the home.
Although looking after the house and family was familiar to immigrant women,
American education gave homemaking a new definition. In preindustrial economies,
homemaking had meant the production as well as the consumption of goods, and it
commonly included income-producing activities both inside and outside the home, in the
highly industrialized early-twentieth-century United States, however, overproduction
rather than scarcity was becoming a problem. Thus, the ideal American homemaker was
viewed as a consumer rather than a producer. Schools trained women to be consumer
homemakers cooking, shopping, decorating, and caring for children "efficiently" in their
own homes, or if economic necessity demanded, as employees in the homes of others.
Subsequent reforms have made these notions seem quite out-of-date.
1. It can be inferred from paragraph 1 that one important factor in the increasing
importance of education in the United States was
资料来源:教育优选 /
最权威的国际教育服务平台
(A) the growing number of schools in frontier communities
(B) an increase in the number of trained teachers
(C) the expanding economic problems of schools
(D) the increased urbanization of the entire country
2. The word "means" in line 6 is closest in meaning to
(A) advantages
(B) probability
(C) method
(D) qualifications
3. The phrase "coincided with" in line 8 is closest in meaning to
(A) was influenced by
(B) happened at the same time as
(C) began to grow rapidly
(D) ensured the success of
4. According to the passage , one important change in United States education by the
1920's was that
(A) most places required children to attend school
(B) the amount of time spent on formal education was limited
(C) new regulations were imposed on nontraditional education
(D) adults and children studied in the same classes
5. Vacation schools and extracurricular activities are mentioned in lines 10-11 to
illustrate
(A) alternatives to formal education provided by public schools
(B) the importance of educational changes
资料来源:教育优选 /
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