2014下半年教師資格證考試真題《高中英語(yǔ)學(xué)科知識(shí)》答案_第3頁(yè)

　　請(qǐng)閱讀passage1,完成第21～25小題

　　Passage 1

　　Unless you spend much time sitting in a college classroom or browsing through certain areas of the Internet, it's possible that you had not heard of trigger warnings until a few weeks ago, when they made an appearance in the Times. The newspaper explained that the term refers to preemptive alters, issued by a professor or an class might be sufficiently graphic to spark symptoms of post-traumatic-stress disorder.

　　The term seems to have originated in online feminist forums, where trigger warnings have for some years been used to flag discussion of rape or other sexual violence. The Times piece, which was skeptically titled “warnings are moving from the online fringes to the classroom, and might be more broadly applied to highlight in advance the distress or offense that a work of literature might cause. “Huckleberry Finn” would come with a warning for those who have experienced racism; The Merchant of Venice would have an anti-Semitism warning attached. The call from students for trigger warnings was spreading on campuses such as Oberlin, where a proposal was drafted that would advise professors to “be aware of racism, classism, sexism, and other issues of privilege and oppression” in devising their syllabi; and Rutgers, where a student argued in the campus newspaper that trigger warnings would contribute to preserving the classroom as a “safe space” for students.

　　Online discussion of trigger warnings has sometimes been guardedly sympathetic, sometimes critical. Jessica Valenti has noted on The Nation's website that potential triggers for trauma are so manifold as to be beyond the possibility of cataloguing: “There is no triggers for warning for living your life.” Some have suggested that a professor's ability to teach would be compromised should it become commonplace for “The Great Gatsby” to hear a trigger warning alerting readers to the disgusting characters and incidents within its pages. Others have worried that trigger-warning advocates, in seeking to protect the vulnerable, run the risk of disempowering them instead, “Bending the world to accommodate our personal frailties does not help us overcome them”, Jenny Jarvie wrote on The New Republic's online site.

　　Jarvie's piece, like many others on the subject, cited the University of California, Santa Barbara, as a campus where champions of trigger warnings have made significant progress. Earlier this year, students at U.C.S.B. agreed upon a resolution recommending that such warnings be issued in instances where classroom materials might touch upon “rape, sexual assault , abuse, self-injurious behavior, suicide, and graphic violence”. The resolution was brought by a literature student who said that, as a past victim of sexual violence, she had been shocked when a teacher showed a movie in class which depicted rape, without giving advance notice of the content. The student hoped to spare others the possibility of experiencing a post-traumatic-stress reaction.

　　The trigger-warning debate may, by comparison, seem hard to understand; but express a large cultural preoccupation with achieving safety, and a fear of living in its absence. The hope that safety might be found, as in a therapist's office, in a classroom where literature is being taught is in direct contradiction to one purpose of literature, which is to give expression through art to difficult and difficult and uncomfortable ideas, and thereby to enlarge safe space, nor, probably, should it be. But it's difficult to fault those who hope that it might be, when the outside world constantly proves itself pervasively hostile, as well as, on occasion, horrifically violent.

　　21. Which of the following groups of people are most in favor of “trigger warning”?

　　A. Students B. Reporters C. Feminists D. Professors

　　21.【答案】A。解析：細(xì)節(jié)題。文中提到的trigger warning 主要講到對(duì)學(xué)生的影響。

　　22. Which of the following might be a possible change to be brought about by trigger warning to literature teaching?

　　A. Teachers will abandon materials related to racism, sexism, violence, etc.

　　B. Teachers will ignore students's requests for a “safe space” in designing their syllabi.

　　C. Teachers will give students advance notice of the content that is likely to distress or offend them.

　　D. Teachers will allow students to express different and uncomfortable ideas to enlarge their experience.

　　22.【答案】C。解析：細(xì)節(jié)題。根據(jù)文中的where a student argued in the campus newspaper that trigger warnings would contribute to preserving the classroom as a “safe space” for students.可知C正確。

　　23. What does the author mean by “compromised” in PARAGRAPH 3?

　　A. Questioned B. Improved C. Challenged D. Weakened

　　23.【答案】D。解析：詞義推斷題。Compromised的意思是妥協(xié)的，也就是被削弱的意思，故選Weakened。

　　24. What does “them” in PARAGRAPH 3 refer to ?

　　A. Risks B. Frailties C. Traumas D. Possibilities

　　24..【答案】B。解析：內(nèi)容推斷題。them 在文中指的是我們個(gè)人人性的弱點(diǎn)。

　　25. Which of the following can be the negative impact that trigger warning exerts on literature teaching according to the writer?

　　A. It may highlight the purpose of literature teaching.

　　B. It may expose students to the dark side of the world.

　　C. It may deprive students of their intellectual growth.

　　D. It may cause students to experience a post-traumatic-stress disorder.

　　25..【答案】D。解析：細(xì)節(jié)推斷題。根據(jù)文中的第一段的最后一句以及通篇的觀點(diǎn)闡述，可知D正確。