2019考博英语阅读模拟练习题附详细答案解析(二十四)

2019-02-01 16:01:24来源:网络

2019考博英语阅读模拟练习题附详细答案解析(二十四)

  考博英语阅读理解题型想要获得高分平日的练习必不可少,新东方在线考博频道为考博生们整理了100篇考博英语阅读理解模拟练习题,希望考博生们做题时注意时间,认真对待,题后有详细的答案解析。

  Working out exactly what students and taxpayers get for the money they spend on universities is a tricky business. Now the Organisation for Economic Co-operation and Development (OECD), a Paris-based think-tank for rich countries, is planning to make the task a bit easier, by producing the first international comparison of how successfully universities teach.

  “Rather than assuming that because a university spends more it must be better, or using other proxy measures for quality, we will look at learning outcomes,” explains Andreas Schleicher, the OECD's head of education research. Just as the OECD assesses primary and secondary education by testing randomly chosen groups of youngsters from each country in reading and mathematics, it will sample university students to see what they have learned. Once enough universities are taking part, it may publish league tables showing where each country stands, just as it now does for compulsory education. That may produce a fairer assessment than the two established rankings, though the British one does try to broaden its inquiry by taking opinions from academics and employers.

  There is much to be said for the OECD's approach. Of course a Nobel laureate's view on where to study may be worth hearing, but dons may be so busy writing and researching that they spend little or no time teaching—a big weakness at America's famous universities. And changes in methodology can bring startling shifts. The high-flying London School of Economics, for example, tumbled from 17th to 59th in the British rankings published last week, primarily because it got less credit than in previous years for the impressive number of foreign students it had managed to attract.

  The OECD plan awaits approval from an education ministers' meeting in January. The first rankings are planned by 2010. They will be of interest not just as a guide for shoppers in the global market, but also as indicators of performance in domestic markets. They will help academics wondering whether to stay put or switch jobs, students choosing where to spend their time and money, and ambitious university bosses who want a sharper competitive edge for their institution.

  The task the OECD has set itself is formidable. In many subjects, such as literature and history, the syllabus varies hugely from one country, and even one campus, to another. But OECD researchers think that problem can be overcome by concentrating on the transferable skills that employers value, such as critical thinking and analysis, and testing subject knowledge only in fields like economics and engineering, with a big common core.

  Moreover, says Mr Schleicher, it is a job worth doing. Today's rankings, he believes, do not help governments assess whether they get a return on the money they give universities to teach their undergraduates. Students overlook second-rank institutions in favour of big names, even though the less grand may be better at teaching. Worst of all, ranking by reputation allows famous places to coast along, while making life hard for feisty upstarts. “We will not be reflecting a university's history,” says Mr Schleicher, “but asking: what is a global employer looking for?” A fair question, even if not every single student's destiny is to work for a multinational firm.

  1. The project by OECD is aimed to_____

  [A] assess primary and secondary education of each school that subscribe to the service.

  [B] appraise the learning outcomes of university students as part of their academic performance.

  [C] establish a new evaluation system for universities.

  [D] set up a new ranking for compulsory education.

  2. The assessment method by OECD is different from the established rankings in_____

  [A] that its inquiry is broader as to include all the students and staff.

  [B] that its samples are chosen randomly based on statistical analysis of method.

  [C] that it attaches more importance to the learning efficiency.

  [D] that it takes opinions from the students to see what they have learnt.

  3. The best universities in the Nobel laureate’s eye are _____

  [A] those of high reputation.

  [B] those ambitious universities.

  [C] the feisty upstarts.

  [D] those high-flying universities.

  4. By the case of London School of Economic, the author wants to show that_____

  [A] the OECD’s approach is very fair.

  [B] the Nobel laureate’s opinion is not worth hearing.

  [C] the British rankings pays more attention to the foreign students.

  [D] different assessment methods may lead to different ranking results.

  5. The OECD’s ranking system will probably be welcomed most by_____

  [A] parents who pay for the children’s secondary education.

  [B] the famous colleges.

  [C] those ambitious second-rank institutions.

  [D] shoppers in the global market.

  文章剖析:

  这篇文章讲述了经济合作与发展组织目前正在努力建立的一种新的大学评估模式。第一段讲述该组织进行这个项目的目的;第二段讲述该组织采取的方法;第三段讲述该方法的优点;第四段讲述该项目的好处;第五段讲述该项目存在的困难和可能解决的方式;第五段讲述这种方式的优点。

  词汇注释:

  proxy adj. 代理的 high-flying adj. 报有雄心大志的,有远大抱负的

  feisty adj. 精神蓬勃的,活跃的 upstarts n. 新贵

  难句突破:

  (1) Now the Organisation for Economic Co-operation and Development (OECD), a Paris-based think-tank for rich countries, is planning to make the task a bit easier, by producing the first international comparison of how successfully universities teach.

  [主体句式] OECD is planning to…

  [结构分析] 这是一个简单句,主语OECD后面的成分是主语的同位语,而谓语中by producing…是方式状语;该方式状语中,of后面的疑问句是of的宾语从句。

  [句子译文] 总部位于巴黎的经济合作和发展组织是一家富裕国家的智囊团机构,目前在建立第一个大学教学国际比较体系,希望借此可以让这个难题容易解决一些。

  (2) But OECD researchers think that problem can be overcome by concentrating on the transferable skills that employers value, such as critical thinking and analysis, and testing subject knowledge only in fields like economics and engineering, with a big common core.

  [主体句式] But OECD researchers think that…

  [结构分析]这是一个复合句。主局的宾语从句比较复杂,that problem can be overcome by…with a big common core. 在该从句中,skills后面是that引导的定语从句 that employers value, 后面的such as…是skills 的定语;such as后面跟着两个并列的结构;在该并列结构中,最后的with a big common core是subject knowledge 的定语。

  [句子译文] 但是经济合作与发展组织研究者认为可以主要关注雇主所重视的可转换的技术,比如批评性思考和分析,并只在那些有共同核心的领域如经济、工程等考察科目知识掌握情况。

  题目分析:

  1. The project by OECD is aimed to_____1.经济合作与发展组织的这个项目的目的是___

  [A] assess primary and secondary education of each school that subscribe to the service.[A] 评价那些为该服务付费的初级和中级教育学校。

  [B] appraise the learning outcomes of university students as part of their academic performance.[B] 评价大学学生的学习成果,作为他们学业表现的一部分。

  [C] establish a new evaluation system for universities.[C] 建立新的大学评价系统。

  [D] set up a new ranking for compulsory education.[D] 建立新的义务教育的评判等级。

  [答案] C

  [难度分析] ☆☆☆

  [分析]细节题。文章第一段提到,OECD目前正在进行一个项目想将世界的大学教育效果做一个对比,再根据第二段,一旦有足够多的大学参与进来,就可以创立表格标明每个国家的位置。而且这个系统比现有的两个评价等级更公平。那么,可以推断,这个项目是为了建立新的大学评价系统,选项C为正确答案。选项B只不过是为了建立该体系的一个步骤,并不是终极目的。

  2. The assessment method by OECD is different from the established rankings in_____2.OECD的评价方法和现有的评价等级不同之处在于_____

  [A] that its inquiry is broader as to include all the students and staff.[A] 调查包括了多有的学生和教师,因而更为广泛。

  [B] that its samples are chosen randomly based on statistical analysis of method.[B] 基于统计分析方法,选择了个案采用随机方法。

  [C] that it attaches more importance to the learning efficiency.[C] 更注重学习效果。

  [D] that it takes opinions from the students to see what they have learnt.[D] 听取学生的意见,看看他们都学到了什么。

  [答案] C

  [难度分析] ☆☆☆☆

  [分析]细节题。文章第二段一开头就指出OECD不会认为一个大学投入的资金越多就可以越好,也不会用其他代理措施来评估质量,他们更注重的是学习结果。在最后一段又提到该系统不看重学校名气,而更看重一个学校的教学成果。由此可见,他们不同之处是OECD更加注重这种效果,选项C最为符合题意。

  3. The best universities in the Nobel laureate’s eye are _____3.在诺贝尔获奖者的眼里最好的大学

  是_____

  [A] those of high reputation.[A] 那些富有盛名的大学。

  [B] those ambitious universities.[B] 那些有抱负的大学。

  [C] the feisty upstarts.[C] 富有活力的新大学。

  [D] those high-flying universities.[D] 那些有雄心大志的大学。

  [答案]A

  [难度分析] ☆☆

  [分析]推理题。第三段提到,当然诺贝尔奖得主关于应该在哪里学习的意见值得听取,但是大学教授们可能忙于写书或做研究,因此在教学方面投入的时间很少或几乎没有,这是美国名校一个大的弱点。从这一点可以推出,诺贝尔获奖者应该是推荐了美国名校,否则不会提到名校存在的问题。因此,选项A是正确答案。

  4. By the case of London School of Economic, the author wants to show that_____4. 作者举伦敦经济学院的例子是想说明_____

  [A] the OECD’s approach is very fair.[A] 经济合作与发展组织的方法非常公道。

  [B] the Nobel laureate’s opinion is not worth hearing.[B] 诺贝尔奖获得者的观点不值得听取。

  [C] the British rankings pays more attention to the foreign students.[C] 英国评定等级更看重外国学生。

  [D] different assessment methods may lead to different ranking results.[D] 不同的评判方式会得出不同的等级结果。

  [答案] D

  [难度分析] ☆☆☆☆

  [分析]推理题。文章第三段提到了伦敦经济学院在上周发行的英国评级中,由第59位滑落至第17位,这主要是因为相对于上一年度,在尽力争取大量的外国学生方面所得的分数减少了。而在这个例子前面有一句话,方法上的改变可以带来令人震惊的结果。那么可以猜出,可能这个评级和之前的评级还有所不同。而这个例子可能就是要说明这个问题。因此,选项D最为符合题意。

  5. The OECD’s ranking system will probably be welcomed most by_____5.经济合作与发展组织的评级系统可能最会受到_____的欢迎。

  [A] parents who pay for the children’s secondary education.[A] 那些为孩子支付高等教育费用的家长们

  [B] the famous colleges.[B] 名牌学校

  [C] those ambitious second-rank institutions.[C] 那些抱负远大的二类学校

  [D] shoppers in the global market.[D] 国际市场上的买家

  [答案]C

  [难度分析] ☆☆☆

  [分析]推理题。经济合作与发展组织的这个评价系统注重学校的教学质量,不注重学校的名气,因此AB可能不会特别欢迎这个系统;C,这类学校有教学成绩,却苦于没有名气,如果这个系统能给以公平的评定,那么它们的排名肯定会提前,应该会受到它们的欢迎;D,实际是跨国公司的雇主,通过这个系统他们可以更客观地了解大学学生情况,有利于选拔人才,他们也会欢迎。C、D相对而言,C可能取得的利益更大,应该更欢迎这个评价体系。因此,答案为C选项。

  参考译文:

  要算出学生和纳税人花在大学上的钱能有多大的回报,这一直是个棘手的问题。总部位于巴黎的经济合作和发展组织是一家富裕国家的智囊团机构,目前在建立第一个大学教学国际比较体系,希望借此可以让这个难题容易解决一些。

  “我们不会认为一个大学投入的资金越多越好,也不会用其他代理措施来评估质量,我们更注重学习结果。” 经济合作和发展组织教育研究主任Andreas Schleicher说道。就像经济合作和发展组织曾从每个国家随机抽取了一些学生,测验他们的阅读和数学从而评估其初级和中级教育水平一样,这次也会从大学生中取样来看他们的学习效果。如果有足够多的大学参与进来,就可以公布联合报表,评定每个国家在教育所处的位置,这就跟他们目前在义务教育方面所作的工作一样。这样得出的评判要比目前已有的两种评级更为公正,尽管英国评级目前因广泛了接受学术界和雇主的意见从而扩展自己的调查范围。

  经济合作与发展组织的方法可圈可点之处还有很多。当然诺贝尔奖得主关于应该在哪里学习的意见值得听取,但是大学教授们可能忙于写书或做研究,因此在教学方面投入的时间很少或几乎没有,这是美国名校一个大的弱点。方法上的改变可以带来令人震惊的结果。比如说,抱负远大的伦敦经济学院在上周发行的英国评级中,由第17位滑落至第59位,这主要是因为相对于上一年度,该校在尽力争取大量的外国学生方面所得的分数减少了。

  经济合作和发展组织在等待一月份教育部长会议的审批,并计划于2010年进行第一次评级。这些评级会赢得广泛的兴趣,不仅仅因为可以作为全球市场中雇主的指南,还因为在国内市场也能充当业绩的指标。这样就可以帮助学术界决定是否原地不动还是应该进行一些改变,学生也可以选择在哪里投入自己的时间和钱财,还可以帮助充满抱负的大学校长增强本校的竞争力。

  经济合作与发展组织进行的工作是艰难的。在像文学、历史这样的科目上,各个国家的课程各不相同,甚至各个学校也大相径庭。但是经济合作与发展组织研究者认为可以主要关注雇主所重视的可转换的技术,比如批评性思考和分析,并只在那些有共同核心的领域如经济、工程等考察科目知识掌握情况。

  Schleicher说,这是一项值得做的工作。他相信,目前的这些评级无助于政府评判给与大学教育学生的资金能否取得好的回报。学生们更喜欢一些有名气的学校,而忽略了二类学校,虽然这些学校在教学方面更出众一些。更糟糕的是,根据名气来评级会让名校成绩下滑,而让那些充满活力的新兴学校生存困难。“我们并不能反映一个大学的历史,”Schleicher先生说,“但是要问问自己:这难道是全球雇主所需要的吗?” 尽管不是每个学生的目标都是供职于一个跨国公司,但这是一个合理的问题。

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