考研考博-英語-吉林農(nóng)業(yè)科技學(xué)院考試押題三合一+答案詳解篇

書山有路勤為徑，學(xué)海無涯苦作舟！住在富人區(qū)的她考研考博-英語-吉林農(nóng)業(yè)科技學(xué)院考試押題三合一+答案詳解（圖片大小可自由調(diào)整）全文為Word可編輯，若為PDF皆為盜版，請(qǐng)謹(jǐn)慎購買！第I卷一.綜合題庫-全考點(diǎn)押密(共120題)1.單選題

Manysocialservicesareprovidedby（

）societiesandorganizationsthatdonotexpectanymaterialpayment.

問題1選項(xiàng)

A.wealthy

B.voluntary

C.helpful

D.spiritual

【答案】B

【解析】考查形容詞詞義辨析。wealthy“富有的；充分的”；voluntary“自愿的”；helpful“有幫助的；有益的”；spiritual“精神的；心靈的”。句意：很多社團(tuán)自愿組織提供很多社會(huì)福利事業(yè)，并不期望任何物質(zhì)報(bào)酬。選項(xiàng)B符合題意。

2.單選題

Thoughtherearehundredsoftestpapers,Icanpickhisoutwithouthesitation,forhishandwritingisquite（）.

問題1選項(xiàng)

A.manifest

B.separate

C.distinct

D.obvious

【答案】C

【解析】句意：盡管有好幾百張?jiān)嚲?但我可以毫不猶豫地找出他的試卷,因?yàn)樗墓P跡很獨(dú)特。選項(xiàng)C符合語境。

3.單選題

IwasawfullytiredwhenIgothomefromwork,butahalf-hournap（

）me.

問題1選項(xiàng)

A.revived

B.released

C.relieved

D.recovered

【答案】A

【解析】句意:我下班回家的時(shí)候累極了，但半小時(shí)的小睡又使我振作起來。

動(dòng)詞辨析。revive（使）蘇醒，復(fù)活;release釋放;relieve緩解，減輕;recover康復(fù)。A項(xiàng)符合句意。

4.單選題

Thediscussionquickly（）intoanangryargument.

問題1選項(xiàng)

A.deteriorated

B.aggravated

C.increase

D.declined

【答案】A

【解析】考查動(dòng)詞辨析。A項(xiàng)deteriorate“惡化”，B項(xiàng)aggravate“加重、激怒”，C項(xiàng)increase“提高”，D項(xiàng)decline“拒絕”；句意：這場討論迅速演變成憤怒的爭吵。因此A選項(xiàng)正確。

5.單選題

Psychologistshaveknownforalongtimethateconomistsarewrong.Mosteconomists—atleast,thoseoftheclassicalpersuasion—believethatanyfinancialgain,howeversmall,isworthhaving.Butpsychologistsknowthisisnottrue.Theyknowbecauseoftheultimatumgame,theoutcomeofwhichisoftentherejectionoffreemoney.

Inthisgame,oneplayerdividesapotofmoneybetweenhimselfandanother.Theotherthenchooseswhethertoaccepttheoffer.Ifherejectsit,neitherplayerbenefits.Anddespitetheinstinctsofclassicaleconomics,astingy(小氣的)offer(onethatislessthanaboutaquarterofthetotal)is,indeed,usuallyrejected.Thequestionis,why?

Oneexplanationoftherejectioniststrategyisthathumanpsychologyisadaptedforrepeatedinteractionsratherthanone-offtrades.Inthiscase,takingatough,ifself-sacrificial,lineatthebeginningpaysdividendsinfutureroundsofthegame.Rejectingastingyofferinaone-offgameisthusjustasinglemoveinalargerstrategy.Andindeed,whenone-offultimatumgamesareplayedbytrainedeconomists,whoknowallthis,theydotendtoacceptstingyoffersmoreoftenthanotherpeoplewould.Buteventheyhavetheirlimits.Tothrowsomelightonwhythoselimitsexist,TerenceBurnhamofHarvardUniversityrecentlygatheredagroupofstudentsofmicroeconomicsandaskedthemtoplaytheultimatumgame.Allofthestudentsherecruitedweremen.

Dr.Burnham’sresearchbudgetrantoabunchof$40games.Whentherearemanyroundsintheultimatumgame,playerslearntosplitthemoneymoreorlessequally.ButDr.Burnhamwasinterestedinagameofonlyoneround.Inthisgame,whichtheplayersknewinadvancewasfinalandcouldthusnotaffectfutureoutcomes,proposerscouldchooseonlybetweenofferingtheotherplayer$25(i.e.morethanhalfthetotal)or$5.Responderscouldacceptorrejecttheofferasusual.Thoseresultsrecorded,Dr.Burnhamtooksaliva(唾液)samplesfromallthestudentsandcomparedthetestosteronelevelsassessedfromthosesampleswithdecisionsmadeintheone-roundgame.

AshedescribesintheProceedingsoftheRoyalSociety,theresponderswhorejectedalowfinalofferhadanaveragetestosteronelevelmorethan50%higherthantheaverageofthosewhoaccepted.Fiveofthesevenmenwiththehighesttestosteronelevelsinthestudyrejecteda$5ultimateofferbutonlyoneofthe19othersmadethesamedecision.

WhatDr.Burnham’sresultsupportsisamuchdeeperrejectionofthetenetsofclassicaleconomicsthanonebasedonaslightmis-evolutionofnegotiatingskills.Itbackstheideathatwhatpeoplereallystriveforisrelativeratherthanabsoluteprosperity.Theywouldratheracceptlessthemselvesthanseearivalgetahead.Thatislikelytobeparticularlytrueinindividualswithhightestosteronelevels,sincethathormoneiscorrelatedwithsocialdominanceinmanyspecies.

Economistsoftenrefertothissortofbehaviorasirrational.Infact,itisnot.Itissimply,asitwere,differentlyrational.Thethingsthatmoneycanbuyaremerelymeanstoanend—socialstatus—thatbringsdesirablereproductiveopportunities.Ifanotherroutebringsthatstatusmoredirectly,moneyisirrelevant.

1.Accordingtothepassage,psychologistsaredifferentfromeconomistsinthat______.

2.Inthethirdparagraph,thesentence“Inthiscase,takingatough,ifself-sacrificial,lineatthebeginningpaysdividendsinfutureroundsofthegame.”meansthat______.

3.TheresultofDr.Burnham’sstudyintheone-roundgameplayersshowsthat______.

4.ThepointDr.Burnhamhasconcludedfromhisstudyisthat______.

5.WhichoneofthefollowingstatementsisTRUEofthebehaviorofrejectingalowoffermentionedinthepassage?

問題1選項(xiàng)

A.theythinkanyfinancialgainisworthlessifitcouldnotguaranteetheultimatumgame

B.theyunderstandhoweconomistsarewrongbyprovingtrivialfinancialgaincouldbeignored

C.theybelievethatitisnecessarytorejectsometrivialgainstogetbiggerones

D.theyhaveknownforalongtimethatfromtheperspectiveofpsychology,financialgainsarenotworthpursuing

問題2選項(xiàng)

A.takinganuncompromisingattitudeatthebeginningwilllosemoreinthefutureroundsofthegame

B.peoplewhoarenotsocalculatingatthebeginningwillgetgoodreturnsintheend

C.peoplewhoareselflesswillgetmoreintheend

D.takingatoughlineatthebeginningwillpaymorecostinthefuturegame

問題3選項(xiàng)

A.menwithhightestosteronelevelsareusuallymoremotivatedtorejectbythelowoffer

B.thefacttestosteroneiscloselyconnectedwithsocialdominanceprovespeoplecouldhardlyseearivalgoahead

C.menwithhightestosteronearemorelikelytorejectthetenetsofclassicaleconomics

D.menwithhightestosteronepaymoreattentiontotherelativegains

問題4選項(xiàng)

A.moneyisirrelevantwhenpeopleseekforreproductiveopportunities

B.peopleprefernon-financialwaystofulfilltheirpurposeofgainingsocialstatus

C.whatpeoplereallystriveforisrelativeratherthanabsoluteprosperity

D.thedefinitionofrationalityisdifferentbetweenthefieldsofeconomicsandpsychology

問題5選項(xiàng)

A.Thiskindofbehaviorisirrationalasmatteroffact.

B.Thiskindofbehaviorpaysmoreattentiontothesocialstatusratherthanmoney.

C.Thiskindofbehaviorcouldbringdesirablereproductiveopportunities.

D.Thiskindofbehaviorisrationalfromalongview.

【答案】第1題:C

第2題:D

第3題:D

第4題:C

第5題:D

【解析】1.推理判斷題。由題干可以定位到文章第一段第二、三句Mosteconomists—atleast,thoseoftheclassicalpersuasion—believethatanyfinancialgain,howeversmall,isworthhaving.Butpsychologistsknowthisisnottrue.（大多數(shù)經(jīng)濟(jì)學(xué)家——至少是那些持傳統(tǒng)觀點(diǎn)的經(jīng)濟(jì)學(xué)家——相信任何經(jīng)濟(jì)收益，無論多么小，都值得擁有。但心理學(xué)家知道這不是真的。），說明心理學(xué)家和經(jīng)濟(jì)學(xué)家的分歧在于心理學(xué)家看到的是最終的結(jié)果，而經(jīng)濟(jì)學(xué)家注重的是切實(shí)的利潤，心理學(xué)家認(rèn)為并不是所有的小利益都要去追求，可以舍小取大。因此C選項(xiàng)“他們認(rèn)為有必要拒絕一些小收益以獲得更大的收益”正確。A選項(xiàng)“他們認(rèn)為任何經(jīng)濟(jì)利潤如果不能保證最后獲勝就是沒有用的”，原文沒有說不能保證最后獲勝的經(jīng)濟(jì)利潤是沒用的，所以A錯(cuò)誤。B選項(xiàng)“通過證明小的經(jīng)濟(jì)利潤可以被忽略，他們認(rèn)為經(jīng)濟(jì)學(xué)家們是錯(cuò)誤的”，小的經(jīng)濟(jì)利潤可以被忽略這一點(diǎn)沒有被證明，所以B錯(cuò)誤。D選項(xiàng)“他們知道長久以來，從心理學(xué)的角度來看，經(jīng)濟(jì)利潤是不值得去追求的”，由原文可知，不值得追求的是小收益，而不是經(jīng)濟(jì)利潤，所以D錯(cuò)誤。

2.推理判斷題。由題干可以定位到文章第三段第二、三句Inthiscase,takingatough,ifself-sacrificial,lineatthebeginningpaysdividendsinfutureroundsofthegame.Rejectingastingyofferinaone-offgameisthusjustasinglemoveinalargerstrategy.（在這種情況下，在一開始采取如果是自我犧牲的強(qiáng)硬的路線會(huì)在未來的游戲中獲得好處。因此，在一次性游戲中，拒絕吝嗇的報(bào)價(jià)只是大戰(zhàn)略中的一步棋。），說明如果拒絕吝嗇的出價(jià)會(huì)是更大策略中的一步，也就是說一開始不要貪得所有的大小利益，而是要有長遠(yuǎn)的眼光，這樣才能取得更大的收益。因此D選項(xiàng)“一開始就采取強(qiáng)硬態(tài)度的人在未來的游戲中會(huì)付出更多的代價(jià)”正確。A選項(xiàng)“從一開始就采取強(qiáng)硬的態(tài)度會(huì)在未來幾輪的游戲中失去得更多”，B選項(xiàng)“那些從一開始就不是很計(jì)較的人最后可以獲得好的收益”，C選項(xiàng)“無私的人最終會(huì)得到更多”在文中均沒有提及，所以A,B,C錯(cuò)誤。

3.推理判斷題。由題干可以定位到文章第五段第一句AshedescribesintheProceedingsoftheRoyalSociety,theresponderswhorejectedalowfinalofferhadanaveragetestosteronelevelmorethan50%higherthantheaverageofthosewhoaccepted.（正如他在《英國皇家學(xué)會(huì)學(xué)報(bào)》上所描述的那樣，拒絕較低最終報(bào)價(jià)的應(yīng)答者的睪丸激素水平比接受報(bào)價(jià)的應(yīng)答者的平均水平高出50%以上。），說明睪丸激素水平較高的人更注重相對(duì)利潤而不是眼前的利益。因此D選項(xiàng)“睪丸激素水平高的人更關(guān)注相對(duì)收益”正確。A選項(xiàng)“睪丸激素高的人更加有拒絕低報(bào)酬的動(dòng)機(jī)”，B選項(xiàng)“睪丸激素和社會(huì)優(yōu)勢(shì)有著密切的聯(lián)系，這一事實(shí)證明了人們很難看到對(duì)手領(lǐng)先”，C選項(xiàng)“有較高睪丸激素的人更趨向于拒絕傳統(tǒng)經(jīng)濟(jì)法則”在文中均沒有提及，所以A,B,C錯(cuò)誤。

4.客觀細(xì)節(jié)題。由題干可以定位到文章第六段第一、二句WhatDr.Burnham’sresultsupportsisamuchdeeperrejectionofthetenetsofclassicaleconomicsthanonebasedonaslightmis-evolutionofnegotiatingskills.Itbackstheideathatwhatpeoplereallystriveforisrelativeratherthanabsoluteprosperity.（伯納姆博士的結(jié)果所支持的，是對(duì)古典經(jīng)濟(jì)學(xué)原理的更深程度的拒絕，而不是基于談判技巧的輕微錯(cuò)誤進(jìn)化。它支持了人們真正追求的是相對(duì)繁榮而不是絕對(duì)繁榮的觀點(diǎn)。），說明伯納姆博士最終支持的結(jié)論是更深的對(duì)傳統(tǒng)經(jīng)濟(jì)原則的拒絕，人們真正追求的是相對(duì)的財(cái)富而不是絕對(duì)的財(cái)富。因此C選項(xiàng)“人們真正追求的是相對(duì)繁榮而不是絕對(duì)繁榮”正確。A選項(xiàng)“當(dāng)人們尋求再生機(jī)會(huì)時(shí)，金錢就是無關(guān)緊要的了”，B選項(xiàng)“人們更傾向于用非金錢的方式來實(shí)現(xiàn)他們?nèi)〉蒙鐣?huì)地位的目標(biāo)”，原文說的是如果另外一條路可以更為直接地導(dǎo)致這種情形，金錢就是不相關(guān)的，所以A,B錯(cuò)誤。D選項(xiàng)“經(jīng)濟(jì)學(xué)和心理學(xué)對(duì)于理性的定義是不一樣的”，原文沒有明確指出理性的定義在兩個(gè)學(xué)科中是完全不同的，所以D錯(cuò)誤。

5.推理判斷題。由題干可以定位到文章最后一段Economistsoftenrefertothissortofbehaviorasirrational.Infact,itisnot.Itissimply,asitwere,differentlyrational.Thethingsthatmoneycanbuyaremerelymeanstoanend—socialstatus—thatbringsdesirablereproductiveopportunities.Ifanotherroutebringsthatstatusmoredirectly,moneyisirrelevant.（經(jīng)濟(jì)學(xué)家經(jīng)常認(rèn)為這種行動(dòng)是不理智的。實(shí)際上這是理智的，只是不同的理智而已。金錢可以買到的只是達(dá)到某個(gè)目的的方法而已，如社會(huì)地位，達(dá)到目的便給人們帶來他們想要的不斷再生的機(jī)會(huì)。如果有另外一條路可以更為直接地達(dá)到目的，金錢就是不相關(guān)的。），說明經(jīng)濟(jì)學(xué)家認(rèn)為這種行為是不理智的，而實(shí)際上是一種理智的行為，心理學(xué)家從更高更深的層面來看，金錢只是達(dá)到目的的一種手段，而為了達(dá)到一定的目的拒絕眼前小的利益是理智的行為。因此D選項(xiàng)“從長遠(yuǎn)來看，這種行為是理性的”正確。A選項(xiàng)“這種行為在事實(shí)上是不理性的”，B選項(xiàng)“這種行為更注重社會(huì)地位而不是金錢”，C選項(xiàng)“這種行為可以帶來期望的再產(chǎn)出機(jī)會(huì)”均不符合題意，所以A,B,C錯(cuò)誤。

6.單選題

Theoldparadigmofuniversitiesasself-containedvillagesisbeingshatteredbynewtechnologiesandnewsocietalvalues,accordingtothecontributorstoTheUniversityinTransformation.

Theconventionalwisdomthatittakesasmallvillage—thecollegecampus—toproduceacollegegraduateunderliesthebasicstructureofmostuniversitiestoday.Thismodehaschangedsurprisinglylittlefromthatwhichemerged1,000yearsagoinmedievalEurope,Professorslecture,studentslisten,askquestions,andaretestedonhowwelltheyremembertheirprofessors’words.Butamillenniumlater,timeshavechanged.Likeitornot.Thethousand-year-oldidealofthecampusasavillage-pacedcommunityforscholarship,discussion,andresearchiseroding.Competingmodelsarebeginningtoemerge,incorporatingnewtechnologies,newformsoforganization,andnewsocialgoals.

TheUniversityinTransformation,editedbyAustralianfuturistsSohailInayatullahandJenniferGidley,presentssome20highlyvariedoutlooksontomorrow’suniversitiesbywritersrepresentingbothWesternandnon-Westernperspectives.Theiressaysraiseabroadrangeofissues,questioningnearlyeverykeyassumptionwehaveabouthighereducationtoday:Forinstance,whyshouldhighereducationcostsomuch,wheninformationnowcanbesoeasilyandcheaplysharedthroughtheInternetandothercomputer-basedtechnologies?Andwhymuststudentsregisterexclusivelyatoneinstitutiontopursueadegree,ratherthanfreelytakecoursesforcreditwhenandwherevertheybestmeettheirownparticularneeds?

ThemostwidelydiscussedalternativetothetraditionalcampusistheInternetUnity-avoluntarycommunityofscholar/teachersphysicallyscatteredthroughoutacountryoraroundtheworldbutalllinkedincyberspace.Acomputerizeduniversitycouldhavemanyadvantages,suchaseasyscheduling,efficientdeliveryoflecturestothousandsorevenmillionsofstudentsatonce,andreadyaccessforstudentseverywheretotheresourcesofalltheworld’sgreatlibraries.

YettheInternetUniversityposesdangers,too.Forexample,alineoffranchisedcourseware,producedbyafewsuperstarteachers,marketedunderthebrandnameofafamousinstitution,andheavilyadvertised,mighteventuallycometodominatetheglobaleducationmarket,warnssociologyprofessorPeterManicasoftheUniversityofHawaiiatManoa.Besidesenforcingarigidlystandardizedcurriculum,sucha“collegeeducationinabox”couldunderselltheofferingsofmanytraditionalbrickandmortarinstitutions,effectivelydrivingthemoutofbusinessandthrowingthousandsofcareeracademicsoutofwork,noteAustraliancommunicationsprofessorsDavidRooneyandGregHearn.

Ontheotherhand,whileglobalconnectivityseemshighlylikelytoplaysomesignificantroleinfuturehighereducation,thatdoesnotmeangreateruniformityincoursecontent-orotherdangers-willnecessarilyfollow.Countermovementsarealsoatwork.

Manyinacademia,includingscholarscontributingtothisvolume,arequestioningthefundamentalmissionofuniversityeducation.Whatif,forinstance,insteadofreceivingprimarilytechnicaltrainingandbuildingtheirindividualcareers,universitystudentsandprofessorscouldfocustheirlearningandresearcheffortsonexistingproblemsintheirlocalcommunitiesandtheworld?FeministscholarIvanaMilojevicdarestodreamwhatauniversitymightbecome“ifwebelievedthatchild-careworkersandteachersinearlychildhoodeducationshouldbeoneofthehighest(ratherthanlowest)paidprofessionals?”

Co-editorJenniferGidleyshowshowtomorrow’suniversityfaculty,insteadofgivinglecturesandconductingindependentresearch,maytakeonthreenewroles.Somewouldactasbrokers,assemblingcustomizeddegree-creditprogramsforindividualstudentsbymixingandmatchingthebestcourseofferingsavailablefrominstitutionsallaroundtheworld.Asecondgroup,mentors,wouldfunctionmuchliketoday’sfacultyadvisers,butarelikelytobeworkingwithmanymorestudentsoutsidetheirownacademicspecialty.Thiswouldrequirethemtoconstantlybelearningfromtheirstudentsaswellasinstructingthem.Athirdnewroleforfaculty,andinGidley’sviewthemostchallengingandrewardingofall,wouldbeasmeaning-makers:charismaticsagesandpractitionersleadinggroupsofstudents/colleaguesincollaborativeeffortstofindspiritualaswellasrationalandtechnologicalsolutionstospecificreal-worldproblems.

51.Aboutthebasicstructureofuniversities,whichoneofthefollowingstatementsisTRUE?

52.WhenthebookreviewerdiscussestheInternetUniversity,______.

53.WhichofthefollowingisNOTseenasapotentialdangeroftheInternetUniversity?

54.Accordingtothereview,whatshouldbethefundamentalmissionofuniversityeducation?

55.Judgingfromthethreenewrolesenvisionedfortomorrow’suniversityfaculty,universityteachers______.

問題1選項(xiàng)

A.Olduniversitieswerealwaysinvillages.

B.Thetraditionalidealofcampushasbeenstrengthened.

C.Theconventionalmodelhasradicallychangedinthepastmillennium.

D.Theself-containedparadigmischallengedbynewtechnologiesandvalues.

問題2選項(xiàng)

A.heisinfavorofit

B.hisviewisbalanced

C.heisambivalentaboutit

D.heisstronglycriticalofit

問題3選項(xiàng)

A.Teachersintraditionalinstitutionsmaylosetheirjobs.

B.Internetbasedcoursesmaybelesscostlythantraditionalones.

C.Internetbasedcoursewaremaylackvarietyincoursecontent.

D.TheInternetUniversitymayproduceteacherswithalotofpublicity.

問題4選項(xiàng)

A.Knowledgelearningandcareerbuilding.

B.Learninghowtosolvecurrentlocalandsocialproblems.

C.Researchingintosolutionstoprospectiveinternationalproblems.

D.Combiningresearcheffortsofteachersandstudentsinlearning.

問題5選項(xiàng)

A.arerequiredtoconductmoreindependentresearch

B.arerequiredtooffermorecoursestotheirstudents

C.aresupposedtoassumemoredemandingduties

D.aresupposedtosupervisemorestudentsintheirspecialty

【答案】第1題:D

第2題:B

第3題:D

第4題:B

第5題:C

【解析】51.細(xì)節(jié)事實(shí)題。題干意思是“關(guān)于大學(xué)的基本結(jié)構(gòu)，下面哪個(gè)陳述是正確的？”。根據(jù)第一段Theoldparadigmofuniversitiesasself-containedvillagesisbeingshatteredbynewtechnologiesandnewsocietalvalues（大學(xué)作為自給自足的村莊的舊范式正在被新技術(shù)和新的社會(huì)價(jià)值觀打破）可知D項(xiàng)“自成一體的范式受到新技術(shù)和價(jià)值觀的挑戰(zhàn)”正確。A項(xiàng)“以前的大學(xué)總是在農(nóng)村”，該項(xiàng)表述太絕對(duì)，文章并沒有提到以前的大學(xué)都在農(nóng)村；第二段倒數(shù)第二句提到Thethousand-year-oldidealofthecampusasavillage-pacedcommunityforscholarship,discussion,andresearchiseroding.（一千年來，人們一直認(rèn)為校園是一個(gè)像村莊一樣的學(xué)術(shù)、討論和研究的社區(qū)，但這種理想正在逐漸消失）可知B項(xiàng)“傳統(tǒng)的校園理想得到了加強(qiáng)”錯(cuò)誤；根據(jù)第二段第一句Theconventionalwisdomthatittakesasmallvillage—thecollegecampus—toproduceacollegegraduateunderliesthebasicstructureofmostuniversitiestoday.（傳統(tǒng)觀念認(rèn)為，只有一個(gè)小村莊，即大學(xué)校園，才能培養(yǎng)出大學(xué)畢業(yè)生，這種觀念構(gòu)成了今天大多數(shù)大學(xué)的基本結(jié)構(gòu)）可知C項(xiàng)“傳統(tǒng)模式在過去的千年里發(fā)生了根本性的變化”錯(cuò)誤。因此，該題選擇D項(xiàng)正確。

52.觀點(diǎn)態(tài)度題。題干意思是“當(dāng)書評(píng)人討論互聯(lián)網(wǎng)大學(xué)時(shí)，……”。文章第四段講了互聯(lián)網(wǎng)大學(xué)的很多優(yōu)點(diǎn)：suchaseasyscheduling,efficientdeliveryoflecturestothousandsorevenmillionsofstudentsatonce,andreadyaccessforstudentseverywheretotheresourcesofalltheworld’sgreatlibraries.（比如容易安排課程，同時(shí)高效率地向數(shù)千甚至數(shù)百萬學(xué)生提供講座，各地的學(xué)生隨時(shí)可以獲得世界各大圖書館的資源）；但是接著第五段就講述了互聯(lián)網(wǎng)大學(xué)帶來的一些弊端：underselltheofferingsofmanytraditionalbrickandmortarinstitutions,effectivelydrivingthemoutofbusinessandthrowingthousandsofcareeracademicsoutofwork（會(huì)使傳統(tǒng)的紅磚白瓦的實(shí)體大學(xué)降低學(xué)費(fèi)，從而讓他們迅速退出行業(yè)，并使成千上萬的職業(yè)學(xué)者失業(yè)）。結(jié)合上下文語境，書評(píng)人并沒有做出自己個(gè)人喜好的判斷，所以A項(xiàng)“他是支持的”、C項(xiàng)“他對(duì)此有矛盾的態(tài)度”和D項(xiàng)“他強(qiáng)烈批評(píng)”可以排除。因此，該題選擇B項(xiàng)“他的觀點(diǎn)是客觀公正的”正確。

53.細(xì)節(jié)判斷題。題干意思是“以下哪項(xiàng)不被認(rèn)為是互聯(lián)網(wǎng)大學(xué)的潛在危險(xiǎn)？”。根據(jù)第五段最后一句Besidesenforcingarigidlystandardizedcurriculum,sucha“collegeeducationinabox”couldunderselltheofferingsofmanytraditionalbrickandmortarinstitutions,effectivelydrivingthemoutofbusinessandthrowingthousandsofcareeracademicsoutofwork（除了強(qiáng)制實(shí)施嚴(yán)格的標(biāo)準(zhǔn)化課程外，這種“盒子里的大學(xué)教育”可能會(huì)會(huì)使傳統(tǒng)的紅磚白瓦的實(shí)體大學(xué)降低學(xué)費(fèi)，從而讓他們迅速退出行業(yè)，并使成千上萬的職業(yè)學(xué)者失業(yè)）可知，互聯(lián)網(wǎng)大學(xué)的潛在危險(xiǎn)包括：讓傳統(tǒng)的實(shí)體大學(xué)的老師失業(yè)，并且互聯(lián)網(wǎng)的課件內(nèi)容是有模板的，缺乏多樣化，另外網(wǎng)絡(luò)課程的成本比傳統(tǒng)的課程費(fèi)用低，所以A項(xiàng)“傳統(tǒng)機(jī)構(gòu)的教師可能會(huì)失去他們的工作”、B項(xiàng)“基于網(wǎng)絡(luò)的課程可能比傳統(tǒng)課程更便宜”和C項(xiàng)“基于網(wǎng)絡(luò)的課件內(nèi)容缺乏多樣性”都屬于潛在危險(xiǎn)，可以排除；D項(xiàng)“互聯(lián)網(wǎng)大學(xué)可能會(huì)做很多宣傳培養(yǎng)教師”文中沒有提到培養(yǎng)老師。因此，該題選擇D項(xiàng)正確。

54.細(xì)節(jié)推斷題。題干意思是“根據(jù)本書評(píng)，大學(xué)教育的根本使命應(yīng)該是什么？”。第七段提到了大學(xué)教育的使命，第二句提到insteadofreceivingprimarilytechnicaltrainingandbuildingtheirindividualcareers,universitystudentsandprofessorscouldfocustheirlearningandresearcheffortsonexistingproblemsintheirlocalcommunitiesandtheworld（大學(xué)學(xué)生和教授可以把他們的學(xué)習(xí)和研究工作集中在他們當(dāng)?shù)厣鐓^(qū)和世界上存在的問題上，而不是主要接受技術(shù)培訓(xùn)和建立他們個(gè)人的職業(yè)生涯），由此可以推斷，大學(xué)教育的根本使命應(yīng)該是學(xué)習(xí)研究如何處理當(dāng)?shù)厣鐓^(qū)和世界上存在的問題，而不是接受技術(shù)培訓(xùn)和建立他們個(gè)人的職業(yè)生涯，所以A項(xiàng)“知識(shí)學(xué)習(xí)和職業(yè)建設(shè)”錯(cuò)誤；B項(xiàng)“學(xué)習(xí)如何解決當(dāng)前當(dāng)?shù)睾蜕鐣?huì)問題”正確；C項(xiàng)“研究未來國際問題的解決方案”表述與原文不符；D項(xiàng)“在學(xué)習(xí)中結(jié)合教師和學(xué)生的研究努力”這屬于完成使命中的過程，而不是使命的目標(biāo)。因此，該題選擇B項(xiàng)正確。

55.細(xì)節(jié)推斷題。題干意思是“從未來大學(xué)教師的三個(gè)新角色來判斷，大學(xué)教師……”。文章最后一段提到了大學(xué)教師的三個(gè)角色，從第二句話Somewouldactasbrokers,assemblingcustomizeddegree-creditprogramsforindividualstudentsbymixingandmatchingthebestcourseofferingsavailablefrominstitutionsallaroundtheworld.（有些會(huì)充當(dāng)中介，通過整合和搭配世界各地機(jī)構(gòu)的最佳課程，為每個(gè)學(xué)生量身定制學(xué)位-學(xué)分課程）可以推斷，大學(xué)教師的角色之一是向?qū)W生提供個(gè)性化和綜合性的課程，B項(xiàng)“被要求為他們的學(xué)生提供更多的課程”表述與原文不相符；第三句提到Asecondgroup,mentors,wouldfunctionmuchliketoday’sfacultyadvisers,butarelikelytobeworkingwithmanymorestudentsoutsidetheirownacademicspecialty.（第二種類型是導(dǎo)師，其作用與今天的教師顧問很相似，但很可能在自己的專業(yè)領(lǐng)域之外帶更多的學(xué)生），可推斷D項(xiàng)“應(yīng)該用他們的專業(yè)指導(dǎo)更多的學(xué)生”也不符合原文；根據(jù)文章最后一句Athirdnewroleforfaculty,andinGidley’sviewthemostchallengingandrewardingofall,wouldbeasmeaning-makers:charismaticsagesandpractitionersleadinggroupsofstudents/colleaguesincollaborativeeffortstofindspiritualaswellasrationalandtechnologicalsolutionstospecificreal-worldproblems.（教師的第三個(gè)新角色，在吉德利看來也是最具挑戰(zhàn)性和最有益的角色，將是作為意義的創(chuàng)造者：富有魅力的圣人和實(shí)踐者，領(lǐng)導(dǎo)學(xué)生和同事團(tuán)隊(duì)共同努力，為具體的現(xiàn)實(shí)世界問題找到精神上的、理性的和技術(shù)上的解決方案）可推斷，大學(xué)教師的新角色之一就是需要承擔(dān)更多的職責(zé)，C項(xiàng)“應(yīng)該承擔(dān)更苛刻的職責(zé)”符合原文；A項(xiàng)“需要進(jìn)行更多的獨(dú)立研究”在原文中沒有提到。因此，該題選擇C項(xiàng)正確。

7.單選題

Manyobjectsindailyusehaveclearlybeeninfluencedbyscience,buttheirformand

function,theirdimensionsandappearance,weredeterminedbytechnologists,artisans,designers,inventors,andengineers-usingnon-scientificmodesofthought.Manyfeaturesandqualitiesoftheobjectsthatatechnologistthinksaboutcannotbereducedtounambiguousverbaldescriptions;theyaredealtwithinthemindbyavisual,nonverbalprocess.InthedevelopmentofWesterntechnology,ithasbeennon-verbalthinking,byandlarge,thathasfixedtheoutlinesandfilledinthedetailsofourmaterialsurroundings.Pyramids,cathedrals,androcketsexistnotbecauseofgeometryorthermodynamics,butbecausetheywerefirstapictureinthemindsofthosewhobuiltthem.Thecreativeshapingprocessofatechnologist'smindcanbeseeninnearlyeveryartifactthatexists.Forexample,indesigningadieselengine,atechnologistmightimpressindividualwaysofnonverbalthinkingonthemachinebycontinuallyusinganintuitivesenseofrightnessandfitness.Whatwouldbetheshapeofthecombustionchamber?Whereshouldthevalvesbeplaced?Shouldithavealongorshortpiston?Suchquestionshavearangeofanswersthataresuppliedbyexperience,byphysicalrequirements,bylimitationsofavailablespace,andnotleastbyasenseofform.Somedecisionssuchaswallthicknessandpindiameter,maydependonscientificcalculations,butthenonscientificcomponentofdesignremainsprimary.

Designcourses,then,shouldbeanessentialelementinengineeringcurricula.Nonverbalthinking,acentralmechanisminengineeringdesign,involvesperceptions,thestock-in-tradeoftheartist,notthescientist.Becauseperceptiveprocessesarenotassumedtoentail“hardthinking,”nonverbalthoughtissometimesseenasaprimitivestageinthedevelopmentofcognitiveprocessesandinferiortoverbalormathematicalthought.ButitisparadoxicalthatwhenthestaffoftheHistoricAmericanEngineeringRecordwishedtohavedrawingsmadeofmachinesandisometricviewsofindustrialprocessesforitshistoricalrecordofAmericanengineering,theonlycollegestudentswiththerequisitestudentswiththerequisiteabilitieswerenotengineeringstudents,butratherstudentsattendingarchitecturalschools.

Itcoursesindesign,whichinastronglyanalyticalengineeringcurriculumprovidethebackgroundrequiredforpracticalproblem-solving,arenotprovided,wecanexpecttoencountersillybutcostlyerrorsoccurringinadvancedengineeringsystems.Forexample,earlymodelsofhigh-speedrailroadcarsloadedwithsophisticatedcontrolswereunabletooperateinasnowstormbecauseafansuckedsnowintotheelectricalsystem.Absurdrandomfailuresthatplagueautomaticcontrolsystemsarenotmerelytrivialaberrations;theyareareflectionofthechaosthatresultswhendesignisassumedtobeprimarilyaprobleminmathematics.

1.Inthepassage,theauthorisprimarilyconcernedwith（

）

2.Itcanbeinferredthattheauthorthinksengineeringcurriculaare（

）

3.Whichofthefollowingstatementsbestillustratesthemainpointofthefirstpassage?

4.Whichofthefollowingstatementswouldbestserveasanintroductiontothepassage?

5.TheauthorcallsthepredicamentfacedbytheHistoricAmericanEngineeringRecord“paradoxical”(lines22)mostprobablybecause（

）

6.Accordingtothepassagerandomfailuresinautomaticcontrolsystemsare“notmerelytrivialaberrations”(lines32)because（

）

7.Theauthorusestheexampleoftheearlymodelsofhigh-speedrailroadcarsprimarilyto（

）

問題1選項(xiàng)

A.identifyingthekindsofthinkingthatareusedbytechnologists

B.stressingtheimportanceofnonverbalthinkinginengineeringdesign

C.proposinganewrolefornonscientificthinkinginthedevelopmentoftechnology

D.contrastingthegoalsofengineerswiththoseoftechnologists

問題2選項(xiàng)

A.strengthenedwhentheyincludecourseindesign

B.weakenedbythesubstitutionofphysicalsciencecoursesforcoursesdesignedtodevelopmathematicalskills

C.strongbecausenonverbalthinkingisstillemphasizedbymostofthecourses

D.strongdespitetheerrorsthatgraduatesofsuchcurriculahavemadeinthedevelopmentofautomaticcontrolsystems

問題3選項(xiàng)

A.Whenamachinelikearotaryenginemalfunctions,itisthetechnologistwhoisbestequippedtorepairit.

B.Eachcomponentofanautomobile-forexample,theengineorthefueltank-hasashapethathasbeenscientificallydeterminedtobebestsuitedtothatcomponent’sfunction.

C.Thedistinctivefeaturesofasuspensionbridgereflectitsdesigner’sconceptualizationaswellasthephysicalrequirementsofitssite.

D.Thedesignerofanewrefrigeratorshouldconsiderthedesignsofotherrefrigeratorsbeforedecidingonitsfinalform.

問題4選項(xiàng)

A.Theassumptionthattheknowledgeincorporatedintechnologicaldevelopmentsmustbederivedfromscienceignoresthemanynonscientificdecisionsmadebytechnologists.

B.Analyticalthoughtisnolongeravitalcomponentinthesuccessoftechnologicaldevelopment.

C.Asknowledgeoftechnologyhasincreasedthetendencyhasbeentolosesightoftheimportantroleplayedbyscientificthoughtinmakingdecisionsaboutform,arrangement,andtexture.

D.Amovementinengineeringcollegestowardatechnician’sdegreereflectsademandforgraduateswhohavethenonverbalreasoningabilitythatwasoncecommonamongengineers.

問題5選項(xiàng)

A.thepublicationneededdrawingsthatitsownstaffcouldnotmake.

B.Architecturalschoolsofferedbutdidnotrequireengineeringdesigncoursesfortheirstudents.

C.Engineeringstudentswerenottrainedtomakethetypeofdrawingsneededtorecordthedevelopmentoftheirowndiscipline.

D.Thedrawingsneededweresocomplicatedthatevenstudentsinarchitecturalschoolshaddifficultymakingthem.

問題6選項(xiàng)

A.automaticcontrolsystemsaredesignedbyengineerswhohavelittlepracticalexperienceinthefield.

B.thefailuresarecharacteristicofsystemsdesignedbyengineersrelyingtooheavilyonconceptsinmathematics.

C.thefailuresoccurtoooftentobetakenlightly.

D.designersofautomaticcontrolsystemshavetoolittletrainingintheanalysisofmechanicaldifficulties.

問題7選項(xiàng)

A.weakentheargumentthatmodemengineeringsystemshavemajordefectsbecauseofanabsenceofdesigncoursesinengineeringcurricula.

B.supportthethesisthatthenumberoferrorsinmodemengineeringsystemsislikelytoincrease.

C.illustratetheideathatcoursesindesignarethemosteffectivemeansforreducingthecostofdesigningengineeringsystems.

D.supportthecontentionthatalackofattentiontothenonscientificaspectsofdesignresultsinpoorconceptualizationbyengineers.

【答案】第1題:B

第2題:A

第3題:C

第4題:A

第5題:C

第6題:B

第7題:D

【解析】1.根據(jù)文章第一段:InthedevelopmentofWesterntechnology,ithasbeennon-verbalthinking,byandlarge,thathasfixedtheoutlinesandfilledinthedetailsofourmaterialsurroundings.在西方科技的發(fā)展過程中，大體上是由非言語思維刻畫了我們物質(zhì)環(huán)境的輪廓并充實(shí)了其中的細(xì)節(jié)。該句強(qiáng)調(diào)“non-verbalthinking”的重要性。所以B選項(xiàng)‘強(qiáng)調(diào)工程設(shè)計(jì)中非語言思維的重要性‘符合題意。

2.根據(jù)題目中的“engineeringcurricula”找到文章的第二段第一句Designcourses,then,shouldbeanessentialelementinengineeringcurricula.因此設(shè)計(jì)課程應(yīng)該成為工程課程中的基本成份。“should”是在該句中意思是“應(yīng)該做”而實(shí)際上確“沒有做”。所以確定A選項(xiàng)‘強(qiáng)調(diào)在設(shè)計(jì)中包括的課程‘符合題意。

3.根據(jù)文章第一段：InthedevelopmentofWesterntechnology,ithasbeennon-verbalthinking,byandlarge,thathasfixedtheoutlinesandfilledinthedetailsofourmaterialsurroundings.在西方科技的發(fā)展過程中，大體上是