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We need to extract the relevant financial data.
A:obtain
B: store
C: save
D: review
B: store
C: save
D: review
参考答案
参考解析
解析：题干意为“我们需要获取有关的财政数据。” 句中划线词意为“提取，获取”。A项obtain意为“获得”。例句：He failed to obtain a scholarship．他没有获得奖学金。B项意为“贮存”。C项意为“节省”。D项意为“复习”。故选A。
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资料：（四）
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In response, supporters of financial-literacy education are raising their voices. School districts in many states are adding money-management courses to their curriculum. The government is encouraging students to compete in the National Financial Capability Challenge. However, there is little evidence that traditional efforts to boost financial know-how help students make better decisions outside the classroom. Even as the financial-literacy movement has gained steam over the past decade, scores have been falling on tests that measure how well students perform in marking financial decisions.
Given the situation, a growing number of researchers and educators agree that a more radical approach is needed. They advocate starting financial education a lot earlier than high school, putting real money and spending decisions into kids′ hands, and encouraging students to talk openly about the emotions and social influences about spending.
Yet even the skeptics are slow to write off financial education completely. "We need to rigorously study the financial decisions of alumni like Ariel and Alex and compare with those too speculative to recommend one education approach over another." says Mike Sheden, a professor at Washington University in St. Louis who is conducting a seven-year study on Whether giving children real bank accounts would result in long-term smart financial decisions. Yes, good, solid research like this takes a lot of time and resources, but it is in our own best interest to pursue it.
What does Mike Sheden think of the financial education of Ariel and Alex?（ ）A.It is fruitful without any doubt.
B.It is better than their peers.
C.It turns out to be a failure.
D.It needs experimental evidence to prove its success.
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资料：（四）
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In response, supporters of financial-literacy education are raising their voices. School districts in many states are adding money-management courses to their curriculum. The government is encouraging students to compete in the National Financial Capability Challenge. However, there is little evidence that traditional efforts to boost financial know-how help students make better decisions outside the classroom. Even as the financial-literacy movement has gained steam over the past decade, scores have been falling on tests that measure how well students perform in marking financial decisions.
Given the situation, a growing number of researchers and educators agree that a more radical approach is needed. They advocate starting financial education a lot earlier than high school, putting real money and spending decisions into kids′ hands, and encouraging students to talk openly about the emotions and social influences about spending.
Yet even the skeptics are slow to write off financial education completely. "We need to rigorously study the financial decisions of alumni like Ariel and Alex and compare with those too speculative to recommend one education approach over another." says Mike Sheden, a professor at Washington University in St. Louis who is conducting a seven-year study on Whether giving children real bank accounts would result in long-term smart financial decisions. Yes, good, solid research like this takes a lot of time and resources, but it is in our own best interest to pursue it.
What is the passage mainly about?（ ）
A.Approach to financial education
B.Americans' financial skills
C.Reform on financial education
D.Lessons of financial crisis
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资料：（四）
Of all the lessons taught by the financial crisis, the most personal has been that we Americans should not be proud of our financial skills. We take out home loans we can't afford. We run up sky-high credit-card debts. We don't save nearly enough for retirement.
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Given the situation, a growing number of researchers and educators agree that a more radical approach is needed. They advocate starting financial education a lot earlier than high school, putting real money and spending decisions into kids′ hands, and encouraging students to talk openly about the emotions and social influences about spending.
Yet even the skeptics are slow to write off financial education completely. "We need to rigorously study the financial decisions of alumni like Ariel and Alex and compare with those too speculative to recommend one education approach over another." says Mike Sheden, a professor at Washington University in St. Louis who is conducting a seven-year study on Whether giving children real bank accounts would result in long-term smart financial decisions. Yes, good, solid research like this takes a lot of time and resources, but it is in our own best interest to pursue it.
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C.Optimistic
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