4．Speaking at a forum on student achievement last night，Professor Stephen Dinham，Chair of Teacher Education at the University of Melbourne's Graduate School of Education，said attempts to improve student self-esteem（自尊） in unreal ways，such as avoiding criticism and handing out unearned praise，are failing some of our most vulnerable （脆弱的） students．
"We know self-esteem does influence student achievement but，unfortunately，some schools attempt to do this in unreal ways，such as avoiding negative criticism and providing only‘positive reinforcement'．If we over-inflate（过分吹捧） student self-esteem in this manner，they will struggle when they get out into the wide world，"he told the audience at last night's University of Melbourne alumni event．
Professor Dinham pointed out schools focusing too much on"welfare"，particularly in low socioeconomic areas，create a low expectations model that leads students to low achievement．However，schools focusing too much on the"academic"at the expense of the personal are getting it wrong，too．
"The‘welfare'and the‘academic'approaches are both wrong．What research shows is that the best teachers and schools，including those in disadvantaged areas，have a balanced focus on every student as a learner and a person．We can actually build up student self-esteem by ensuring every student feels they are achieving success and making progress．We do this by providing meaningful feedback（反馈）-which includes constructive criticism．"
According to Professor Dinham，a fundamental mistake was made in the 1960s when，in line with wider social changes，schools rightly became more responsive to students as individuals．Mistakenly，being responsive to students was interpreted as also being less demanding and many schools therefore became more permissive．
The best teaching style is one where high responsiveness to individual student needs is combined with demands for students to achieve their best academically and conform to （符合，使…一致） acceptable standards of behavior．Real achievement is the best way to boost self-esteem，which can then lead to further success，he said．
67．We improve a student self-esteem in unreal ways if weC．
A．give him praise now and then
B．don't provide meaningful feedback
C．don't give them the necessary criticism
D．focus too much on his academic performance
68．If we avoid negative criticism and provide only"positive reinforcement"，a student willB．
A．fail the school
B．have problems in the real world
C．become more confident in himself
D．make good progress in academics
69．What Kind of mistake was made in the 1960s？B
A．The school was too strict with the students
B．The school became less demanding of the students
C．The students were given too much permissive remarks
D．The students were too much influenced by social changes
70．Which of the following is the best way to improve students'self-esteem？D
A．Responding to individual student needs
B．Making students acquire right behaviors
C．Giving them encouragement and praise
D．Having them make real achieveement．
分析 本文属于说明文阅读，作者通过这篇文章主要向我们描述了学校试图提高学生的自尊（自尊）在虚幻的方式是不对的，这只会造成更多社会问题，真正的成就是提高自尊的最好方式．
解答 67．C．细节理解题．根据第一段：said attempts to improve student self-esteem（自尊） in unreal ways，such as avoiding criticism and handing out unearned praise可知试图提高学生的自尊（自尊）在虚幻的方式，如避免批评和分发不应得的赞扬；故选C．
68．B．细节理解题．根据第二段：If we over-inflate（过分吹捧） student self-esteem in this manner，they will struggle when they get out into the wide world可知如果我们避免负面批评，只提供"积极的强化"，学生就会有更多社会问题；故选B．
69．B．细节理解题．根据倒数第二段：in line with wider social changes，schools rightly became more responsive to students as individuals可知20世纪60年代学校对学生要求不高了；故选B．
70．D．细节理解题．根据最后一段：Real achievement is the best way to boost self-esteem，which can then lead to further success，he said可知真正的成就是提高自尊的最好方式；故选D．
点评 考察学生的细节理解和推理判断能力，做细节理解题时一定要找到文章中的原句，和题干进行比较，再做出正确的选择．在做推理判断题不要以个人的主观想象代替文章的事实，要根据文章事实进行合乎逻辑的推理判断．
