阅读下列材料，回答问题。

     材料一：（胡耀邦）按照实事求是、解放思想的精神，组织和推动了关于真理标准的讨论，为冲破“两个凡是”的严重束缚，重新确立党的马克思主义思想路线，作了理论准备。

                                                      ——选自《胡耀邦与平反冤假错案》

     材料二：这是一部跨度达30年的惊心动魄的逃亡史。在当时的深圳，曾经流传着这样一首民谣：“宝安只有三件宝，苍蝇、蚊手、沙井蚝。十屋九空逃香港，家里只剩老和小。”……广东省委主要负责人，……忐忑不安地汇报了逃港的情况后，邓小平出奇地沉默了很长时间，才就逃港问题说：“这是我们的政策有问题。逃港，主要是生活不好，差距太大，生产生活搞好了，才可以解决逃港问题。”

                                                         ——林天宏《人民会用脚投票》

     材料三：特区是个窗口，是技术的窗口，管理的窗口,知识的窗口，也是对外政策的窗口。从特区可引进技术，获得知识，学到管理，管理也是知识。特区成为开放的基地，不仅在经济方面、培养人才方面使我们得到好处，而且会扩大我国的对外影响。

——邓小平(1984年2月24日)

     材料四：中国河北雄安新区由河北省保定市所辖雄县、容城、安新3县组成。2017年4月1日 ，中共中央、国务院决定在此设立国家级新区。 这是……继深圳经济特区和上海浦东新区之后又一具有全国意义的新区，是千年大计、国家大事。中央任命原深圳市委书记许勤为河北省委常委，代省长。

阅读理解

    The question of what children learn, and how they should learn it, is continually being debated and redebated. Nobody dares any longer to defend the old system, the parrot-fashion（way of learning by repeating what others say）of learning lessons, the grammar-with-a-whip（鞭子）system, which was good enough for our grandparents. The theories of modern psychology have stepped in to argue that we must understand the needs of our children. Children are not just small adults; they are children who must be respected as such.

    Well, you may say, this is as it should be, and a good idea. But think further. What happens? “Education” becomes the responsibility not of teachers, but of psychologists. What happens then? Teachers worry too much about the psychological implications（暗示） of their lessons, and forget about the subjects themselves. If a child dislikes a lesson, the teacher feels that it is his fault, not the child's. So teachers worry whether history is “relevant” to modern young children. And do they dare to recount stories about violent battles? Or will this make the children themselves violent? Can they tell their classes about children of different races, or will this encourage racial hatred? Why teach children to write grammatical sentences? Oral expression is better. Sums? Arithmetic? No; real-life mathematical situations are more understandable.

    You see, you can go too far. Influenced by educational theorists, who have nothing better to do than write books about their ideas, teachers leave their teaching-training colleges filled with grand, psychological ideas about children and their needs. They make complicated preparations and try out their “modern methods” on the long-suffering children. Since one “modern method” rapidly replaces another, the poor kids will have well been fed up by the time they leave school. Frequently the modern methods are so complicated that they fail to be understood by the teachers, let alone the children; even more often, the relaxed discipline so necessary for the “informal” feeling the class must have, prevents all but a handful of children from learning anything.