专四
Given the lack of fit between gifted students and their schools, it is not surprising that such students often have little good to say about their school experience．In one study of 400 adults who had achieved distinction in all areas of life, researchers found that three-fifths of these individuals either did badly in school or were unhappy in school．
Few Macarthur Prize fellows, winners of the Macarthur Award for creative accomplishment, had good things to say about their pre-collegiate schooling if they had not been placed in advanced programs．
Anecdotal reports support this．Pablo Picasso, Charles Darwin, Mark Twain, Oliver Goldsmith, and William Butler Yeats all disliked school．So did Winston Churchill, who almost, failed out of Harrow, an elite British school．
About Oliver Goldsmith, one of his teachers remarked, "Never was so dull a boy．" Often these children realize that they know more than their teachers,, and their teachers often feel that these children are arrogant, inattentive, or unmotivated．
Some of these gifted people may have done poorly in school because their gifts were not scholastic．Maybe we can account for Picasso in this way．But most fared poorly in school not because they lacked ability,but because they found school unchallenging and consequently lost interest．Yeats described the lack of fit between his mind and school: "Because I had found it difficult to attend to anything less interesting than my own thoughts, I was difficult to teach．"
As noted earlier, gifted children of all kinds tend to be strung-willed nonconformists．Nonconformity and stubbornness (and Yeats level of arrogance and self-absorption) are likely to lead to conflicts with teachers．
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 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．
Why is it not surprising that gifted students often have little good to say about their school experience?
A．Because they dislike the scholastic knowledge．
B．Because they don't believe in each other．
C．Because they don't feel suited for their schools．
D．Because most of them did badly in schools．
第一段指出由于天才学生很难适应他们的学校，因此他们对学校的印象都不是很好。
第二段列举了一些天才小时候在学校里被老师认为是差生的例子。
第三段和第四段论证了天才学生和学校教育格格不入背后的原因以及由此产生的结果。
文章最后用实例来说明，天才学生认为家庭的影响远大于学校或老师。
【试题解析】
C。本题的出题点在文章的主题句处。根据题干信息词surprising和giffed students将答案锁定在文章首段第一句。文章提到，由于天才学生和他们的学校之间缺乏适应，因此，这一类学生对他们的学校经历没有什么好说的，这一点都不奇怪，由此可知本题选c。
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A．to provide support for his argument
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A．paid no attention to their teachers in class
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