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题型:阅读理解-阅读单选 难度:0.65 引用次数:21 题号:22955796

With increasing information through technology, our students are becoming less active and do not develop relationships with self, others and the environment. Outdoor Education does not only promote physical development in students but it also focuses on each of their personal, social and self-awareness development.

That is what the Outdoor Education Programme (OEP) at Marymount Convent School aims to do. The most interesting part of Marymount’s OEP is the adventure camp that helps students to grow in determination and courage as they deal with challenges. The adventure camp provides an opportunity for the students to learn more about basic survival skills, respect and responsibility for self, others and environmental awareness.

For the energetic ones, like Sofia-Jane Wong Enqi, the activities in OEP are a dream come true. She loves activities such as hiking and team-building activities. During hiking, the primary 6 student learnt the value of cooperation (合作) instead of competition. She discovered how easy it was for her and her teammates to complete challenges when people were not fighting to take the lead but instead stopping and listening to each other.

Another primary 6 student, Mithra Anandan, got an even greater benefit while hiking. She had never been very interested in physical activities but as she joined her friends on a hike, she learnt to continue despite having to stop for breaks. Working hard to reach the end of the hike taught her the value of adaptation even if others can go farther or faster. It is not about a race; it is about completing and enjoying a journey.

Their parents also observed clear improvements in their children’s self-management and responsibility. “My parents praised me for my positive change in character and of course, I had burnt a good amount of calories!” says Mithra laughingly. Sofia-Jane adds: “Days after I returned from the camp, my mom said that I became more independent, cleaning up after my meals and doing my homework without being reminded.”

1. What does the underlined word “That” in Paragraph 2 probably refer to?
A.Promoting the all-round development of students.
B.Increasing students’ knowledge of technology.
C.Helping students enjoy their love of adventure.
D.Letting parents take part in outdoor activities.
2. What did Sofia-Jane say about hiking?
A.It taught her basic life skills.
B.It improved her self-management skills.
C.It helped her know the importance of cooperation.
D.It raised her awareness of the environment.
3. What benefit did Mithra gain while hiking?
A.Strong physical strength.B.A competitive spirit.
C.Great determination.D.A sense of responsibility.
4. What is the best title for the text?
A.How to survive in the wild
B.Why students love adventure camps
C.Outdoor Education Programme: a team-building activity
D.Beyond the classroom: learning in the great outdoors
23-24高一下·湖北襄阳·期中 查看更多[3]
【知识点】 说明文 运动种类

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文章大意:本文是说明文。文章主要讲述了要正确运用同龄人的压力,引导青少年树立正确的人生价值观。

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However, risk taking in an educational context is an important skill that enables progress and creativity, which is just one of positive peer effects. People often talk about negative (消极的) peer effects but ignore many studies that show a lot of negative behavior of high school kids is discouraged by friends. There is a lot of very positive pressure that peers apply, like, “No, man, that’s stupid.” This prevention is one of the many underreported forms of peer effects.

In a 2018 study of college freshmen, researchers found that having friends with a higher willingness to study is predictive (预测的) of receiving higher freshman grades. Because the study looked at both assigned (指派的) roommate pairings and chosen friend groups, the researchers were able to show the effect wasn’t just a reflection of “selection bias”, with hard-working kids having already chosen to befriend each other. Hanging out with someone who’s hard-working, they concluded, caused teenagers to study for more hours and achieve higher grades. The findings prove previous research showing a connection between how a child views the importance of doing well in school and how their friends do. Similar effects have been proved for volunteer work and health-promotive behaviors, such as exercise.

What does all this mean for educators? Effective students can definitely improve classroom situations. In one program, kids were trained to publicly encourage anti-conflict (反冲突) practice. Reports of student conflict dropped 30% over one year. To some extent, this success may lie in the fact that the program got kids’ help. Efforts that engage (使……参与) teens in actual, real-life tasks have been the most promising when it comes to changing the content of the values spread within teenager peer groups.

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