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发布时间：2006-06-22 00:24     点击：

　　For instance, eighth graders in the United States cover about 33 topics in math versus just 19 in Japan. Among science courses, the international gap is even wider. U.S. curricula for this age level resemble those of a small group of countries including Australia, Thailand, Iceland, and Bulgaria. Schmidt asks whether the United States wants to be classed with these nations, whose educational systems "share our pattern of splintered (支离破碎的) visions" but which are not economic leaders.



　　The new report "couldn't come at a better time," says Gerald Wheeler, executive director of the National Science Teachers Association in Arlington. "The new National Science Education Standards provide that focused vision," including the call "to do less, but in greater depth."



　　Implementing the new science standards and their math counterparts will be the challenge, he and Schmidt agree, because the decentralized responsibility for education in the United States requires that any reforms be tailored and instituted one community at a time.



　　In fact, Schmidt argues, reforms such as these proposed national standards "face an almost impossible task, because even though they are intellectually coherent, each becomes only one more voice in the babble ( 嘈杂声)."



　　21. According to the passage, the teaching of science and math in America is



　　A) losing its vitality gradually



　　B) characterized by its diversity



　　C) going downhill in recent years



　　D) focused on tapping students' potential



　　22. The fundamental flaw of American school education is that ________.



　　A) it attaches too much importance to intensive study of school subjects

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