【考研类试卷】考研英语160及答案解析.doc

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1、考研英语 160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)Sleep is divided into periods of so-called REM sleep, characterized by rapid eye movements and dreaming, and longer periods of non-REM sleep. -|_|- kind of sleep is at all well-understood, but REM sleep is -|_|- to serve some restora

2、tive function of the brain. The purpose of non-REM sleep is even more -|_|- . The new experiments, such as those -|_|- for the first time at a recent meeting of the Society for Sleep Research in Minneapolis, suggest fascinating explanations -|_|-of non-REM sleep. For example, it has long been known

3、that total sleep -|_|-is 100 percent fatal to rats, yet, -|_|-examination of the dead bodies, the animals look completely normal. A researcher has now -|_|- the mystery of why the animals die. The rats -|_|- bacterial infections of the blood, -|_|- their immune systems the self-protecting mechanism

4、against diseaseshad crashed. Sleep is divided into periods of so-called REM sleep, characterized by rapid eye movements and dreaming, and longer periods of non-REM sleep. -|_|- kind of sleep is at all well-understood, but REM sleep is -|_|- to serve some restorative function of the brain. The purpos

5、e of non-REM sleep is even more -|_|- . The new experiments, such as those -|_|- for the first time at a recent meeting of the Society for Sleep Research in Minneapolis, suggest fascinating explanations -|_|-of non-REM sleep. For example, it has long been known that total sleep -|_|-is 100 percent f

6、atal to rats, yet, -|_|-examination of the dead bodies, the animals look completely normal. A researcher has now -|_|- the mystery of why the animals die. The rats -|_|- bacterial infections of the blood, -|_|- their immune systems the self-protecting mechanism against diseaseshad crashed. （分数：1.00）

7、A.EitherB.NeitherC.EachD.Any二、Section Writing(总题数：1，分数：1.00)2. (1) Interpret the following pictures. (2) Predict the tendency of tobacco consumption and give your reasons. (1) Interpret the following pictures. (2) Predict the tendency of tobacco consumption and give your reasons.*（分数：1.00）_三、Section

8、 Reading(总题数：4，分数：4.00)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-matter, authoritarian in methods, and mainly passive and receptive from the side of the young. But the philosophy of educ

9、ation 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 when we identify education with schooling does it seem to be a simple thing to tell what education actually is, and yet

10、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 education to tell what education should be. But the only way of deciding what education should be, at least, the only way wh

11、ich 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 how human nature is constituted in the concrete; we must know about the working of actual social forces; we must know about

12、 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 out what education really is. We have to take those cases in which we find there is a real development of desirable powers

13、, 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 discovery and this projection is the need for a philosophy of education. What then is education when we find actual satisfact

14、ory 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 person is not something fixed and completed. He is a person whose processes and activities go on in such a way that he w

15、ill 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, modification, and modification in definite directions. It is quite possible for a teacher, under the supposed sanction of the i

16、dea 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 to see what is there to work with. Having this sympathetic understanding, the practical work then begins, for the practica

17、l 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, towards a more thoughtful and inquiring disposition, one more capable of persistent effort in meeting obstacles. （分数：1.00

18、）(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.conforms to any idea of education that is unconventional.D.deals with the judgement and direction of schooling.(2). The

19、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 when education came into existence.D.to be the basis on which practical education is formulated.(3). The author argues that

20、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 qualifications for education.D.to cultivate an individual in light of his/her natural talent.(4).The chief task of the ph

21、ilosophy 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 convert raw materials into valuable goods.D.to find out ways to bring out the best human faculties.(5).The significance

22、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 process.D.rather in its procedure than in its outcome.When it comes to the slowing economy, Ellen Spero isn t biting her nails

23、just yet. But the 47- year-old manicurist isn t cutting, filing or polishing as many nails as she d like to, either. Most of her clients spend 12 to 50 weekly, but last month two longtime customers suddenly stopped showing up. Spero blames the softening economy. “I m a good economic indicator,“ she

24、says. “I provide a service that people can do without when they re concerned about saving some dollars.“ So Spero is downscaling, shopping at middle-brow Dillard s department store near her suburban Cleveland home, instead of Neiman Marcus. “I don t know if other clients are going to abandon me, too

25、,“ she says. Even before Alan Greenspan s admission that America s red-hot economy is cooling, lots of working folks had already seen signs of the slowdown themselves. From car dealerships to Gap outlets, sales have been lagging for months as shoppers temper their spending. For retailers, who last y

26、ear took in 24 percent of their revenue between Thanksgiving and Christmas, the cautious approach is coming at a crucial time. Already, experts say, holiday sales are off 7 percent from last year s pace. But don t sound any alarms just yet. Consumers seem only mildly concerned, not panicked, and man

27、y say they remain optimistic about the economy s long-term prospects even as they do some modest belt- tightening. Consumers say they re not in despair because, despite the dreadful headlines, their own fortunes still feel pretty good. Home prices are holding steady in most regions. In Manhattan, “t

28、here s a new gold rush happening in the 4 million to 10 million range, predominantly fed by Wall Street bonuses,“ says broker Barbara Corcoran. In San Francisco, prices are still rising even as frenzied overbidding quiets. “Instead of 20 to 30 offers, now maybe you only get two or three,“ says John

29、Tealdi, a Bay Area real-estate broker. And most folks still feel pretty comfortable about their ability to find and keep a job. Many folks see silver linings to this slowdown. Potential home buyers would cheer for lower interest rates. Employers wouldn t mind a little fewer bubbles in the job market

30、. Many consumers seem to have been influenced by stock-market swings, which investors now view as a necessary ingredient to a sustained boom. Diners might see an upside, too. Getting a table at Manhattan s hot new Alain Ducasse restaurant used to be impossible. Not anymore. For that, Greenspan and a

31、ll human judgment is liable to error. Thoughtful scientists realize all this; but you wouldnt gather so from reading most scientific literature. A self-important, stiff and unnatural style too often seizes the pen of the experimenter the moment he starts putting words on paper. Editors of scientific

32、 publications are not without their reasons for the current style of scientific writing. Their journals arent rich. Paper and printing are expensive. Therefore, it is helpful to condense articles as much as possible. Under pressure of tradition, the condensation process removes the human elements fi

33、rst. And few scientific writers rebel against the tradition. Even courageous men do not go out of their way to publicize their deviations from accepted procedures. Then ,too, there is an apparent objectivity and humbleness attached to the third person, passive voice writing technique adopted in the

34、preparation of most scientific papers. So, bit by bit, the true face of science becomes hidden behind what seems to the outsider to be a self-satisfied all-knowing mask. Is it any wonder that in the popular literature the scientist often appears as a hybrid superman-spoiled child? No small contribut

35、ion to modern culture could be the simple introduction, into the earliest stage of our public-school science courses, of a natural style of writing about laboratory experiments as they really happen. This is something that could be done immediately with the opening of classes this fall. It requires

36、no preparation except a psychological acknowledgment of the obvious fact that the present form of reporting experiments is a mental tie whose very appearance is calculated to repel the imaginative young minds science so badly needs. （分数：1.00）(1).The traditional demands on writing scientific papers（分

37、数：0.20）A.require well worked-out methods in experiment.B.ask for elimination of any accidental outcomes.C.refuse inconformity of conclusions with results.D.conflict with actual conditions as often as not.(2).Most scientific papers turn out to be（分数：0.20）A.deterioration of the workings of science.B.d

38、egeneration of service to scientists.C.rigid formats of all scientific reports.D.belief in the full correctness of science.(3).The author strongly appeals（分数：0.20）A.to brave scientists to break with accepted writing procedures.B.for immediate changes in current form of reporting experiments.C.to you

39、ng scientists to use their imaginations to activate science.D.for bringing the natural scientific writing into school education.(4).The author points out that thoughtful scientists（分数：0.20）A.realize the universal truth “to err is human“.B.have confidence in the precision of their work.C.are unaware

40、of the effect of their writings.D.tend to be seized with subjective wishes.(5).A traditional scientific writing may begin:（分数：0.20）A.“I was just fooling around one day when it occurred to me that.“B.“In view of recent evidence for.theory, it seemed advisable to.“C.“For no good reason at all I hit on

41、 a way to solve the puzzle that.“D.“No one can imagine how we were surprised at what happened.“The essential weakness of the old and traditional education was not just that it emphasized the necessity for provision of definite subject-matter and activities. These things are necessities for anything

42、that can rightly be called education. The weakness and evil was that the imagination of educators did not go beyond provision of a fixed and rigid environment of subject-matter, one drawn moreover from sources altogether too remote from the experiences of the pupil. What is needed in the new educati

43、on is more attention, not less, to subject-matter and to progress in technique. But when I say more, I do not mean more in quantity of the same old kind. I mean an imaginative vision which sees that no prescribed and ready-made scheme can possibly determine the exact subject-matter that will best pr

44、omote the educative growth of every individual young person; that every new individual sets a new problem ;that he calls for at least a somewhat different emphasis in subject-matter presented. There is nothing more blindly stupid than the convention which supposes that the matter actually contained

45、in textbooks of arithmetic, history, geography, etc. , is just what will further the educational development of all children. But withdrawal from the hard and fast and narrow contents of the old curriculum is only the negative side of the matter. If we do not go far in the positive direction of prov

46、iding a body of subject-matter much richer, more varied and flexible, and also in truth more definite, judged in terms of the experience of those being educated, than traditional education supplied, we shall tend to leave an educational vacuum in which anything may happen. Complete isolation is impo

47、ssible in nature. The young live in some environment whether we intend it or not , and this environment is constantly interacting with what children and youth bring to it. and the result is the shaping of their interests, minds and charactereither educatively or mis-educatively. If the professed edu

48、cator gives up his responsibility for judging and selecting the kind of environment that his best understanding leads him to think will be contributive to growth, then the young are left at the mercy of all the unorganized and casual forces of the modern social environment that inevitably play upon them as long as they live. In the educative environment the knowledge , judgment and experience of the teacher is a greater, not a smaller f