1、考研英语 687及答案解析(总分：36.00，做题时间：180 分钟)一、Section Use of (总题数：1，分数：1.00)If a farmer wishes to succeed, he must try to keep a wide gap between his consumption and his production. He must store a large quantity of grain -|_|- consuming all his grain immediately. He can continue to support himself and his f
2、amily -|_|- he produces a surplus. He must use this surplus in three ways: as seed sowing, as an insurance -|_|- the unpredictable effects of bad weather and as a commodity which he must sell in order to -|_|- old agricultural implements and obtain chemical fertilizers to -|_|- the soil. He may also
3、 need money to construct irrigation -|_|- and improve his farm in other ways. If no surplus is available, a farmer cannot be -|_|- . He must either sell some of his property or -|_|- extra funds in the m of loans. Naturally he will try to borrow money at a low -|_|- of interest, but loans of this ki
4、nd are not -|_|- obtainable. If a farmer wishes to succeed, he must try to keep a wide gap between his consumption and his production. He must store a large quantity of grain -|_|- consuming all his grain immediately. He can continue to support himself and his family -|_|- he produces a surplus. He
5、must use this surplus in three ways: as seed sowing, as an insurance -|_|- the unpredictable effects of bad weather and as a commodity which he must sell in order to -|_|- old agricultural implements and obtain chemical fertilizers to -|_|- the soil. He may also need money to construct irrigation -|
6、_|- and improve his farm in other ways. If no surplus is available, a farmer cannot be -|_|- . He must either sell some of his property or -|_|- extra funds in the m of loans. Naturally he will try to borrow money at a low -|_|- of interest, but loans of this kind are not -|_|- obtainable.（分数：1.00）A
7、.other thanB.as well asC.instead ofD.more than二、Section Writing(总题数：1，分数：1.00)2.Outline: 1) present situation 2) necessity of the project 3) my suggestionOutline: 1) present situation 2) necessity of the project 3) my suggestion（分数：1.00）_三、Section Reading(总题数：4，分数：4.00)All the characteristics and ab
8、ilities a person acquires and all developmental changes result from two basic, though complex, processes: learning and maturation. Since the two processes almost always interact, it is difficult to separate their effects from each other or to specify the relative contribution of each to a childs dev
9、elopment. Clearly, growth in height is not learned but depends on maturation, a biological process. But improvements in motor activities such as walking, depend on maturation and learning, and the interaction between them. What, then, are maturation and learning? Developmental psychologists are not
10、entirely in agreement, though there is a common core of accepted meaning. Thus all definitions of maturation stress organic processes or structural changes occurring within an individuals body that are relatively independent of external environmental conditions, experiences, or practice. By maturati
11、on it is meant development of the organism as a function of time, or age. Learning has also been defined in diverse ways, but the term generally refers to changes in behavior or performance as a consequence of experience. Learning is the process by which an activity originates or is changed through
12、training procedures as distinguished from changes not attributable to training. A number of important and stimulating theories of learning have been proposed, each with its own set of principles and hypotheses for explaining the learning process. For our purposes, we do not need to be concerned with
13、 the specific details of the learning process, even though learning plays the most important role in most aspects of development and change. We shall employ only a few generally accepted principles of learning in this discussion. Specifically, we accept the principle that a child will learn a respon
14、se more effectively and more thoroughly if he is motivated to learn it. Moreover, he will learn a response better if he is rewarded for learning it. According to this view, the more a response is rewarded, the stronger it becomes and the more likely it is to be repeated. Although most learning invol
15、ves motivation and reward, I believe some learning does occur without them. As for the interrelationships between maturation and learning process, a general principle may be provided: maturation is essential to learning. （分数：1.00）(1).As is stated in the text, learning（分数：0.20）A.is generally a comple
16、x physiological process.B.has nothing to do with organic developmentC.is mostly independent of ones surroundings.D.concerns the gaining of knowledge or skill.(2). A childs development depends on（分数：0.20）A.learning process in particularB.either natural growth or education.C.both physical and mental p
17、rogress.D.maturation process in the main.(3). The subject discussed in the text mainly belongs to the realm of（分数：0.20）A.psychological biology.B.developmental psychology.C.biological psychology.D.evolutional physiology.(4). Which is NOT true according to the text?（分数：0.20）A.Physical growth of a chil
18、d is an attribute of maturation.B.Organic development has close reference to ones age.C.Maturation stems from accumulation of personal experience.D.Learning plays a vital role in improving a persons behavior.(5). In the authors opinion,（分数：0.20）A.learning is indispensible to ones advancement.B.few p
19、rinciples of learning are widely approved.C.a child learns nothing unless he has desire for it.D.learning is subject to substantial stimulation.The phrase “progressive education“ is one, if not of protest, at least of contrast, of contrast with an education which was predominantly static in subject-
20、matter, authoritarian in methods, and mainly passive and receptive from the side of the young. But the philosophy of education must go beyond any idea of education that is formed by way of contrast, reaction and protest. For it is an attempt to discover what education is and how it takes place. Only
21、 when we identify education with schooling does it seem to be a simple thing to tell what education actually is, and yet a clear idea of what it is gives us our only criterion for judging and directing what goes on in schools. It is sometimes supposed that it is the business of the philosophy of edu
22、cation to tell what education should be. But the only way of deciding what education should be, at least, the only way which does not lead us into the clouds, is discovery of what actually takes place when education really occurs. And before we can formulate a philosophy of education we must know ho
23、w human nature is constituted in the concrete; we must know about the working of actual social forces; we must know about the operations through which basic raw materials are modified into something of greater value. The need for a philosophy of education is thus fundamentally the need for finding o
24、ut what education really is. We have to take those cases in which we find there is a real development of desirable powers, and then find out how this development took place. Then we can project what has taken place in these instances as a guide for directing our other efforts. The need for this disc
25、overy and this projection is the need for a philosophy of education. What then is education when we find actual satisfactory specimens of it in existence? In the first place, it is a process of development, of growth. And it is the process and not merely the result that is important. A truly healthy
26、 person is not something fixed and completed. He is a person whose processes and activities go on in such a way that he will continue to be healthy. Similarly, an educated person is the person who has the power to go on and get more education. In any case, development, growth, involve change, modifi
27、cation, and modification in definite directions. It is quite possible for a teacher, under the supposed sanction of the idea of cultivating individuality, to fixate a pupil more or less at his existing level. Respect for individuality is primarily intellectual. It signifies studying the individual t
28、o see what is there to work with. Having this sympathetic understanding, the practical work then begins, for the practical work is one of modification, of changing, of reconstruction continued without end. The change must at least be towards more effective techniques, towards greater self-reliance,
29、towards a more thoughtful and inquiring disposition, one more capable of persistent effort in meeting obstacles. （分数：1.00）(1).In the authors view, the philosophy of education（分数：0.20）A.is identical to the conception of progressive education.B.studies the essence of education and the way it emerges.C
30、.conforms to any idea of education that is unconventional.D.deals with the judgement and direction of schooling.(2). The philosophy of education is supposed（分数：0.20）A.to result from real understanding of actual schooling.B.to lead to overall prescription of practical education.C.to have happened whe
31、n education came into existence.D.to be the basis on which practical education is formulated.(3). The author argues that respect for individuality means（分数：0.20）A.to treat individuals as objects of sincere sympathy.B.to train individuals to develop in planned directions.C.to discover an individuals
32、qualifications for education.D.to cultivate an individual in light of his/her natural talent.(4).The chief task of the philosophy of education is（分数：0.20）A.to analyse the constitution of human nature in great detail.B.to clarify the practical effects of social forces on education.C.to explore how to
33、 convert raw materials into valuable goods.D.to find out ways to bring out the best human faculties.(5).The significance of desirable education lies（分数：0.20）A.more in its operation than in its alteration.B.less in its modification than in its operation.C.not only in its result but also in its proces
34、s.D.rather in its procedure than in its outcome.Why crime has risen so much further and faster in Britain than in any other rich country over the past half-century is anybodys guess. Maybe its the result of near-American levels of relative poverty and family breakdown combined with a European reluct
35、ance to bang up quite such a large proportion of the population as America does. Anyway, the long-term causes are of less immediate interest to the government than a short-term solution. Popular concern about crime is rising:23% of people rated it as one of the most important issues for the govenmen
36、t at the beginning of this year;34% do now. An official report concluding that the criminal justice system is failing has added to the governments problems. The Audit (审计) Commission, the governments watchdog, says that the police too often charge suspects with the wrong offences, use inaccurate com
37、puterized information and face serious inefficiencies in the forensic science (the use of scientific methods by the police) service. Court delays alone are costing taxpayers 80m( 120m) a year. The result is that few criminals are brought to justice and even fewer convicted. Only 6% of the more than
38、5m offences recorded by the police last year resulted in a conviction. Hardly surprising, then, that more than half the public believes that the criminal justice system is ineffective. The main purpose of the White Paper published last year is to address concerns that the procedures of the court are
39、 weighted too heavily against the prosecution, It includes many sensible and uncontroversial proposals. It asks for more support for witnesses, many of whom are frightened of testifying. A survey of one London court found that, of 140 witnesses called in a two-week period, only 19 actually turned up
40、. Making juries more representative must also make sense. Getting off jury service is too easy. In some London courts, two-thirds of those called for jury service fail to turn up. As a result ,juries are often composed of housewives, the unemployed and the retired. The White Paper recommends a check
41、 on professionals getting off service, who can excuse themselves by saying their work is too important, and proposes penalties for those who fail to comply. Other proposed reforms will be more controversial. At present, no defendant can be tried for the same offence twice even if compelling new evid
42、ence emerges. The governments plan to scrap that law will be resisted by civil liberties campaigners, as will the proposal that previous convictions should be disclosed in open court where they are relevant to the case being heard. Whether or not such proposals make it into law, the White Paper did
43、not do much to address public concerns. The reason why 94% of crimes do not result in a conviction is that three-quarters of them are not cleared up, and so nobody is charged. That is the fault of the police, not the courts; and that is the part of the criminal justice system that the government nee
44、ds to focus on if it is to make a difference. （分数：1.00）(1).Concerning the reason for the fast growth of crime in Britain,（分数：0.20）A.anybody can make a guess at it.B.everybody can have his/her ideaC.nobody can know it for certainD.anyone can work it out by guess(2).The author suggests in the 1st para
45、graph that（分数：0.20）A.the British poverty has exceeded that of the U. S.B.the U. S. divorce rate is less fearful than that of Britain.C.the British population is mostly protected by government.D.the number of criminals imprisoned in the U. S. is great.(3).It would cause much argument and resistance i
46、f（分数：0.20）A.defendants were tried twice for new crimes.B.proposed reforms were all duly implemented.C.previous convictions were uncovered to the publicD.most offences vanished and criminals sentenced.(4).The failures in British criminal justice system include（分数：0.20）A.the wrong convictions of suspe
47、cts made in court.B.the absence of effective solutions to crime problems.C.the unrealizable promise of getting tough with criminals.D.the misuse of computerized information by the police.(5). According to the White Paper, the law court（分数：0.20）A.depends excessively on prosecution in trying cases.B.e
48、xpects to be fair and impartial in convicting criminals.C.judges criminals on enough evidence and witnesses.D.punishes professionals for failure to fulfil their obligations.A history of long and effortless success can be a dreadful handicap, but, if properly handled, it may become a driving force. When the United States entered just such a glowing period after the end of the Second World War, it had a market eight times larger
