Question

Two friends have an argument that breaks up their friendship forever, even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact, according to an official report on youth violence, “In our country today, the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment, but the terrible reality of violence”. Given that this is the case, why aren’t students taught to manage conflict the way they are taught to solve math problems, drive cars, or stay physically fit?

First of all, students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult. For example, a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults, which in turn can lead to violence. The problem isn’t in the sandwich, but in the way students deal with the conflict.

Once students recognize that conflict is unavoidable, they can practice the golden rule of conflict resolution: stay calm. Once the student feels calmer, he or slid should choose words that will calm the other person down as well. Rude words, name-calling, and accusation only add fuel to the emotional fire. On the other hand, soft words spoken at a normal sound level can put out the fire before it explodes out of control.

After both sides have calmed down, they can use another key strategy for conflict resolution: listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupting. Afterward, the listener can ask non-threatening questions to clarify the speaker’s position. Then the two people should change roles.

Finally, students need to consider what they are hearing. This doesn’t mean trying to figure out what’s wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these: How did this start? What do I really want? What am I afraid of? As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesn’t, careful thought helps both sides figure out a mutual solution.

There will always be conflict in schools, but that doesn’t mean there needs to be violence. After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility, “64% of the teachers reported less physical violence in the classroom; 75% of the teachers reported an increase in student cooperation; and 92% of the students felt better about themselves”. Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.

1.This article is mainly about              .

A．the lives of school children                B．the cause of arguments in schools

C．how to analyze youth violence             D．how to deal with school conflicts

2.From Paragraph 2 we can learn that              .

A．violence is more likely to occur at lunchtime

B．a(chǎn) small conflict can lead to violence

C．students tend to lose their temper easily

D．the eating habit of a student is often the cause of a fight

3.Why do students need to ask themselves the questions stated in Paragraph 5?

A．To make clear what the real issue is.

B．To get ready to try new things.

C．To find out who is to blame.

D．To figure out how to stop the shouting match.

4.After the conflict resolution program was started in Atlanta, it was found that           .

A．more teachers felt better about themselves in schools

B．there was less student cooperation in the classroom

C．there was a decrease in classroom violence

D．the teacher-student relationship greatly improved

5.The writer’s purpose for writing this article is to              .

A．complain about problems in school education

B．teach students different strategies for school life

C．inform teachers of the latest studies on school violence

D．a(chǎn)dvocate teaching conflict management in schools

 

Answer 1

【答案】

1.D

2.B

3.A

4.C

5.D

【解析】

試題分析：文章主要講述了如何來避免在學(xué)校學(xué)生們沖突升級為暴力，讓學(xué)生明白，沖突不可避免但是暴力是可以避免的。同時(shí)作者提出了避免暴力的方法，呼吁學(xué)校應(yīng)進(jìn)行這方面的教育。

1.主旨題。根據(jù)第一段及最后一段可知，文章主要圍繞校園沖突展開，及如何來避免沖突的方法。故選D.

2.細(xì)節(jié)推斷題。從A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult.及所舉得例子可以看出，一場暴力打斗往往是由小的沖突引起的。故選B.

3.細(xì)節(jié)題。從It means understanding what the real issue is and what both sides are trying to accomplish.學(xué)生們應(yīng)該首先問他們自己，弄清楚整個事情，故選A.

4.細(xì)節(jié)題。從64% of the teachers reported less physical violence in the classroom可知，亞特蘭大的報(bào)告表明學(xué)生在教室里發(fā)生肢體沖突的幾率下降了，故選C.

5.細(xì)節(jié)推斷題。從Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.可知，作者呼吁學(xué)校應(yīng)該教學(xué)生們?nèi)绾蝸硖幚頉_突，這是學(xué)生應(yīng)該掌握的基本技能。故選D.

考點(diǎn)：教育類說明文

點(diǎn)評：本文對學(xué)校應(yīng)教會學(xué)生處理好沖突進(jìn)行了說明，文章機(jī)構(gòu)分明，有明確的層次劃分句。對于此類題，可以通過文章結(jié)構(gòu)中所提出的方法來迅速的理解全文，對整體段落的概括也相對容易。答題過程中在結(jié)合題目在文章中準(zhǔn)確定位，相信每個題目都在文章中能找到相應(yīng)的地方，把握好作者的意思準(zhǔn)確作答。