Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time; if corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people's. In the same way, when children learn to do all the other things they learn to do without being taught—to walk, run, climb, whistle, ride a bicycle—they compare those performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his own mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what answer is to that problem, whether this is a good way of saying or doing this or not.
If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can't find the way to get the right answer. Let's end this nonsense of grades, exams, marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know.
Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one's life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, "But suppose they fail to learn something essential, something they will need to get on in the world?" Don't worry! If it is essential, they will go out into the world and learn it.
Questions:
26. What does the author think is the best way for children to learn things?
[A] By imitating what other people do.
[B] By making mistakes and having them corrected.
[C] By listening to explanations from skilled people.
[D] By asking a great many questions.
27. The author implies that learning to talk and learning to ride a bicycle are
[A] not really important skills
[B] more important than other skills
[C] basically the same as learning other skills
[D] basically different from learning adult skills
28. According to the passage, the author thinks teachers in school should
[A] allow children to learn by himself or herself
[B] point out children's mistakes whenever they're found
[C] correct children's mistakes as soon as possible
[D] give children more book knowledge
29. The author believes the teachers' role in children's learning should be
[A] the identifier and corrector of their errors
[B] their helper and guide
[C] the person to grade their performance and give feedbacks
[D] the person to pass on something essential to them
30. The title of this passage could probably be
[A] Let Teachers Stop Work
[B] Let Us Make Children Learn
[C] Let Children Correct Their Own Papers
[D] Let Children Learn by Themselves
- 细节定位与逻辑推导
定位原文首段核心逻辑：“A child learning to talk... notices the difference between his language and others’... makes necessary changes”（学说话的孩子通过观察自身与他人语言的差异，逐步调整），且 “in the same way” 表明学走路、骑车等技能也遵循此逻辑 —— 通过对比熟练者的表现进行调整，本质是 “模仿他人”，选项 A 精准契合这一核心。
- 干扰项排除
- B “通过犯错并被纠正” 与原文 “if corrected too much, he will stop talking”（过度纠正会让孩子停止尝试）矛盾；
- C “听熟练者的解释” 原文未提及，作者强调 “自主观察对比” 而非 “被动听解释”；
- D “问很多问题” 属于无中生有，原文未涉及 “提问” 的学习方式。
- 学术扩展：考博英语细节题需把握 “举例 - 类比” 逻辑，本文以 “学说话” 类比其他技能学习，核心是提炼共性的学习方式，避免被单一案例局限。
- 推理逻辑与类比解析
原文明确使用 “in the same way” 连接 “学说话” 与 “学走路、骑车等技能”，强调二者学习逻辑一致 —— 均通过 “自主观察对比 - 逐步调整” 实现，无本质差异，选项 C 是对这一类比关系的合理推断。
- 干扰项排除
- A “不是重要技能” 与原文 “孩子自主学习的核心技能” 相悖，作者未否定这些技能的重要性；
- B “比其他技能更重要” 原文无比较逻辑，仅强调学习方式的共性；
- D “与学习成人技能本质不同” 原文未区分 “儿童技能” 与 “成人技能”，属于过度引申。
- 学术扩展：推理题需关注 “连接词（in the same way、similarly）” 引导的类比关系，此类连接词是提炼共性结论的关键线索。
- 观点定位与态度把握
作者在首段明确批判学校教育：“we never give a child a chance to find out his own mistakes... Soon he becomes dependent”（学校不给孩子自主发现错误的机会，导致其依赖教师），并反复强调 “Let him do it himself”（让孩子自己做），可见作者认为教师应 “允许孩子自主学习”，选项 A 正确。
- 干扰项排除
- B “发现错误立即指出”、C “尽快纠正错误” 均与作者批判的 “过度干预” 行为一致，不符合其观点；
- D “传授更多书本知识” 原文未提及，作者强调 “培养自主学习能力” 而非 “灌输知识”。
- 学术扩展：观点态度题需捕捉作者的批判对象与倡导的核心，本文中 “never give a chance”“dependent” 等负面词汇与 “Let him do it himself” 的正面倡导形成对比，是把握观点的关键。
Adversity (逆境) refers to the difficulties and setbacks confronted by people in life. Adversity exists in every one's life. It plays an important role in the process of people's growth and maturity. People's attitude towards adversity determines its influence on them. Adopting a positive attitude towards adversity will maturate our personality. Therefore, adversity is actually a challenge and trial, which can bring one's potential into full play. It can help drive away one's laziness and perfect oneself in the fight against difficulties. That is the significance of adversity.
逆境指的是人们在生活中遭遇的困难与挫折。它存在于每个人的生命历程中，在人们的成长与成熟过程中扮演着重要角色。人们对待逆境的态度，决定了逆境对自身的影响。以积极的心态面对逆境，会让我们的人格更加成熟。因此，逆境本质上是一种挑战与考验，它能充分激发人的潜能，帮助人们驱散惰性，在与困难的抗争中完善自我 —— 这正是逆境的意义所在。
- 句式优化与逻辑衔接
- 英文多简单句，中文重组为 “主谓宾 + 补充说明” 的连贯句式，如 “Adversity exists in every one's life” 译为 “它存在于每个人的生命历程中”，补充 “历程” 使语义更完整；
- “Therefore” 译为 “因此”，明确因果逻辑；结尾用破折号连接 “完善自我” 与 “意义所在”，增强语义连贯性，避免直译的碎片化。
- 词汇精准与语义升级
- “setbacks” 译为 “挫折”，比 “失败” 更贴合 “逆境” 的语境；
- “maturate our personality” 译为 “人格更加成熟”，避免直译 “使人格成熟” 的生硬感；
- “bring one's potential into full play” 译为 “充分激发人的潜能”，符合中文 “动宾搭配” 习惯，比 “发挥潜能” 更具力度。
- 细节规范
- 保留 “逆境” 的中文注释，确保术语一致性；
- 调整语序，将英文被动语态 “difficulties and setbacks confronted by people” 译为中文主动语态 “人们遭遇的困难与挫折”，更符合中文表达习惯。
- 主旨题关注首尾段及各段首句，提炼 “核心观点 + 论证逻辑”，避免被局部细节误导；
- 细节题通过 “关键词定位法” 锁定原文，重点验证选项与原文的语义一致性，警惕主观臆断；
- 思辨类题目（如批判类文章）需把握 “作者批判的对象 + 倡导的方案”，形成清晰的 “问题 - 解决方案” 逻辑链。
- 积累学术高频词汇与固定搭配（如 deprive of、conform to、is of great significance），避免孤立背词；
- 区分近义词的语义差异（如 chronic/permanent、vulnerable/liable），结合语境选择最精准的词汇；
- 针对语法难点（如被动语态、分词结构）进行专项训练，提升句子结构分析能力。
- 英译汉时，拆分英文简单句，优化中文句式，补充必要语义，确保逻辑连贯；
- 汉译英时，使用学术规范表达，注重 “名词化结构”（如学生的评价译为 students' evaluation），避免口语化表述；
- 积累教育、科技、社会等领域的高频词汇与固定表达，提升翻译的专业性。
- 针对 “争议类” 话题，采用 “肯定意义 - 批判问题 - 提出方案” 的模板，体现客观思辨；
- 积累 “教育评价”“师生关系” 等话题的论据素材，结合学术场景增强说服力；
- 每周仿写 1 篇真题作文，重点修正语法错误与逻辑漏洞，提升学术语言表达能力，控制字数在 150-200 词。
通过系统利用真题资料和科学的备考方法，考生可高效提升考博英语综合能力，助力顺利上岸天津师范大学博士研究生。
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