When highly gifted students in any domain talk about what was important to the development of their abilities, they are far more likely to mention their families than their schools or teachers. A writing prodigy(神童) studied by David Feldman and Lynn Goldsmith was taught far more about writing by his journalist father than his English teacher. High-IQ children in Australia studied by Miraca Gross had much more positive feelings about their families than their schools. About half of the mathematicians studied by Benjamin Bloom had little good to say about school. They all did well in school and took honors classes when available, and some skipped grades.

26.The main point the author is making about schools is that________.

A) they should satisfy the needs of students from different family backgrounds

B) they are often incapable of catering to the needs of talented students

C) they should organize their classes according to the students’ ability

D) they should enroll as many gifted students as possible

27.The author quotes the remarks of one of Oliver Goldsmith’s teachers_________.

A) to provide support for his argument

B) to illustrate the strong will of some gifted children

C) to explain how dull students can also be successful

D) to show how po

 << 上一页  [11] [12] [13] [14] [15] [16] [17] [18] [19] [20]  ... 下一页  >>