单选题
Schools of education have long been objects of criticism. From James Koerner"s 1963 book, The Miseducation of America"s Teachers, up through two recent reports by national commissions, critics have complained about the intellectual emptiness of the curriculum at ed schools and the lack of connection between what is taught and the realities teachers face in the classroom. A recent survey of teachers about their graduate-school training drew comments like "the shabbiest psychobabble imaginable" and "a waste of time."
With an estimated 2 million new teachers needed over the next decade, the shortcomings in education schools are a practical concern. In what is a generally bleak landscape, a small number of schools stand out as innovators. Two key qualities distinguish these exemplars. First, they require that students master the subjects they will be teaching and structure their curricula accordingly. Second, these programs put a premium on hands-on experience. While traditional ed-school curricula are filled with courses on theory, the new approach places much greater emphasis on learning by doing.
At Ohio State University in Columbus, students in the one, year master"s program spend half their time teaching in one of 55 Franklin County public schools, where they are paired with experienced teachers.
"You are immersed from Day 1," says OSU graduate student Kelley Crockett, a 37-year-old former businesswoman who does practical training at Gables Elementary School. "And that forces you to be intimately involved."
In New York City, the Bank Street College of Education—a two-year program—runs its own junior high. "That keeps us honest," says the school"s president, Augusta Kappner. "We are encouraging students to see how they function in school settings so they can constantly improve."
Comparable programs exist at some other institutions, including the University of Virginia and Trinity University in San Antonio. But Linda Darling-Hamond, a professor at Columbia University"s Teachers College who is an expert on teacher training, estimates that only 40 percent of the 1,200 teacher-education programs in the country have met national accreditation standards. Most education schools, she says, "have operated bureaucratically, assuming that teachers didn"t need to know many things, "Just give them a textbook and send them on.""
单选题
By saying "intellectual emptiness of the curriculum" ( Lines 3—4, Paragraph 1) the critics mean to argue that
【正确答案】
B
【答案解析】[解析] 句意：批评者所说的“intellectual emptiness of the curriculum”(第一段第3—4行)是为了说明什么?“intellectual emptiness”意为知识欠缺。故选B。
单选题
According to the author, the concern over the current situation in ed schools is
【正确答案】
A
【答案解析】[解析] 句意：根据作者，对于当前师范院校的担忧是什么样的?根据第二段第一句“With all estimated 2 million new teachers needed over the next decade, the shortcomings in education schools are a practical concern.”可知，由于未来十年内对于新教师的缺口有200万，因此，师范院校的缺点是一个实际的问题。由此可以推断作者认为对于师范院校的担忧是有充分根据的，故选A。
单选题
The word "premium" (Line 6, Paragraph 2) probably means
【正确答案】
B
【答案解析】[解析] 句意：“premium”(第二段第六行)这个词大概是什么意思?根据第二段最后一句“While traditional ed-school curricula are filled with courses on theory, the new approach places much greater emphasis on learning by doing.”可知，创新的师范项目与传统的课程安排相比，更加注重在实践中学习。因此，这些项目看重实践经验，premium应与emphasis同义，故选B。
单选题
It can be inferred from Linda Darling-Hammond"s comment that
【正确答案】
A
【答案解析】[解析] 句意：从琳达·达玲·哈蒙德的评论中可以推断出什么?根据最后一段最后一句“Most education schools, she says, "have operated bureaucratically, assuming that teachers didn"t need to know many things, just give them a textbook and send them on."”可知，琳达认为大多数师范院校有官僚主义作风，认为教师不需要了解太多知识，仅仅给他们一本教材就把他们送走。由此可推断大多数的师范院校需要克服官僚主义的作风，因此需要进行更加根本的、制度层面的改革，故选A。
单选题
Which of the following would be the best title for the text?