Passage 3
The economy of the United States after 1952 was the economy of a well fed,almost fully employed people.Despite occasional alarms,the country escaped any postwar depression and lived in a state of boom.An economic survey of the year 1955,a typical year of the 1950 s,may be typical as illustrating the rapid economic growth of the decade.The national output was value at 10 percent above that of 1954 (1955 output was estimated at 392 billion dollars).The production of manufacturers was about 40 percent more than it had averaged in the years immediately following World War Two.The country �� s business spent about 30 billion dollars for new factories and machinery.National income available for spending was almost a third greater than it had been in 1950.Consumers spent about 256 billion dollars;that is about 700 million dollars a day,or about twenty five million dollars every hour,all round the clock.Sixty five million people held jobs and only a little more than two million wanted jobs but could not find them.Only agriculture complained that it was not sharing in the room.To some observers this was an ominous echo of the mid 1920 s.As farmers share of their products declined,marketing costs rose.But there were,among the observers of the national economy,a few who were not as confident as the majority.Those few seemed to fear that the boom could not last and would eventually lead to the opposite depression.
()10.What is the best title of the passage?
A.The Agricultural Trends of 1950 �� s
B.The Unemployment Rate of 1950 �� s
C.U.S.Economy in the 1950 �� s
D.The Federal Budget of 1952
()11.In Line 3,the word “boom” could best be replaced by.
A.nearby explosion B.thunderous noise
C.general public support D.rapid economic growth
()12.It can be inferred from the passage that most people in the United States in 1955 viewed
the national economy with an air of.
A.confidence B.confusion
C.disappointment D.suspicion
()13.Which of the following were LEAST satisfied with the national economy in the 1950 �� s?
A.Economists B.Farmers
C.Politicians D.Steelworkers
()14.The passage states that income available for spending in the U.S.was greater in 1955 than
in 1950.How much was it?
A.60%
B.50%
C.33% D.90%
Passage 4
In the college �� admissions wars,we parents are the true fighters.We are pushing our kids to get good grades,take SAT preparatory courses and build resumes so they can get into the college of our first choice.I �� ve twice been to the wars,and as I survey the battlefield,something different is happening.We see our kids college background as a prize demonstrating how well weve raised them.But we cant acknowledge that our obsession(癡迷) is more about us than them.So weve contrived various justifications that turn out to be half �� truths,prejudices or myths.It actually doesnt matter much whether Aaron and Nicole go to Stanford. We have a full blown prestige panic;we worry that there wont be enough prizes to go around.Fearful parents urge their children to apply to more schools than ever.Underlying the hysteria(歇斯底里) is the belief that scarce elite degrees must be highly valuable.Theyre more successful because they get a better education and develop better contacts.All that is plausible —and mostly wrong.We havent found any convincing evidence that selectivity or prestige matters.Selective schools dont systematically employ better instructional approaches than less selective schools.On two measures—professors feedback and the number of essay exams— selective schools do slightly worse. By some studies,selective schools do enhance their graduates lifetime earnings.The gain is reckoned at 2%-4% for every 100 �� point increase in a schools average SAT scores.But even this advantage is probably a statistical fluke(偶然).A well �� known study examined students who got into highly selective schools and then went elsewhere.They earned just as much as graduates from higher status schools. Kids count more than their colleges.Getting into Yale may signify intelligence,talent and ambition.But its not the only indicator and,paradoxically,its significance is declining.The reason: so many similar people go elsewhere.Getting into college is not life only competition.Old boy networks are breaking down.Alan Krueger studied admissions to one top Ph.D.program.High scores on the GRE helped explain who got in;degrees of prestigious universities didnt. So,parents,lighten up.The stakes have been vastly exaggerated.Up to a point,we can rationalize our pushiness.America is a competitive society;our kids need to adjust to that.But too much pushiness can be destructive.The very ambition we impose on our children may get some into Harvard but may also set them up for disappointment.One study found that,other things being equal,graduates of highly selective schools experienced more job dissatisfaction.They may have been so conditioned to be on top that anything less disappoints.
()15.Why does the author say that parents are the true fighters in the college �� admissions wars?
A.They have the final say in which university their children are to attend.
B.They know best which universities are most suitable for their children.
C.They have to carry out intensive surveys of colleges before children make an application.
D.They care more about which college their children go to than the children themselves.
()16.Why do parents urge their children to apply to more school than ever?
A.They want to increase their children chances of entering a prestigious college.
B.They hope their children can enter a university that offers attractive scholarships.
C.Their children will have a wider choice of which college to go to.
D.Elite universities now enroll fewer students than they used to.
()17.What does the author mean by kids count more than their colleges(Line1,Paragraph 4)?
A.Continuing education is more important to a person success.
B.A person s happiness should be valued more than his education.
C.Kids actual abilities are more important than their college background.
D.What kids learn at college cannot keep up with job market requirements.
()18.What does Krueger study tell us?
A.Getting into Ph.D.programs may be more competitive than getting into college.
B.Degrees of prestigious universities do not guarantee entry to graduate programs.
C.Graduates from prestigious universities do not care much about their GRE scores.
D.Connections built in prestigious universities may be sustained long after graduation.
()19.One possible result of pushing children into elite universities is that.
A.they earn less than their peers from other institutions
B.they turn out to be less competitive in the job market
C.they experience more job dissatisfaction after graduation
D.they overemphasize their qualifications in job application
Ⅳ.Writing 15%
Directions: In this part,you are required to write a letter.Suppose you are Tom.Write a letter
to your friend Li Hong.You should write at least 120 words according to the situation given below
in Chinese:
假設(shè)你的好朋友李宏是大學(xué)四年級(jí)學(xué)生，正在考慮是考研究生繼續(xù)深造還是大學(xué)畢業(yè)后就走上工作崗位。請(qǐng)給他寫封信提出你的建議。
教育學(xué)、教育心理學(xué)部分
五、單項(xiàng)選擇題(本大題共5 小題，每小題2 分，共10 分)
()1.體現(xiàn)我國(guó)教學(xué)的根本方向和特點(diǎn)的教學(xué)原則是。
A.理論聯(lián)系實(shí)際原則 B.科學(xué)性和教育性相結(jié)合原則
C.因材施教原則 D.循序漸進(jìn)原則
()2.在課堂上，某教師注重創(chuàng)造自由氣氛，鼓勵(lì)學(xué)生自由發(fā)表意見，不把自己的意志強(qiáng)加于學(xué)生。該教師對(duì)課堂管理的領(lǐng)導(dǎo)方式主要屬于 。
A.參與式 B.監(jiān)督式
C.放羊式 D.控制式
()3.世界上最早的一部教育文獻(xiàn)是。
A.《論語》 B.《大學(xué)》
C.《學(xué)記》 D.《世界圖解》
()4.在解幾何證明題時(shí)，學(xué)生常從問題的目標(biāo)狀態(tài)往回走，先確定達(dá)到該目標(biāo)所需要的條件，然后再將達(dá)到目標(biāo)所需要的條件與問題提供的已知條件進(jìn)行對(duì)比，完成證明過程。這種方法屬于問題解決中的。
A.反推法B.算式法
C.簡(jiǎn)化法D.類比法
()5.下列哪種學(xué)習(xí)策略屬于元認(rèn)知策略?
A.設(shè)置目標(biāo) B.列提綱
C.尋求同學(xué)幫助 D.做筆記
六、簡(jiǎn)答題(本大題共2 小題，每小題6 分，共12 分)
1.試簡(jiǎn)要比較：公元前1600 年-公元前300 年雅典和斯巴達(dá)的教育。
2.簡(jiǎn)述學(xué)生認(rèn)知差異研究對(duì)教學(xué)的主要啟示。
專業(yè)基礎(chǔ)知識(shí)部分
Ⅰ.Vocabulary and Structure
1.B 【解析】從題意我們可以推斷出，此處要表達(dá)的意思是“我們的學(xué)校明天會(huì)更好”，故用比較級(jí)。
2.B 【解析】疑問句中用anything，形容詞修飾something,everything,anything 時(shí)，置于這些詞后面。
3.D 【解析】本題考查的是whose 引導(dǎo)的定語從句的用法。Whose 在定語從句中為關(guān)系代詞，表示“…… 的”; 它可以指“人的”，也可以指“物的”;既可以引導(dǎo)限制性定語從句，也可以引導(dǎo)非限制性定語從句。
4.A 【解析】這里指的是所有受傷的人，謂語動(dòng)詞用復(fù)數(shù)。
5.B 【解析】本題考查的是which 引導(dǎo)的非限制性定語從句。用which 引導(dǎo)的非限制性定語從句來說明前
面整個(gè)句子的情況。
6.A 【解析】略。
7.B 【解析】主語為the teaching building，故謂語應(yīng)為stands。
8.C 【解析】the same as 強(qiáng)調(diào)的是類型的相同;the same that 強(qiáng)調(diào)的是同一件物體。
9.D 【解析】sensible 意為“明智的，合理的”;flexible 意為“靈活的”;objective 意為“客觀的”;sensitive 意為“敏感的”。
10.D 【解析】as soon as 意為“一……就……”，引導(dǎo)時(shí)間狀語從句時(shí)，表示主句動(dòng)作緊接著從句動(dòng)作發(fā)生。主句用一般將來時(shí)，從句用一般現(xiàn)在時(shí)。
11.A 【解析】have access to 意為“接近，到達(dá)”，此句的意思是“只有很少一部分人可以接觸到這個(gè)事件的全部真相”。
12.B 【解析】express 意為“表達(dá)自己的思想觀點(diǎn)”;manifest 意為“顯露，暴露”;reflect 意為“反射”;display 意為“展示”。本句的意思是“他的疾病開始呈嚴(yán)重胃痛和頭痛病狀”。
13.A 【解析】rectify 意為“更正，修改”;reclaim 意為“收回，要求歸還”;refrain 意為“節(jié)制，避免”;reckon 意為“估計(jì)，猜想”。本句的意思是“一旦你知道了自己的錯(cuò)誤，你就應(yīng)該盡快改正它們”。
14.D 【解析】reclaim 意為“收回，要求歸還”;reconcile 意為“使和解，使順從”;reassure 意為“使恢復(fù)信心，保證”;retrieve 意為“收回，取回，檢索”。本句的意思是“眾所周知，計(jì)算機(jī)是用來有效儲(chǔ)存和檢索信息的”。
15.D 【解析】distract 意為“轉(zhuǎn)移”;stimulate 意為“激發(fā)某人，激勵(lì)”;inspire 意為“鼓舞，感動(dòng)”;tempt 意為“誘惑”。本句的意思是“盡管他在節(jié)食，但美味可口的飯菜對(duì)他還是很具誘惑力”。
Ⅱ.Close
1-5 BACBA6-10 BCAAD
Ⅲ.Reading Comprehension
1-5 BACDB6-9 ABAA10-14 CDABC15-19 DACBC
Ⅳ.Writing
【參考答案】略。
教育學(xué)、教育心理學(xué)部分
五、單項(xiàng)選擇題
1.B 【解析】 科學(xué)性與教育性相結(jié)合原則是指教學(xué)要以馬克思主義為指導(dǎo)，把現(xiàn)代先進(jìn)科學(xué)的基礎(chǔ)知識(shí)和基礎(chǔ)技能傳授給學(xué)生，同時(shí)要結(jié)合知識(shí)、技能內(nèi)在的德育因素，對(duì)學(xué)生進(jìn)行政治、思想和道德品質(zhì)教育， 為學(xué)生形成科學(xué)的世界觀、人生觀奠定基礎(chǔ)。
2.A 【解析】略。
3.C 【解析】《學(xué)記》成書于戰(zhàn)國(guó)晚期，是我國(guó)最早也是世界最早的成體系的教育學(xué)著作。
4.A 【解析】算式法：依照正規(guī)的、機(jī)械性的途徑去解決問題。做法是將各種可能達(dá)到目標(biāo)的方法都算出來，再一一嘗試，確定哪一種為正確答案;反推法：目標(biāo)遞歸策略，從目標(biāo)狀態(tài)出發(fā)，按照子目標(biāo)組成的邏輯順序逐級(jí)向初始狀態(tài)遞歸;類比法：把兩個(gè)形式上相同的東西(通常是數(shù)學(xué)公式形式相同)進(jìn)行類比，由已知直接得到未知。
5.A 【解析】元認(rèn)知策略大致可分以下三種：計(jì)劃策略——計(jì)劃策略包括設(shè)置學(xué)習(xí)目標(biāo)、瀏覽閱讀材料、產(chǎn)生待回答的問題以及分析如何完成學(xué)習(xí)任務(wù)。監(jiān)控策略——監(jiān)控策略包括閱讀時(shí)對(duì)注意加以跟蹤，對(duì)材料進(jìn)行自我提問，考試時(shí)監(jiān)視自己的速度和時(shí)間。調(diào)節(jié)策略——調(diào)節(jié)策略與監(jiān)控策略有關(guān)。
六、簡(jiǎn)答題
1.【參考答案】古代雅典教育的目的是培養(yǎng)有文化修養(yǎng)和多種才能的政治家和商人，注重身心的和諧發(fā)展， 教育內(nèi)容比較豐富，教育方式也比較靈活。古代斯巴達(dá)教育的目的是培養(yǎng)忠于統(tǒng)治階級(jí)的強(qiáng)悍的軍人，強(qiáng)調(diào)軍事體育訓(xùn)練和政治道德灌輸，教育內(nèi)容單一，教育方法也比較嚴(yán)厲。
2.【參考答案】(1)創(chuàng)設(shè)適應(yīng)認(rèn)知差異的教學(xué)組織行式;(2)采用適應(yīng)認(rèn)知差異的教學(xué)方式;(3)使用適應(yīng)認(rèn)知差異的教學(xué)手段。