The parents of Lindsay, 13, an（　）tennis player who spends eight hours a day on the court, admit that a regular school is not an option for their daughter.

A．exotic

B．equivalent

C．elite

D．esthetic

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1 Our research confirmed the（　）that when children have many different caregivers important aspects of their development are liable to be overlooked.

A．hypothesis

B．hierarchy

C．synthesis

D．syndrome

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2 Questions are based on the following passage．　　Throughout the nation’s more than 15，000 school districts， widely differing approaches to teaching science and math have emerged． Though there can be strength in diversity， a new international analysis suggests that this variability has instead contributed to lackluster （平淡的） achievement scores by U．S． children relative to their peers in other developed countries．
　　Indeed， concludes William H． Schmidt of Michigan State University， who led the new analysis， “no single intellectually coherent vision dominates U．S． educational practice in math or science．” The reason， he said， “is because the system is deeply and fundamentally flawed．”
　　The new analysis， released this week by the National Science Foundation in Arlington， Va．， is based on data collected from about 50 nations as part of the Third International Mathematics and Science Study．
　　Not only do approaches to teaching science and math vary among individual U．S． communities， the report finds， but there appears to be little strategic focus within a school district’s curricula， its textbooks， or its teachers’ activities． This contrasts sharply with the coordinated national programs of most other countries．
　　On average， U．S． students study more topics within science and math than their international counterparts do． This creates an educational environment that “is a mile wide and an inch deep，” Schmidt notes．
　　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）．”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

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3 　　The most important starting point for improving the understanding of silence is undoubtedly an adequate scientific education at school. Public attitudes towards science owe much the way science is taught in these （S1） institutions. Today, school is what most people come into （S2） contact with a formal instruction and explanation of science for the first time, at least in a systematic way. It is at this point which the foundations are laid for an interest in science. （S3） What is taught （and how） in this first encounter will largely determine an individual’s view of the subject in adult life.
　　Understanding the original of the negative attitudes （S4） towards science may help us to modify them. Most education system neglect exploration, understanding and reflection. （S5） Teachers in schools tend to present science as a collection of facts, often by more detail than necessary. As a result, （S6） children memorize processes such as mathematical formulas or the periodic table, only to forget it shortly afterwards. The （S7） task of learning facts and concepts, one at a time, makes learning laborious, boring and efficient. Such a purely （S8） empirical approach, which consists of observation and description, is also, in a sense, unscientific or incomplete. There is therefore a need for resources and methods of teaching that facilitates a deep understanding of science in （S9） an enjoyable way. Science should not only be “fun” in the same way as playing a video game, but ‘hard fun’—deep feeling of connection made possibly only imaginative （S10） engagement.

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The parents of Lindsay, 13, an（ ）tennis player who spends eight hours a day on the court, admit that a regular school is not an option for their daughter.

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The parents of Lindsay, 13, an（　）tennis player who spends eight hours a day on the court, admit that a regular school is not an option for their daughter.