题目内容
A．More than 12.B．12.C．100.D．Not mentioned.
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听力原文： Back in those primitive times it was unnecessary to have a special form. of exchange value for everything, like a price. In thee times the only things that were really valuable were the skills to sat vive. But as society became more complex, people depend more on others who were living far away; then it became important for people to develop some method for exchanging value without having to ex change the actual goods.
This need to develop a method for exchanging value was what led to the use of money. Money was a means of exchanging value without having to actually exchange the specific things you wanted. Before the use of money, people had to trade things with each other, and it was usually very difficult to decide what everything was worth in relation to each other. If you had three animals skins and your friend had two pots of dried betas, how did you know how many skins were equivalent to a pet of beans if they didn't have a price？ With the introduction of money, all things could begin to hate a common value that everybody could know about. This led to a standardized set of values among people. As the power of money increased, values that were different from the majority were no longer recognized. The value of something in terms of money became the ultimate value. In order for money to function, the whole society has to agree on the same values.
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During one's REM stage ______.
【45】
Section B
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.
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 what other people say. In the same way, when children learn to do all the other things they learn to do without being taught—to work, run, climb, whistle, or 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 fight 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 a way to get the fight answer. Let's end this nonsense of grades, exams and marks. Let us threw them all out, and let the children learn what all educated persons must some day learn, that is, how to measure their own understanding and 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 in the world？ Don't worry! If it is essential, they will go out into the world and learn it.
What does the author think is the best way for children to learn things？
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