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When community members first proposed teaching kindness in our Bexley High School, I recognized its importance but struggled to define its practice. Our strategic teaching plan already emphasized curiosity and justice, but kindness remained abstract.
Until I attended the Greater Good Science Center’s 2024 Summer Institute, I discovered kindness wasn’t just a virtue but a science-backed strategy for improving mental health and school culture. As Bexley’s experiential learning leader, I was particularly struck by research showing how kindness reduces stress — something I hadn’t fully appreciated before. “I knew kindness was good,” I admitted, “but I didn’t realize how transformative it could be.”
Returning inspired, I cooperated with our headteacher Jason Caudill to design “Cultivating Kindness: A Seminar”, an elective offered in 2025. Unlike traditional classes, it treats discussion, self-directed learning, and reflection as being more important than grades. Students set their own goals around well-being, joy, and service, with teachers guiding rather than determining their progress. To reduce pressure, the course doesn’t affect GPA( 平均成绩点数) — an intentional choice to agree with its ideas.
Yet challenges emerged. Competing student priorities and initial low enrollment ( 登记人数) threatened its carrying out. Caudill saw auspicious signs: student-led initiatives proved a growing appetite for compassion( 同理心). “Our students desire connection,” he noted. “When a student struggles, we don’t assume it’s academic — we ask if it’s a relationship issue.”
Though still in its early stages, Bexley’s kindness initiative has already reshaped conversations around students’ well-being. By grounding this approach in research while allowing flexibility, we created a framework other districts could adapt. Our journey proves that with intention and cooperation, kindness isn’t just a lesson — it’s a culture in the making.
24. Why was kindness initially difficult to teach in Bexley?
A. It lacked clear teaching strategies. B. It needed science-backed practice.
C. Its benefits were not fully realized. D. Its importance was often ignored.
25. How does the kindness course differ from traditional classes?
A. It gives students extra credits. B. It prioritizes self-guided growth.
C. It expects teachers to look on. D. It follows a consistent class goal.
26. What does the underlined word “auspicious” in paragraph 4 mean?
A. Confusing. B. Difficult. C. Complicated. D. Promising.
27. What does Bexley’s practice show?
A. Schools focus less on kindness. B. Kindness transforms school culture.
C. Students desire classes on kindness. D. Research inspires flexible teaching.
When community members first proposed teaching kindness in our Bexley High School, I recognized its importance but struggled to define its practice. Our strategic teaching plan already emphasized curiosity and justice, but kindness remained abstract.
Until I attended the Greater Good Science Center’s 2024 Summer Institute, I discovered kindness wasn’t just a virtue but a science-backed strategy for improving mental health and school culture. As Bexley’s experiential learning leader, I was particularly struck by research showing how kindness reduces stress — something I hadn’t fully appreciated before. “I knew kindness was good,” I admitted, “but I didn’t realize how transformative it could be.”
Returning inspired, I cooperated with our headteacher Jason Caudill to design “Cultivating Kindness: A Seminar”, an elective offered in 2025. Unlike traditional classes, it treats discussion, self-directed learning, and reflection as being more important than grades. Students set their own goals around well-being, joy, and service, with teachers guiding rather than determining their progress. To reduce pressure, the course doesn’t affect GPA( 平均成绩点数) — an intentional choice to agree with its ideas.
Yet challenges emerged. Competing student priorities and initial low enrollment ( 登记人数) threatened its carrying out. Caudill saw auspicious signs: student-led initiatives proved a growing appetite for compassion( 同理心). “Our students desire connection,” he noted. “When a student struggles, we don’t assume it’s academic — we ask if it’s a relationship issue.”
Though still in its early stages, Bexley’s kindness initiative has already reshaped conversations around students’ well-being. By grounding this approach in research while allowing flexibility, we created a framework other districts could adapt. Our journey proves that with intention and cooperation, kindness isn’t just a lesson — it’s a culture in the making.
24. Why was kindness initially difficult to teach in Bexley?
A. It lacked clear teaching strategies. B. It needed science-backed practice.
C. Its benefits were not fully realized. D. Its importance was often ignored.
25. How does the kindness course differ from traditional classes?
A. It gives students extra credits. B. It prioritizes self-guided growth.
C. It expects teachers to look on. D. It follows a consistent class goal.
26. What does the underlined word “auspicious” in paragraph 4 mean?
A. Confusing. B. Difficult. C. Complicated. D. Promising.
27. What does Bexley’s practice show?
A. Schools focus less on kindness. B. Kindness transforms school culture.
C. Students desire classes on kindness. D. Research inspires flexible teaching.
答案：
24.A [命题立意]考查理解具体信息的能力。
①明题意 为什么Bexley高中最初难以开展善良教育？
A“它缺乏明确的教学策略”；B“它需要科学支持的实践”；C“它的益处未被充分认识”；D“它的重要性经常被忽视”。
②解题目 根据第一段中的“I recognized its importance but struggled to define its practice”和“kindness remained abstract”可知，作者虽然认识到善良的重要性，但苦于难以定义具体的实践方式，且善良的概念过于抽象。由此可知，开展善良教育的困难在于缺乏具体的教学实施方案。struggled to define its practice+abstract→lacked clear teaching strategies
❌错因分析 B项，科学支持是后续发现，非最初困难产生的原因；C项，虽然第二段提到作者之前对善良的力量认识不足，但这并非最初困难产生的原因；D项，首段明确说作者已认识到善良教育的重要性(recognized its importance)。
25.B [命题立意]考查推断的能力。
①明题意 善良课程与传统课程有何不同？
A“它给予学生额外学分”；B“它优先考虑自我引导的成长”；C“它要求教师旁观”；D“它遵循一致的课堂目标”。
②解题目 根据第三段中的“it treats discussion... as being more important than grades”和“Students set their own goals... determining their progress”可知，该课程将课堂讨论、自我指导式学习和反思置于分数之上，并让学生自主设定个人目标，这说明善良课程优先考虑自我引导的成长。
❌错因分析 A项与“doesn't affect GPA(平均成绩点数)”冲突；C项忽视了“teachers guiding”，教师不是旁观者；D项与个性化目标设定理念相悖。
26.D [命题立意]考查理解词汇的能力。
①明题意 第四段画线词“auspicious”的意思是什么？
A“令人困惑的”；B“困难的”；C“复杂的”；D“有希望的”。
②解题目 根据画线词后的“student-led initiatives proved a growing appetite for compassion(同理心)”及“Our students desire connection”可知，Caudill观察到学生自发组织的活动显示出对同理心的强烈需求，这种迹象是积极的。growing appetite for compassion+desire connection→promising
❌错因分析 无
27.B [命题立意]考查推断的能力。
①明题意 Bexley高中的实践表明了什么？
A“学校较少关注善良(教育)”；B“善良改变校园文化”；C“学生渴望善良课程”；D“研究促成灵活教学”。
②解题目 根据文章内容，尤其是最后一段中的“reshaped conversations around students’ well-being”和“it’s a culture in the making”可知，善良教育已经重塑了校园讨论话题，并正在形成新的校园文化，这说明善良教育对校园文化有改造作用。
❌错因分析 A项错在“focus lesson”，属于过度推断；C项，文中仅说明学生渴望联结，且“initial low enrollment(登记人数)”暗示大部分学生刚开始对善良课程并不是很感兴趣；D项，文中并没有将research和flexibility联系起来。
①明题意 为什么Bexley高中最初难以开展善良教育？
A“它缺乏明确的教学策略”；B“它需要科学支持的实践”；C“它的益处未被充分认识”；D“它的重要性经常被忽视”。
②解题目 根据第一段中的“I recognized its importance but struggled to define its practice”和“kindness remained abstract”可知，作者虽然认识到善良的重要性，但苦于难以定义具体的实践方式，且善良的概念过于抽象。由此可知，开展善良教育的困难在于缺乏具体的教学实施方案。struggled to define its practice+abstract→lacked clear teaching strategies
❌错因分析 B项，科学支持是后续发现，非最初困难产生的原因；C项，虽然第二段提到作者之前对善良的力量认识不足，但这并非最初困难产生的原因；D项，首段明确说作者已认识到善良教育的重要性(recognized its importance)。
25.B [命题立意]考查推断的能力。
①明题意 善良课程与传统课程有何不同？
A“它给予学生额外学分”；B“它优先考虑自我引导的成长”；C“它要求教师旁观”；D“它遵循一致的课堂目标”。
②解题目 根据第三段中的“it treats discussion... as being more important than grades”和“Students set their own goals... determining their progress”可知，该课程将课堂讨论、自我指导式学习和反思置于分数之上，并让学生自主设定个人目标，这说明善良课程优先考虑自我引导的成长。
❌错因分析 A项与“doesn't affect GPA(平均成绩点数)”冲突；C项忽视了“teachers guiding”，教师不是旁观者；D项与个性化目标设定理念相悖。
26.D [命题立意]考查理解词汇的能力。
①明题意 第四段画线词“auspicious”的意思是什么？
A“令人困惑的”；B“困难的”；C“复杂的”；D“有希望的”。
②解题目 根据画线词后的“student-led initiatives proved a growing appetite for compassion(同理心)”及“Our students desire connection”可知，Caudill观察到学生自发组织的活动显示出对同理心的强烈需求，这种迹象是积极的。growing appetite for compassion+desire connection→promising
❌错因分析 无
27.B [命题立意]考查推断的能力。
①明题意 Bexley高中的实践表明了什么？
A“学校较少关注善良(教育)”；B“善良改变校园文化”；C“学生渴望善良课程”；D“研究促成灵活教学”。
②解题目 根据文章内容，尤其是最后一段中的“reshaped conversations around students’ well-being”和“it’s a culture in the making”可知，善良教育已经重塑了校园讨论话题，并正在形成新的校园文化，这说明善良教育对校园文化有改造作用。
❌错因分析 A项错在“focus lesson”，属于过度推断；C项，文中仅说明学生渴望联结，且“initial low enrollment(登记人数)”暗示大部分学生刚开始对善良课程并不是很感兴趣；D项，文中并没有将research和flexibility联系起来。
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