Children learn best when the significant adults in their lives—parents, teachers, and other family and community members—work together to encourage and support them. This basic fact should be a guiding principle as we think about how schools should be organized and how children should be taught. Schools alone cannot address all of a child’s developmental needs: the meaningful involvement of parents and support from the community are essential.
The need for a strong partnership between schools and families to educate children may seem like common sense. In simpler times, this relationship was natural and easy to maintain. Teachers and parents were often neighbors and found many occasions to discuss a child’s progress. Children heard the same messages from teachers and parents and understood that they were expected to uphold the same standards at home and at school.
As society has become more complex and demanding, though, these relationships have all too often fallen by the wayside. Neither educators nor parents have enough time to get to know one another and establish working relationships on behalf of children. In many communities, parents are discouraged from spending time in classrooms and educators are expected to consult with family members only when a child is in trouble. The result, in too many cases, is misunderstanding, mistrust, and a lack of respect, so that when a child falls behind, teachers blame the parents and parents blame the teachers.
At the same time，our society has created artificial distinctions （区别）of the roles that parents and teachers should play in a young person’s development. We tend to think that schools should stick to teaching academics and that home is the place where children’s moral and emotional development should take place.
Yet children don’t stop learning about values and relationships when they enter a classroom, nor do they cease learning academics— and attitudes about learning —when they are at home or elsewhere in their community.
These days, it can take extraordinary efforts to build strong relationships between families and educators. Schools have to reach out to families, making them feel welcome as full partners in the educational process. Families, in turn, have to make a commitment of time and energy to support their children both at home and at school.
1. What is important when it comes to children’s education?2. Why is it hard for parents and teachers to build a strong partnership nowadays?
3. Please decide which part is false in the following statement, then underline it and explain why.
Families and schools should join hands to support students’ development, and they should be aware that there is a clear division of their responsibilities in the education of children.
4. What are your suggestions on how to get parents involved in school affairs?
2 . Carl Wieman, a Nobel Prize-winning physicist at Standford University, excelled in the lab, where he created the Bose-Einstein condensate (玻色—爱因斯坦凝聚态). However, his mastery in the lab did not extend to the classroom. For years, he wrestled with what seemed to be a straightforward task: making undergraduates comprehend physics as he did. Laying it out for them — explaining, even demonstrating the core concepts of the discipline—was not working. Despite his clear explanations, his students’ capacity to solve the problems he posed to them remained inadequate.
It was in an unexpected place that he found the key to the problem: not in his classrooms but among the graduate students(研究生) who came to work in his lab. When his PH.D. candidates entered the lab, Wieman noticed, their habits of thought were no less narrow and rigid than the undergraduates. Within a year or two, however, these same graduate students transformed into the flexible thinkers he was trying so earnestly, and unsuccessfully, to cultivate. “Some kind of intellectual process must have been missing from the traditional education,” Wieman recounts.
A major factor in the graduate students’ transformation, Wieman concluded, was their experience of intense social engagement around a body of knowledge — the hours they spent advising, debating with, and recounting anecdotes to one another. In 2019, a study published in the Proceedings of the National Academy of Sciences backed this idea. Tracking the intellectual advancement of several hundred graduate students in the sciences over the course of four years, its authors found that the development of crucial skills such as generating hypotheses (假设), designing experiments, and analyzing data was closely related to the students’ engagement with their peers in the lab, rather than the guidance they received from their faculty mentors (导师).
Wieman is one of a growing number of Stanford professors who are bringing this “active learning” approach to their courses. His aspiration is to move science education away from the lecture format, toward a model that is more active and more engaged.
1. What problem did Carl Wieman have with his undergraduates?| A．Making them excel in the lab. | B．Demonstrating lab experiments. |
| C．Facilitating their all-round development. | D．Enhancing their physics problem-solving. |
| A．Limited in thinking. | B．Resistant to new ideas. |
| C．Flexible and earnest. | D．Experienced and cooperative. |
| A．Intense lab work. | B．Peer pressure and evaluation. |
| C．Academic interaction with fellows. | D．Engagement with external society. |
| A．Transforming Graduates’ Habits | B．Carl Wieman’s Nobel Prize Journey |
| C．The Nobel-Prize Winner’s Struggles | D．Carl Wieman’s Education Innovation |
3 . In 2017, Irish President Michael D. Higgins and his wife Sabina started the Young Irish Philosopher Awards, the purpose of which is to invite students from throughout that country to reflect on interesting questions and participate in philosophical thinking and discussion. In 2023, over 500 young thinkers came together at University College Dublin for the sixth annual gathering. The grand prize winner was Seán Radeliffe from Cork, for his essay ‘Has Plato’s tale of the cave been warning us of social media for 2,500years?’And speaking of Plato, in 2022, an award-winning documentary film entitled Young Plato received international recognition. It focuses on how Kevin McArevey, the headmaster of a primary school in Belfast’s Ardoyne housing estates, uses critical thinking techniques to empower young children to look beyond the boundaries of their violence(For more, see YoungPlato. com). As one can see, philosophy is alive and well in both the Republic of Ireland and the UK constituent country of Northern Ireland.
Ireland has traditionally been known as the Land of Saints and Scholars. In this edition of Philosophy Now, we’ll cast a cold eye on the state of philosophy past, present and future in the Emerald Isle, with a focus on Thomas Duddy’s idea, in his book A History of Irish Thought, that such an exploration must be both practical and creative.
This issue is dedicated to my late friend Seán Moran, a Philosophy Now writer and a modern Irish philosopher whom I met in Waterford many years ago, and whose humor, charm, and friendliness enriched my life. Like Tom Duddy, Seán died much too young. He demonstrated to me the true meaning of William Butler Yeats’s closing words from his poem ‘The Municipal Gallery Revisited’:
“Think where man’s glory most begins and ends
And say my glory was I had such friends.”
Prof. Timothy J. Madigan
St John Fisher University
1. What can readers probably get on YoungPlato. com?| A．How critical thinking helps students reflect on their violence. |
| B．How Plato’s stories influence social media every now and then. |
| C．How Higgins and his wife started the Young Irish Philosopher Awards. |
| D．How young thinkers try philosophical thinking and discussion annually. |
| A．Ireland’s Philosophical Evolution. | B．Thomas Duddy’s ideas on history. |
| C．The growing reputation of Ireland. | D．The ideal way of exploring philosophy. |
| A．To compare Seán’s achievement with Tom Duddy’s. |
| B．To express the author’s sorrow for Seán’s early death. |
| C．To appreciate the friendship between the author and Seán. |
| D．To demonstrate the author’s understanding of philosophy. |
| A．Creative. | B．Reflective. | C．Skeptical. | D．Confused. |
增加：在缺词处加一个漏字符号（∧），并在其下面写出该加的词。
删除：把多余的词用斜线（\）划掉。
修改：在错的词下划一横线，并在该词下面写出修改后的词。
注意：1. 每处错误及其修改均仅限一词；
2. 只允许修改10处，多者（从第11处起）不计分。
It occurs some students get into some bad habits during weekends or holidays what they should have relaxed themselves after a long time of hard work. Instead of have a good rest, some students spend a plenty of time on their smartphones. They hardly workout outdoor and even stay up late into the night and etc. Undoubtedly, all these bad habits will result from physical and mental damage to you. They may feel more tired and sleepy than refreshed and can’t stay focusing in class when back to school. Therefore, they ought to break away from bad habit and try to form a healthy lifestyle, which is proven to be greatly benefit to their health and study.
5 . This year, the Music Educator Award, presented by the Recording Academy and Grammy Museum, went to Annie Ray, the performing arts department chair and orchestra director at Annandale High School in Fairfax County, Virginia. She attended the awards ceremony in Los Angeles and brought home both a $10,000 prize and matching grant （资助） for her school’s music program.
Ray created the Crescendo Orchestra for students with severe intellectual and developmental disabilities, as well as a parent orchestra that teaches nearly 200 caregivers a year to play the same instrument as their children. She got the idea mostly from the Annandale community, which she says represents over 60 countries, including many refugees and immigrants. “There’re many cultures that might typically clash, but they come together in this very beautiful harmony,” Ray explained. “And that’s really uniquely expressed in the orchestra classroom, where we’re just all music-ing together.”
Ray says the Crescendo Orchestra is focused on teaching students how to play an instrument, through one-on-one instruction tailored to their needs. The orchestra is about much more than just making music, however. “I really push my students to be brave and go outside of their comfort zone. We have to learn how to work together with others,” she says.
Ray, who comes from a family of musicians and has played the harp （竖琴） since the age of five, knows firsthand the impact that a great teacher can make on their students. “Why I am where I am is because a teacher changed my life and made me want to be a music educator,” she says.
Ray says her warm reception on the awards ceremony is especially meaningful because not many people understand what exactly music educators do in the classroom or how much their work matters. She says that lack of understanding is one of the biggest challenges facing the profession in general. Moreover, she says her school desperately needs new instruments, and adds that she’ll use some of her grant money to buy more.
1. What mainly inspired Ray to create the Crescendo Orchestra?| A．The effect of some caregivers. | B．The diversity of a community. |
| C．The harmony of the disabled. | D．The rich culture of her school. |
| A．Who are influenced by music. | B．How the Crescendo Orchestra develops. |
| C．What students can learn. | D．Why students need special instruction. |
| A．She funded some students. | B．She fought against her family. |
| C．She began learning the harp. | D．She chose to be a music educator. |
| A．Music education needs to be appreciated. | B．She badly wants donations for instruments. |
| C．The administration offers no support. | D．She is often challenged by musicians. |
6 . Out of all fields of science, physics has a reputation for being difficult to the general public. On top of complex formulas (公式), the abstract concepts that make it up are sometimes simply hard to grasp. That’s why professor Tatiana Erukhimova works alongside the team of the Physics & Astronomy department at Texas A & M University (TAMU) to produce a series of videos showing real-world applications of physics in a fun and insightful way that has earned her fans around the world.
Not only are the explanations in every video easy to follow, but Erukhimova’s enthusiasm is what truly keeps the viewer engaged. For example, in one video, the cheerful professor explains the physics of pressure. To demonstrate how distributing weight allows seemingly fragile objects to carry heavier loads, the teacher excitedly steps on a tiny board with lightbulbs and then proceeds to replicate (复制) the experiment with eggs — until it takes an unexpected turn.
Erukhimova’s unique teaching method comes from her hope to get students interested through demonstrative classes. “You get this ‘wow factor’ and then it’s easier to find resonance (共鸣).” she said. “I like what I teach, and I try to share my excitement with them.”
Born to physicist parents, Erukhimova has had a unique attachment to the field since she was very little. “My passion for physics is just in my genes, and I cannot imagine my life without physics,” she explained. After being offered a position at Texas A & M almost 25 years ago, Erukhimova moved from Russia to Texas. Since then, she has won over both university students and casual viewers with her particular way of explaining science.
While she is aware that people may not learn a lot from watching a short video, getting them interested and curious about learning more is all worth it.
1. Why does physics seem difficult to the general public?| A．It has many formulas. | B．It’s boring and useless. |
| C．Its concepts are abstract. | D．Access to educational resources is limited. |
| A．Her family background. | B．Her respect for her students. |
| C．Her vivid language and personality. | D．Her enthusiasm and teaching method. |
| A．Winning over casual viewers and fans. |
| B．Getting students interested in physics. |
| C．Sharing her excitement about physics. |
| D．Improving students’ academic performance. |
| A．She has many hobbies. | B．She is a famous scientist. |
| C．She is devoted to her job. | D．She earns a very high salary. |
7 . Billions of people deal with a nail-biting habit at some point in their lives. Many will go to great lengths to try to stop. And while not all of us are nail-biters, most of us do have a habit we’d like to kick. So what’s the best way to break one?
Research shows that intentions alone often fail to lead to long-term behavior change. This isn't to say you can’t break a habit. Rather, by understanding the basis of habits, you can create better plans for changing them. For example, we know habits are often affected by environments and routines. Lying in bed may cause you to endlessly scroll through your phone, or watching TV on the couch may lead you to grab a sugary snack.
One of the most effective ways to manage behavior is to identify these locations or times of day. Then try to modify them by changing your routine or creating obstacles that make it more difficult to perform the habit in that space. Moving, switching jobs, or even starting a new schedule, are particularly great times to break a habit or build a new one.
One 2005 study tracked university students’ exercising, reading, and TV-watching habits before and after they transferred schools. When students were no longer around old environments and routines, their habits, even the strong ones, significantly changed.
For behaviors like nail-biting, a practice called habit reversal training can be helpful. Developed by psychologists in the 1970s, the aim is to change a habit by replacing it with another one that’s less detrimental. The training requires you to analyze and understand your habit cues, so you can effectively step in at the right times. For example, if you tend to bite your nails at work, keep a fidget toy at your desk in advance. Then, if a stressful email comes in, use the toy when you feel the urge to bite your nails.
Breaking a habit takes time, so remember to give yourself grace and have patience through the process.
1. Why does the author mention “a nail-biting habit” in Para.1?| A．To make a comparison. | B．To make a conclusion. |
| C．To introduce the topic. | D．To attract readers' attention. |
| A．Having intentions alone. | B．Understanding the basis of habits. |
| C．Making practical plans. | D．Adapting the environments or times. |
| A．Harmful. | B．Helpful. | C．Annoying. | D．Time-consuming. |
| A．Difficulties in dealing with nail-biting. | B．Significance of habit reversal training. |
| C．Useful tips on getting rid of a habit. | D．Necessity of having grace and patience. |
8 . For many years we have talked about education in a changing society but have done little to educate for uncertainty. Perhaps the best insurance we can offer for this uncertainty is the presence of a good mind. To develop a good mind the student must learn how to learn and develop a taste for learning. The world of tomorrow needs flexible individuals, intelligently mobile individuals, individuals who can land on their feet when their jobs become technologically outdated, and individuals who can deal with the unexpected.
To educate for flexibility we must distinguish between training and education. To train is to emphasize immediate goals to neglect (忽视) the long-term growth. To educate, however, is to foster (培养) limitless growth to develop the good mind.
An inevitable element in education for flexibility is an attitude favorable to change. This is hard to develop. It requires faith in oneself and in the future. Then, what can the school and college do to build an attitude more favorable to change? Certainly they can and must develop the self-confidence of students, and build them up with repeated success instead of constant failure. Schools and colleges can help students admire what is admirable and provide continuing guidance in how to become a real person having faith in the future and having a good mind of his own.
To meet the striking social changes of the future, continuing education is a necessity. As Native Americans noted, you should keep on learning as long as you're ignorant. The flexibly educated person knows that today's fact may be tomorrow's misconception. So we should raise awareness of lifelong learning.
The test of a modern society capable of meeting change with accelerated (加速的) evolution instead of revolution does not lie in asking, “Is everybody learning?” To be learning is not only a condition for survival; it is also the basis for being richly alive.
1. What does the underlined words “land on their feet” mean in Paragraph 1? ________| A．Rise to their feet. | B．Keep the feet on the ground. |
| C．Stick to convention. | D．Get out of a difficult situation. |
| A．They can offer short-term training to students. |
| B．They can help students develop a good attitude to life. |
| C．They can build up students’ confidence with constant success. |
| D．They can stimulate the sense of pride of students and teachers. |
| A．Real education is aimed at long-term growth. |
| B．A flexible mind could turn misconception into truth. |
| C．Evolution speeds up the changes of the modern society. |
| D．Lifelong learning is the only guarantee of a bright future. |
| A．reference book | B．journal of education |
| C．traveling magazine | D．art book |
9 . One thing that’s never in short supply at the beginning of each new year?
Another common mistake people make when setting goals is becoming overly concerned about the amount of time it will take to form a new habit. There’s no one right answer when it comes to how long new habits should take to form.
So the yearly ritual of resolution setting doesn’t have to be an annual disappointment. Sometimes, the difference between success and failure is simply choosing the right habits and the process you use to go about achieving it. Most importantly, remember to be kind and flexible with yourself and to celebrate any and all progress along the way.
| A．Good intentions. |
| B．Congratulations and best wishes. |
| C．In other words, you must also readjust your diet. |
| D．It’s essential to choose a habit you think enjoyable. |
| E．A common error many people make is not choosing right habits. |
| F．It depends on what habit you’re trying to develop and who you are. |
| G．It’s not just the end goal that matters—it’s the journey along the way. |
10 . These days, there’s barely a world leader who doesn’t talk up science. For example, the India’s Prime Minister was the main performer at the annual Indian Science Congress, held in Nagpur, where he encouraged the nation’s researchers to do the science needed to make India self-reliant.
The message to researchers is crystal clear: leaders see science as essential to national prosperity, well-being and, of course, competitiveness. So, is research fit for the challenge of advancing, refining or critiquing these goals? Not exactly. And it won’t be until there is fundamental reform to the gateway to a research career: PhD training.
As Nature and other publications have frequently reported, PhD training worldwide has been in trouble for some time. Students’ stipends (生活津贴) are not enough in most countries, creating a cost-of-living crisis. Early-career researchers constantly report concerns about a constant lack of support and poor-quality supervision, with senior researchers rarely trained in mentorship (指导).
Furthermore, PhD candidates are inadequately prepared for the cross-disciplinary working and large teams that characterize cutting-edge science today. This is especially true for careers outside academic research, where the overwhelming majority of PhD candidates will be heading.
It is not all bad. Universities in a small number of high-income countries have reformed, or are reforming, PhD assessment. But in most places, and especially in low- and middle-income countries, a candidate’s work is still evaluated using a single-authored paper. In many countries, candidates must publish in a journal before they get a PhD, something that critics say could fuel profitable publishing.
The system’s strains have become more obvious because the number of people doing PhD training has been rising sharply. According to the 2022 book Towards a Global Core Value System in Doctoral Education, the number of PhDs awarded in India increased from 17,850 in 2004 to 25,095 in 2016; US figures climbed from 48,500 to 69,525 over the same period. If researchers are to meet society’s expectations, their training and mentoring must escape the nineteenth century.
1. Why is the India’s Prime Minister mentioned in the first paragraph?| A．To indicate India’s serious scientific landscape. |
| B．To imply more researchers are in great demand in India. |
| C．To show leaders’ emphasis on scientific research. |
| D．To demonstrate more and more people take an interest in science. |
| A．The reforms in science. | B．The significance of mentorship. |
| C．The creation of academic culture. | D．The issues early-career researchers face. |
| A．Disappointed. | B．Satisfied. | C．Indifferent. | D．Enthusiastic. |
| A．PhD education is developing gradually. |
| B．The reforms in PhD training admit of no delay. |
| C．The number of PhDs awarded has increased in India and the US. |
| D．The demand for researchers’ meeting society’s expectations is pressing. |
