翻译二级笔译综合能力分类模拟题13及答案解析.doc

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1、翻译二级笔译综合能力分类模拟题 13 及答案解析(总分：99.98，做题时间：90 分钟)一、 Reading Comprehens(总题数：5，分数：100.00)Open Education?During the 1960s teacher education began to deemphasize the traditional teacher-directed, self-contained classroom and to stress open education. Classrooms and indeed entire buildings were rebuilt to ac

2、commodate the new approach. Learning centers, reading corners, and science (kitchen physics) areas were installed. Children moved freely through a sequence of activities individually and in small groups. The lock-step approach of twenty-five or so pupils all learning the same material at the same ti

3、me was abandoned. Excitement was high. It seemed as if the old mold for education was at last about to break. Optimism was further increased by some early research findings that suggested positive outcomes in academic achievement. Equally if not more important was the suggestion of gains in pupil au

4、tonomy and responsibility. It seemed as if open education was able to achieve two simultaneous objectives, achievement and growth in selfconcept. Then the bomb fell. In 1976 Neville Bennett, a British psychologist, published the results of a single study that concluded that open education was a fail

5、ure. Since England itself had been a prime mover in the innovation, it seemed as if the home ground was now fatally shaken. One of our country“s most prestigious newspapers, the New York Times, did a feature giving the claim even greater exposure and, indirectly at least, validity. In addition, Nath

6、aniel Gage, one of our country“s most respected educational psychologists, published a summary in 1978 that also concluded that open education was a failure. Of course, these three events by themselves could not account for the shift away from open education. The country as a whole was moving forwar

7、d a more conservative viewpoint. Both conservative politicians and conservative educators happily seized upon these findings. We should return to the basics in educationno more “frills“, no more experimentation, no more “liberal“ philosophy. Open education became almost a lightning rod, a convenient

8、 target for those in both arenas who wanted to keep schools as they were in the “good old days.“ The results of their efforts were all too successful. In the publics mind open education was just another failed innovation. Although the public and conservative politicians may still adhere to that view

9、, educational psychologists don“t. A careful reanalysis of Bennett“s original findings uncovered basic statistical errors. Then Gage himself undertook a more complete and careful review. He also noted his earlier errors:“ I reviewed a small and regrettably haphazard set of some seven of those studie

10、s and concluded that they showed that students learned less.“ His more complete review of 150 studies came to the opposite conclusion. He found that there were no real differences in academic achievement. The students did not learn less. Also the open-education students demonstrated greater creativi

11、ty, more independence as problem solvers, and had more positive attitudes toward school and teachers. Whether the general public will again accept and support open education remains to be seen. Fortunately, the integrity of educational psychologists shows through clearly in this case. Errors in anal

12、ysis can be corrected and policy issues reevaluated.（分数：21.00）(1).According to the passage, the traditional classrom is characterized by its _（分数：3.50）A.less provision of opening space for the students.B.less freedom and flexibility for the students“ learning.C.more emphasis on the classroom than th

13、e reading space.D.more restrictions and regulations on the teacher.(2).Which of the following is NOT mentioned as a feature of the traditional education?（分数：3.50）A.Teacher played leader instead of organizer in the classroom.B.All the students learned the same material at the same classroom.C.There w

14、ere about 25 pupils in one class, which was a standard mold.D.There were independent learning centers and science areas on the campus.(3).What was the author“s purpose of presenting Neville Bennett“s idea?（分数：3.50）A.To publicize the knowledge.B.To show respect.C.To aknowledge.D.To make a comparison.

15、(4).According to the author, what is the ROOT reason of the fall of open education?（分数：3.50）A.Nathaniel Gage“s confirmation.B.The results of Neville Bennett“s study.C.The New York Times“ active publicity.D.The authorities“ conservative viewpoint.(5).Gage“s relatively-complete studies proves all the

16、following EXCEPT that _（分数：3.50）A.open education students could solve problems better.B.open education students demonstrated more creativity.C.compared with tradition students, in open education students suffered.D.open education students held more positive attitudes towards schools.(6).Which of the

17、 following can be chozen as the best title of the passage?（分数：3.50）A.In the End Is Open EducationB.The Fall and Rebirth of Open EducationC.The Integrity of Educational PsychologistD.Open Education Is the Best Mold up till NowPrayer in SchoolsThe Reverend Jerry Falwell contends that up until about th

18、irty years ago the precepts of the Bible were at the basis of the curriculum of public schools throughout the country. Prayer was offered and passages from the Bible were read virtually every day, and, because of that, the country and its citizens were better off. Falwell also claims that this was p

19、recisely what the founders of this country wanted. Quoting from President John Adams, who said that one means of preserving our Constitution was to “patronize every rational effort to encourage schools, colleges, universities and every institution for propagating knowledge, virtue and religion among

20、 all classes of the people,“ Falwell sees the recent elimination of school prayer as a contributing cause of the moral disintegration of society. Since in a democracy education is supposed to create better citizens, then schools must provide the moral foundation for that citizenry. Senator John East

21、 pointed out that the phrase “separation of church and state“ appears nowhere in the Constitution. If the government were required to eliminate all traces of religious practice, then “we could have no chaplains in the Armed Forces. We could have no religious facilities on military bases. We could no

22、t open the Senate or the House with prayer. We could not have “In God We Trust“ on our coins. We could not say “God Save This Honorable Court“ when the Supreme Court opens. We could not allow the President, at the conclusion of his Presidential oath, to say “.So Help Me God.“ In short, prayer in the

23、 schools was favored by the founders, and to eliminate it, as the Supreme Court has ruled, neglects a crucial component of every child“s education. Opponents of school prayer find major distortions in the current attacks against the “secularization“ of schools and argue that the “materials the oppon

24、ents advocate are consistent with historical traditions of character development while also being in tune with the present realities of the times.“ Opponents also maintain that prayer in the schools violates the principle of religious freedom, as enunciated in the First Amendment to the Constitution

25、. Institutionalizing school prayer in the classroom in effect makes it no longer voluntary. Senator Lowell Weicker has said that this issue relates to “whether or not each of us will be able to find our own way to God, bound in our own way, or whether we go back to the history which we had denied an

26、d allow the State to do that for us. The one is the first step, the other, the last, in the career of intolerance.“ Opponents of prayer in the classroom are not unanimously against all prayer, but they feel that those who wish to pray together should do so in the privacy of their own homes or in the

27、ir churches and synagogues. And finally, perhaps tongue-in-cheek, if children wish to pray in school, let them do so quietly and privately, since the Constitution“s Fifth Amendment guarantees everyone the right to remain silent.（分数：17.50）(1).What“s the main idea of the first paragraph?（分数：3.50）A.The

28、 contending ideas of supporters and opponents about prayer in the schools.B.Reverend Jerry Falwell“s ideas about prayer in the schools.C.Some supporting ideas about the social functions of prayer in schools.D.Prayer in the schools helps to create better citizens.(2).What does “secularization“ in the

29、 third paragraph mean?（分数：3.50）A.Something that is inconsistent with historical traditions of character development.B.The process of making the schools and children in schools secular.C.The process of making the schools and children in schools secluded.D.The process that makes the schools in tune wi

30、th the present realities of the times.(3).Which of the following statements about the opinions of the opponents is right?（分数：3.50）A.Secularization should by no means be distorted.B.The First Amendment to the Constitution has made prayer in the schools a violation of the principle of religious freedo

31、m.C.Religious freedom should guarantee that children in schools have the right not to pray.D.Prayer in the schools is the way to God owned by individuals.(4).Which of the following statements about the last paragraph is right?（分数：3.50）A.Opponents are sometimes hesitant towards the issue of prayer in

32、 the schools.B.Opponents support praying in people“s own homes or churches.C.Opponents are not absolute opponents in that. They just want people doing prayers together to do so in their privacy.D.Opponents insist that every child should observe the Constitution“s Fifth Amendment.(5).What is the auth

33、or“s opinion in general?（分数：3.50）A.Prayer in the schools is important in that it is a crucial part of children“s education.B.Though the opponents have their arguments, prayer in the schools will not be eliminated because it is so important in American people“s social life.C.No one can tell whether i

34、t is right or wrong to have prayer in the schools because both supporter and opponents have their own reasons.D.Opponents have more solid-based arguments in this issue.Students: Pass or FailWhen students who are taking a course for regular grades are compared with students who are taking the same co

35、urse on a pass-fail basis, the graded students achieved higher grades. The comparison is made possible by not telling the instructor which students are taking the course on the pass-fail basis and having him or her assign letter grades to all students. The registrar converts these to pass-fail for t

36、hose students who had previously elected this option. This provision is included to protect the pass-fail students from possible instructor bias. The data clearly show that there is a difference in grades between the two groups of students in the same class, those electing to take the course for pas

37、s-fail and those taking the course for regular letter grades. The interpretations of this difference, however, vary widely. Some claim that this difference proves that pass-fail students simply don“t work as hard or take the course seriously as students taking the course for letter grades. Other cla

38、im that this difference proves that only the less competent students elect the pass-fail option. Others claim that this difference proves that students only take their most difficult (for them) courses under the pass-fail option and therefore are exploring areas they might otherwise attempt to avoid

39、. Others claim that this difference proves that students use the pass-fail option only in courses where the teacher is so personally uninspiring as to need the threat of letter grades in order to goad the students into studying. What, in fact, do the data really prove? Nothing, other than that a dif

40、ference in grades does indeed exit between the two groups. All the previously mentioned explanations are only hypotheses, that is, guesses about the possible reason for the difference. One or even several of these hypotheses might eventually be proved valid, but at present none of the studies really

41、 proves any of the hypotheses. Yet, in the hands of a statistical charlatan, the data may seem to an unsophisticated audience to prove whatever he or she says they prove. The most common error in reading and interpreting research studies is assuming that a casual factor has been isolated when, in fa

42、ct, it has not. As will be seen, most studies in the field of educational psychology do not allow for a cause-and-effect interpretation, and yet it is extremely tempting them as though they did. This is probably the major booby trap awaiting the unwary student. Just because two variables are associa

43、ted doesn“t necessarily mean that one is the cause of the other.（分数：17.50）(1).According to the first paragraph, how the experiment is designed?（分数：3.50）A.Students are divided into two groups by the instructor.B.The two groups of students actually attend different courses.C.The choices to take the co

44、urse in different ways are made by students themselves.D.Students take the letter grades option get a pass-fail result, and students take the pass-fail option get letter grades.(2).What does this experiment possibly prove EXCEPT:（分数：3.50）A.The difference of the two groups proves that students taking

45、 the course for letter grades work harder than those pass-fail studentsB.The difference of the two groups proves that competent students would probably choose the letter grades option.C.The difference of the two groups proves that a good teacher usually resort to the pass-fail option to arouse stude

46、nts“ enthusiasm.D.If the course is too difficult, students intend to choose the pass-failure option.(3).Which of the following statements is right?（分数：3.50）A.The data from this experiment proves all the hypotheses right.B.Some of the hypotheses can not be supported by the data from the experiment.C.

47、The data we got is not convincing enough for us to believe the hypotheses.D.The hypotheses have no ground since the data can be explained in an arbitrary way.(4).What does the word “booby“ mean in third paragraph?（分数：3.50）A.Useless.B.Foolish.C.Useful.D.Smart.(5).Which one of the following factors ma

48、kes a wrong result in reading and interpreting research?（分数：3.50）A.The factor that affects the research has not been excluded.B.The experiment maker chooses the wrong object.C.The experiment fails to make once again.D.There are too many uncertainties during the process of the experiment.During the h

49、eight of the anti-schooling movement in the middle 1960s, a new educational concept swept the land. Traditionally organized schools in both cities and suburbs seemed grossly inadequate to meet the needs of students. The “thunder on the left“ mounted. Moderates who suggested adjustments and alternatives were shouted down. In the midst of a heady revolutionary atmosphere, new voices called for the destruction for schooling in its present form. The heroes of the new revolution were many. Jonathan Kozol“s account of life in an urban school system titled Death at an Early Age seared